Can only attest to small to mid-size businesses (up to 300 employees) in Europe.
The default expectation (from business school?) seems to be if for a given job interview you are left (95% of the time) with say 1-4 (reasonably) good choices mangement is quick to cry wolf: you see, this is the skill's shortage everybody is talking about.
You can make this - at least here in Europe there is a tendency for that - a numbers thing (i.e. performance indicator) which mangement is "measuring".
Meanwhile what "specialization" in the labour market meant in the 70's and what it means now a half decade later has changed significantly, multiple times.
For example: We are long at a point now where paradoxically time spent in the educational system is simply time lost for developing and honing skills (for a rapidly changing environment) which is exactly the opposite of acquiring as much "competence" as possible in order to "catch up" with the pace of innovations.
You want to expose young people to real challenges in the world as soon as possible and when they become frustrated with a problem you offer them teaching fundamentals they obviously lack. I am mostly oblivious about my ignorance but when someone can show me how e.g. a mathematical concept can possibly package my problem to make it manageable I will bite.
The default expectation (from business school?) seems to be if for a given job interview you are left (95% of the time) with say 1-4 (reasonably) good choices mangement is quick to cry wolf: you see, this is the skill's shortage everybody is talking about.
You can make this - at least here in Europe there is a tendency for that - a numbers thing (i.e. performance indicator) which mangement is "measuring". Meanwhile what "specialization" in the labour market meant in the 70's and what it means now a half decade later has changed significantly, multiple times.
For example: We are long at a point now where paradoxically time spent in the educational system is simply time lost for developing and honing skills (for a rapidly changing environment) which is exactly the opposite of acquiring as much "competence" as possible in order to "catch up" with the pace of innovations.
You want to expose young people to real challenges in the world as soon as possible and when they become frustrated with a problem you offer them teaching fundamentals they obviously lack. I am mostly oblivious about my ignorance but when someone can show me how e.g. a mathematical concept can possibly package my problem to make it manageable I will bite.