Most employers say college graduates aren’t prepared for work, reports Bridge That Gap: Analyzing the Student Skill Index, a Chegg survey. Half of college students said they felt very or completely prepared for work in their field of study. Thirty-nine percent of employers said recent graduates they’d interviewed were well-prepared.
Students overvalue their mastery of “business basics,” according to employers, notes Inside Higher Ed.
Those include “creating a budget or financial goal” and “writing to communicate ideas or explain information clearly” (each show a 22 percentage-point gap), and “organization” (25 percentage points). In the widest gap, at 27 percentage points, 77 percent of students but only half of hiring managers reported preparation for “prioritizing work.”
Students fared the best at “making a decision without having all the facts.” About 47 percent of students said they were prepared to do that, and 37 percent of hiring managers said the same of recent graduates.
More than 90 percent of hiring managers are looking for graduates who’ve shown initiative and leadership. They also look for extracurriculars, internships and work related to applicants’ field of study. Only a third of college graduates have spent time gaining experience in their field.
Chegg also looked at “Office Street Smarts” by asking five questions:
1. Can graduates make a persuasive argument to convince others to adopt their ideas?
2. Can they write to encourage action or make a specific request?
3. Were they able to communicate with authority figures and clients?
4. Can they collaborate with people from diverse backgrounds?
5. Can they complete a project as part of a team?
Again, students “have an over-inflated sense” of their communications and collaboration skills.
STEM graduates were “slightly better prepared” to explain information and solve problems through experimentation, employers said.
Telling Intercultural Communications students to stomp on a piece of paper with “Jesus” written on it was supposed to illustrate the power of symbols. (Why not an “Allah” stomp? That’s a really powerful symbol!) Now Florida Atlantic University has apologized for the “Jesus” stomp exercise, but denied suspending the student who complained about it.
“This exercise will not be used again,” FAU officials said in a statement. “We sincerely apologize for any offense this caused. Florida Atlantic University respects all religions and welcomes people of all faiths, backgrounds and beliefs.”
The exercise came from a book by a St. Norbert College communications professor, Jim Neuliep.
“This exercise is a bit sensitive, but really drives home the point that even though symbols are arbitrary, they take on very strong and emotional meanings,” the exercise states. “Most will hesitate. Ask why they can’t step on the paper. Discuss the importance of symbols in culture.”
“We can confirm that no student has been expelled, suspended or disciplined by the university as a result of any activity that took place during this class,” the university statement claimed, adding that students weren’t required to step on the paper.
Ryan Rotela, a devout Mormon, was charged with violating the student code of conduct and ordered not to attend class, according to Fox News. He’d told instructor Deandre Poole that he objected to the exercise, saying “don’t do that again” and “you’ll be hearing from me.”
. . . according to a letter written by Associate Dean Rozalia Williams, Rotela is facing a litany of charges – including an alleged violation of the student code of conduct, acts of verbal, written or physical abuse, threats, intimidation, harassment, coercion or other conduct which threaten the health, safety or welfare of any person.”
“In the interim, you may not attend class or contact any of the students involved in this matter – verbally or electronically – or by any other means,” Williams wrote to Rotela. “Please be advised that a Student Affairs hold may be placed on your records until final disposition of the complaint.”
Presumably, the charges have been dropped, but FAU, a state university, didn’t admit Rotela had been threatened and didn’t apologize to him.
The professor had a right to ask students to stomp on “Jesus,” but can’t require them to violate their religious beliefs, argues FIRE’s Greg Lukianoff, citing a 1943 U.S. Supreme Court case. Protesting the exercise was a classic exercise of free speech rights.
Another FAU communications professor, James Tracy, has questioned “whether the Sandy Hook shooting ever took place —at least in the way law enforcement authorities and the nation’s news media have described.”
“Soft skills,” such as punctuality and teamwork will be factored into grades for many students at Asheville-Buncombe Technical Community College in North Carolina, reports Inside Higher Ed. Next year, the college will issue workplace readiness certificates in addition to traditional credentials.
Located in Asheville, N.C., A-B Tech, as it is commonly known, has developed a template that helps faculty members determine how to incorporate eight primary workplace expectations into grading, including personal responsibility, interdependence and emotional intelligence. Soft skills should count for 8 to 10 percent of grades in courses that adopt those guidelines, college officials said.
“We’re teaching our students to walk the walk,” said Jean B. Finley, an instructor of business computer technologies.
A-B Tech will grade students on how they work with classmates in study groups and interact with instructors in professionally worded e-mails.
The main goal is to encourage students to take personal responsibility and display a strong work ethic, said Melissa Quinley, A-B Tech’s vice president of instructional services.
. . . Quinley said local employers are generally pleased with the technical and academic accomplishments of A-B Tech students. But soft skills can be a problem. For example, she said the college recent held a focus group with welding companies, where some participants said A-B Tech graduates were talented and got the welding part, but that some showed up late for work too often.
Students don’t pick up “soft skills” by osmosis, writes Community College Dean. Teaching students “the rules of the game” is the egalitarian thing to do.
I’ve been to more than my share of employer advisory boards over the last dozen years, at three different colleges. They’re remarkably consistent; every time, the feedback is that we’re doing well with the specific technical skills, but that many students arrive with serious gaps in communication, presentation and general employee conduct.
Students need to understand the importance of punctuality, meeting deadlines and communicating frustration in an acceptable way in the workplace, the dean writes. “The odd blend of surface egalitarianism and deep hierarchy that defines many workplaces can be a minefield if you don’t know how to read it.”
Years ago, I did a series on welfare reform for the San Jose Mercury News. Two of the long-term welfare mothers we followed found jobs — and ran into trouble because they didn’t know unspoken workplace rules.