In this follow up to Thomas Friedman's first article, How to Get a Job at Google, Part 2 is yet another interview with Laszlo Bock, the man in charge of hiring for Google. The buzz that was created after the first interview, in which Bock asserted that bosses these days care less about what you know or where you learned it and care more about what you can do with the knowledge you have, motivated Friedman to ask some follow-up questions. In the exchange, Bock explains that he doesn't believe college is worthless but he does think that many young people go to college without a sense of direction or an expectation as to what purpose college should be serving for them. Bock goes on to say that people shouldn't go to college just because they think it's the necessary next step. The decision to attend college should be extremely deliberate and purposeful.
From that point, Bock transitions into the notion that college students should be acquiring skills and traits that are marketable and relevant to the modern workplace. One such trait businesses are looking for, according to Bock, is grit, which is why he believes that it's more advantageous to graduate with Bs as a Computer Science major than it is to graduate with A+s as an English major. People like Bock are looking for graduates who challenged themselves and were able to succeed despite heavy workloads. This kind of grit through rigorous studies also shows one's cognitive ability. Google wants employees who can work through difficult problems and not simply take the easiest path. This is not to say, however, that the liberal arts and subjects that emphasize creativity are not important. But in the current economic system, those types of fields are more applicable and useful when combined with something else, most notably when a logic-centered field is combined with a creative one. The interview concludes with some advice about building a Resumé and interviewing for jobs. Bock says that a good Resumé will say "I accomplished X, relative to Y, by doing Z." In other words, it highlights an accomplishment, points out how it is different and/or better than others' accomplishments, and explains the process by which it was done. His recommendation for interviews was similar. Bock stresses the importance of stating you purpose or value and illustrating that with a clear example or method. First and foremost, I appreciate Bock's advice and I'll be keeping it in mind when I'm updating my Resumé and and going in for interviews. Secondly, I couldn't agree more with Bock that college should not be the default next step after High School. I would recommend college to all of my students, not to mention my own children, but I would explain that college should only be considered if there's an intended purpose in mind. A degree no longer guarantees a good job so students need to be thinking about how college will help them reach their goals specifically. Also, I've heard a lot of teachers talk about how students these days lack the kind of grit that Bock is talking about. I plan to not only challenge my students with a rigorous curriculum, but also explain to them the value of hard work, determination, and grit. It may even be worth it to show students the perks of working at Google and then have them read Friedman's article. Friedman, T. (2014, April 19). How to get a job at Google, Part 2. The New York Times. Retrieved from http://www.nytimes.com/2014/04/20/opinion/sunday/friedman-how-to-get-a-job-at-google-part-2.html
0 Comments
This RSA video, which graphically narrates a speech by Ken Robinson, critiques the current education model. In it, Ken Robinson describes a system where an increasing number of students are prescribed medication for ADHD which serves to numb them instead of invigorate them in the classroom. Robinson also argues that we, as a society are not seeing an ADHD epidemic as some might suggest. We live in a time of superfluous digital media and entertainment. Students are exposed to this content and then asked to sit quietly in a classroom and learn subjects they aren't necessarily interested in. Therefore, it should come as no surprise that students have a hard time paying attention. Robinson goes on to explain how the education system standardizes learning in just about every sense of the word. Schools are divided into grade levels, classes are divided into subjects, and students are divided by age. We evaluate learning based on standardized tests and we label people either smart or not smart based on whether or not they received a college degree. Robinson believes we need to go in the opposite direction that we're currently going in and embrace a new kind of educational system that doesn't follow a one size fits all model. Instead, we should adopt a model that allows for more creativity and "divergent learning". Divergent thinking is the process of finding/exploring multiple solutions for a given problem. This method, when utilized in the classroom, allows for more ingenuity, individuality, and engagement.
I'm a big fan of Ken Robinson and his postulations on the institution of school, but his proposals are often "big picture" ideas that would effect the entire U.S. education system. As a teacher, I can advocate for the changes he suggests, but I can only control what goes on in my classroom. I hope to get a job at a school that is forward thinking, that fosters creativity and understands that no two students are the same so we shouldn't expect them to learn in the same way. And as a supporter of Ken Robinson's beliefs, I'll structure my lessons with the purpose of challenging and encouraging individuality and creativity. I will make unit assessment that allow students to express what they know in a way that best suits their personality or learner profile. And I will avoid bland and monotonous instructional methods and use the technology at my disposal, when appropriate, to stimulate and engage my students. Alfa, E. [Escola Alfa]. (2011, February 19). RSA animate - changing education paradigms [Video file]. Retrieved from https://www.youtube.com/watch?v=ATCqh-OjSuw&list=PLbRLdW37G3oMquOaC-HeUIt6CWk-FzaGp&index=21 In his 2005 Stanford University commencement address, Steve Jobs tells the audience three stories about his life and the lessons he learned from them. The first story was about dropping out of college only to begin dropping in classes of his choosing. One of those classes was a calligraphy class which, while fascinating to Jobs, had no real-world implications in his eyes. It was only after designing the first Macintosh computer, which used beautiful typography never seen before on a computer, that Jobs realized the necessity and value of that calligraphy class. His message: You can't connect the dots looking forward. you can only connect the dots looking backward. In other words, when you're following your heart, intuition, your gut, or whatever else you'd like to call it, you have to trust that the decisions you're making today will someday payoff, even if those decisions seem to lead you astray.
The second story Jobs tells is about his falling out with Apple executives that resulted in his termination from the company. Despite being let go from a company he started from scratch in his garage, Steve Jobs didn't let that deter him from following his passions. He started a new company called Next and also founded Pixar, "the most successful animation studio in the world," as Jobs puts it. Inevitably, Apple bought out Next, and Jobs went back to work at Apple. During this period, he also met his wife whom he started a family with. Jobs holds the opinion that none of this would have happened if he hadn't been fired. His message is that, while there may be setbacks and/or failures, you must not let anything deter you from following what you love. He goes on to say that we spend far too much time at work to not love what we do. Therefore, one must find their passion and under no circumstance should you ever settle for less than your dream. Jobs' last story is about being diagnosed with pancreatic cancer. Cancer of the pancreas is usually incurable and Jobs' doctor gave him 3-6 months to live. It turned out that the cancer was actually a rare, less aggressive form and was safely removed. Jobs explains to the crowd that the threat of death is, in fact, a terrific motivator and it's something that has propelled him to not waste time and live life to the fullest. While the cancer did return and ended up taking Jobs' life, I think he would still stand by his statement that "death is very likely the single best invention of life. It's life's change agent." In his closing statements, Steve Jobs leaves the new graduates with advice he received himself from a publication called The Whole Earth Catalog. In it's final print, the publication printed the message "Stay hungry. Stay foolish." I think this is interesting advice coming from a man who is known to be very calculating when it comes to marketing and business strategy. But I get what he means. You can't always make the logical choice. Sometimes you must lead with the heart. If you aren't taking risks, if you aren't chasing what you yearn for, you aren't really living life. As a student, I can certainly relate to what Steve Jobs says. It took me quite awhile to graduate from college because I spent more time than I should have taking classes that I was interested in but didn't bring me closer to graduation. I haven't necessarily followed a path towards success or wealth. I've taken my time trying to find what I love and with teaching, I think I've found it. And I plan on following Jobs's advice; if someday it occurs to me that I'm no longer happy in the profession I'm in, I'll have no choice but to leave the world of teaching, not only for my sake, but for the sake of any prospective student who could end up having a teacher who lack the hunger and foolishness to be truly inspiring. Going forward, I will try to remain cognizant of the messages from this commencement address and I'll try to help students not settle for anything less than their dreams. Stanford. [Stanford]. (2005, June 12). Steve Jobs' 2005 Stanford Commencement Address.[Video file]. Retrieved from https://youtu.be/UF8uR6Z6KLc?list=PLbRLdW37G3oMquOaC-HeUIt6CWk-FzaGp |
AuthorGeorge Porter, English Teacher at Sage Creek Archives
May 2016
Categories |