Educators are repeatedly urged to prepare kid's for the world of work. Of course they should emerge from school ready for that. But let's keep the preparation real. School kids need to prepare for the actuality, not some sappy fantasy.
For instance, when CEO “Chainsaw Al” Dunlap fired 11,200 Scott Paper employees, sold the company to its chief rival and walked away with 101 million dollars, a ton of badly educated people mistakenly concluded that “Chainsaw” was selfish and despicable. They thought he trashed moral considerations that were far more important than enriching Scott stockholders or himself. One dismissed thirty-six year Scott veteran even whined on national television that Dunlap, “... took my life and put it into his pocket ...”.
What self-pitying nonsense! Proper preparation for the real world of work would eliminate this kind of whining. Moreover, it would vastly increase appreciation for Dunlap style leadership. The kids would be brought to realize that "Chainsaw" was simply exercising decisive "corporate leadership." That he was a foe of corporate waste. And that he was an obedient servant of the shareholders. More importantly, they'll learn that the world of work entails struggle. And, as Adolf Hitler once trenchantly observed: "He who fails to struggle, does not deserve to live."
Yes indeed. school kids must be taught to respect and admire the executives that “Chainsaw” typifies. And educators absolutely must create school programs and policies that thoroughly inculcate Mr. Dunlap’s guiding principle: “The meek shall not inherit the earth; and, for sure, they won’t get the mineral rights!” What could be more inspiring than that?
Realistic preparation for the real world of work must begin early. For example, educators must eliminate the socialistic, even communistic, practice of encouraging grade school kids to share. Kindergarten and first grade teachers, for instance, must stop urging kids to share resources and, instead, encourage competition for them. For instance, coloring assignments should be graded and crayonless kids flunked. As "Chainsaw observed, "If you want a friend, get a dog."
Teachers also must put an end to this “inclusion” rot. Kids in inclusive classrooms often start helping and caring for less fortunate classmates. We all know what can happen when that camel gets its nose under the tent. Communism, next up!
No, it's way past time to get realistic. For instance, business leaders often order “involuntary separations from payroll” in order to enhance profits, boost stock prices and increase corporate efficiency. Of course, this is best done by targeting employees who have worked there the longest, since they make the most money. Right sizing long-serving individuals greatly benefits share holders. But are public schools adequately preparing kids for this reality? No, they're certainly not. Otherwise there wouldn't be so much kvetching about all the layoffs in the real world of work.
And here is a really important caveat. The kids need to be gotten ready early. How? Here's one of numerous possibilities: Wait until students are almost ready to graduate and then impose “involuntary severance” on a random selection of them. Instead of graduation, the selected kids will end up out in cold, without a school. This simulated work experience, similar to canning employees in their 50's, will better prepare all high school students, both those selected and the survivors, for the real world of work.
Really well-run businesses also wet their beaks in employee pension funds. Unfortunately, mal-educated employees object. (Provided they even know it's going on.) Can educators do anything to facilitate greater employee cooperation? Sure. Encourage the kids to start school-based savings accounts. But make sure administrators have access to them. Then encourage these same administrators to pocket some of the kid's money. Then instruct them to spend it on luxury goods for themselves and cooperative school board members. Maybe they should even spruce up the school plant and refurbish administrate offices. After the kids experience this sort of thing a couple of times we won’t have all this whining and kvetching every time pension funds are "freed up" to enhanceenhance executive privileges, create executive bonuses, pay extra dividends to stock holders, and so forth. Simply put, well-educated employees will expect it.
Let's remember too, that business execs also find it advantageous to ship American jobs abroad. It greatly enhances corporate profitability. But, here again, American workers whine incessantly about it. In fact, their whingeing has got some Congressmen, and women, pretending they care. What can be done to make workers more cooperative? Here's ne possibility "decruit" a big bunch of American teachers in a massive "workforce imbalance correction." Then import cheap, hungry, compliant replacement teachers from one or another "emerging" nation. You know, the kind Trump labels "shitholes." (India, with its large English speaking population, comes immediately to mind.) This would not only generate a ton of money, the kids who miss their favorite teachers and struggle to adapt to the foreign workers won't be as resentful when their own jobs are shipped overseas. They'll understand that in the real world of work it's just a fact of life.
In fairness, public schooling already meets some real world of work needs. After a few years in elementary school, for instance, kids learn they have to go along to get along. That’s solid preparation. Twelve years of public schooling also teaches kids to live with mindless rules, red tape and managerial double talk. This too is invaluable. So is something as simple as learning the value of sucking up. In general, though, school preparation for the real world of work cries out for improvement. Maybe you have some ideas! If so, we're all ears.
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