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Why Should We Care?
• Why Johnny can't write, and why employers are mad CNBC
What Employers Want
• A employer survey conducted by the National Association of Colleges and Employers indicates that workplaces most value these three skills that you are usually more likely to find with a liberal arts education:
• Communication skills. • Analytic skills. • Teamwork skills.
Employers Believe Colleges Should Place More Emphasis on:
• Ability to effectively communicate orally and in writing 89%
• Critical thinking and analytical reasoning skills 81%
• Ability to apply knowledge and skills to real-world settings 79%
• Ability to analyze and solve complex problems 75%
Employers’ Views on College Learning in the Wake of the Economic Turndown. AACU
Recent Graduate Preparedness
• What employers value most are KSAs not major specific – Written/oral communication– Critical thinking– Ability to transfer knowledge to real world
• 23% of employers say recent college graduates are well prepared to apply KSAs in the real world.
Falling Short? College Learning and Career Success (AACU)
Employer/Student Gap
• Team players? 37% 64%
• Oral communication28% 62%
• Written communication 27% 65%
• Critical thinking 26% 66%
• Transfer knowledge 23% 59%
Falling Short? College Learning and Career Success (AACU
GRADE INFLATION
http://economix.blogs.nytimes.com/2011/07/14/the-history-of-college-grade-inflation/
GPA
• Employers use college degree as minimum requirement (Veder et al., 2013) and GPA as key predictor (Smith et al., 2013).
• Laszlo Bock, Google’s senior vice president of "people operations" claimed “G.P.A.’s are worthless as a criteria for hiring”
Business
• Most popular course of study, although this may be changing (HERI, “Freshmen Survey)
• Chosen “by default”
Business Majors
• Spend fewer hours preparing for class than any other major (NSSE)
• Have higher median course grades than most majors especially management, marketing and logistics (Barth, Liu, & Wells, 2009)
Business Majors
• Find jobs faster than many majors but . . . Center for College Affordability and Productivity
• Only criminal justice majors more likely to be underemployed." PayScale, Inc. 2014. The most unemployed
majors
Business Majors Earn Less
• According to PayScale, business is NOT one of the best-paying college degrees by mid-career (15 years experience).
• Business ranked56th behind “impractical” college degrees such as philosophy, history and American studies.
Business Majors Learn Less
• Students majoring in business, education, social work, and communications had the lowest measurable gains in critical thinking, complex reasoning and writing skills over time (Arum & Roksa, 2011)
Critical Thinking
• Identifying consequential issues
• Generating alternatives
• Anticipating outcomes
• Drawing correct conclusions
Resistance• Behavior that impedes desired change.
• Rarely addressed in the literature, especially faculty resistance.
• General view is that students are to blame despite the best efforts of faculty (Haas & Keeley, 1998)
• Faculty overestimate their use of critical thinking activities.
Student Resistance
• Anti-intellectualism (Elias, 2009)
• Don’t see the “real world” value of CTW
• Overestimate abilities
• Student-as-customer expectations
• Low self-efficacy
Faculty Resistance• Time Management (biggest concern)• Student-as-customer
– Student evaluations– Job insecurity– Course shopping– Nagging
• Pressure to meet domain knowledge requirements
• Reward system• Low self-efficacy
Faculty and Student Beliefs
• I can’t change
• I don’t want to change
• I don’t know what to change
• I don’t know how to change
Strategies for Overcoming Resistance
• Improve self-regulated behavior (“habits of the mind”)
• Foster positive attitudes about critical thinking
• Develop realistic self-efficacy (frequent & specific feedback)
• Enhance academic and professional expertise
Employment Law (CTW)
• Meets BBA requirement for CTW senior-level course
• Audience– HR Professionals– Line Managers
Using Vignettes to Overcome Resistance to CTW
• Rather than analyzing actual case, students consider a “critical incident” based on a real event
• Written from manager’s perspective
• Situations are “messy” (Carrithers et al., 2008)
“MESSY” PROBLEMS(Carrithers et al.)
• Information is ambiguous and incomplete
• Context is key
Vignette Rafael, a 17-year-old laborer, slipped off a wet roof, broke his back,
and was paralyzed. For three months before his accident, Rafael worked about 60 hours per week (10 hours per day, Monday – Saturday) for Georgia Siding and Roofing (GSR), a construction company with 25 full-time employees and about 100 day laborers. He was paid in cash about $100 per day. He was paid at the end of each day.
GSR provided training and a personal fall arrest system (a full-body harness with straps designed to distribute the force of a fall over the body) for all full-time employees. The company’s owner asserted that all other workers were independent contractors and responsible for their own training and equipment. OSHA has cited GSA with a proposed penalty of $60,000 for failing to provide a fall protection system (OSHA, 1998). Rafael has filed for workers compensation. GSA disputes the alleged OSHA violations and wants the penalties dismissed. Moreover, the company plans to deny Rafael’s workers compensation claim based on his status as an undocumented worker and independent contractor.
Issues in 153 Words
• Fair Labor Standards Act
• Occupational Safety and Health Act
• Workers compensation
• Misclassification
• Immigration Reform and Control Act
• National Origin Discrimination
• Recruitment• Training• Job design• Safety• Cultural Differences• Ethics
Benefits of Vignettes
• Perceived relevant to the real world
• Enhances transfer of learning
• Improves retention (intuitive recognition)
• Facilitates practice
• Provides variety
• Teaches and assesses
Benefits
• Reduces grading time
• Introduces underlying theories
• Enhances interest
Vignette Options• Multiple-choice quiz (Situation Judgment
Test)
• Short response questions
• “Pop” vignette
• Mock interview questions
• Small group assignment
• On-line exam
• Intervention proposal
Role Playing
• Explain the problem to the Board
• Develop an intervention for a line-manager
• Write an employee handbook passage
• Respond to an EEOC filing
• Challenge recommendation of staff attorney
Situational Judgment Test Items
• SJTs used by employers
• Based on work-related situations (vignettes)
• Assesses domain knowledge
• Requires less grading time
• Less anxiety inducing
–You are able to use and apply the information you learned in new situations. Can you solve a problem or explain a solution with the information you have?
–You are able to: complete, solve, examine, illustrate, show, relate.
LEVEL 3 - APPLYING
Example
1. For the job of UPS Package Handler (“fast-paced position that involves continual lifting, lowering and sliding of packages typically weighing 25–35 lbs., up to 70 lbs.”), which of the following screening questions is not a likely violation of the ADA?A. Asking a job applicant if he or she can lift at least 50 poundsB. Asking a job applicant if he or she is disabledC. Asking a job applicant to take a medical exam before making a job offer D. Asking a job applicant if he or she has a preexisting back injury.
Justify your answer in 75 to 100 words. Assume you are explaining your answer to a prospective employer.
Criteria Unsatisfactory0
Marginal1
Satisfactory2
Outstanding3
IdentifyRelevant Facts
Fails to distinguish relevant from trivial facts.
Fails to identify most relevant facts.
Identifies most relevant facts
Identifies most relevant facts.
SpecifyLegal Issues
Does not specify the legal issues.
Hints at some legal issues.
Specifies most legal issues.
Specifies all legal issues.
Discuss Legal Principles Ignores or inaccuratelydiscusses all or almost all relevant cases, statutes, and regulations.
Superficially discusses most relevant cases, statutes, and regulations.
Effectively discusses most relevant cases, statutes, and regulations.
Effectively discusses all relevant cases, statutes, and regulations. Fully explains what is required of employees and employers including burden of proof and employer defenses.
DrawReasonableConclusions
Conclusions based on misconceptions of legal and HRM principles or on personal opinion.
Few conclusionssupported by relevant legal and HRM principles.
Most conclusionssupported by relevant legal and HRM principles.
All or nearly all conclusions supported by relevant legal and HRM principles.
Write Persuasively Ideas illogically arranged. Writing incoherent. Arguments unconvincing.
Few ideas logically arranged. Writing often unclear. Most arguments unconvincing.
Most ideas logically arranged. Writing generally clear. Most arguments convincing.
Ideas logically arranged. Writing clear and precise. All arguments convincing.
