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Speaker 1: Will Lucas here, Black Tech, Green Money. Hey look, Maurice Jones,

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Speaker 1: the CEO at one ten, the coalition the leading chief

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Speaker 1: executives and their companies like A T and T, Delta

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Speaker 1: and more who are coming together to upscale higher and

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Speaker 1: promote one million Black Americans over the next ten years,

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Speaker 1: black people who do not have a four year degree,

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Speaker 1: and put them in family sustaining jobs with opportunities for

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Speaker 1: advancement private joining one ten, Maurice was president of LISK,

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Speaker 1: which is the Local Initiatives Support Corporation, one of the

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Speaker 1: country's largest organizations supporting projects to revitalized communities and catalyzed

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Speaker 1: economic opportunity. And under President Obama, he served as Deputy

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Speaker 1: Secretary of HUD, the U S Department of Housing and

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Speaker 1: Urban Development. As he's working to get black people employed

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Speaker 1: in great jobs who don't have a degree, I wonder

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Speaker 1: what his thoughts are on the value of a college

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Speaker 1: degree in this low windscape. So I think there are

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Speaker 1: multiple ways to look at the value of a college degree. Right,

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Speaker 1: um one is the skills that a college degree can

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Speaker 1: provide you, and that will differ depending on frankly, what

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Speaker 1: you study. Right, there's a difference between a college degree

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Speaker 1: and accounting in a college degree in history. Don't get

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Speaker 1: me wrong, I like historians too, but but there's a

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Speaker 1: difference there. Um. A second piece is just the experience itself, right.

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Speaker 1: The You know that if you do four years in

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Speaker 1: a college, those are four years UM at a time

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Speaker 1: that you are really most open to being transformed intellectually, socially, um.

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Speaker 1: And so there's a great deal of value in that

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Speaker 1: coming of age experience that a that a college offers

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Speaker 1: to someone um. And So those are two ways I

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Speaker 1: would think about doing it. I think just at a third.

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Speaker 1: For a lot of people, they go off to college,

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Speaker 1: it's the first time that they're living away from home

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Speaker 1: and where the ultimate decision maker is them. And so

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Speaker 1: you talk about a experience in making choices, it becomes

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Speaker 1: a really intense experience in making choices, and all of

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Speaker 1: that stuff is valuable for the rest of your life

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Speaker 1: as a person, as a worker, as a citizen. So

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Speaker 1: you touched on this a little bit, but I'm gonna

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Speaker 1: ask you to go a little deeper. When a student

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Speaker 1: is graduating with a degree that doesn't have necessarily an

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Speaker 1: applied skill set involved in it, are they in trouble

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Speaker 1: in these new days of you know, the workforce and

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Speaker 1: what the marketplace demands. The answer to that is no,

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Speaker 1: because let's think about this. If you think about the

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Speaker 1: most valuable skills that you need in the marketplace, it's

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Speaker 1: analyzing problems, it's working as a team, it's communication, um,

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Speaker 1: it's really being a great teammate. And so you can

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Speaker 1: actually develop all of those skills um in the context

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Speaker 1: of getting an academic preparation as well. And in the

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Speaker 1: long run, it's your ability to analyze problems that are

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Speaker 1: probably gonna serve you the best. So let's take that

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Speaker 1: from the alternative view. The university, the college that graduates

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Speaker 1: a high degree of people without specific skill sets, what

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Speaker 1: is their future? Yeah, so look, I think their future

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Speaker 1: is two add a technical competency component to what they're

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Speaker 1: offering to their students. Right. I think you're gonna see

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Speaker 1: more and more universities who are combining that four year

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Speaker 1: degree opportunity and political science with a CERTI certification that

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Speaker 1: a student can get cybersecurity. I think you're gonna see

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Speaker 1: more and more of that being offered by our four

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Speaker 1: year enterprises. And then keep in mind you still have

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Speaker 1: community colleges and others who are really really leaning into

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Speaker 1: the technical UM certifications and licenses and UM nursing and

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Speaker 1: healthcare and cybersecurity and the two year and the uh

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Speaker 1: other what they call non credit courses. So I think

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Speaker 1: what you're gonna see is more and more there's gonna

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Speaker 1: be this combination of something that is a credential that

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Speaker 1: might be a BA in history, or be A in psychology,

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Speaker 1: or b A and philosophy, and the student will also

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Speaker 1: be able to combine that with something that's also are

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Speaker 1: technical UM. It makes that student more versatile both in

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Speaker 1: the workforce and also for graduate and professional study. And

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Speaker 1: so because you said that, I'm interested in your thoughts.

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Speaker 1: Like I'm in Ohio, and Ohio spends a ton of

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Speaker 1: money on career tech education at the high school level.

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Speaker 1: But I think about some of the school districts in

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Speaker 1: Ohio where you have school boards and what have you

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Speaker 1: who some may be you know, full with academics, you

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Speaker 1: know people who have gotten professional degrees who sit on

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Speaker 1: some of these boards. And in in probably too many cases,

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Speaker 1: well depending on your answer, I don't want to color

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Speaker 1: your answer, but in in many cases you get UM

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Speaker 1: the pushback to where they may feel that career technical

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Speaker 1: education flies in the face of traditional academic traditional academic education,

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Speaker 1: and I wonder what your thoughts are. My thoughts are

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Speaker 1: that the the too neat be integrated. The notion that

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Speaker 1: we are um separating, if you will, technical education from

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Speaker 1: academic education is a false dichotomy and very unhelpful to

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Speaker 1: the student. That if we really want to prepare the learner,

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Speaker 1: the student for multiple pathways in his or her life,

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Speaker 1: we will actually offer the students the opportunity to get

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Speaker 1: both and to combine it. Then. Actually, some of the

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Speaker 1: strongest high schools that I've seen around the country are

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Speaker 1: high schools that are academic and career tech. You literally

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Speaker 1: have a student who in the morning maybe in a

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Speaker 1: music class or an arts class, and in the afternoon

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Speaker 1: they're literally building the dugout for the high school baseball

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Speaker 1: team via their ar their class that they're taking. It

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Speaker 1: is that student that will have the most choices moving forward,

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Speaker 1: and education ought to be preparing us for multiple choices,

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Speaker 1: not one like that. Uh. Your partners include, you know,

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Speaker 1: some with CEOs who have committed to employing seventy percent

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Speaker 1: of Black Americans without a college degree in the workforce

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Speaker 1: over the next ten years or so and into into

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Speaker 1: you know, sustainable jobs, not just you know, minimum way jobs,

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Speaker 1: but jobs that can help them take care of their families. Right, So,

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Speaker 1: you think about the lows, the a teens, he used,

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Speaker 1: the deltas, and the more. How can you hold these

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Speaker 1: CEOs accountable to their commitments? How is that best? Yeah?

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Speaker 1: So to your point, d CEOs have publicly committed to

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Speaker 1: hiring and promoting one million black talent who don't yet

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Speaker 1: have four year degree into jobs that pay at a

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Speaker 1: minimum a living wage based on what the living wages

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Speaker 1: in their area. The accountability mechanisms are many. One is

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Speaker 1: we actually collect the data from them every quarter on

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Speaker 1: how they're doing with respect to hiring black talent without

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Speaker 1: four year degrees, how they're doing with respect to promoting

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Speaker 1: that talent UH into new opportunities, into leadership, into management,

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Speaker 1: what they're doing to remove how many degrees, how or

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Speaker 1: how many jobs have they removed a four year degree from.

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Speaker 1: So a big way in which we're holding them accountable

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Speaker 1: is we're getting the numbers, and they're giving us the numbers,

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Speaker 1: and and we are reporting on this as a coalition.

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Speaker 1: A second way that we are holding them accountable is

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Speaker 1: We only accept a company into the coalition if their

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Speaker 1: CEO makes the commitment on behalf of the enterprise. And

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Speaker 1: so this is a commitment that comes straight from the top,

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Speaker 1: and that really helps us to hold the entire enterprise

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Speaker 1: accountable because it's a CEO commitment, not the commitment of

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Speaker 1: somebody who is leading one of the functional areas. For example.

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Speaker 1: The third thing that we're doing that has been really

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Speaker 1: helpful for us on the accountability piece is we um

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Speaker 1: curate amongst all of these employers a community of practice

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Speaker 1: where we bring together all seventy plus of the employers quarterly,

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Speaker 1: and we bring the CEO together, we bring the HR together,

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Speaker 1: and together we wrestle with the issues that we need

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Speaker 1: to be great on to realize the aspirations of this coalition.

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Speaker 1: And what you see in the midst of that sharing

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Speaker 1: best practices is a real sense of a community of

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Speaker 1: a um collective commitment to an aspiration. And frankly, you

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Speaker 1: see a little bit of friendly competition of wanting to

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Speaker 1: one up their comrades when it comes to uh to

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Speaker 1: do in this work. And so all of those are

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Speaker 1: ways in which we're trying to hold all of us

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Speaker 1: accountable to reach uh, to reach that goal that we've

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Speaker 1: set for ourselves, which by the way, it's an ambitious

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Speaker 1: goal when we knew it was ambitious at the beginning.

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Speaker 1: But to the point that we you and I were

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Speaker 1: talking about earlier, this is us really moving the employer

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Speaker 1: there to age skills first focus where we're not focusing

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Speaker 1: on a credential. We're focusing on what skills do we

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Speaker 1: need in a job? And what are the multiple ways

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Speaker 1: that a that a talent can come about getting those skills?

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Speaker 1: What skills does that talent need to be promoted and

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Speaker 1: let's make sure that we're investing in that skills acquisition

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Speaker 1: so he or she can be promoted into leadership. And

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Speaker 1: so I think it's wonderful the one that you've gotten.

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Speaker 1: You know, such of these large companies committed to this effort.

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Speaker 1: And I would add, you know, and you know this

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Speaker 1: better than I do this. I think it's like Americans

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Speaker 1: are employed by a small business, you know. So in

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Speaker 1: order to make a really great impact, we've got to

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Speaker 1: get the people who are not the A, T and

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Speaker 1: T s and not the deltas involved as far as accountability.

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Speaker 1: As far as accountability, you've seen you know, the cels

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Speaker 1: have to buy in, you know, per your guidelines for

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Speaker 1: the folks who aren't big enough to to move in

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Speaker 1: neidle like the A T and T can, but they

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Speaker 1: may be a smaller medium sized business. What are you

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Speaker 1: learning works best in those organizations that are those huge

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Speaker 1: ones that a smaller CEO or smaller president can employ. Yep.

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Speaker 1: So what we're learning is this is a commitment that

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Speaker 1: a small business can make, a medium sized business can make,

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Speaker 1: and a large business. And we have small medium um

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Speaker 1: s mme s in our coalition as well. So Roper,

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Speaker 1: for example, is one of our companies who joined the coalition.

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Speaker 1: Roper is a collection of forty five small businesses. And

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Speaker 1: what we're learning is that, look, they too can do

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Speaker 1: this work. They may not be hiring five hundred people

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Speaker 1: or a thousand people or two thousand people. They may

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Speaker 1: be hiring ten people, they may be hiring twenty five

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Speaker 1: people in a year, but all of that counts uh

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Speaker 1: and they still have to do the same thing in

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Speaker 1: a sense of they have to focus on what skills

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Speaker 1: do they need for those jobs. They have to focus

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Speaker 1: on how to match that talent once they come into

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Speaker 1: their small business with other folks who have the same

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Speaker 1: mindsets that they have. They have to focus on. Okay,

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Speaker 1: once I got that talent in the company, what are

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Speaker 1: the skills that that talent needs in order to continue

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Speaker 1: to work with us and get promoted. So they the basics,

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Speaker 1: the fundamentals are the same. We're just talking about much

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Speaker 1: smaller numbers, but the for us we need when when

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Speaker 1: you're trying to hire a million, we will take five here,

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Speaker 1: ten here here. We need all of those to actually

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Speaker 1: make them make the math work. And so we definitely

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Speaker 1: believe that to your point, um, we think that over

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Speaker 1: time we will have more small and medium sized businesses

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Speaker 1: in the coalition, then we will have launch because to

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Speaker 1: your point, se pluts of America's businesses are small and

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Speaker 1: medium size and the process. Yeah, and so, you know,

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Speaker 1: for as long as I can remember, and it's probably

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Speaker 1: been the case for a very very long time, even

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Speaker 1: before my memory serves. Um. It's not the most pleasant

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Speaker 1: thing to say that you don't have a degree when

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Speaker 1: you're out in the world, right and so, and I

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Speaker 1: wonder what has to happen culturally for that negative feeling

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Speaker 1: to go away, or does it you know, or does

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Speaker 1: it need to change to where we should feel like,

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Speaker 1: you know, um, just as proud to you know, be

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Speaker 1: in the in the world without one has to have one. Yeah,

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Speaker 1: So your your point is powerful. It's a self inflicted womb.

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Speaker 1: We as a country have been telling now in particular

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Speaker 1: young folks now for decades, if you want to make

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Speaker 1: something of yourself, you gotta go to college. Right. Um.

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Speaker 1: The bottom line on that is what we need to

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Speaker 1: be talking about is these are the skills that you

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Speaker 1: will need in order to earn your way into the

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Speaker 1: middle class in America. And here are the multiple ways

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Speaker 1: that you can acquire those skills. One might be a

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Speaker 1: four year degree pathway. One might be a community college pathway.

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Speaker 1: One might be a cybersecurity certification pathway. One might be

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Speaker 1: a military pathway. Another might be going straight to work,

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Speaker 1: getting all the skills and continuing to get your education

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Speaker 1: while you're doing that. This is a mindset shift that

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Speaker 1: the country has to embark on and embrace and actually

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Speaker 1: communicate that, no, there has to be more than one

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Speaker 1: pathway to one being able to live a life and

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Speaker 1: make it a good life for them and for their

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Speaker 1: family and for their loved ones. By the way, other

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Speaker 1: countries have done this, right if you look at Europe,

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Speaker 1: for example, in what pathways Europe offers its youth to

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Speaker 1: earn their way into the middle class in many European countries,

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Speaker 1: pick Austria, Pig, German and for example, you'll see that

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Speaker 1: apprenticeships are a big pathway for their students and they

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Speaker 1: are considered a great pathway. So people go to four

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Speaker 1: year schools, but some people go straight into the workplace,

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Speaker 1: get a job and continue to train. They use apprenticeships

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Speaker 1: as a pathway ten times more than we do, more

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Speaker 1: than ten times. This is a matter of leadership in

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Speaker 1: communicating and changing mindsets amongst leaders in the public sector

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Speaker 1: and the private sector. We can do it. Hey, Look,

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Speaker 1: I was raised by my grandparents. My grandfather was born

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Speaker 1: in nineteen fourteen, my grandmother was born in nineteen eighteen.

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Speaker 1: They were the most brilliant human beings that I have

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Speaker 1: ever been blessed to actually cross paths with. Neither one

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Speaker 1: of them had a quote unquote formal four year degree education,

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Speaker 1: but they were the wisest soul that I have ever met,

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Speaker 1: and they changed my life in a way that no

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Speaker 1: other human being has. And so this is us widening

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Speaker 1: our view of what excellence looks like and the notion

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Speaker 1: that excellence has to include a four year degree is

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Speaker 1: harmful to everybody, and particularly harmful to black folks and

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Speaker 1: other folks of color and folks who don't have the

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Speaker 1: resources financially to get a four year degree. By the

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Speaker 1: two The bottom line is, excellence is a much much,

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Speaker 1: much or diverse picture than that, and it's up to

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Speaker 1: all of us to make sure that this country recognizes it. Yeah,

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Speaker 1: I want I'm so glad you went in that direction

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Speaker 1: because and I want to go deeper there because I'm

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Speaker 1: really into interested in UM the value we place on

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Speaker 1: the degree. You so, we started talking about the value

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Speaker 1: of a college degree, and you know, so we have

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Speaker 1: this value on the degree that is really high or

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Speaker 1: have had has been high. It's up for debate what

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Speaker 1: our social you know, climate considers the value of a

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Speaker 1: degree today. But I've always felt like the value of

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Speaker 1: a degree UM for people who are not going to

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Speaker 1: be doctors or lawyers would be determined by entrepreneurs, people

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Speaker 1: who just need to hire people who can do the

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Speaker 1: job and don't. It doesn't necessarily mean that you went

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Speaker 1: to school for it, but you can come in and

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Speaker 1: contribute on day one because an entrepreneur like myself, I

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Speaker 1: just need somebody who can do the job. Like it

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Speaker 1: matters less to me that you went to school for it,

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Speaker 1: because there's people who went to school for and can't

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Speaker 1: do it, like people who did go to school for it,

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Speaker 1: like dude didn't go to school for it. And so

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Speaker 1: should we be rethinking the value of the degree and

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Speaker 1: not hold it as as such a high esteem or

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Speaker 1: leave it at high esteem and raise up the non

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Speaker 1: degree skilled workers also? I think it's the latter. So

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Speaker 1: I look, I think, don't get me wrong. I think

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Speaker 1: a college degree, if if it makes sense for you

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Speaker 1: economically and otherwise, you should get it. The problem I

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Speaker 1: have is that we hold it up as the gold standard,

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Speaker 1: and everything else right now is perceived to be second class.

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Speaker 1: What what we need to do is to elevate a

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Speaker 1: number of different pathways um and make sure that all

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Speaker 1: of them our gold standards, and that we recognize that

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Speaker 1: excellence can come through all of them. That's what we're missing.

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Speaker 1: We don't need to diminish the four year degree. What

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Speaker 1: we need to do is to see recognize it elevates

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Speaker 1: the value of other halfways as well. Because look what

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Speaker 1: I will tell you is I think that many of

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Speaker 1: the folks coming through the one tin journey will eventually

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Speaker 1: go on and get their bas or their m a

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Speaker 1: s or their pH ds. And that's all great. What

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Speaker 1: what I'm suggesting is, because you didn't do that by

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Speaker 1: the time you twenty one, should not rule out your

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Speaker 1: opportunity to be all you can be. And so I

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Speaker 1: think to your point, it's about making sure that we

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Speaker 1: have more than one gold standard. And right now we've

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Speaker 1: got one gold standard. So when you think about the

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Speaker 1: gig economy and so many people who have opted out

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Speaker 1: of traditional workforce and have instead, you know, opted to

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Speaker 1: drive for Uber or deliver groceries with Instacrt or something else,

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Speaker 1: what will the gig economy have on the pattern of

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Speaker 1: job search, the pattern of self employment UM or even

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Speaker 1: you know, the workforces ability to find good people. Yeah,

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Speaker 1: you know what's interesting. I think what the gig economy

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Speaker 1: will force us to do is to make sure that

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Speaker 1: folks who are basically entrepreneurs are able to get a

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Speaker 1: package of benefits that are portable. Right because you you

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Speaker 1: still will need health insurance and you still will need

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Speaker 1: to be able to pay for visits to the UM

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Speaker 1: to the eye doctor, and you still will need a

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Speaker 1: way to save money for retirement. And so the real

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Speaker 1: question will be how you make those kinds of things

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Speaker 1: that are the wraparounds, how you make them portable so

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Speaker 1: that they can go with you wherever you need them

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Speaker 1: to go. And so this is definitely going to force

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Speaker 1: us as a country to think more about being instead

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Speaker 1: of employer centered, um employee center, talent center, right, so

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Speaker 1: that talent has a place in the marketplace to go

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Speaker 1: and acquire the things that they need or then he

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Speaker 1: or she needs in order to be successful driving uber

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Speaker 1: or working from home or taking up a job and

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Speaker 1: moving from Salt Lake City to d c Um. This

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Speaker 1: is the kind of thing that we're going to have

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Speaker 1: to as a country and frankly as a world, make

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Speaker 1: an adjustment to allow that kind of flexibility and mobility

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Speaker 1: for our talent. And it's going to be crucial for

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Speaker 1: us to do this so that we can make sure

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Speaker 1: that talent has the bundle of echosystem that they need

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Speaker 1: around them to be the best they can do. So

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Speaker 1: I was having some conversations about, you know, when COVID

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Speaker 1: having there were folks who decided to work for Google

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Speaker 1: but go back home to Milwaukee, right, or work for

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Speaker 1: Facebook and go back home to Alabama, and you know

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Speaker 1: the beginning of that series of events. You know, Facebook

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Speaker 1: will still pay what they paid an engineer. They will

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Speaker 1: pay the same rate as one in San Francisco. They

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Speaker 1: pay that they were paying in Alabama. But as they recognized,

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Speaker 1: you know, well, cost of living doesn't make doesn't make

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Speaker 1: sense to pay you a hundred fiftys. I'm making up

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Speaker 1: a number. But if I'm gonna pay you a hundred

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Speaker 1: fifty k in San Francisco to make sure you can

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Speaker 1: live comfortably in the middle class, why pay you a

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Speaker 1: hundred and fifty in Alabama when you could live comfortably

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Speaker 1: in the middle class with eighty Right? And so they

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Speaker 1: changed the pay scale based on where you decided to live.

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Speaker 1: And my question to you is could that same thing

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Speaker 1: happen for a degreed person to a non degreed person.

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Speaker 1: So even though you're doing the same work, I'm gonna

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Speaker 1: pay you more because you took the time to get

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Speaker 1: the degree versus paying this person who didn't get it.

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Speaker 1: But it's still doing the same job. So my my

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Speaker 1: view on that is only if the degree gives you

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Speaker 1: more skills that are relevant. Right, Why would you pay

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Speaker 1: a premium for a degree that is not relevant to

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Speaker 1: the skills you need. That's a bad business decision, right,

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Speaker 1: That's the whole. That's the point that one ten is

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Speaker 1: trying to make. You should be paying for skill that

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Speaker 1: you need for the job and for the continuation of

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Speaker 1: the acquisition of those skills. Should be agnostic about the

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Speaker 1: degree is unless the degree is the way to get

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Speaker 1: the skills. Pay for skills, pay for upskilling and reskilling

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Speaker 1: and new skilling. People don't pay for a credential. That

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Speaker 1: credential may not have anything to do with the skills

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Speaker 1: you need that person to have for the job. And

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Speaker 1: if so, you've wasted a premium payment. So you know,

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Speaker 1: getting a job is one thing. And you did talk

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Speaker 1: about advancement. I want to I want to give you

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Speaker 1: the the insensis to go down that road. Um. So

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Speaker 1: it's one thing to get the job without the degree.

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Speaker 1: Getting advanced in that position, in that role into other

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Speaker 1: roles is another thing. Um. How do you work with

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Speaker 1: these companies and organizations to ensure or just how do

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Speaker 1: you change the conversation? I guess even without outside of

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Speaker 1: the company that you're working with to make sure that

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Speaker 1: people have an advancement opportunity. Yeah. So, look, we looked

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Speaker 1: at forty of our companies back in May of one

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Speaker 1: and discover that they already had within their four walls

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Speaker 1: over eight hundred and fifty thousand black folks working for them.

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Speaker 1: Sixty of that black talent were in frontline jobs and

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Speaker 1: had been so for quite some time. And so the

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Speaker 1: real opportunity was, what do we do to promote and

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Speaker 1: advance and retain this talent. What's the training that this

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Speaker 1: talent needs to upscale, what supervisors do they need to

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Speaker 1: be working, where to ensure that they have mentors and sponsors,

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Speaker 1: what's the ongoing investment in their career path ways and

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Speaker 1: counseling on that, and the places that they can go

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Speaker 1: to enroll for more course work and roll for certifications

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Speaker 1: and licenses that they need. This is, I believe, amongst

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Speaker 1: the biggest opportunities right it's retention, promotion and advancement in

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Speaker 1: the investment by the companies intentionally in making sure that

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Speaker 1: that is transparent to the talent from day one as

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Speaker 1: to a pathway for getting there. This is what the

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00:29:38,280 --> 00:29:43,200
Speaker 1: companies um to their credit, realized that they can be

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Speaker 1: much better at and and oh, by the way, it

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00:29:47,360 --> 00:29:51,920
Speaker 1: is less expensive to keep a talent than it is

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Speaker 1: to find, recruit a tract, and hire a new town.

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Speaker 1: The companies know that, and so this is I think

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Speaker 1: a huge opportunity for the company's, huge opportunity for black talent,

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Speaker 1: a huge opportunity for talent without four year degrees. Because look,

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00:30:12,040 --> 00:30:19,680
Speaker 1: think about this. Technology changes every six hours, certainly every

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00:30:19,760 --> 00:30:24,280
Speaker 1: six months. So the notion that there's a one degree

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00:30:24,640 --> 00:30:30,840
Speaker 1: that will prepare you for technology for the future is

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00:30:30,880 --> 00:30:34,960
Speaker 1: an illusion. You're always gonna need to reskill an upskill.

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Speaker 1: We know that, and so you gotta focus on making

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Speaker 1: sure that that's an opportunity that every talent has. And

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Speaker 1: so there was a video I was watching where you

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00:30:46,880 --> 00:30:49,000
Speaker 1: were being interviewed and you were talking about how the

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Speaker 1: case that you make two companies and organizations about you know,

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Speaker 1: the opportunity to hire folks who don't have a degree,

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Speaker 1: and you had said, you know, companies have to trust

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Speaker 1: that there really is talent that they're missing um and

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00:31:02,520 --> 00:31:05,640
Speaker 1: so we all know that. I mean, there's a difference,

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Speaker 1: or historically has been, the difference between white people without

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00:31:09,720 --> 00:31:13,760
Speaker 1: a degree and black people without a degree. How does

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00:31:13,920 --> 00:31:17,120
Speaker 1: this how do we get a change here in the

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00:31:17,160 --> 00:31:19,240
Speaker 1: future when we start to level the playing field for

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00:31:19,280 --> 00:31:22,920
Speaker 1: degree versus non degree when you add the nuance of

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Speaker 1: black people without a degree. Yeah, yeah, No, your point

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00:31:26,920 --> 00:31:31,040
Speaker 1: is a powerful question, a powerful question. But look, I'll

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Speaker 1: tell you that what you see happening is now more

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00:31:37,360 --> 00:31:42,880
Speaker 1: and more um talent, black talent. So yesterday I was

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00:31:43,400 --> 00:31:48,440
Speaker 1: doing the panel and I interviewed a gentleman who had

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Speaker 1: been at one of our companies for seven years and

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00:31:52,080 --> 00:31:56,000
Speaker 1: four months, a young lady who had been at another

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Speaker 1: one in our companies for twelve years, and another ady

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Speaker 1: who had been at the company for fifteen years. Companies.

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Speaker 1: Making making sure that this talent that's already in the

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Speaker 1: companies become more visible to the leaders is the way

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Speaker 1: to really really make them better understand that the talent

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Speaker 1: is there and that this is what excellence looks like.

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Speaker 1: I mean, it goes back to what you and I

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00:32:33,760 --> 00:32:39,000
Speaker 1: were talking about. It's really broadening the picture of what

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Speaker 1: excellence looks like. And the bottom line is every one

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Speaker 1: of these companies has black talent without four year degrees

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Speaker 1: in the in the companies and they've been there for years,

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Speaker 1: and they're they're knocking the ball out of the park.

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Speaker 1: We need to make sure that people see this talent

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Speaker 1: now more than ever in order for to really get

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00:33:06,720 --> 00:34:00,719
Speaker 1: a full of picture of what excellence looks down to

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Speaker 1: tall ball, to do, to do, to do, to time,

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Speaker 1: to patter, to the time l T T get let

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Speaker 1: it get to to T to tidy good time, to

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Speaker 1: tea to t