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Lesson 3: Preparing to Work in a Global Economy. College in the new millennium. Introduction.
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Lesson 3: Preparing to Work in a Global Economy • College in the new millennium
Introduction As world markets become more and more interconnected, today's job seekers must prepare to work in an economic environment with increasingly complex dynamics. The speed and reach of technology — digital and otherwise — has changed the game for businesses seeking to maximize their customer bases and their profits. The export or mechanization of many low-skilled jobs has changed not only our economy, but demands on American workers. Researchers point out that today's careers require more than basic content knowledge or even specialized training. Today's students, like you, need to develop adaptability, creativity, critical thinking, and the skills to engage with new material and concepts on an ongoing basis. As workers of tomorrow, you can also anticipate working within a more diverse labor force. Due to increased global migration and demographic trends domestically, the likelihood of working internationally or with international colleagues or clients is on the rise.
Objectives • Identify at least two ways in which the demands on 21st-century workers are different than the demands on workers of previous generations. • Envision what you are learning could be used towards practical and cognitive skills needed to work in a global economy. • Predict how content knowledge you are learning incorporate the international information needed to work in a global economy. • Explain the concept of windows and mirrors.
Changing Standards (part 1 a) • Today’s students, like you, will enter a different job market than their parents and many of their teachers experienced upon graduating. One way this difference is apparent is the correspondence between the rise of globalization and the increased formalization of many careers that were previously unregulated or required little formal education beyond high school. Prior to the 21st century, generations of U.S. workers came of age in a job market that recognized—and even embraced—informal apprenticeship and self-teaching as means to pursue and succeed in a job skill or trade.
Changing Standards (part 1 b) • Today, however, employers that once allowed workers to learn skills on the job now require employees to have a college education. Even trade jobs, like mechanics and landscapers, now rely on technology—or at the very least advanced technical knowledge—that require training, testing, and certification to employ. In most cases, these types of credentials can only be accessed through formal education that enables the skills to be calibrated, assessed, and recognized in a variety of markets, not only the local environment in which the worker was trained.
Changing Standards (part 2) • Within the span of even five years, the demands for employees with preparation beyond high school are very apparent. In a study conducted by CareerBuilder and Harris Interactive, employers that were hiring high school graduates for entry-level positions are now seeking college graduates. The following chart depicts the percentage of these jobs that hiring managers say now require a college degree.
Changing Standards (part 2 cont.) • Hiring managers report that college graduates tend to possess soft skills that make them more desirable candidates. Thirty-seven percent of employers also admit that they are unlikely to promote an employee who lacks a college degree. • This increase in the number of college graduates being hired for lower-skill positions might be attributed, in part, to more competition in the job market. However, this trend is also partially due to changing job duties and increased need for technical skills that are gained through postsecondary education and applied in a global economy.
New Technology and New Fields • You will be entering a job market that is different from that of your parents in another way — technological advances are creating new jobs and making old jobs obsolete. You need to prepare for careers in emerging fields and those that do not yet exist.
Global Competency • The Asia Society and the Council of Chief State School Officers have identified four broad skill categories within which students need rigorous and intentional development to emerge from the K-12 system ready to compete in and contribute to an increasingly global employment market. These four skills include the ability to • investigate the world; • recognize perspectives; • communicate ideas; and • take action.
Investigate the World Globally competent students: • understand themselves to be agents functioning within interconnected systems that include — but extend far beyond — their community, state, and country of residence or origin. • need exposure to topics like world markets, educational migration, secular versus religious worldviews, and the intersection of the media with national economic and environmental trends. • are skilled at asking questions, breaking down complex questions, conducting research effectively, and evaluating and integrating the results within the context of global inquiry.
Career and College Readiness Video Watch the video Stop and Think • What is the Global Perspective: http://txccrsc.esc13.net/occrrc/?lesson=3-7-investigate-the-world-2
Career and College Readiness Video Stop and Think What is the Global Perspective: • world markets • educational migration, secular versus religious worldviews • intersection of the media with national economic and environmental trends • Other cultures http://txccrsc.esc13.net/occrrc/?lesson=3-7-investigate-the-world-2
Recognize Perspectives Globally competent students understand themselves as part of large, interconnected systems — systems that also include millions of other people. Working effectively with other global citizens requires participants to understand : • that their own worldviews are very much that — views — and that the perspective each individual holds is but one of many. • how to respectfully engage with those who may hold very different religious, cultural, political, and interpersonal perspectives — even if they find those perspectives unfamiliar or normatively challenging.
Windows and Mirrors Fundamental to understanding perspective taking is the ability to: • question and investigate how different perspectives develop. Personal circumstances, such as family make-up, access to resources, physical safety, and community norms all interact to influence how a person may view or react to an event or issue. Race, class, religion, gender, and ability also affect how individuals experience the world and, thus, how they evaluate and respond to it. • understand and value different experiences and components of human identity and how they shape us. Some identities have been privileged historically (white, male, etc.), making it harder to see the perspectives of the less privileged in traditional accounts of social, artistic, philosophical, scientific, and technological progress.
Communication Ideas Functioning successfully in an increasingly global workforce requires students: • to share ideas, speak persuasively, listen, collaborate, and debate with individuals and audiences with radically different linguistic backgrounds and communication styles. • to speak the same languages as their potential future colleagues, clients, and collaborators? There may be circumstances in which speaking or understanding a foreign language will be the deciding factor in being hired or succeeding in professional moments; students who are multilingual are at a distinct advantage when those moments and opportunities arise.
Communication Ideas • to recognize that communication norms vary widely around the world (and possibly even within the cultures represented in their own classrooms and communities), for example, culturally specific - style, approach, body language, and formality of tone best connect with others. • to organize their thoughts and present their ideas concisely in a style and format appropriate to their audience. • to utilize technology tools like Excel or presentation software such as PowerPoint or Keynote to communicate their research and original ideas.
Take Action Many workers of tomorrow will be making decisions, producing outcomes, and solving problems in environments that are more fluid and less predicable than in the past. These circumstances require students: • to be action-oriented—ready to transform their skills, values, ideas, and conclusions into concrete, meaningful work plans. • world markets, educational migration, secular versus religious worldviews, and the intersection of the media with national economic and environmental trends
Go (Key Transition Knowledge and Skills): Stop and Think: • Think about two classes you are taking. What information you have learned is internationally relevant material?
Go (Key Transition Knowledge and Skills): Stop and Think: Think about two classes you are taking. What information you have learned is internationally relevant material? • History and current events • Choir and songs in different languages • Sociology and different cultures
Conclusion • As discussed in this lesson preparing for postsecondary experiences, you need to think globally, develop technical and problem solving skills, and take action in the world.
Quiz • Workers of tomorrow can anticipate working within a more diverse labor force due to — a. increased global migration b. demographic trends domestically c. both of the above d. neither of the above
Quiz 2. Global relevance is one way to help practice — a. investigating the world b. recognizing perspectives c. communicating ideas d. taking action
Quiz 3. The term "windows and mirrors" refers to — a. the practice of exposing students to as much natural light as possible in the classroom b. curriculum that both reflects student identities and provides exposure to identities not present in the classroom c. communication software commonly utilized in international settings d. none of the above
Quiz 1. Workers of tomorrow can anticipate … — 3. The term "windows and mirrors" refers to — 2. Global relevance is one way to help practice — c. both of the above b. curriculum that both reflects student identities and provides exposure to identities not present in the classroom a. investigating the world
Extend Your Learning: Tools & Resources • How Should Colleges Prepare Students to Succeed in Today's Global Economy? (AAC&U) - PDF Report: https://www.aacu.org/leap/documents/Re8097abcombined.pdf - Resource Description: A report outlining views on the essential goals and guiding principles for higher education in today's day. • Labor Market and Career Information (TWC) - Website: http://www.lmci.state.tx.us/ - Resource Description: Improve the way Texans make career and educational decisions by providing useful and reliable information about careers, educational training options and jobs.
