Rethinking Workforce Development

Workforce development has become a critical topic of discussion across nearly every industry in recent years. As experienced workers in the baby boomer generation retire in large numbers, companies are being forced to deal with not only a labor shortage, but a knowledge shortage. While these skilled workers are leaving the labor force, the industry is working desperately to replace them; however, quickly finding workers with the technical skills needed to succeed is not an easy task. At the same time, many younger workers are unfamiliar with the types of high-skill technical careers available to them.

We recently spoke with Brandon Dinsmore, tribal outreach and workforce programs specialist with Oklahoma State University Institute of Technology (OSUIT), about how workforce-focused education programs are evolving to meet those challenges and the role higher education institutions may play in building the workforce of the next generation.

Traditional degree programs were not designed to respond quickly to immediate workforce shortages, and companies cannot wait years for workers to complete a four-year degree before entering the field. “If an industry needs diesel mechanics right now, they can’t wait for someone to finish a two-year degree,” Dinsmore explained. Additionally, it is widely known that educational costs have risen significantly, creating additional barriers for those hoping to enter an industry requiring vast technical knowledge. For many, tuition is only part of the challenge. Transportation, childcare, housing costs and lost wages during training can make traditional educational pathways difficult to access, particularly for disadvantaged communities. “There are more obstacles now than ever before,” Dinsmore said. “Cost is up everywhere, and for many people, it’s not just about paying for school. It’s everything around it.”

Unlike a traditional degree, OSUIT has developed a program centered around noncredit training and industry certifications designed to provide students with the skills to be successful while still providing potential long-term education opportunities. Many of these programs are built alongside industry partners to ensure training aligns with what the workforce actually needs rather than relying on assumptions. “We’re seeing higher education and industry come back together,” Dinsmore said. “There’s less guesswork because companies are helping define the job standards and the skills they’re looking for.” The programs are intentionally designed to be flexible. Students can complete certifications tied directly to industry-recognized credentials, enter the workforce quickly and return later to continue their education if they choose. “You can go get your job, but you still have the ability to come back and get your degree,” Dinsmore explained. “The pathway stays open.”

According to Dinsmore, data centers provide a good example of how workforce development and an evolving industry intersect. Communities exploring opportunities tied to data centers are asking important questions about infrastructure, sustainability and long-term economic impact. While these projects can generate temporary job opportunities in fields like construction, long-term success will depend on whether or not there is a workforce ready with the skills to support those facilities for years to come. “What does the training look like? What jobs are going to be needed?” Dinsmore said. “Those are conversations communities are starting to have now.” Artificial intelligence (AI) is creating similar conversations across industries. Rather than viewing AI as a replacement for workers, many employers are beginning to focus on how AI can support the existing workforce. Training programs are increasingly adapting by incorporating AI education alongside technical workforce development.

By recognizing the gap between traditional training/education methods and the needs of the workforce, programs like what is being offered by OSUIT are attempting to create systems capable of responding more quickly to workforce demands while providing students access to the industry while they learn. As industries continue to change, this flexibility may become less of an alternative and more of a necessity.