Posts tagged ‘jobs’

Personality Tests Are Fun But Don’t Capture Who You Really Are and Should Not Be Part of Hiring

Annie Murphy Paul has been trying to convince people for years now that personality tests don’t really work — they’re not valid, they’re not reliable, and it’s not clear what they’re measuring.  This issue is important because the Tech industry still believes in tests like these when hiring. (Or so I hear — as a professor, I only know the hiring process from student stories.) They introduce significant bias into hiring. How do we get rid of them?

Twelve years ago, I tried to drive a stake into the heart of the personality-testing industry. Personality tests are neither valid nor reliable, I argued, and we should stop using them — especially for making decisions that affect the course of people’s lives, like workplace hiring and promotion.

But if I thought that my book, The Cult of Personality Testing, would lead to change in the world, I was keenly mistaken. Personality tests appear to be more popular than ever. I say “appear” because — today as when I wrote the book — verifiable numbers on the use of such tests are hard to come by.Personality testing is an industry the way astrology or dream analysis is an industry: slippery, often underground, hard to monitor or measure. There are the personality tests administered to job applicants “to determine if you’re a good fit for the company”; there are the personality tests imposed on people who are already employed, “in order to facilitate teamwork”; there are the personality tests we take voluntarily, in career counseling offices and on self-improvement retreats and in the back pages of magazines (or, increasingly, online).

Source: Personality Tests Are Fun But Don’t Capture Who You Really Are : Shots – Health News : NPR

September 8, 2017 at 7:00 am 1 comment

The Problems with Coding Bootcamps: Allure with little Payoff

Audrey Watters weighs in below on why Coding Bootcamps are failing. She argues that bootcamps aren’t filling a real need, that there really isn’t a huge untapped need for coding skills.

Kyle Thayer and Andy Ko just published an article at ICER 2017 about their analyses of bootcamps.  Kyle has a nice summary as a Medium post (see link here), but I recommend reading the actual ICER paper, too.  Kyle’s summary is balanced about the strengths and weaknesses of coding bootcamps, while I think the results in the ICER paper are much more critical.  This one quote, about the nine months (!) following graduation, was particularly compelling for me, “I preŠtty much devoted my time to [my bootcamp’s] prescribed job hunting methods, which means €financially, I have no money. [. . . ] And that [sacrifice] reflects on my family because now we’re low on funds [. . . ] and now instead of selling our house and buying a house, we’re selling our house to pay the debt that we’re in and then go rent until I can €find a job.”

Kyle’s visualization of the paths of his 26 interviewees is rich with detail, but can be confusing.  Here’s a slice of three of them.

What I didn’t get at first is that the gray area to the right is planned (or even imagined).  So P18, above, has already had one partial bootcamp (half-moon), one complete bootcamp, and still doesn’t have the desired job (the star in the upper right hand corner).  Of his 26 interviewees, only three have their desired job in the software industry.  Several have less than desirable jobs (including one that has an unrelated job and gave up). Nine of the 26 had already dropped out of a bootcamp.

When I read Kyle and Andy’s study about the struggle and pain that the bootcamp attendees go through, including difficulties finding jobs beyond what was expected, and then read Audrey’s piece suggesting that there might not be as many jobs available as people think, I wonder what is the allure of bootcamps.  Why go through all of that when there isn’t a guaranteed (or even likely?) payoff?

Within the past week, two well-known and well-established coding bootcamps have announced they’ll be closing their doors: Dev Bootcamp, owned by Kaplan Inc., and The Iron Yard, owned by the Apollo Education Group (parent company of the University of Phoenix). Two closures might not make a trend… yet. But some industry observers have suggested we might see more “consolidation” in the coming months.

It appears that there are simply more coding bootcamps – almost 100 across the US and Canada – than there are students looking to learn to code. (That is to say, there are more coding bootcamps than there are people looking to pay, on average, $11,000 for 12 weeks of intensive training in a programming language or framework).

All this runs counter, of course, to the pervasive belief in a “skills gap” – that there aren’t enough qualified programmers to fill all the programming jobs out there, and that as such, folks looking for work should jump at the chance to pay for tuition at a bootcamp. and other industry groups have suggested that there are currently some 500,000 unfilled computing jobs, for example. But that number is more invention than reality, a statistic used to further a particular narrative about the failure of schools to offer adequate technical training. That 500,000 figure, incidentally, comes from a Bureau of Labor Statistics projection about the number of computing and IT jobs that will added to the US economy by 2024, not the number of jobs that are available – filled or unfilled – today.

Perhaps instead of “everyone should learn to code,” we should push for everyone to learn how to read the BLS jobs report.

There isn’t really much evidence of a “skills gap” – there’s been no substantive growth in wages, for example, that one would expect if there was a shortage in the supply of qualified workers.

Source: Why Are Coding Bootcamps Going Out of Business?

August 28, 2017 at 7:00 am 4 comments

Tech jobs rise, but ‘silicon’ vision a stretch: The world beyond just computing

The world is about more than computing.  It’s easy for those of us who live and work in CS to see it as CS-centric.  I work in a section of Atlanta that is bursting with high-tech startups.  I found this article compelling — not because it threw cold water on the vision of Atlanta as a “Silicon Valley East,” but because it painted a picture of how much more diverse the economy in Atlanta really is.

In reality, metro Atlanta’s relationship with the tech sector is, well, complicated.

Georgia boasts about 280,000 tech jobs, according to Technology Association of Georgia president and chief executive officer Tino Mantella — the great majority of them in metro Atlanta. But information technology jobs only make up about 3.5 percent of the area’s labor market, down from a peak of 4.7 percent in the 1990s, federal Bureau of Labor data shows.

And California, home to the real Silicon Valley, dominates venture capital investing — the lifeblood of tech startups — with 56 percent of spending compared to the 1 percent in Georgia, Mantella said.

via Tech jobs rise, but ‘silicon’ vision a stretch |

July 27, 2015 at 7:36 am Leave a comment

UToronto TA’s and graduate student instructors on strike: Pay and teaching are inversely correlated in Universities today

The graduate student Teaching Assistants and Instructors at the University of Toronto are on strike.  I wouldn’t normally be aware about graduate student labor disputes in other countries, but UToronto has an active CS Education research group and at least one (very) active CS Ed PhD student, Elizabeth Patitsas who was in the ICER Doctoral Consortium last year.  The website on the strike (see link below and here) is interesting in describing the situation for Canadian PhD students, both what’s different than in the US (Toronto PhD students pay tuition — it isn’t waived for them) and what’s similar.  I’ll bet that the fact 3.5% of the university budget pays for 65% of the teaching is just as true in the US.  The Chronicle had an article recently titled Teach or Perish (see link here) with this claim (that I’m quite certain is true where I’m at, success is measured in terms of salary): “While teaching undergraduates is, normally, a large part of a professor’s job, success in our field is correlated with a professor’s ability to avoid teaching undergraduates.”

Graduate students in PhD programs continue to pay full tuition – almost $8,000 – even when they are not enrolled in courses. In return, graduate students receive the ‘privilege’ of underpaid work for the University, a library card, and meetings with supervisors. All comparable universities in North America offer post-residency fees or tuition wavers for graduate students finished with course work. The university rejected our proposals for similar provisions.

CUPE 3902 membership has been without a permanent contract for more than eight months, despite carrying out more than 65% of the teaching across the three campuses at the University of Toronto.

The university allocates a mere 3.5% of its $1.9 billion budget to CUPE 3902 workers, the vast majority of which comes from tuition and taxes.

via We Are UofT.

March 6, 2015 at 8:30 am 1 comment

The dark at the end of the funnel: The pipeline in computing education leads to a sewage plant

Recommended blog post from Neil Brown, in response to comments from Mark Zuckerberg that the problem with getting more women into computing is solved by getting computing education earlier.  It’s not.  It used to be that we’d say, “Women aren’t going into computing because they don’t know what it is.”  Now we’d say, “Women aren’t going into computing because they know exactly what it’s like. Smart women.”

However, this is not solely an issue with the education system though that would be a familiar narrative — work force not as we would like it? Must be the fault of schools and universities. The pipeline or funnel doesn’t just need filling by shoving lots of 5 year old girls in one end and waiting for the hordes of female developers to swim out of the other end into an idyllic tech industry pool. Zuckerberg mentions that the lack of women in the industry forms a vicious cycle. This is not a problem at the education end of the funnel.

As this Fortune article describes, the industry is not welcoming to women. The Anita Borg Institute found that women’s quit rates were double those of men. Not to mention issues like maternity leave. The pool at the end of the pipeline is leaking, and for good reason. So the vicious cycle is not simply an accident of history; the women that are in the industry tend to leave. There are several reasons for this, some of which are identity and culture in the industry.

via The dark at the end of the funnel | Academic Computing.

November 29, 2014 at 8:32 am 2 comments

Seeking study participants: What should BS in CS graduates know about software development?

Katrin was in our ICER DC this last August.  She is trying to measure the expectations that software companies and universities have on BS in CS graduates. She has a survey on software development and the software development process. She asked me to share this message:

my name is Kathrin Bröker and I’m research associate at the University of Paderborn, Germany (Working Group Computer Science Education).
My research focus is on competencies of computer science students. In this context I developed a survey, where I would like to figure out which expectations companies and universities have on graduates with a bachelor degree in computer science. The main focus is on software development and the software development process.
I would greatly appreciate your participation in the survey. To complete the survey you will need ca. 15-20 min. Please follow this link:
In addition, I would be very thankful if you send this mail to other potential participants in this survey.
Best regards
Kathrin Bröker

November 19, 2014 at 8:05 am 3 comments

Let’s do the math: Does it make sense to fill a pipeline of CS workers from 3rd grade?

According to the article linked below, there is a large effort to fill STEM worker jobs in Northern Virginia by getting kids interested in STEM (including computing) from 3rd grade on.  The evidence for this need is that there will be 50K new jobs in the region between 2013 and 2018.

The third graders are 8 years old.  If they can be effective STEM workers right out of high school, there’s another 10 years to wait before they can enter the workforce — 2024.  If they need undergrad, 2028.  If they need advanced degrees, early 2030’s.  Is it even possible to predict workforce needs out over a decade?

Now, let’s consider the cost of keeping that pipeline going, just in terms of CS.  Even in Northern Virginia, only about 12% of high schools offer CS today.  So, we need a fourfold increase in CS teachers — but that’s just high school.  The article says that we want these kids supported in CS from 3rd grade on.  Most middle schools have no CS teachers.  Few elementary schools do.  We’re going to have to hire and train a LOT of teachers to fulfill that promise.

Making a jobs argument for teaching 3rd graders CS doesn’t make sense.

The demand is only projected to grow greater. The Washington area is poised to add 50,000 net new STEM jobs between 2013 and 2018, according to projections by Stephen S. Fuller, the director of the Center for Regional Analysis at George Mason University. And Fuller said that STEM jobs are crucial in that they typically pay about twice as much as the average job in the Washington area and they generate significantly more economic value.

It is against this backdrop that SySTEMic Solutions is working to build a pipeline of STEM workers for the state of Virginia, starting with elementary school children and working to keep them consistently interested in the subject matter until they finish school and enter the workforce.

via To create a pipeline of STEM workers in Virginia, program starts with littlest learners – The Washington Post.

June 19, 2014 at 8:29 am 12 comments

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