GBA 321 Saint Leo University Gap Education Skills & Business Adaptation PPT Oral Presentation Instructions: Since we do not meet “live,” it is not possibl

GBA 321 Saint Leo University Gap Education Skills & Business Adaptation PPT Oral Presentation Instructions:

Since we do not meet “live,” it is not possible for you to actually deliver your presentation to the class; however, you can prepare an outline for about a 3-5-minute informative presentation for your Formal Report, and then develop an audio-narrated PowerPoint presentation that corresponds with your outline.

As a rule of thumb, a PowerPoint presentation is usually no more than one slide per minute; otherwise, your audience is “watching” and not “listening.” For longer presentations, the rule slides up to approximately three minutes per slide.

Your presentation should be designed as if you were presenting your report in a professional workplace setting, only you will not be physically present to give your presentation. This way, your audience can hear and see your presentation, but not see you.

Your presentation must be 3-5 minutes long and include slides containing information appropriate for this type of presentation. Examples include:

Text • Charts • Graphs • Tables • Images • Other visuals appropriate for a professional presentation

Do not use Clip Art or similar visuals; this is a professional presentation; slides must not be covered with paragraphs of writing. Include only short phrases (bullets) and visuals. You should explain the content of each slide with your voice rather than with writing. Running head: ESSENTIAL BUSINESS SKILLS
Formal Report
Saint Leo University
18 April 2020
ESSENTIAL BUSINESS SKILLS
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Executive Summary
Introduction
Technology development, for example, the rapid growth of the internet, has increased the
rate of transformation of globalized markets and workplaces in the 21st Century. The preparation
of Saint Leo University students for globalized workplaces involves a collaborative process
between the educational institutions and multinational companies in the United States.
Problem Statement
Studies conducted within the 2010s have evidenced a mismatch between skills possessed
by graduates and employees and those demanded by globalized workplaces.
Establishing a Working Relationship between Educational Institutions and Companies
Currently, educational institutions and U.S. companies collaborate in developing a
workforce for the globalized workplace and markets. Globalized workplaces have created a vast
demand for transferrable skills among the employees, including communication, team-work,
innovation and creativity, and flexibility skills. The globalized education system, therefore,
overlaps between educational institutions and organizational workplaces.
Employment Opportunities for Saint Leo’s graduates
All the FORTUNE 100 companies in the 21st Century have developed abilities to adopt
new technologies and restructure their workplaces. All the FORTUNE 100 companies, therefore,
are potential employers for Saint Leo’s graduates.
Select Companies in the FORTUNE 100 list
Some of the companies in the FORTUNE 100 list that capture the attention of national
employment agency with regards to the placement of Saint Leo’s graduates include Google,
Apple, Boston Consulting Group, American Express, and Cisco.
Conclusion
The management of Saint Leo University selects companies in the FORTUNE 100 list
for collaboration in the development of workplace skills among its students.
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Table of Contents
Executive Summary ………………………………………………………………………………………………………… 2
1.0 Introduction ………………………………………………………………………………………………………………. 4
1.1 Problem Statement …………………………………………………………………………………………………….. 4
2.0 Research Findings ……………………………………………………………………………………………………… 4
2.1 Establishing a Working Relationship between Educational Institutions and Companies …….. 4
3.0 Discussion and Interpretation ……………………………………………………………………………………… 7
3.1 Employment Opportunities for Saint Leo’s graduates…………………………………………………….. 7
3.2 Select Companies in the FORTUNE 100 list ………………………………………………………………… 7
4.0 Recommendation ………………………………………………………………………………………………………. 8
5.0 Conclusion ……………………………………………………………………………………………………………….. 8
6.0 References ………………………………………………………………………………………………………………… 9
7.0 Appendix ………………………………………………………………………………………………………………… 10
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1.0 Introduction
The globalization trend has significantly transformed workplaces of organizations and
skills requirements among employees. The globalization trend increased the interconnection of
nations and people in the world through the overlap of political, cultural, and economic factors.
Technology development, for example, the rapid growth of the internet, has increased the rate of
transformation of globalized markets and workplaces in the 21st Century. However, the strong
market dynamics and technology variation has created new challenges for employees and
business organizations, including increased competition pressure and financial uncertainties
(Dicken, 2003). Governments, business organizations, and citizens strive to adapt to the
dynamics of technologies and globalization to achieve positive growth. Governments have
supported the business organizations and their citizens in coping with globalization and
technology dynamics through market liberalization, the transformation of education systems, and
promoting technological innovation. In the 21st Century, governments have embraced global
standard educational systems to ensure that skills taught in institutions of learning match the
globalized workplace skills. The preparation of Saint Leo University students for globalized
workplaces involves a collaborative process between the educational institutions and
multinational companies in the U.S.
1.1 Problem Statement
Educational systems and organizations are in the process of adapting to globalization
trends and rapid technology dynamics. Studies conducted within the 2010s have evidenced a
mismatch between skills possessed by graduates and employees and those demanded by
globalized workplaces. In a survey conducted in 2011, two-thirds of two thousand U.S.
companies experienced problems in getting qualified candidates for available vacancies. The
surveys evidenced a scenario where 30 percent of the companies filled their job vacancies within
durations of at least six months. Consistent with the results of the survey depicted above, a report
published in 2012 depicted that 3.7 percent of job positions business organizations in the USA
remained vacant for one year despite more than 12 million people being unemployed. The report
also associated the inability of job candidates to fill the available vacancies with the mismatch of
their skills. The report indicated that the existing mismatch of skills could only be addressed
through the globalization of the U.S. education system, collaborative workplace skills
development between business organizations and educational institutions, and adoption of
employee-focused organizational cultures.
2.0 Research Findings
2.1 Establishing a Working Relationship between Educational Institutions and Companies
Currently, educational institutions and U.S. companies collaborate in developing a
workforce for the globalized workplace and markets. The application of internet and computer
technology in the 21st Century workplaces has emphasized technology literacy among
individuals. Technology integration with workplace processes demands the corresponding
transformation of the required workforce skills. Employers, for example, have realized that the
internet and computer technologies enable employees to complete routine job assignments
quickly and efficiently. However, employees require flexibility and innovation skills to deal with
rapid changes in workplace technologies (National Research Council, 2013). Furthermore, a
collaborative process between education systems and companies ensures that changes in
workplace skills occur at the same pace as that of skills taught in educational institutions.
ESSENTIAL BUSINESS SKILLS
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Notably, the variation in the rate of transformation in the skills taught in schools and those
demanded in the workplace creates a skills gap in the labor market. The skills gap in the 21st
Century has led to unemployment and the inability of companies to fill vacant job positions.
School administrations and employers have gained awareness of the specific workplace
skills in the globalized workplaces. Studies have shown that 56 percent of U.S. companies have
adopted new technologies and restructured their workforce to meet the 21st Century skills
demands. Technology adoption and restructuring of the workplaces enables business
organizations to satisfy employees and customers simultaneously. The simultaneous satisfaction
of customers and employees has promoted the profitability and competitiveness of companies in
the globalized markets. The success of FORTUNE 100 companies in the 21st Century is
associated with their abilities to adopt new technologies and restructure their workplaces.
However, new workplace skills and technologies are incompatible with conventional
organizational systems, which were functionalized, rigid, and hierarchical. The FORTUNE 100
have embraced new organizational systems because of their compatibility with the globalized
workplace skills. The features of new organizational systems that lead to their compatibility with
globalized workplace skills include flatness, team-work basis, decentralization, and flexibility.
Globalized workplaces have created a huge demand for transferrable skills among the
employees, including communication, team-work, innovation and creativity, and flexibility
skills.
Firstly, creativity and innovation skills in the workplace enable organizations to make
critical decisions and solve complex problems. Creativity and innovation enable organizations to
develop cutting edge technologies, produce high-quality products, and satisfy consumer needs in
unique ways. The level of creativity and innovation in workplaces today determines the
competitiveness and profitability of companies. Although creativity and innovation skills are
traditionally associated with artistic endeavors like art and music, the skills have become
effective in addressing the challenges of globalization and technology dynamism (Bybee &
Fuchs, 2006). Creativity and innovation in the workplace support important thinking processes,
including scientific thinking, entrepreneurial thinking, and design thinking. A study conducted
by IBM in 2010 indicated that these skills enable business organizations to address complexity
and market uncertainty in the globalized world. Creativity and innovation in the globalized
workplaces have forced governments to conduct a reformation of their educational curriculum to
accommodate and nurture the skill. Creativity and innovation skills are nurtured in educational
institutions through the exposure of children to problem-based learning and teaching curricula.
Problem-based learning promotes the development of creativity and innovation among
students by engaging them in critical thinking exercises. Critical thinking occurs as an active and
skillful intellectual process for evaluation, conceptualization, application, synthesis, and analysis
of information. The information, in this case, is gathered through communication, reflection,
reasoning, observation, and experience. The critical thinking process involves in-depth
consideration of existing ideas and principles to avoid errors associated with shallow focus. The
critical thinking process hence makes problem-based learning superior to explicit curriculum
based on its ability to guide students in higher-order thinking with regards to conceptual analysis,
evidence evaluation, discerning of patterns, and information interpretations. Problem-based
learning exposes students to the challenges resembling those of globalized business
environments.
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Secondly, job candidates are expected to develop team-work skills to ensure their
suitability for the globalized workplaces. The new organizational systems are designed with a
teamwork-based feature to promote efficiency in decision making and problem-solving.
Individuals, therefore, should be able to work in a collaborative environment that derives its
unity from shared goals. Collaboration promotes the sharing of skills and knowledge concerning
solving complex workplace issues. Notably, the acquisition of team-work skills starts for
educational institutions whereby individuals acquire different attributes for effective
collaboration, including interdependence, interpersonal skills, commitment to common goals,
effective communication skills, flexibility, and trustworthiness (Dede, 2010). Problem-based
learning in classrooms exposes students to environments that resemble workplace team-work
processes of solving complex workplace issues. The new education curriculum expects teachers
to assign students group work to prepare them for globalized workplace processes. The
classroom groups should resemble the workplace groups concerning maximizing employee
engagement in the workplace. Team-work processes promote continuous learning among
employees through the acquisition of new skills, knowledge, and experience.
Thirdly, communication skills occur as a core factor for organizational success and
professional success in the globalized markets. The process of nurturing communication skills
begins in learning institutions, whereby it continuous in workplaces of business organizations.
Good communication skills acquisition among students is evidenced by their abilities to
comprehend academic concepts. Good communication skills enable individuals to acquire
workplace skills hence promoting their professional development. Open communication enables
employees to collaborate effectively with their colleagues in the workplace (Stuart & Dahm,
1999). Collaboration facilitates the sharing of skills and ideas hence supporting quick problem
solving and the making of high-quality organizational decisions. Notably, quality assurance and
time consciousness factors act as crucial organizational attributes for overcoming stiff
competitive pressure in the globalized markets. Additionally, the interaction between teachers
and students in classrooms prepare students for two-way communication in the workplace. Twoway communication is emphasized in the interaction between organizational leaders and their
subordinates.
The globalized education system, therefore, overlaps between educational institutions and
organizational workplaces. The globalized education system has changed an individual’s
experience in formal education. Today, companies target colleges and universities for expansion
and brand-protection strategies. Companies have commodified and increased their involvement
in formal education delivery. Corporations have guided schools in offering high-quality formal
education to ensure the compatibility of acquired skills with globalized workplaces (Pearce,
2014). The industrial attachment and internship programs are prepared through a collaborative
process between companies and educational institutions. Industrial training and internship
programs offer students opportunities for experiencing workplace processes like team-work,
leadership, communication, innovation, technology application, and customer service (P21,
2018). The programs are designed to ensure the alignment of education and training operations
with the work processes. The stretch of the global education system across educational
institutions and organizational workplaces prevents the development of the skills gap in the
globalized job markets.
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3.0 Discussion and Interpretation
3.1 Employment Opportunities for Saint Leo’s graduates
All the FORTUNE 100 companies in the 21st Century have developed abilities to adopt
new technologies and restructure their workplaces. The strategies have enabled the companies to
deal with the dynamics of technology and globalization effectively. The FORTUNE 100 has
embraced new organizational systems that are flat, teamwork-based, decentralized, flexible,
hence making them compatible with the globalized workplace skills (Carter, 2009). The
workplace systems of all companies in the FORTUNE 100 are consistent with globalized
workplace skills, including communication, team-work, innovation and creativity, and flexibility
skills. All the FORTUNE 100 companies, therefore, are potential employers for Saint Leo’s
graduates.
The management of Saint Leo’s university effectively adopted the American education
system of the globalized standard after its inception. The institution categorizes skills offered to
students through its system into life skills, literacy skills, and cognitive skills. However, the
company pays serious attention to cognitive abilities because of their high demand in the 21st
Century workplace. Cognitive skills offered to students by the institution are divided into
communication, collaboration, creativity and innovation, and flexibility skills. The school
programs encourage students to be problem solvers, critical thinkers, excellent collaborators,
adaptive and flexible, culturally competent, creative and innovative, and good communicators.
The institution ensures an overlap between various academic disciplines and courses to prepare
students for a similar overlap in the workplace. In the FORTUNE 100 companies, professionals
are expected to collaborate through the sharing of ideas with regards to solving organizational
projects. Engineers employed in the companies, for example, are sometimes involved in the
making of management decisions. The university also organizes internship and attachment
sessions for its students in reputable U.S. companies. The university hence adequately prepares
its students for employment opportunities in the FORTUNE 100 companies.
3.2 Select Companies in the FORTUNE 100 list
Some of the companies in the FORTUNE 100 list that capture the attention of national
employment agency with regards to the placement of Saint Leo’s graduates include Google,
Apple, Boston Consulting Group, American Express, and Cisco. Firstly, Google company has
accomplished competitiveness in the globalized technology market in the 21st Century using its
workforce focus strategy (Fortune Media I.P. Limited, 2019). The company has nurtured
innovation and creativity in its workplace to effectively handle problems of the globalized
workplace include rapid change in competition, consumer taste variation, and quick technology
transition (Gassam, 2018). The company creates a conducive workplace environment for
innovation, behavior sharing, and collaboration. Google nurtures a technical culture among its
employees hence creating workplace unity based on shared goals. Google also has a
decentralized problem-solving and decision-making process that enables junior employees to
interact with the management and senior employees (Galloway, 2017). Google also collaborates
with universities in educating students about globalized workplace skills in the technology
market. The strategy has enabled Google to successfully produce and sell high-quality products,
including Google search engine, online advertisement platforms, Google Cloud, and Android
software.
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Apple technology company also employs employee-focus in handling the competitive
pressure and dynamism in the global technology market. Apple designs its products through a
collaborative process between engineers and managers. Notably, Apple technology company
engages its employees in discussion processes during the raising of ideas and analysis of a
product. The company engages its employees typically in a discussion meeting before launching
a product (Martellaro, 2017). The discussion forums usually involve open and two-way
communication between managers and engineers, which facilitate the sharing of ideas. The
discussion processes enable the company to nurture innovation and creativity in its workplace.
The company always hires fresh graduates and involves interns in the development of its
products. The company collaborates with universities across the globe to create a skilled and
diverse workforce. The same strategy is used by Boston Consulting Group, American Express,
and Cisco in nurturing innovation and creativity in their workplaces. Collaboration with these
companies will ensure that all fresh graduates in Saint Leo’s University get excellent
employment opportunities.
4.0 Recommendation
Saint Leo University should collaborat…
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