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From YouTube: Untapped: Hiring in the New Economy
Description
The Mayor's Offices of Workforce and Economic Development host a panel discussion to explore what actions city leaders, employers, and community institutions can take to support a more inclusive and productive workforce in Boston. The report's lead author, Dr. Alicia Sasser Modestino from Northeastern University's Dukakis Center for Urban and Regional Policy, addresses discrepancies between the skillets of workers and the requirements of employers and provides recommendations on how to bridge that gap. This is followed by a panel discussion lead by Office of Economic Development Chief John Barros.
A
A
My
name
is
John
barrows
and
I.
Am
the
chief
of
economic
development
for
the
city
of
Boston
and
I
was
trying
to
figure
out
if
I
walked
out
with
one
of
these
light
fixtures?
Would
it
be
too
much
for
a
purpose,
so
I
only
have
fifty
dollars
and
I
think
the
answer
is
yes,
but
these
are
fabulous.
It's
a
phallus
office
space
and
then
a
way
for
him.
Wait
for
an
employee
kindly
reminded
me
that
I
can
just
go
online
and
buy
it
right.
A
So
I
wanted
to
also
recognize
a
colleague
from
the
from
the
mayor's
office
that
chief
of
policy
choice
linen
had
in
the
back
choice.
Thanks
for
being
here,
the
mayor
is
on
his
way
back
into
the
city
or
you
would
have
been
here.
This
is
a
really
exciting
topic
and
I
am
super
excited
to
be
with
you
this
morning.
We
are
doing
a
couple
of
things
today.
A
We
are,
of
course,
launching
and
talking
about
an
important
study
that
I'm
going
to
get
to,
but
we're
also
launching
a
series
in
the
city's
Economic
Development
Center
Ryan,
the
Economic
Development
Center,
was
announced
by
the
mayor
in
his
2009
State
of
the
City.
This
January,
where
the
city
is
bringing
policy
discussions,
workshops
trainings,
trying
to
connect
people
into
all
of
our
neighborhoods,
and
there
are
four
tracks:
one
for
small
businesses,
another
faculty
and
inclusion,
a
track
on
community
economic
impact
and
then
trajector
day's
track.
A
And
this
is
the
first
launching
for
a
convening-
is
on
jobs,
talent
and
employment.
The
tracks
have
been
amazing
in
terms
of
attendance
content
and
so
I'm
gonna
put
pressures
on
our
presenters.
People
have
walked
out
and
said,
Wow
and
and
I'm
sure
today,
we're
gonna
we're
gonna,
have
the
same
kind
of
important
discussion,
dialog
and
both
from
our
presenter
or
panelists,
and
then
as
we
open
up
for
Q&A
with
you.
A
The
goal
of
the
discussion
for
the
Economic
Development
Center
is
to
raise
awareness
of
a
number
of
issues
in
our
city
in
our
in
our
economy
and
then
to
hear
from
residents
business
owners,
stakeholders,
employers,
the
things
that
we
all
should
be
thinking
about
from
a
programmatic
standpoint
and
from
policy
development.
So
we
look
forward
to
continuing
the
study
to
continue
the
dialogue
around
workforce
development
and
specifically,
what
about
the
other
50%.
What
about
the
other
half
the
challenge?
A
The
talent,
the
jobs
talent
in
Employment
series
has
a
distinct
goal
of
making
sure
that,
as
a
city
going
through
rapid
economic
growth,
we
are
maximizing
our
homegrown
talent
and
ensuring
everyone
benefits
from
Boston's
economic
growth.
Specifically
in
the
light
of
Boston's
low
unemployment
rate
at
about
3%,
we
are
hearing
more
and
more
from
employers
that
they
are
having
difficulty
finding
and
retaining
talent
as
a
city.
A
I
want
to
thank
trend
yen,
who
is
a
director
of
the
office
of
workforce
development
who
spearheaded
the
report,
which
you
have
in
front
of
you
today
in
partnership
with
Northeastern
who
you're
going
to
hear
from
and
technology.
While
we
are
proud
that
Boston
has
the
most
educated
work
workforce
where
50%
of
its
residents
have
a
bachelor's
degree
or
higher.
A
So
I'd
like
to
now
move
us
through
the
next
part
of
the
agenda
and
we're
gonna
hear
from
the
Associate
Director
of
the
Dukakis
center
for
urban
and
regional
policy
at
Northeastern,
dr.
Sasser,
modesta,
Deano,
modest
enum.
Thank
you
very
much
Alicia,
who
is
gonna,
come
up
here
and
talk
about
the
studies
and
the
data
that
that
we
are
presented
to
you
in
that
study.
Let's
hear
it
for
dr.
maraschino.
B
Great
thank
you
and
thank
you
to
office
of
Workforce,
Development
and
burning
glass
for
engaging
in
this
line
of
research.
These
are
issues
that
I
think
about
a
lot
and
have
thought
about
a
lot
over
the
last
several
decades.
Why
is
this
report?
Important
I
had
two
reporters
asked
me
this
question
last
night
and
I
think
it
really
starts
with
the
issue.
We
know
that
prosperity
has
not
been
shared
equally
across
the
Commonwealth.
B
That's
been
a
focus
of
the
Walsh
administration
for
some
time
now,
and
yet
the
state's
economic
growth
relies
on
both
baccalaureate
and
non
baccalaureate
workers,
and
so
we
decided
to
bring
some
new
data
to
this
question
that
we've
been
wrestling
with
for
some
time.
We
bring
proprietary
individual
level
data
from
worker
resumes
as
well
as
job
postings,
to
actually
assess
the
skills
of
non
baccalaureate
workers
and
how
well
they
match
up
to
what
employers
are
looking
for
and
specifically
we're
trying
to
highlight
where
these
skills
overlap
and
where
there
are
gaps.
B
So
we
can
guide
workforce
development
policy
and
the
kinds
of
hiring
strategies
that
employers
are
looking
to
use
and
the
recommendations
that
we
have
here
are
essentially
to
build
policies
that
can
foster
skill
development
for
non-va
workers
and,
what's
really
critical,
is
making
sure
that
workers
are
getting
the
skills
that
employers
are
needing
that
the
that
are
in
demand
right
now
and
also
that
they're
getting
the
supports
to
be
able
to
earn
the
credentials
that
are
going
to
demonstrate
that
competency
and
each
case.
The
good
news
is.
B
We
have
examples
in
Boston
for
each
of
our
recommendations
of
things
that
are
already
going
on
and
we
just
need
to
do
more
of
it
and
engage
in
a
deeper
way.
So
what
motivated
my
interest
in
this
question
is
something
that
I
have
studied
for
a
while.
One
of
the
things
that
I
uncovered
in
my
research
is
that
during
the
Great
Recession,
we
saw
that
employers
increased
skill
requirements,
so
here
I'm,
looking
at
the
share
of
job
postings
that
require
a
bachelor's
degree
or
higher
and
how
that
changed
over
time.
B
So
you'll
notice,
as
the
unemployment
rate
increased
the
share
of
postings
that
required
a
bachelor's
degree
increased
by
10
percentage
points,
that's
a
huge
shift
in
only
three
years,
and
we
saw
a
similar
thing
happening
in
terms
of
the
share
that
are
requiring
years
of
experience.
Now,
it's
really
surprising
is
that
then,
during
the
recovery,
these
requirements
fell.
What
does
that
say
to
us?
B
B
We
went
and
we
went
and
sampled
resumes
from
Greater
Boston
for
PA
versus
non
ba
workers,
and
we
looked
at
the
actual
skills
that
people
list
on
their
resumes
to
get
a
better
idea
of
how
these
vary
by
people
with
different
education
credentials
and
specifically
we're
looking
for
where
these
skills
overlap
across
ba
versus
non
ba
workers
and
where
there
are
gaps.
But
we
didn't
stop
there.
B
B
Now
keep
those
figures
in
mind
because
we're
going
to
come
back
to
that
college
completion
rate
and
talk
about
some
reasons
why
we
have
a
greater
share
with
only
some
college
rather
than
having
that
associate's
degree
credential
Boston's,
labor
fourth
has
been
has
been
robust
over
the
last
few
years
compared
to
the
United
States.
You
can
see.
The
figure
on
the
left
is
showing
our
labor
force
growth
compared
to
the
rest
of
the
US.
We've
done
quite
well
over
the
last
several
years.
What's
the
secret
to
our
success?
Look
to
the
figure
on
the
right.
B
Access
to
post-secondary
training
and
education
has
remained
quite
unequal
in
the
Greater
Boston
area,
with
many
low
income
residents
facing
different
barriers.
So,
as
I
was
just
talking
about
non
ba
workers
are
quite
a
diverse
group.
They
are
much
more
likely
to
be
over-represented
by
black
and
Hispanic
workers
by
immigrants
about
20%
of
non
ba
workers
or
naturalized
citizens.
Another
20%
are
not
US
citizens
and
because
of
that,
ESL
programs
and
services
are
going
to
be
a
big
part
of
the
solution
and
we'll
talk
about
that
in
a
minute.
B
Non
ba
workers
also
have
less
favorable
labor
market
outcomes
compared
to
those
with
a
bachelor's
degree,
so
they're
2
to
3
times
less
likely
to
be
in
the
labor
force,
they're
much
more
likely
to
work
part-time.
They
have
annual
incomes
that
are
30
to
70
percent,
less
than
those
with
a
BA
degree
and
about
a
quarter
of
high
school
degree
recipients
and
a
third
of
associate's
degree
recipients
are
living
below
the
poverty
level.
B
So
you
can
see
in
terms
of
health
care.
We've
done
a
pretty
good
job
here
about
20%
of
certificates
are
in
Health,
Professions
and
related
programs.
We've
definitely
got
the
message
out
there
in
terms
of
health
care,
but
if
you
look
at
the
share
of
certificates
as
well
as
associate's
degrees
that
are
earned
in
engineering
and
IT,
those
are
much
lower
right
and
understanding
the
barriers
to
people
earning
these
types
of
degrees
are
going
to
be
important
if
we
think
we're
going
to
match
up
the
skills
for
individuals
without
a
bachelor's
degree
to
jobs.
B
Alright,
how
do
the
skills
of
non
ba
workers
compare
to
those
of
ba
workers?
Before
we
jump
into
the
data.
A
few
caveats
are
in
order.
First
of
all,
this
is
data
that
comes
from
resumes
that
were
scraped
off
of
the
internet,
and
so
imagine
we're
gonna
be
looking
at
the
skills
of
people
who,
first
of
all,
are
looking
for
jobs.
Second
of
all,
looking
for
jobs
on
the
internet
and
third
are
on
this
platform.
The
other
thing
is
that
they're
gonna
be
we're
gonna,
be
taking
the
skills
right
off
of
the
resume
right.
B
So
this
is
text
analysis,
so
individuals
might
actually
have
other
skills
that
they
didn't
list
on
their
resume.
But
if
you're
looking
for
a
job,
you
have
every
incentive
to
be
listing
skills
on
your
resume
right
and
then
third
of
all,
we
need
some
way
to
kind
of
categorize
the
types
of
skills
that
people
have
and
so
we're
actually
gonna
use
the
categorization
that
burning
glass
technologies
came
up
with
and
we're
going
to
be
looking
at
things
like
baseline
skills.
So
you
think
of
things
like
project
management
and
leadership.
B
Communication
we'll
be
looking
at
specialized
skills,
think
of
things
like
information,
security
or
accounting
or
budgeting,
and
then
also
software
skills
and
there's
lots
of
different
software
skills,
everything
from
sequel
to
Oracle
to
even
advanced
Microsoft
Excel,
and
things
like
that.
So
the
first
thing
to
notice
is
that
probably
not
too
surprisingly,
individuals
who
have
greater
levels
of
education
are
more
likely
to
list
these
skills
on
their
resume.
B
So
this
is
showing
you
the
share
of
individuals
who
list
any
baseline
skill,
for
example,
on
their
resume
and
as
we
progress
with
greater
levels
of
education,
they're
more
likely
to
list
those
skills,
but
you'll
also
notice.
There's
not
that
much
different
between
people
with
an
associate's
degree
and
those
with
a
bachelor's
degree
where
we
find
the
biggest
gap
is
in
the
category
of
software
skills
and
you're.
Going
to
see
this
theme
repeated
throughout
my
presentation
here
is
that
that's
where
we've
identified
a
lot
of
the
gaps.
B
If
we
look
within
baseline
skills,
so
we
weren't
satisfied
just
sort
of
looking
at
these
broad
categories.
What
are
the
actual
places
where
we
see
overlap
so
there's
lots
of
skill
overlap
and
things
like
management,
creativity,
multitasking
leadership,
all
of
those
kinds
of
things
that
employers
are
looking
for,
that
you
might
wrap
into
something
called
grit
right
where
we're
seeing
a
lot
of
these
gaps
or
in
things
at
the
bottom.
B
There
things
like
presentation,
skills,
Excel,
probably
the
biggest
gap
here,
is
in
Microsoft
Office,
so
we
have
27
percent
of
bachelor
degree,
recipients
listing
Microsoft
Office
as
a
skill
compared
to
only
9
percent
of
associate
degree
holders
and
80
percent
of
high
school
graduates
in
terms
of
specialized
skills.
So
things
like
again,
information,
security
or
accounting.
B
We
see
a
lot
of
skill
overlap
and
things
like
inventory,
management,
product
inspection,
big
gaps,
though
in
terms
of
again
information,
security,
general
marketing,
those
types
of
skills
that
you
might
need
either
a
course
in
or
even
an
entire
program
of
study
and
then
in
sorry.
In
terms
of
software
skills,
there's
only
four
areas
of
overlap
in
terms
of
software
skills,
things
like
networking,
hardware,
cybersecurity,
clinical
informatics
and
version
control.
Otherwise,
we
see
really
large
gaps
right
in
terms
of
software
skills.
B
Ok,
so
how
do
the
skill
requirements
for
ba
jobs
match
up
to
those
four
jobs
that
are
seeking
to
hire
ba?
So
again,
here
we're
looking
at
job
posting
data
from
employers,
so
we're
only
going
to
be
looking
at
employers
who
are
one
hiring
at
the
period
we're
looking
at
two
they're
hiring
online
and
the
skills
that
they're
actually
listing.
B
But
again
these
gaps
in
terms
of
presentation,
skills,
planning,
research
right
things
that
are
very
hard.
Maybe
to
teach
in
a
classroom,
non-va
job
postings
do
vary
in
terms
of
the
kinds
of
specialized
skills
they
require.
But
what's
really
interesting
is
some
of
these
things.
Actually,
they
show
greater
proficiency
in
so
things
like
scheduling,
emergency
and
intensive
care,
basic
patient
care,
retail
industry,
knowledge
where
we
see
gaps
or
in
things
like
regulation
and
law,
compliance,
financial
reporting,
things
like
that.
B
But
again
you
might
need
a
community
college
course
in
or
even
a
community
college
degree
among
the
top
software
skills.
Again,
there's
very
little
overlap
between
what's
required
for
ba
versus
non
ba
positions.
We
see
big
gaps
in
these
things,
like
sequel
and
Java,
a
lot
of
the
things
that
you
probably
hear
about
floating
around
with
your
IT
department,
so
those
are
places
where
there's
opportunities
to
fill
those
gaps.
B
So
what
happened
during
the
Great
Recession?
So
here's
we
get
back
to
that.
First
picture.
I
was
talking
about
right
where
employ
increased
their
requirements
for
people
with
a
bachelor's
degree
during
the
recession,
because
they
could,
because
there
are
a
lot
of
people
out
there
who
are
unemployed
with
a
bachelor's
degree,
and
so
what
we
did
is
we
looked
at
occupations
that
are
traditionally
middle-skill
occupations
that
usually
only
required
high
school
or
maybe
an
associate's
degree.
What
happened
to
them
during
the
recession,
so
here
on
the
left-hand
side
on
these
blue
bars.
B
That's
the
share
of
workers
before
the
recession
hit,
who
had
a
bachelor's
degree
in
these
occupations.
Okay,
so
that's
what
was
actually
needed
at
the
time
before
the
recession
hit,
and
then
these
pink
bars
here
are
showing
you
the
share
of
job
postings
that
required
a
bachelor's
degree
in
2017
and
so
you'll
notice
across
all
of
those
occupations
that
I'm
showing
you
here,
things
that
are
computer,
related
drafting,
an
engineering
law,
life
science,
administrative
assistant.
B
We
see
that
basically,
the
bar
moved
for
employees
right,
they're,
hiring
people
now
a
lot
of
these
jobs
require
a
bachelor's
degree
that
didn't
before
now.
Employers
may
be
doing
this
to
proxy
for
certain
kinds
of
skills.
Right
that
they
can't
observe
in
workers
that
don't
have
a
bachelor's
degree,
so
we
hear
this
all
the
time
from
employers.
So
if
that's
the
case,
then
it
might
be
possible
for
us
to
provide
a
credential
or
some
kind
of
training
right.
That
would
indicate
if
an
on
be
a
worker
has
that
particular
skill.
B
So
we
decide
to
look
within
a
particular
occupation.
We
did
this
for
a
number
of
different
occupations
here,
I'm
just
going
to
show
you
administrative
assistants
to
look
at
what
are
the
actual
skills
that
are
required
within
a
specific
occupation
for
BA
versus
non
ba
workers,
and
you
can
see
here,
I've
lined
up
the
blue
bars
here
are
the
non
ba
job
postings.
The
purple
bars
are
the
ba
job
postings
and
you
can
see
every
single
skill.
That's
on
a
be
a
job.
B
We
see
a
hundred
percent
of
ba
jobs,
asked
for
scheduling,
44
percent
or
so
of
non
ba
jobs
asked
for
scheduling,
but
that's
just
to
me
that
there's
a
lot
of
overlap
in
terms
of
what
employers
are
looking
for
in
this
particular
occupation,
where
some
employers
are
looking
for
a
BA
and
some
are
not,
and
so
there's
the
possibility
for
us
to
provide
a
credential
there.
That
could
signal
that
nam.
Ba
workers
have
a
lot
of
these
kinds
of
skills.
So
how
do
we
build
a
more
inclusive
workforce
development
strategy?
B
Our
first
recommendation
is
to
collaborate
with
employers
to
determine
what
skills
are
in
high
demand
and
help
nam.
Ba
workers
acquire
the
right
credentials.
I
think
we've
heard
this
a
lot
right,
I
think,
10
years
ago.
It's
on
a
panel
that
suggested
this
as
well.
What's
different
here
is
that
I
just
showed
you
in
a
very
detailed
way
that
skills
change
rapidly
right
and
the
kinds
of
skills
that
we
need
change
rapidly
and
employers
want
very
particular
skills.
They
don't
want
you
to
walk
in
and
say
you
know
how
to
program.
B
They
want
you
to
program
sequel
period.
End
of
story
right,
so
we
need
to
stay
on
top
of
these
changes.
The
only
way
to
do
that
is
to
build
partnerships
with
employers.
Some
of
the
ways
we
can
do,
that
our
apprenticeship
programs
right,
that's
where
people
are
actually
learning
on
the
job
and
so
obviously
they're
getting
to
learn
the
skills
that
employers
want.
A
good
experience,
or
example
of
this
is
the
city's
EMT
program
right,
which
is
providing
that
credential
incumbent
worker
programs.
B
So
these
are
programs
where
firms
help
their
own
employees
gain
skills
to
maintain
employment
or
to
advance
their
careers
within
their
own
firm.
So
some
examples
we
have
of
this
are
Partners.
Healthcare
has
partnered
with
southern
New
Hampshire
University,
to
provide
a
variety
of
certificates
for
their
employees,
we'll
also
hear
from
others
in
the
healthcare
industry
today
and
then
finally,
expanding
IT
training
to
become
more
responsive
and
inclusive,
responsive
in
the
sense
of
what
is
the
actual
software
that
we
need
to
be
learning
today,
right
if
you're
in
medical
record-keeping.
B
B
We
have
good
examples
of
this
right
here
in
the
city
of
Boston,
for
example,
bunka,
Bunker
Hill
and
their
program
with
eversource
the
electric
power
utility
program-
and
this
is
great,
because
employers
get
to
shape
the
curriculum
they
get
to
have
input
into
what
the
skills
are,
that
people
are
learning
and
then
there's
a
guaranteed
job
at
the
end
of
it.
So
we
do
that,
but
we
need
to
do
more
of
that.
B
That's
what
students
earn
college
credits
for
free,
essentially
and
also
understand,
what's
expected
of
them
in
college,
so
they
can
persist.
Three
improving
Boston's
vocational
career
pathways,
so
vocational
education
again
is
something
that's
hands-on.
Provides
skills
provides
a
career
pathway
still
has
the
academic
rigor
of
the
regular
high
school
curriculum
so
about
50%
of
our
vocational
ed
students
go
on
to
a
four-year
college.
B
Cities
and
towns
are
required
to
provide
this
education,
and
yet
we
have
giant
waiting
lists
at
schools
for
students
to
get
into
these
programs,
and
so
that's
been
a
real
bottleneck
for
people
who
want
to
have
access
to
this
kind
of
Career
Training
and
then
finally,
our
last
recommendation
expanding
ESL
services
for
immigrants
and
particularly
in
the
context
of
workforce
development.
So
this
is
actually
a
requirement
under
the
Workforce
Innovation
Opportunity
Act,
but
it
also
just
makes
sense
right
so
compared
to
the
u.s.
B
Boston
has
relied
more
heavily
on
immigrants,
and
so
it's
in
our
best
interest
to
make
sure
that
immigrants
can
succeed
in
our
economy.
Most
of
the
occupations
that
are
better
paying
lead
to
career
paths
require
some
kind
of
English
proficiency.
And
yet,
if
you
look
across
ESL
programs,
only
10%
of
them
are
workforce
based,
and
we
have
some
prime
examples
of
this
going
on
in
Boston.
B
Jewish
vocational
services
does
this
to
the
gold
standard
right
where
they
are
providing
ESL
in
the
context
of
their
bank
teller
program,
their
farm
tech
program,
so
people
are
getting
jobs,
they're
matching
people
up
with
employer
demands
directly
and
then
even
right.
Now,
we're
gonna
hear
more
today
about
the
services
that
encore
is
providing
in
their
career
centers.
That
also
focus
us
on
ESL
trading
as
well.
B
So
we're
gonna
hear
from
our
panel
right
now,
but
I
want
you
to
think
about
kind
of
the
recommendations
that
we've
made
and
we'll
talk
a
little
bit
about
the
actionable
steps
that
we
can
take
to
try
to
further
this
discussion
and
kind
of
move
this
policy
agenda
along.
So
we
can
think
about
how
do
we
make
Boston's
workforce
much
more
inclusive
so
that
everybody
can
share
in
the
prosperity
of
the
Boston
economy?
Thank
you.
A
A
I'd
like
to
ask
our
panelists
to
join
me
up
front
here,
and
it
doesn't
matter
the
order
and
we're
gonna
have
a
panel
discussion
on
reactions
to
the
study,
but
really
about
their
their
experience
and
as
in
the
economy,
either
as
employers
as
those
who
are
supporting
the
economy
and
in
the
labor
force
and
labor
force
development,
etc.
And
then,
once
we,
we
have
a
dialogue
with
our
panelists
we're
going
to
open
it
up
for
Q&A.
At
that
point,
I'll
ask
dr.
A
modesty,
know
to
join
us
up
front,
and
so
we
can
all
engage
in
some
dialogue
with
you.
So,
as
you
hear,
what's
going
on,
keep
track
of
your
questions
for
later.
I
wanted
to
open
this
up
with
the
panelists
introducing
themselves,
and
so,
if
we
can
just
roll
down
here,
starting
with
Shawn,
okay
thank.
D
A
H
So,
while
we
are
so
privileged
to
have
half
of
our
population
having
a
bachelor's
degree,
we
have
to
also
understand
that
those
who
don't
have
those
the
opportunity
they
need
pathways
and
it
needs
to
be
there-
needs
to
be
accessible
at
the
same
time.
And
so
the
whole
notion
of
having
it
to
be
inclusive
is
a
primary
policy
that
the
Walsh
administration
had
to
really
abide
by.
H
The
second
clarification
that
I
wanted
to
state
was
that
please
don't
go
back
and
tell
your
kids
don't
go
and
get
don't
go
to
college
and
not
get
it
BA,
because
this
is
not
the
purpose
of
it.
This
is.
We
all
know
that
industry
research
shows
that
educational
attainment
strongly
correlates
with
economic
mobility
and
choices
which
allows
you
to
provide
for
your
family,
and
so,
while
we're
promoting
those
who
don't
have
a
BA.
What
we
we
do
also
priority
at
the
washer
ministration,
is
that
you
know
post-secondary
education
is
very
key.
H
K
to
12
is
really
important.
Quality
education
access
to
all
the
important
social
sectors
are
really
important,
that's
key
priority,
but
we
also
cannot
abandon
those
who
were
who
did
not
have
the
great
opportunity
to
go
down
that
path,
and
so
this
is
more
of
an
inclusive
strategy
and
while
the
report
outlines
all
of
these
challenges
and
these
gaps,
this
is
only
the
first
step
in
which
we
are
prioritizing.
This
work.
G
G
We
we
have
these
categories
high
school,
some
college
associate's
degree,
but
between
high
school
and
associate's
degree.
There
are
some
really
marketable
credentials
that
I'd
love
to
see
if
we
could
start
tracking,
because
if
you
have
some
college,
you
might
have
gone
to
one
class
and
then
stopped
or
you
might
have
a
really
marketable
credential
and
I'd
like
us
to
maybe
tease
that
out
as
a
state.
F
So
you
know
with
encore:
we
are
working
to
hire
close
to
6000
people
by
early
June,
so
we're
really
in
the
middle
of
hiring
people,
and
one
thing
that's
interesting
about
the
hospitality
industry-
is
that
a
lot
of
our
jobs
do
not
require
a
bachelor's
degree.
So
we're
not
up
against
that
barrier.
But
we
are,
you
know
we
are
looking
for
skills
and
we're
looking
for
people
who
have
experience
that
we
can
make
use
of
in
in
our
thousands
of
jobs.
F
F
You
know,
just
at
the
the
low
unemployment
rate
trying
to
hire
all
these
people,
and
really
the
key
for
us
has
been
looking
for
people
who
have
some
transferable
skills.
Who've
got
that
basic
hospitality
experience
that
we
can
then
train
on
the
job
and
and
bring
them
up
in
the
industry
and
also
forming
those
partnerships,
because
we
can't
do
it
alone.
We
need
to
work
with
people
in
the
city,
training
organizations
and
community-based
organizations.
I.
E
Was
really
struck
by
how
the
report
put
a
strong
responsibility
on
employers
to
flag
the
most
in-demand
skills
and
make
sure
that
those,
without
a
four-year
degree,
do
have
a
strong
and
viable
path
toward
credentials
and
I
think
we're
starting
to
see
this
shift
from
individual
employers
competing
for
talent
to
jointly
working
with
other
partners,
even
competitors
to
think
about
jointly
developing
the
pipeline.
That's
really
necessary
for
the
workforce
and
I
think
to
be
effective
here.
E
That
needs
to
be
paired
with
you
know
the
most
in
demand
market
skills
and
not
necessarily
you
know
commercial
ends
for
the
employers
and
also
to
start
thinking
about.
You
know
non-academic
providers
in
this
credentialing
space
and
what
that
can
look
like
when
you
bring
together
a
wide
set
of
players.
D
We've
become
acutely
aware
of
the
fact
that
there
is
a
huge
amount
of
talent
in
this
market
that
we
are
not
talking
to
and
then
historically,
we
haven't
even
known
how
to
find
or
engage
with
and
Wayfarer
is
a
tech
company.
A
large
number
of
our
jobs
in
this
building
are
software
development,
jobs
and
they
were
very
high-paying
and
so
and
we're
seeing
it
as
a
really
a
two-way
street,
where
our
employees
are
looking
for
to
be
a
part
of
a
more
diverse
workforce.
They
are
telling
us
this.
D
They
want
to
be
a
part
of
this.
We
also
want
to
be
able
to
make
that
happen
and
we're
acutely
aware
that
we
have
to
take
a
major
step
forward
in
what
services
were
willing
to
provide
and
training
and
also
deepen
our
partnerships
with
the
organizations
that
can
help
connect
us
with
these
students,
and
that,
for
us
is
actually
quite
fresh.
This
is
something
where
we're
probably
only
one
or
two
years
into
this
process,
and
we
have
a
long
way
to
go.
I.
C
Was
struck
by
the
fluidity
of
Education
and
experience.
Alisha's
first
chart
showed
both
experience
requirements
and
educational
credential
requirements,
and
you
know
when
employers
are
making
a
hiring
decision.
It's
fundamentally
about.
Can
someone
do
the
job?
Can
they
perform
well
in
the
job
it's
about
competency,
and
so
you
can
look
to
a
degree
or,
as
others
have
pointed
out,
another
type
of
educational
credential
we're
living
in
a
world
now
where,
including
from
companies
like
Google
and
others,
there's
a
variety
of
new
credentials
available.
C
Employers
are
starting
to
change
their
practices.
We
did
an
employer
survey
recently
and
we
found
that
a
quarter
of
employers
nationally
are
moving
toward
what's
called
skills
based,
hiring
or
competency-based
hiring,
so
other
employers
are
looking
at
pre
hire
assessments
so
via
technology.
There's
a
change
in
practice,
that's
beginning
to
happen
and
a
lot
of
potential
when
we
think
about
not
only
the
educational
credential,
whether
it's
a
certificate
or
a
high
school
diploma,
all
the
way
up
to
maybe
a
master's
degree.
C
A
You
thank
you
very
much,
supportive
presentation.
We
heard
dr.
modest.
You
know
talk
about
the
fact
that
a
lot
of
the
recommendations
or
solutions
are
happening
already,
but
we
need
to
scale
one
of
those
initiatives
that
she
highlighted
was
grow
with
Google
Natalie.
You
represent
crow
with
Google
and
an
initiative
which
is
helping
people
across
the
u.s.
develop
their
skills
and
careers.
You
also
partnered
with
Northeastern
last
September,
which
has
enabled
individuals
to
complete
Google's
IT
support
professional
certificate
receive
credit
toward
the
a
bachelor's
degree
in
an
information
in
information
technology.
A
E
So
I'll
start
a
little
bit
with
the
origin
story
of
why
we
built
this
thing
and
why
it
mattered
at
Google,
so
I
used
to
run
Google's
internal
IT
support
function
and
we
had
a
real
challenge:
finding
qualified
candidates
and
we
knew
that
qualified
it
didn't
have
to
mean
having
a
four-year
college
degree.
And
in
fact,
when
you
look
at
the
hundred
fifty
thousand
open
roles
and
IT
support.
The
majority
of
them
don't
require
a
four-year
college
degree.
E
And
so
we
partnered
with
a
nonprofit
organization,
headquartered
here
in
Boston
called
Europe,
which
I'm
sure
many
of
you
are
familiar
with,
and
they
work
with
opportunity,
youth
to
train
them
in
IT,
support
and
other
areas
and
then
place
them
in
corporate
apprenticeships.
And
so
we
wound
up
building
out
an
almost
three
year,
long
training
and
hiring
pipeline
from
that
apprenticeship
program
to
two
summer.
E
It
internships
at
Google
and
then
into
the
full-time
IT
support
program
that
I
was
running
and
the
foundation
of
that
effort
was
to
build
a
scholarship
program
for
all
of
our
year
uppers
to
get
a
free
associate
degree
in
IT
and
I.
Remember
finding
the
money
for
this
thing
at
Google
from
like
leftover
purchase
orders,
because
it
really
wasn't
costly
right,
but
when
you
consider
folks,
for
whom
Pell
grant
funding
isn't
even
enough
to
bridge
that
gap,
it
was
pretty
meaningful
and
so
that
the
stats
were
certainly
against
us.
E
But
we
had
really
strong
success
with
the
program,
and
so
we
thought
well.
How
can
we
make
these
opportunities
available
to
more
people
online
everywhere
and
so
that
set
the
stage
for
the
Google
IT
support
professional
certificate
program,
which
is
designed
for
complete
novice
learners
to
train
for
eight
months
on
Coursera,
with
Google
developed
curriculum
to
become
job
ready
in
IT
support
and
one
of
the
key
differentiators?
E
Are
these
hands-on
labs
that
we
have
so
it
can
bridge
that
sort
of
classic
dilemma
of
you
can't
get
the
job
without
the
experience
and
you
can't
get
the
experience
without
the
job
sort
of
learner's
can
troubleshoot,
and
so,
through
this
effort
we
had
a
really
explicit
focus
on
overlooked
populations
and
Google
org
had
funded
ten
thousand
scholarships
for
veterans
and
refugees
and
low-income
learners
at
key
nonprofits.
To
take
this
for
free
and
we
scaled
the
program
to
twenty
five
community
colleges,
this
past
fall
across
the
US
and
so
the
north-eastern
online
bachelor
program.
E
So
if
you're
a
learner-
and
you
take
the
Google
certificate,
you
can
apply
12
credits
toward
the
north-eastern
program
and
get
some
tuition
remission
in
the
process,
and
so
that's
been
a
really
interesting
partnership
for
us
to
consider
and
look
at.
You
also
asked
how
employers
can
get
involved
and
one
of
the
sort
of
scratch
I
had
moments
in
building
the
product
was.
How
do
we
take
learners
who
might
come
from?
You
know
these
non-traditional
backgrounds
and
therefore
have
lower
social
capital
and
really
connect
them
to
employers?
E
Some
might
consider
them
competitors
of
ours
to
consider
those
who
complete
the
IT
support
professional
certificate
for
their
open,
IT
support
roles,
and
so
now
we
have
over
30,
national
and
multinational
companies,
including
Hulu
and
Bank
of
America
and
Walmart
and
Sprint,
and
in
town
and
Google,
of
course,
who
are
considering
those
who
complete
the
program
for
their
roles,
and
so
that
is
the
sort
of
shift
I
referenced
before
of
thinking
about
how
we
can
collaborate
with
other
companies
to
really
jointly
develop
the
workforce.
And
so
it's
been
a
really
interesting
venture.
E
I
will
say
too
that
a
huge
learning
on
Google's
part
was
that
it's
really
important
to
team
up
with
your
recruiting
and
HR
functions
to
think
about
how
can
we
lessen
the
job
requirements,
so
the
IT
internship
I
mentioned
used
to
require
four-year
degree,
but
the
full-time
IT
program
I
was
running
required
no
degree.
So
we
worked
with
that
team
and
ensure
that
only
those
with
an
associate's
degree
and
students
of
all
levels-
freshman
through
senior,
could
apply
for
this
internship
program
and
guess
what
happened.
We
were
able
to
fill
the
roles.
E
We
had
a
much
more
non-traditional
group
of
learners
coming
into
the
program
and,
as
you
saw
from
the
presentation,
there
was
very
little
difference
in
competencies,
but
what
we
did
find
was
a
huge
uptick
in
terms
of
grits
self
determination,
motivation
that
are
really
key,
differentiators,
an
ever-changing
field
like
tech.
So
that's
a
little
bit
about
our
story
and
the
way
we've
been
able
to
come
together
with
other
like-minded
employers,
I'm.
A
I
think
those
are
the
kind
of
initiatives
and
and
and
partnerships
that
we
need
to
see
more
of
northeastern
on.
The
academic
side
has
really
helped
to
make
that
work.
So
Shawn
you
saw
the
Google
partnership
come
alive
from
within
Northeastern
University,
while
this
particular
program
addresses
the
IT
support
field,
there's
likely
potential
to
parlay
certificates
across
a
number
of
degrees.
What
other
skill
sets
or
careers
are
northeastern?
C
Thanks,
it's
a
great
question.
I
think
we
saw
some
wonderful
examples
of
where
the
the
gap
areas
are
in
the
local
market
and
it
carries
forward
nationally
and
of
course,
through
our
online
programs.
We
have
a
national
reach,
we're
doing
it
in
advanced
manufacturing
in
a
partnership
with
General
Electric
here
in
Boston
and
worldwide.
C
So
that's
kind
of
a
key
area
where
you
can
see:
there's
there's
jobs
in
an
industry
and
a
need
for
talent,
especially
in
terms
of
leadership
and
digital
skills,
and
getting
people
to
move
up
from
the
shop
floor,
perhaps
into
a
leadership
position,
go
from
an
associate
degree
to
a
bachelor's
degree.
Healthcare,
as
we
saw
in
the
presentation
and
is
another
area
whether
it's
sort
of
the
the
biotech
angle
on
healthcare
or
nursing
and
other
areas.
One
of
the
skills
that
really
cuts
across
many
jobs
and
I
think
it's
important
to
note.
You
know.
C
Yes,
we
think
of
these
tech,
jobs
and
analytical
jobs
and
coding
jobs
as
being
at
tech
firms
like
a
Google
but
as
I'm
sure
many
of
you
know,
in
hospitals,
in
banks
in
nonprofits
and
our
educational
institutions
really
across
industry
sectors.
There
are
these
skills
and
educational
needs
that
aren't
necessarily
about
what
industry
sector
you're
in,
but
rather
cutting
across
all
kinds
of
occupational
roles,
and
so
analytics
is
a
key
one
project
management
as
another,
and
so
we
have
degree
programs
and
certificates
and
partnerships
with
employers
around
all
those.
A
So
that's
it's!
It's
really
important.
We've
got
amazing
academic
institutions
in
our
city
and
being
able
to
partner
with
them
to
make
our
city
run
better.
To
make
this
place
a
better
place
for
all
of
our
residents
is
really
important
so
that
northeastern
Google
partnership
is
critical.
I'm
often
talking
about
the
number
of
jobs
we
grow
in
Boston,
or
the
fact
that
in
the
last
five
years
we've
been
able
to
add
another
hundred
and
twenty
thousand
jobs
to
our
local
economy.
A
It's
about
twenty
twenty-five
thousand
a
year
only
when
I
say
that
they
think
about
new
companies
coming,
but
that's
not
always
true.
In
fact,
many
of
the
companies
here
and
Wayfarers
the
biz
is
an
example
of
that
are
growing
here
from
us.
It
was
in
our
city
a
growing
job.
It's
not
just
about
the
new
company
companies
coming.
It's
about
helping
companies
grow
with
talent.
Debra
Wayfarer
grew
its
headcount
by
more
than
almost
any
other
Massachusetts
based
company
last
year,
hiring
over
4,000
employees.
A
D
D
Yeah
we're
not
going
anywhere
the
I
think
for
us.
It
has
been
about
starting
to
acknowledge
the
need
to
change
our
requirements
because
they
aren't
necessarily
always
proxies
for
skill,
or
they
are
used
as
a
proxy
for
skill,
despite
the
fact
that
another
population
has
the
same
skills
and
so
for
us,
a
bachelor's
degree
is
no
longer
a
requirement
for
a
software
development
role
at
Wayfair.
But
that's
pretty
new
for
us,
like
within
the
last
year
when
I
first
joined
the
company,
we
required
college
degrees
for
all
of
our
sales
and
service
representatives
as
well.
D
A
number
of
organizations
are
partnering
with
skill
list,
the
which
is
an
alternative
resume
platform,
so
that
allows,
rather
than
submitting
a
resume
that
simply
lists
where
you've
been
candidates
actually
have
an
opportunity
to
create
skills
based
profiles
of
what
they
actually
know,
how
to
do,
which
is
generally
far
more
relevant
to
what
you
to
understanding
how
you
might
perform
in
the
future
and
I
know.
We've
been
doing
that
in
partnership
with
a
Boston
Chamber
of
Commerce
and
and
with
other
companies.
D
We
have
many
different
bootcamp
partnerships
at
this
point
and
we
plan
on
continuing
to
expand
them.
The
our
goal
is
to
have
more
than
50%
of
our
entry
level.
Software
developers
come
out
of
boot
camps,
whereas
historically
100
percent
of
them
have
come
from
four-year
colleges
and
every
time
we
grow
this
number,
we
discover
that
actually
we
can
grow.
This
number
further
I
think
there's
some
question
for
us
about
how
much
these
individual
organizations
can
scale,
which
is
actually
why
we've
partnered
with
so
many
of
them.
D
The
most
recent
partnership
that
we've
launched
is
with
resilient
coders,
and
it's
quite
early
in
that
relationship.
We're
only
a
few
months
in,
but
one
of
the
reasons
that
we
feel
pretty
optimistic
is
that
there
is
an
extremely
tight
feedback
loop
between
between
Wayfair
and
these
boot
camp
programs
about
the
kinds
of
skills
people
are
coming
to
us
with.
So
in
the
Brazilian
coders
example,
which
is
100%
mine
already
focused
and
over-index,
is
on
a
female
population
which
is
terrific
for
us
as
we
try
to
diversify
our
engineering
roles.
D
That
population
goes
through
14
weeks
of
training
and
then
has
to
pass
the
same,
hiring
bar
to
get
into
Wayfarers
and
the
other
software
developer
would
so
we're
not
changing
the
bar.
The
assessment
is
skills
based.
We
are
not
changing
the
entry
level
compensation
or
anything
else
about
the
program
when
those
when
those
new
hires
arrive.
They
also
go
into
12
more
weeks
of
training
at
Wayfair,
which
is
a
program
that
we
offer
to
all
of
our
entry
level
software
employees.
D
So
it's
a
large
commitment
on
the
part
of
two
organizations
in
order
to
get
these
folks
into
the
pipeline
and
the
reality
is
the
ramp
time
is
going
to
be
longer
than
someone
who's
been
steeped
in
the
material
for
four
years
right.
So
you
have
an
incredibly
focused
population
with
an
incredible
amount
of
determination,
and
some
of
these
folks
are
career.
Pivot
errs.
D
Some
of
them
are
our
folks
who
had
no
accidents
detect
previously,
but
we
are
making
sure
that
that,
as
that
becomes
a
larger
and
larger
percentage
of
all
of
our
higher,
that
actually
becomes
the
new
normal
around
here
and
we
have
similar
partnerships
and
programs
and
some
of
the
non
technical
roles
as
well.
I
think
it
is
the
in
the
technical
space
where
we
are
watching
the
most
closely
because
the
skills
frankly
they're
so
challenging
right.
You
know
these
are.
D
These
are
hard
skills
to
get
and
and
they'll
so
take
a
long
time
to
learn
and
when
we
talk
about
being
skills
based
in
our
in
our
assessments,
it's
not
just
about
who
learned
a
bit
of
JavaScript
and
a
bit
of
Python
quickly,
because
you
might
get
to
wayfarer
and
move
on
to
a
team
that
actually
works
in
another
language.
So
we
actually
and
we
don't
actually
care
if
you've
learned
that
language
before.
D
But
our
assumption
is
that
you
can
learn
it
quickly,
so
it
is
partially
about
skills
and
partially
about
demonstrated
ability
to
learn
quickly.
Because
to
your
point,
professor
there's,
the
skills
are
changing
so
fast
around
here.
So
these
programs
cannot
become
ossified
any
more
so
than
we
can
in
terms
of
what
is
needed
now
might
actually
be
quite
different
than
what's
needed
even
six
months
from
now.
So
the
ability
to
to
learn
technical
skills
is
actually
critical
for
us.
A
Thank
you,
Thank
You
Jenny,
like
Wayfair,
there's
a
tall
order
at
hand
for
encore
nearly
six
thousand
jobs
to
fill
in
a
very
short
window.
You
work
for
us
development
plan,
discusses
the
importance
of
hiring
a
workforce.
That's
qualified
local
and
diverse.
The
plan
also
presents
a
path
for
individuals
that
may
not
have
a
high
school
or
secondary
degree.
You've
talked
about
supporting
ESO
ESOL
programs
throughout
the
region
and
then
shortly
bringing
it
in-house
at
some
point.
F
Absolutely
so
you
know,
I
talked
earlier
about
partnerships
and
all
the
work-
that's
happened,
you
know
not
only
within
encore,
but
with
other
organizations
and
Everett
in
Malden,
Medford
Boston.
Of
course
we
started
the
work
really
you
know
over
a
year
ago,
and
we
put
together
the
the
workforce
plan
and
one
of
the
key
needs
that
came
up
from
the
community
and
from
the
from
all
of
our
partners
was,
you
know
we
need
to.
F
These
are
brand
new
jobs
in
some
cases
you
know,
you've
never
had
a
casino
in
this
area
before
what
are
these
jobs
going
to
be,
and
how
can
we
learn
about
them
in
advance
and
similar
to
what
Joanne
was
mentioning
about?
You
know
matching
skills
with
the
jobs.
That
was
something
that
was
really
important.
We
wanted
to
get
we
wanted
to
be
completely
transparent
about.
Here
are
all
the
jobs
that
are
coming,
we're
not
going
to
be
hiring
for
them
for
another.
F
F
You
know
we
took
the
job
descriptions
and
we
assigned
specific
skills
and
job
requirements
to
each
of
them
that
people
could
kind
of
go
through
the
checklist
and
show
you
know
that
they
they
could
look
at
the
job,
not
only
at
like
a
long
description
but
skilled
by
skill
and
match
up
their
previous
experience
with
those
skills
that
kind
of
validate.
Yes,
I've
got
the
skills
for
this
job,
and
if
there
was
a
skill
that
they
were
missing,
we
were
directing
people
to
local
training
organizations
and
online
resources
where
they
could
get
that
skill.
F
So
if
somebody's
going
in
they
want
to
be
a,
they
want
to
fill
one
of
our
culinary
roles,
but
they
were
maybe
missing.
Some
of
the
culinary
skill
sets.
We
were
directing
them
to
culinary
classes
at
Bunker
Hill
with
the
enemy
cat,
one
of
our
other
training
organizations
and
some
of
the
other
culinary
training
resources
so
well
in
advance
of
hiring
who
launched
the
platform
last
June
and
hiring
really
started.
F
This
January
February
people
had
a
chance
to
review
over
500
different
job
titles,
look
at
the
skills
see
where
they
matched
up
both
in
professional
experience,
but
also
in
personal
life
and
volunteer
experience.
You
know
someone
has
been
volunteering
at
a
church.
They
might
have
some
of
those
customer
service
and
greeting
and
hospitality
skills
that
you
know
they
would
need
for
for
being
a
job
say
as
a
lobby
greeter
at
encore,
so
that
was
kind
of
step,
1
being
really
transparent
about
what
the
skills
were
and
we
went
through
a
similar
exercise.
F
That's
been
mentioned
where
we
met
with
every
single
hiring
manager
to
say,
okay,
what
do
you
really
need
here?
Do
you
absolutely
have
to
have
a
high
school
degree?
Do
you
have
to
have
a
college
degree
and
in
a
lot
of
cases
we
found
that?
No,
you
don't
the
skills
and
the
experience
is
much
more
important
than
the
actual
degree.
F
There
were
a
couple
of
areas
that
we
identified
where
we
knew
there
was
going
to
be
a
skills
gap
in
this
area.
One
of
those
was
for
our
table
games
dealers.
There
are
not
casinos
in
that
or
there
haven't
been
casinos
in
Massachusetts.
Now
there
is
one
in
western
Massachusetts
in
Springfield,
but
we
knew
there
weren't
going
to
be
people
who
could
fill.
F
You
know
close
to
a
thousand
jobs
in
the
casino
dealing
table
games,
so
we
partnered
up
with
Cambridge
College
and
we
opened
a
dealer
school
at
their
Charlestown
location
and
what
we
did
with
that
is.
We
actually
hired
some
of
our
casino
managers
and
casino
supervisors
early
and
put
together
a
curriculum.
F
Cambridge
College
provides
us
the
space
and
a
lot
of
the
kind
of
back-end
administrative
support
and
we
brought
in
the
tables
all
the
equipment.
We
hired
the
teachers
and
we
got
people
into
this
dealer
school
and
really
all
we
were
looking
for.
There
was
some
solid
math
skills
and
in
customer
service,
and
those
are
things
that
we
could
kind
of
pull
out
of
the
skill
smart
platform.
F
In
some
cases
there
were
people
who
had
indicated
math
skills
for
other
jobs
that
they
might
have
been
looking
at
people
who
had
indicated
customer
service
skills
and
we
were
able
to
reach
out
to
them
and
say:
hey.
You
might
be
a
fit
for
dealer
school
come
on
down.
Take
the
math
test.
Do
a
quick
in
person
assessment
with
us
on.
You
know.
F
So
those
are
just
kind
of
two
of
the
highlights
on
the
front
and
again
the
the
English
training
and
the
hospitality
training
has
also
been
big
working
with
organizations
like
the
International
Institute
of
New
England,
best
Corp
Bunker
Hill
again,
you
know
how
they
have
hospitality
training,
a
lot
of
the
local
schools
and
other
community
organizations
that
are
doing
training
and
helping
them
get
a
pipeline
in
with
us.
After
we
are
up
and
running
and
open,
there's
going
to
be
kind
of
this
path
forward,
so
people
once
they're
in
once,
they're
hired.
F
How
do
we
scale
them
up
and
get
them
on
a
path
into
management
into
you
know
future
executive
roles,
and
then
that
is
by.
We
will
be
providing
free
of
charge
English
as
a
Second
Language
classes.
We've
writing
GED
training,
there's
a
tuition
reimbursement
program,
so
people
who
do
want
to
go
back
to
school
and
continue
working
on
those
degrees,
I
can
get
the
education
and
training
and
think
that
they
need
to
move
up.
Thank
you.
Thank.
A
G
I'm
happy
to
do
that,
so
we
about
11,000
employees
at
Beth,
Israel,
Deaconess,
Medical,
Center
and
March.
First,
we
became
part
of
a
system
that
has
35,000
employees
we're
now
the
second
largest
employer
in
the
state,
but
I'm
a
bath,
Israel
Deaconess,
Medical
Center.
We've
done
a
lot
of
work
in
the
last
sort
of
15
years
to
really
build
out
a
program
for
folks.
So
we
hire
from
like
the
widest
range
of
employees.
G
What's
going
on
patient
care,
techs
medical
assistants,
if
you
don't
have
enough
of
any
of
those
people,
the
hospital
can
grind
to
a
halt,
so
we're
really
watching
those
jobs
and
we
figured
out
a
way
to
train
people
into
those
jobs.
So
again
we
figured
out
what
are
the
basic
skills?
People
need
to
be
successful
in
this
job
and
then
what
can
we
train
them
to
to
get
them
credentialed
or
ready
to
do
those
jobs?
G
So
we
call
those
our
pipeline
programs,
we've
developed
about
twelve
different
pipeline
programs
for
specific
occupations
to
the
hospital
and
any
year
we're
running
about
five
or
six
of
them.
So
one
example
is
central
processing,
technicians
and
those
are
people
who
sterilize
our
equipment.
They
all
are
very
important,
but
there's
a
huge
demand.
Health
care
is
twenty
percent
of
the
jobs
in
the
city
of
Boston.
So
this
one
somebody
graduates
from
a
central
processing
technician
program,
there's
a
lot
of
people
who
want
to
hire
them.
G
We
switched
to
a
strategy
where
every
year
we're
sponsoring
our
employees
through
that
program
at
Bunker,
Hill,
Community
College,
paying
the
full
freight
so
they're
graduating
through
that
program
and
then
moving
into
a
job
that
pays
start
spending
at
twenty
one
dollars
an
hour
and
has
a
four
run
career
ladder
and
and
other
possibilities.
So
that's
the
kind
of
work
we're
doing
to
make
sure
people
see
your
future
for
themselves.
Anybody,
not
anybody,
but
you
know
people
there's
a
broad
path
to
come
in
and
once
you're
in
we
want
to
keep
you
growing.
G
Our
employee
career
initiative
and
Mark
Estrada
is
in
the
audience.
He
helped
me
get
that
off
the
ground
from
State.
Street
he's
moved
on
to
other
things
now,
but
I'm
still
founder
with
me,
and
so
in
that
program
we
have
on
site
a
career
and
academic
advisor
that
anybody
can
go
to
and
get
help
thinking
about
their
next
step.
We
offer
the
Accuplacer
on-site
for
our
employees,
so
they
can
test
and
figure
out
where
they
are
academically,
and
then
we
make
a
career
plan
for
them.
G
We
offer
pre-college
reading
math
and
English
courses
for
our
employees
and
we
offer
tutors
who
are
our
employees
as
well
as
college-level
science
courses,
all
for
free
on-site
for
our
employees,
because
we
want
them
to
think
about
going
back
to
school
and
maybe
they
went
and
it
wasn't
a
good
fit
the
first
time.
But
we
want
them
to
be
successful
this
time
and
we
want
more
people
who
are
college
ready.
G
So
we
can
continue
to
invest
in
them
and
grow
and
then
one
last
thing
I
want
to
talk
about
real
quick
is
we
are
about
to
launch
a
nurse
residency
program,
so
we
made
a
decision
a
few
years
ago
to
only
hire
nurses
at
the
bachelor
level,
but
we
were
finding
we
weren't
getting
the
diverse
nurses
that
we
needed
so
we're
about
to
launch
a
program.
We're
gonna
hire
nurses
at
the
associate
degree
level
into
a
nurse
resident
role
and
sponsor
their
education
to
a
bachelor's
degree
as
they
work
for
us.
A
Fabulous
thanks.
Joanne
now
we're
gonna
go
to
Tran
before
we
open
up
to
QA
right
so
get
your
questions
ready
trend
in
the
report
recommendations
it
talks
about
the
need
to
invest
in
short-term
certificates,
ESL
services,
occupational
training
for
an
immigrants
and
vocational
or
apprenticeship
programs.
Given
this
set
of
recommendations
and
as
a
city's
largest
workforce
development
funder,
are
you
thinking
in
terms
of
policy
and
investment
strategy,
thinking
in
terms
of
policy
and
investment
strategies,
moving
forward,
yeah.
H
I
want
to
say
it's
always
that's
that's
my
job
is:
do
it
today?
Do
it
yesterday
30
seconds
so
I
get
the
drill.
So
when
the
report
came
out,
we're
not
astounded
by
the
findings,
we
knew
that
Alisha
and
a
lot
of
labor
market
folks
have
been
championing
or
advocating
for
some
of
these
issues
and
challenges.
For
quite
some
time,
though,
what
is
also
new
is
what
a
creative
and
deep
critical
long-term
solutions
that
we
can
bring
to
the
table
and
that's
what
is
eye-opening
to
us.
H
So
we
have
really
even
before
the
report
came
out,
we
knew
that
we
had
to
do
something
really
bold
and
long-term,
and
so
we
have
been
looking
at
and
been
investing
in
programs
and
policies
around
this
special
specialized
skills
and
baseline
skills
jobs.
So,
looking
at
advocating
and
encouraging
more
common,
more
of
the
competency-based
workforce,
training
that
we
that
has
that
needs
to
that
needs
more
more
investments,
while
I
think
the
employers
and
the
success
stories
are
great
here.
H
I
want
to
echo
that
there
have
been
some
very,
very,
very
good,
long-term,
systemic,
good
practice,
programs
that
I
like
to
highlight
also
State
State,
Street,
wins,
and
if
they're
here,
but
here
you
see
they're
great
State
Street-
has
been
doing
this
work
for
quite
some
time
and
have
a
lot
of
best
practices.
So
you
know
I
encourage
you
to
look
at
and
research
their
workforce,
hiring
approaches
as
well.
H
Bmc
is
another
employer
that
we've
been
working
closely
with
to
really
recruit
outreach
and
train
the
right
folks
from
you
know
across
the
city
into
their
entry-level
jobs
and
moves
them
up.
The
career
ladder,
Children's
Hospital
Mass
General
has
been
doing
this
for
quite
some
time
and
we
want
to
thank
them
for
their
partnership.
H
The
city
in
the
state
have
been
doing
this
work
as
well.
About
a
year
and
a
half
ago
we
had
met
with
about
five
HR
directors
in
the
largest
city
agencies
in
the
city,
and
we
pulled
up
data
on
retire,
the
rate
of
the
rate
of
retirement
in
the
next
five
years.
And
lo
and
behold,
we
found
that
about
35
to
50
percent
of
Boston.
The
city
of
Boston's
labor
force
will
retire
within
seven
years
and
and
within
other
agencies.
H
We
find
that
that
rate
to
be
higher,
and
so
we
also
looked
at
the
city
as
one
of
the
largest
employers
in
which
we
needed
to
think
about
recruiting
folks
from
the
neighborhoods
training
them
and
providing
when
them
with
the
opportunity.
So
they
can
move
up
the
ladder
at
the
same
time,
and
these
are
folks,
and
these
are
jobs
that
don't
have
a
bachelor's
degrees.
At
the
same
time,
and
when
we
met
with
our
HR
directors,
we
asked
them
the
same
questions.
H
So
we
don't
want
to
give
them.
You
know
we
want
to
make
sure
that
the
quality
of
work
is
there
and
the
academic
credentials
are
needed
to
get
employers
what
they
need,
so
that
they
can
fill
those
positions
at
the
same
time.
Last
but
not
least,
Alicia's
report
have
told
the
City
of
Boston,
and
we
all
know
this
that
more
than
half
of
our
constituents
and
a
workforce
are
immigrants,
and
we
need
to
recognize
that
and
champion
that,
and
not
only
that,
but
employers
nonprofit
institutions
also
have
to.
H
And
so
we
have
also
been
working
with
a
task
force
that
invests
in
and
looking
taking
a
deep
look
at
what
we
call
skilled
immigrants.
So
those
who
are
coming
to
this
country
already
had
education,
credentials,
workforce
experience
in
their
home
country,
and
how
do
we
translate
that
to
competencies
and
workforce
workforce
skills
so
that
they
can
advance
rapidly
instead
of
waiting
10
to
15
years?
And
so
those
are
just
some
of
the
examples
that
that
the
administration
has
been
invested
in.
H
But
I
encourage
us
to
look
deeper
into
best
practices
around
the
city
that
has
been
going
on
for
quite
some
time
and
also
newer
industries.
But
at
the
end
of
the
day,
Boston
residents
are
not
going
anywhere,
you
know
and
we're
growing,
very
diverse
in
multiple
ways
that
provides
an
opportunity
asset
and
value
base
to
employers
here,
and
so
we
have
to
embrace
that
and
not
see
that
as
a
deficit
through
the
city.
Thank.
A
So
at
this
point
we
want
to
open
it
up
for
Q&A.
We
are.
We
are
committed
to
getting
you
out
of
here
on
time,
10:30,
and
so
we
want
to
you,
know
quickly,
get
into
QA.
Ask
your
questions.
If
you're
looking
for
a
job-
and
these
folks
are
hiring,
you
ask
that
job
I
might
just
ask
you
to
do
it
offline,
but
other
than
that.
Any
questions,
a
good
question.
A
I
Now
that
we've
know
thank
you
in
case
I
wasn't
loud
enough
already,
so
I
guess
another
word
identifying
the
be
a
requirement
as
an
obstacle
to
getting
that
50%
of
skilled,
but
not
necessarily
degreed
individuals
in
the
jobs.
Is
it
time
and
will
it
ever
be
time
to
ban
the
be
a
requirement
from
coating
jobs.
D
Started
I
don't
really
see
as
banning
skills
or
requirements.
I
think
I
understand
the
sentiment,
which
is
to
say
this
is
a
market
like
many
other
markets
that
is
shifting
in
terms
of
the
way
we
speak
about
what
we're
looking
for
the
way
we
evaluate
talent
and
the
way
we
either
and
where
we
source
that
talent
from
but
I
also
think
it
would
be
disingenuous
to
say
that
it
is
not
actually
an
efficient
method
of
hiring
is
to
go
to
a
campus
and
hire
the
the
computer
science
graduates.
D
So
I
have
I
think
I
understand
the
sentiment
which
is
which
is
about
equity
and
access
and
I.
Think
Wayfarer
is
one,
but
we
are
clearly
not
alone,
even
in
this
room,
much
less
in
the
city
of
organizations
that
are
trying
to
figure
out
how
to
make
this.
How
to
make
these
jobs
really
broadly
accessible.
A
band
doesn't
strike
me
as
something
that
gets
us
much
further,
though
yeah.
A
And
I'll
just
I'll
take
a
stab
as
well.
So
as
as
we
look
at
our
education
system,
we
need
to
create
ways
to
tell
employers
in
throughout
the
whole
stream
that
you
have
someone
in
front
of
you
that
has
the
skills
you're
looking
for
so
we
have
to
be
more.
We
have
to
be
more
responsive
to
the
to
the
employment
sort
of
ecosystem
and
create
new
certificates
more
rapidly,
create
new
training
more
rapidly.
So
when
you
get
somebody
from
resilient
coders,
you
know
what
you're
getting
right.
A
We
need
to
do
it
to
scale
right
and
so
right
now
we
are
innovating
in
this
space.
We're
not
scaling
up
quickly
enough
cities
got
our.
You
know
we
got
to
get
on
board
and
help
scale.
States
got
to
get
on
board
and
help
scale
so
that
we
can,
we
can
say
to
Deborah
and
others
on
this
on
his
panel.
Oh
no,
this
individual
has
what
you're
looking
for
you
can
get
in
clearly
you're
doing
it
with
partnership
with
folks.
Here
we
just
systematize
that
kind
of
credentialing
and
scale.
H
My
bachelor's
degree
continuum
is
not
necessarily
a
conventional
one.
Right
I
mean
you
can
come
in
and
look
at
how
to
matriculate
some
of
those
competencies,
a
work
based
learning
instead
of
starting
from
zero
and
transferring
some
of
that
learning
into
a
community
college,
perhaps
with
a
certificate
program.
But
then,
while
that
person
is
working,
translate
some
of
those
work.
H
Experiences
into
an
associate
degree
then
have
that
person
still
working
have
options
to
transfer
those
credits
and
that
associate
associate
degree
to
any
of
the
four-year
colleges,
and
so
it
doesn't
necessarily
have
to
be
a
band.
But
how
do
we
design
systems
align
them
efficiently
so
that
regular
people
and
working-class
people
can
get
access
to
that
system?.
A
J
I'm
Gary
Kaplan
I'm
executive
director
of
GFI
networks,
I'm
going
to
pose
the
question:
what's
the
role
of
high
schools
in
this
whole
skill
continuum,
90%
of
our
young
people
go
through
the
public
schools
and
that's
by
far
the
largest
pool
of
future
employees.
A
couple
of
years
ago,
the
mass
Business
Alliance
for
education
put
out
a
survey
in
which
their
employers
cited
basic
reading
and
math
skills
as
the
most
significant
shortfall
of
the
of
their
new
employees.
J
A
G
Few
things
come
to
mind:
I
think
the
basics.
Reading
writing
math
are
important,
and
also
maybe
exposing
young
people
in
high
school
to
the
Accuplacer
test
and
trying
to
align
that
a
little
bit
better
would
be
helpful
career
exploration
and
what
are
the
key
skills?
People
need
to
have
a
job,
encouraging
kids
to
get
a
job
in
the
summer
and
thinking
about
skills
like
customer
service
and
how
people
present
themselves.
G
I
remember
there
was
a
time-
and
it
was
years
ago
that
kids
weren't
getting
to
school
on
time
and
then,
if
they're
not
getting
to
school
on
time,
they're
not
going
to
get
to
work
on
time.
So
how
do
we
make
sure
people
understand
the
importance
of
being
in
the
right
place
and
the
right
time
is
showing
up.
Some
basic
stuff
can
start
at
highschool
I.
F
Think
one
other
thing
you
know:
we've
noticed
at
encore
where
we
do
have
some
jobs
that
require
basic
math
as
part
of
the
assessment.
So
that's
for
our
surveillance
team,
as
well
as
for
the
table
game,
stealer
positions
that
I
mentioned,
we
are
seeing
there's
a
lot
of
struggle
on
the
basic
math,
and
that
would
be
an
area
where
the
high
schools-
and
they
could
you
know,
pick
it
up
and
almost
if
they
can
bring
that
math
to
life
with
hey
here's,
how
you
could
be
using
this
and
a
job
in
the
future
and.
A
B
I
was
just
gonna
put
in
a
plug
and
echo
what
Joann
said
about
summer
jobs.
So
that's
that's.
My
other
love
is
working
with
owd
on
the
summer
jobs
program
and
one
of
the
things
that
we
have
recently
been
finding
is
that
kids
who
participate
in
the
summer
jobs
program,
their
attendance
at
school
increases
in
the
year
after
participating
the
program,
and
so
when
you
ask
them
in
focus
groups
like
what
did
you
learn
this
summer?
They
say
well
geez.
If
you're
gonna
be
five
minutes
late,
you
may
as
well
not
show
up
on
time.
B
That
is
a
huge
life
skill
and
then
it
turns
out
when
you
show
up
at
school
more
often
in
the
year
after
participating,
there's
a
15
percentage
point
reduction
in
course
failures
in
math
and
in
English.
So
you
know
there's
something
that
goes
hand-in-hand
with
work
experience
as
well
as
academic
experience
and
and
now
I'm
going
to
echo
my
my
northeastern
colleague
here,
rent
out
the
experiential
learning
but
I
think
that
that's
a
key
part
of
this
as
well
so
join.
A
K
My
name
is
Nicole
Richard
I
am
with
him
with
a
compliance
mentor
group
I'm,
not
too
sure.
If
it's
a
question,
but
more
of
telling
you
a
little
bit
about
myself
and
the
programs
that
I
offer
I
know.
The
gentleman
was
talking
about
high
school
and
I
service,
a
program,
a
platform
called
the
construction
mentor
program
and
we
work
directly
with
high
schools
in
post-secondary
schools.
K
There's
another
post-secondary
school
called
Benjamin
Franklin
into
technology
and
they're
right
in
the
city
of
Boston,
and
we've
been
able
to
partner
with
them
for
the
last
six
or
seven
years,
bringing
students
on
construction
project
sites
for
four
twelve
months
and
really
building
up
their
career
readiness
skills
in
some
cases
for
high
school
students.
The
feedback
is
that
they're
not
ready
or
they
can't
compete
with
some
of
the
other
pathway
programs,
because
the
first
day
they
show
up
and
they're
gonna
fall
down.
K
So
we've
been
really
successful
at
providing
that
career
exploration
and
building
their
excitement
and
that
grit
that
you
talked
about
so
at
the
end
of
the
program,
we
have
a
vented
program,
but
in
each
phase
it's
a
take
away.
We
have
those
students
who
are
motivated
and
can
really
are
interested
in
participating
in
the
workforce.
K
The
other
thing
I
wanted
to
mention
with
Benjamin
Franklin
and
the
reason
why
we
partner
up
with
a
lot
of
the
post-secondary
schools,
is
we
bring
them
a
lot
of
immigrants
that
may
their
their
degrees
or
bas,
haven't
been
transferred
transferred
over
to
the
u.s.
college
system.
Last
year
we
had
a
woman,
come
from
Algeria
really
was
a
civil
engineer,
but
couldn't
transfer
into
getting
a
job.
She
was
working
at
Dunkin.
Donuts
entered
into
our
program
was
hired
by
the
the
sium,
the
construction
management
company
as
part-time,
and
then
eventually
they
offered
her
this
year.
K
Full-Time
project
management
position,
so
we're
looking
at
all
different
types
of
people
coming
in
veterans
looking
to
be
retrained.
They
just
need
that
exposure.
So
I'm
asking
me
this
because
I
know
if
you're
interested
in
partnering
I've
already
had
a
system
in
place,
I'd
love
to
work
more
in
other
vocational
programs,
health
care,
I
know,
I've
talked
to
Jenny
a
little
bit
about
construction,
but
I
know,
there's
a
need
and
we'd
be
really
looking
for
more
partnerships
appreciate.
A
It
thanks
for
sharing
we're
gonna
go
here
and
if
you
can
just
pass
that
mic
here,
we're
gonna
take
three
questions
at
this
point
just
so
we
can,
because
there
are
a
lot
of
hands
and
I
want
to
make
sure
we're
staying
on
time.
We
got
one
two
three
and
then
we're
gonna
get
responses
and
I'll
take
another
three
questions
that'll.
Those
would
be
my
I
think
our
last
questions.
If
you
can
keep
your
questions
short,
we'll
try
to
get
as
many
people
in
as
possible.
I
really
appreciate
it.
Thanks
hi.
L
I'm
Joe
Francis
from
Benjamin
Franklin
Institute
of
Technology,
and
my
question
is
about
the
incumbent,
workforce,
training
programs
that
some
of
you
all
have
talked
about,
I'm
curious
about
the
time
that
it
took
you
to
create
those
and
some
of
the
factors
that
went
into
deciding
what
would
be
a
successful
incumbent,
workforce,
training
program
and
maybe
the
size
of
them
as
well.
I.
Think
someone
from
Beth
Israel
mentioned
that
in
particular.
Thank
you.
Thank.
M
Christian
from
the
Boston
Fed
I'm,
very
encouraged
by
the
employers
that
are
looking
to
go
to
a
skills-based
assessment
rather
than
a
paper
credential
based
assessment
and
I
know
that's
a
challenge
for
HR,
because
I
have
to
completely
shift
their
processes,
but
a
lot
of
times.
The
entry
into
these
jobs
is
not
HR
per
se
with
the
hiring
managers.
So
I'd
love
to
hear
from
the
employers
on
what
you're
doing
internally,
to
kind
of
educate
your
hiring
managers
to
think
more
skills
based
than
paper-based.
Thank.
N
Hi,
my
name
is
Andrea
Network.
The
tech
industry
has
an
abysmal
record
of
the
exclusive
in
terms
of
blacks
and
Latinos.
We
build
that
globally
across
United
States.
So,
even
though
we're
having
this
boob,
it
Boston
there's
still
this
large
research
of
people
in
the
black
and
Latino
communities
who
are
not
getting
jobs.
So
what
I
want
to
do?
Is
you
know
we
don't
know?
Racism
is
a
part,
but
what
are
the
other
factors
that
what
I
thought
is
what
are
driving?
N
This
they'll
continue
to
drive
this
lack
of
inclusion
in
the
workforce
and
the
second
part
of
my
question
is,
and
how
can
we
change
that
dynamic
and
the
second
part
of
my
question
is
retainment.
My
first
job
at
corporate
America
was
a
nightmare.
Nobody
in
my
family
ever
worked
at
corporate
America
and
I
didn't
know
about
all
of
the
relationships
you
had
to
build
it.
The
daggers
you
had
to
you
know
try
to.
N
A
Three
great
questions:
we're
gonna
try
to
get
you
guys
to
react
and
respond
to
those
questions.
I
I
promised
three
other
questions
afterwards.
Midori
gave
me
a
look.
We're
gonna
try
to
get
to
two.
Maybe
just
no
I
know
we're
gonna
try
to
figure
out
after
the
responses
where
we
are
fabulous.
Questions
we're
gonna,
have
amazing
responses.
I'm.
G
Gonna
start
with
the.
What
now
seems
to
be
the
lay-up
question
and
the
easier
question
all
right:
how
long
does
it
take
to
build
an
internal
pipeline
program?
So
you
know
we
start
with
a
department.
That's
in
pain,
that's
asking
too
like?
Can
we
suddenly?
You
know
we
can't
find
anybody,
we
can't
find
anybody
and
then
we
start
kind
of
really
thinking
it
through
with
them.
F
There
was
a
question
about
how
do
you
get
your
hiring
managers
to
think
about
their
hiring
in
a
different
way
and
I'd
say
this
is
one
of
our
for
me.
You
know
and
trying
to
hire
this
volume
of
folks.
This
is
one
of
our
biggest
challenges,
especially
with
for
us
something
like
an
English
requirement
when
we
do
have
a
lot
of
guest
facing
roles,
and
so
you
know-
and
a
lot
of
that
is
continuing
to
have
the
conversation.
Okay
like
how
did
the
last
week.
F
How
is
that
round
of
interviews
and
also
giving
them
opportunities
to
meet
face
to
face
with
candidates
as
much
as
possible
and
efficiently
ask
questions?
So
we
do
a
lot
of
training
for
our
hiring
manager
on
for
our
hiring
managers
on
skills
based
behavioral
interviewing,
so
they
can
instead
of
looking
at
a
resume,
they
can
really
talk
to
the
person
and
ask
them
about
situations
they've
been
in
that
are
in
the
past
that
are
similar
to
situations
they're
gonna
be
in
in
the
future.
E
We
also
were
very
intentional
in
our
diversity
and
inclusion
strategy
in
building
the
Google
Certificate.
So
when
we
look
at
data
from
the
level
plainfield
Institute,
for
example,
I
know
I'm
a
woman
in
engineering.
If
I
see
another
woman
in
engineering
on
the
screen,
I'm
four
times
more
likely
to
engage
with
the
content,
and
so
everything
from
the
on-air
instructors
that
we
selected
to
even
screen
savers
on
the
computers.
E
We
show
we
feature
a
gay
couple,
a
person
in
a
wheelchair,
the
the
default
pronouns
we
use
when
we
use
examples
of
leaders
we
use
she
or
they
in
our
learner
surveys.
When
we
ask
about
demographic
information,
we
don't
ask
on
the
gender
binary,
it's
an
open-ended
question,
which
is
tough
to
code
data
for
our
researchers,
but
really
important
to
really
showcase
the
inclusion.
E
And
so
when
we
look
at
the
data-
and
we
say
okay
over
sixty
percent
of
our
learners
are
African
American,
Latin,
X,
non
male
and
or
veteran,
and
yet
our
learners
are
completing
the
program,
an
eight
month,
long
program
at
two-and-a-half
times
the
rate
of
general
Coursera
learners.
We
have
to
think
that
that
these
efforts
are
paying
off
and
that
our
learners
can
see
themselves
in
the
material
and
can
hear
these
stories
of
Googlers.
Who
talk
about
the
grit
and
the
determination
that
it
took.
E
And
so
then
you
have
interviewers
along
the
years
who
represent
those
backgrounds
and
and
so
it's
this
sort
of
self-perpetuating
cycle,
where
you're
bringing
in
more
diversity
of
thought
of
leadership
and
that
trickles
down
to
the
recruiting
processes
to
the
mentorship
to
the
future
managers
in
the
program.
And
so
it
really
starts
at
that
entry
point
and
sort
of
filters
on
through
the
years.
But
it
takes
really
sustained
effort
and
it
cannot
be
an
afterthought
and
I
think
when
it's
done
right.
It
will
reflect
in
in
the
folks
that
you're
bringing
into
your
company
I.
D
Now
people
want
to
be
a
part
of
more
diverse
workforces,
including
long
term
employees,
including
people
who
themselves
are
part
of
majority
communities.
What
they
don't
always
know
is
how
to
go
about
doing
that,
how
to
go
about
creating
inclusive
environments,
but
what
I
see
and
I
experience
a
lot?
Is
it's
a
workforce
asking
for
it,
and
so
what
we've
tried
to
approach
it
from
a
few
different
angles?
D
The
most
obvious
one
is
the
recruiting
angle
right,
better
training
for
interviewers
about
every
every
interviewer
Wayfair
now
has
to
go
through
hidden,
what's
called
a
hidden
bias
training,
including
people
who
have
been
interviewing
well
for
years
right.
I
learned
a
lot
in
the
training
and
I
would
have
called
myself
a
pretty
good
interviewer,
at
least
at
the
beginning
of
the
training.
So
that's
a
part
of
on
the
way
in
the
door
and
then
among
populations
who
are
here.
D
There's
there's
sort
of
a
major
rise
in
employee
resource
groups
here
and
at
most
companies
where
populations,
whether
it's
racial,
gender
or
interest
base,
have
started
to
form
large,
highly
visible
organizations
within
the
within
the
company
that
themselves
have
political
clout.
Have
social
capital
have
an
ability
to
influence?
The
executive
leadership
often
contain
executives
themselves,
and
that,
coupled
with
a
really
robust
people,
analytics
department
actually
starts
to
help.
D
And
what
does
that
say
about
how
we
are
training,
coaching
and
developing
our
people
are,
all
things
were
actually
bringing
an
analytical
tool
set
to
a
problem
or
a
challenge
that
is
often
viewed
as
purely
social
can
can
start
to
help
us
sort
of
triangulate.
In
on
things.
We
can
do
better,
I'm
very
impressed
by
the
stats
you
just
shared
and
would
I
think
we
have
a
long
way
to
go,
and
but
I
also
think
the
conversation
is
starting
to
round
a
corner
in
a
way
that
feels
quite
promising.
At
least
to
me
great.
A
A
You
know
young
black
immigrant
from
West
Africa
and
I
walk
in
with
like
this
plaid
double-breasted
suit,
alright
cuz,
nobody
went
to
corporate
job
before
me
and
my
so
my
family
thought
I
look
great
right,
maybe
for
a
barbecue
wedding
or
something
but
and
I
didn't
know
the
hairstyle
units
we're
right
and
I
was
off
big-time
office.
Everybody
looked
at
me
funny
and
it's
not
a
fun
experience
to
not
understand
the
executive
skills,
leadership
skills,
soft
skills
that
you
need
to
be
successful,
so
forget
the
technical.
A
If
people
can't
even
get
by
your
hairstyle
right,
if
they
can't
get
by
your
demeanor,
how
you
show
up
and
so
I
think
I
think
it's
an
area
that
we
can
do
a
lot
better
in
and
I
think
that's
the
biggest
barrier
that
I
see
is
is
the
soft
sort
of
skills,
the
leadership
skills
executive
skills
that
you
need
to
to
succeed.
I
cannot
go
to
three
other
questions
and
I'd
airily
dearly
apologize
because
I
really
love
this
conversation.
A
I
want
to
call
up
the
the
woman
who
was
actually
behind
organizing
all
this
who,
in
the
office
of
economic,
develop
for
the
for
the
city
of
Boston,
is
our
person
who
is
trying
to
figure
out
how,
from
a
policy
standpoint
and
as
a
city,
we
are
creating
a
better
environment
for
our
employers
and
our
employees,
and
that's
the
majority
Midori's.
The
director.
O
So
you've
heard
some
specific
creative
strategies
that
are
implemented
by
these
employers
and
I
think
the
common
thread
I
heard
it
skills
first
right,
so
it's
not
education,
but
what
skills
do
you
have
and
what
skills
do
you
need
in
order
to
move
up
the
career
ladder
and
I?
Think
I
also
heard
the
the
notion
of
like
being
asset
based
right.
So
Jenna
you
talked
a
bit
about
you
know.
If
you
want
a
search
volunteer
right,
you
do
have
a
customer
skills.
O
Alicia
brought
this
up
in
a
presentation:
employers
if
history
repeats
itself
are
going
to
increase
their
education
requirement
right
once
the
economy,
tanks
right,
but
we
did
hear
some
strategies
from
employers
today
about
a
round
art,
occasionally
meant
specifically
between
Google
and
Northeastern
right.
So
you
can
get
12
credits
towards
bachelor's
degree
in
IT.
If
you
do
participate
in
the
program,
because
your
work
based
experience,
their
learning
is
going
to
be
counted
counting
towards
a
college
degree.
So
you
don't
have
to
start
from
zero
right.
O
You
don't
have
to
start
fresh
and
you
know
see
your
boss.
Some
trends
office
has
also
done
some
creative
strategies
around
education
agreements
where,
if
you
are
a
housekeeper,
it
goes
through
the
best
core
housekeeping
our
training
program.
You
get
nine
credits
towards
Bunker,
Hill,
Community
College
in
hospitality,
management,
right
and
I
think
we
also
have
a
lot
of
construction
industry
where,
if
you
do
participate
in
some
of
the
construction,
apprenticeship
programs,
you
do
get
32
credits.
That's
half
50%
towards
this
associate
degree
at
Wentworth,
Institute
of
Technology
right.
O
So
we
have
to
start
thinking
both
short-term
right
right
now.
The
higher
needs
are
high.
Donnelly
is
low.
What
can
we
be
doing
to
get
these
people
up
skilled
quickly,
but
also
in
the
long
term,
right
I
was
trained
said
earlier.
We're
not
telling
you
not
to
go
get
college
degree,
but
we
need
we
need
those
strategies
so
that
people
can
keep
moving
up.
I,
think
classy.
O
We
need
employers,
I
know
who
you
are
in
the
audience.
I
spoke
good
to
many
of
you.
We
need
your
help
to
scale
some
of
these
innovative
programs,
and
we
also
need
work
with
tsubame
fighters.
A
lot
of
you
in
the
audience
today.
Can
you
call
this
system?
We
need
all
of
us
to
work
together
to
scale
some
of
these
targeted
training
programs,
so
call
for
action.
Employers
in
the
room
and
outside
I'll
be
sure
to
reach
out
to
you
looked
at
those
untapped
source
of
talent.
O
Look
to
those
other
50%
that
do
not
have
a
bachelor's
degree
right
and
come
talk
to
us
at
the
city
if
you're
not
sure
how
to
start
all
right
we're
here
as
a
resource,
we
will
facilitate
a
number
of
partnerships
among
different
employers
and
workers,
Obama
providers.
We
are
very
experienced
in
it.
We
will
do
the
work
for
you.
We
have
created
apprenticeship,
program,
Jen
and
I
will
sit
down
for
three
months.
Ask
you
what
the
skills
and
competencies
you
need
in
this
job.