Associate Professor & Extension Specialist Colorado State University Fort Collins, Colorado, United States
Abstract: Historical pathways to career success often include academic degrees, technical credentials, and industry experience. While these pathways are largely successful, as agriculture and food production evolve and technological advances continue, the skills gap among agri-food employees can be problematic. A significant number of current agri-food workforce members note a widening gap between the competencies gained through formal training programs and experience and the demands of their current positions. Retrospectively, institutions of higher education can utilize this information to reformulate learning experience and training programs, but innovative approaches are needed to address the gap among current the current workforce.
Faculty at Colorado State University, in collaboration with a large, multi-state livestock operation, developed an innovative employee training program focused on reinforcing existing skillsets and building new competencies using case-based scenarios and application of the critical system theory. Cohort members were identified to represent a diversity of experiences, educational backgrounds, and technical competencies. An initial cohort meeting was used to identify core competency gaps, an unfamiliarity with the role of science/research in livestock production, and barriers to educational programs. In Phase 1 of the program, faculty instructors lead the industry cohort through a six-month educational program, utilizing in-person and virtual meetings. A mid-point assessment indicated that participants spent two to five hours, outside of cohort meeting times, interacting with course materials. Yet, most participants believed time restraints were their largest barrier to comprehension of course materials. At the conclusion of Phase 1, participants identified an increased level of confidence with course materials and their ability to apply scientific and critical thinking approaches to real-world and case-based scenarios. Similarly, participants noted the value of the educational content and competencies gained in their current positions. Additionally, participants noted that although their knowledge attainment improved with in-person sessions, the time constraints of place-based work and learning necessitate a hybrid or virtual approach.
As institutions of higher education continually assess strategies to connect learners to critical knowledge, this collaborative workforce-based program will offer valuable lessons to resident instruction, while also informing innovative strategies aimed at addressing the skills gap among the existing agricultural workforce.
