work immersion in the new normal essay

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Adapting to the culture of ‘new normal’: an emerging response to COVID-19

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Jeff Clyde G Corpuz, Adapting to the culture of ‘new normal’: an emerging response to COVID-19, Journal of Public Health , Volume 43, Issue 2, June 2021, Pages e344–e345, https://doi.org/10.1093/pubmed/fdab057

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A year after COVID-19 pandemic has emerged, we have suddenly been forced to adapt to the ‘new normal’: work-from-home setting, parents home-schooling their children in a new blended learning setting, lockdown and quarantine, and the mandatory wearing of face mask and face shields in public. For many, 2020 has already been earmarked as ‘the worst’ year in the 21st century. Ripples from the current situation have spread into the personal, social, economic and spiritual spheres. Is this new normal really new or is it a reiteration of the old? A recent correspondence published in this journal rightly pointed out the involvement of a ‘supportive’ government, ‘creative’ church and an ‘adaptive’ public in the so-called culture. However, I argue that adapting to the ‘new normal’ can greatly affect the future. I would carefully suggest that we examine the context and the location of culture in which adaptations are needed.

To live in the world is to adapt constantly. A year after COVID-19 pandemic has emerged, we have suddenly been forced to adapt to the ‘new normal’: work-from-home setting, parents home-schooling their children in a new blended learning setting, lockdown and quarantine, and the mandatory wearing of face mask and face shields in public. For many, 2020 has already been earmarked as ‘the worst’ year in the 21st century. 1 Ripples from the current situation have spread into the personal, social, economic and spiritual spheres. Is this new normal really new or is it a reiteration of the old? A recent correspondence published in this journal rightly pointed out the involvement of a ‘supportive’ government, ‘creative’ church and an ‘adaptive’ public in the so-called culture. 2 However, I argue that adapting to the ‘new normal’ can greatly affect the future. I would carefully suggest that we examine the context and the location of culture in which adaptations are needed.

The term ‘new normal’ first appeared during the 2008 financial crisis to refer to the dramatic economic, cultural and social transformations that caused precariousness and social unrest, impacting collective perceptions and individual lifestyles. 3 This term has been used again during the COVID-19 pandemic to point out how it has transformed essential aspects of human life. Cultural theorists argue that there is an interplay between culture and both personal feelings (powerlessness) and information consumption (conspiracy theories) during times of crisis. 4 Nonetheless, it is up to us to adapt to the challenges of current pandemic and similar crises, and whether we respond positively or negatively can greatly affect our personal and social lives. Indeed, there are many lessons we can learn from this crisis that can be used in building a better society. How we open to change will depend our capacity to adapt, to manage resilience in the face of adversity, flexibility and creativity without forcing us to make changes. As long as the world has not found a safe and effective vaccine, we may have to adjust to a new normal as people get back to work, school and a more normal life. As such, ‘we have reached the end of the beginning. New conventions, rituals, images and narratives will no doubt emerge, so there will be more work for cultural sociology before we get to the beginning of the end’. 5

Now, a year after COVID-19, we are starting to see a way to restore health, economies and societies together despite the new coronavirus strain. In the face of global crisis, we need to improvise, adapt and overcome. The new normal is still emerging, so I think that our immediate focus should be to tackle the complex problems that have emerged from the pandemic by highlighting resilience, recovery and restructuring (the new three Rs). The World Health Organization states that ‘recognizing that the virus will be with us for a long time, governments should also use this opportunity to invest in health systems, which can benefit all populations beyond COVID-19, as well as prepare for future public health emergencies’. 6 There may be little to gain from the COVID-19 pandemic, but it is important that the public should keep in mind that no one is being left behind. When the COVID-19 pandemic is over, the best of our new normal will survive to enrich our lives and our work in the future.

No funding was received for this paper.

UNESCO . A year after coronavirus: an inclusive ‘new normal’. https://en.unesco.org/news/year-after-coronavirus-inclusive-new-normal . (12 February 2021, date last accessed) .

Cordero DA . To stop or not to stop ‘culture’: determining the essential behavior of the government, church and public in fighting against COVID-19 . J Public Health (Oxf) 2021 . doi: 10.1093/pubmed/fdab026 .

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El-Erian MA . Navigating the New Normal in Industrial Countries . Washington, D.C. : International Monetary Fund , 2010 .

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Alexander JC , Smith P . COVID-19 and symbolic action: global pandemic as code, narrative, and cultural performance . Am J Cult Sociol 2020 ; 8 : 263 – 9 .

Biddlestone M , Green R , Douglas KM . Cultural orientation, power, belief in conspiracy theories, and intentions to reduce the spread of COVID-19 . Br J Soc Psychol 2020 ; 59 ( 3 ): 663 – 73 .

World Health Organization . From the “new normal” to a “new future”: A sustainable response to COVID-19. 13 October 2020 . https: // www.who.int/westernpacific/news/commentaries/detail-hq/from-the-new-normal-to-a-new-future-a-sustainable-response-to-covid-19 . (12 February 2021, date last accessed) .

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The Lived Experiences of Working Senior High School Students in the New Normal: A Grounded Theory

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Educational systems are likewise preparing for the new born era characterized by “new normal”. The Department of Education ensure that learning opportunities shall continue and are provided to the learners through alternative learning delivery amidst the drastic situation. This study explores how the student creates ways to maximize their time in working and in studying. This qualitative study also aims to identify and explores students' experiences while working using grounded theory. The in-depth interviews with the respondents exposed four emerging themes: Theme 1: Drastic situations amidst the Covid-19 Pandemic, Theme 2: Unfavourable Effects and Challenges Encountered, Theme 3: Internal and External Motivations to Overcome Obstacles and Theme 4: Learnings and Suggestions Gathered in the Journey. Based on the participants’ responses on their perceptions on working while studying, it is confirmed that financial support, difficult situation, internal and external motivation to integrate theory are among the driving forces of working while studying. The findings also show that the participants encountered physical and mental health, stress, and distraction. Moreover, it shows that the effective ways of overcoming the problems they encounter is through work-study-life balance, positive thinking, seeking for spiritual guidance and self-trust. Lastly, good time management, perseverance, determination, knowing priorities and becoming resposible are the suggestions they shared for their co-working students to succeed.

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License .

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UNDERSTANDING WORK-IMMERSION and WORK ETHICS

Work immersion is one of the necessary subjects for graduating students. Wherein the Senior High School

students must undergo practicum that relates to the students’ course. In this subject, you as the students are able to learn and experience things about their courses since, they are exposed with the work-related environment to their field of specialization. Hence, it will be a great help to enhance their competency level. They can also develop work ethics such as; good work habits, attitudes, appreciation, and respect for work, applying all the theories and concept that they’ve learned in school, acquire new

skills and help to develop their communication skills and interpersonal skills through the help and guidance of industry experts and workers. These will help every student to be prepare to meet the needs and standards of employment.

LESSON 1. UNDERSTANDING WORK-IMMERSION

WHAT DO WE MEAN BY WORK IMMERSION?
The word “immersion” as it applies to the K to 12 curriculum is defined in the Department of Education (DepEd) Order No. 40, series of 2015: “Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to expose them to the actual workplace setting and to enrich the competencies provided by the school under the supervision of the SchoolHead and the designated personnel of the Partner.”
Immersion is done outside the school campus in a “Workplace Immersion Venue,” defined as “the place where work immersion of students is done. Examples of work immersion venues include offices, factories, shops and project sites.”

What could lead to confusion is that the word “immersion” actually has two meanings in K to 12. The first meaning refers to a required SHS subject in the curriculum. The second meaning refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects.

EXPECTED BEHAVIOUR
Every worker should possess good behaviour in their workplace to maintain the balance and harmonious work environment.
Work Ethics
By definition, Work ethic is a belief that work, hard work and diligence has a moral benefit and an inherent ability, virtue or value to strengthen character. It is about prioritizing work and putting it in the center of life. Social engrailment of this value is considered to enhance character through hard work that is respective to an individual’s field of work.
A strong work ethic is vital for achieving goals. A work ethic is a set of moral principles a person uses in their job. People who possess a strong work ethic embody certain principles that guide their work behavior, leading them to produce high-quality work consistently and the output feeds the individual to stay on track. A good work ethic fuels an individual’s needs and goals, it is related to the initiative by a person for the objectives. It is considered as a source of self-respect, satisfaction, and fulfillment. However, a negative work ethic is a behavior of a single individual or a group that has led to a systematic lack of productivity, reliability, accountability and a growing sphere of unprofessional/unhealthy relationships (e.g., power politics, lack of social skills, etc.)
Positive Work Ethics

A work ethic of any kind not only includes how you feel about your place of employment or position but also how you perform the duties of your job. According to All About Philosophy's website, a work ethic includes your attitude, communication abilities, behavior toward coworkers, honesty and accountability. What sets a positive work ethic apart from a negative work ethic is the focus on confidence and encouraging interactions with coworkers. Your attitude toward your job and position in a positive work ethic is just that - - positive. You arrive at work with a smile on your face, focused on the task at hand and committed to performing your duties to the best of your ability.

Why Ethics Are Important

A work ethic, especially a positive work ethic, is important from a business perspective for the confidence it breeds in clients and consumers. Your positive attitude and dedication to a client's needs or creation of a product can boost your business' reputation as a company that deals honestly and fairly. Ethics also work to build a moral compass within a Business and helps discourage attitudes and business models that seek to cut corners in the name of making a profit.

Impact for Employers

Employers who emphasize a positive work ethic must be absolute in maintaining the environment for it to thrive according to the Global Ethics University. This means a business can allow no room for moral ambiguity, rationalization or ego in its positive work ethics model. Otherwise the strategy may fail. Just one rogue executive taking excessive privileges, such as private trips on a company plane, can ruin all the good will built by a positive work ethic.

Characteristics of Having Good Work Ethics

When you have a good work ethic, you are dedicated to job that you deem valuable. You hold yourself to high standards of responsibility. You also keep yourself accountable for getting work done right and on time, and for making good business decisions that help people and companies succeed. Having a solid work ethic means you understand that productivity, organizational skills, being reliable and possessing good character are all attributes that successful people share.

Stealing personal property, sabotaging a coworker's client presentation, or taking someone's idea and making it your own are all ways that dishonesty creeps into the workplace. Employees with strong ethics refrain from lying or cheating to make others look bad in the hopes of making themselves appear smarter. Instead, they take responsibility for mistakes, own up to failures and keep the lines of communication open with everyone involved.

Refrains From Gossip

Workplace gossip can be destructive. When employees gossip about their peers, bosses or even clients, it's considered deviant behavior. An employee with good workplace ethics refuses to engage in gossip or even listen it. This person will encourage others to mind their own business, or else address the person or situation head-on so that assumptions and badmouthing can stop. Doing so helps eliminate resentment among coworkers and helps keep morale up.

Values Diversity

People with a good work ethic understand the importance of a diverse workplace. When you value everybody's contributions -- regardless of ability, age, gender or race -- it allows for more creativity and better problem solving. Diversity in the workplace contributes to successful client interactions. Overall, employee morale is higher.

Respects Others

An employee with a strong work ethic is rarely late. You respect everyone's time, from coworkers to clients to interviewees. You're also polite, conscientious of people's feelings and considerate of workers in a shared workspace. In addition, someone with a strong work ethic uses time wisely so that deadlines are met. You'll keep personal phone conversations quiet and not disrupt others. Out of respect, you'll also hear and consider everyone's opinions.

Cooperative

Having a good work ethic means you cooperate with others. While work may not always be satisfying or enjoyable, you see the bigger picture and do what is necessary for the team and company. Instead of debating every issue and finding reasons why things can't get done, you use strong conflict resolution skills to solve problems and manage the workload.

Developing a Strong Work Ethic

If you put your all into your work, good things will come to you.

No matter how tough life gets, if you put your all into your work, good things will come to you. Staying positive, refusing to procrastinate and maintaining your focus are all necessary ingredients to building a strong and rewarding work ethic.

Other strategies to becoming a great worker are setting a goal of dependability, always meeting deadlines and stepping up to fill unmet needs.

Let's look closer at each of these methods to construct a sturdy work ethic:

Stay positive. You've probably heard the expression, "Attitude is everything". That's definitely true when you're working on creating a resilient work ethic. Your work improves when you approach it with a positive attitude. No matter what, staying positive about your tasks will help you become a rock star at work. You'll not only stand out to your supervisor, but your colleagues will notice, too.
Refuse to procrastinate. Although you may be tempted to put off doing certain tasks or projects, make "Do it right now" your mantra. You'll find that often jobs are quickly and easily done in less time than you would have spent obsessing about the task.
Keep your focus. When your plans are clear, you'll get more work done in less time. Put a sticky note on your calendar and computer. Organize your desk the day before you plan to start that huge project. Start focused and stay focused. You'll work like a machine when you devote your attention on the subject at hand.
Set a goal of dependability. When you go the extra mile to complete your work, people will learn to trust that when you're given a job, you'll do it. Endeavor to be known as the one whom your boss and co-workers can always depend on to get the job done.
Always meet deadlines. This point is crucial to developing a strong work ethic. Do whatever you have to do to meet a deadline. Of course, the best way to ensure you consistently meet deadlines is to negotiate in advance of taking on the task, so you have a bit of a say in the schedule. In the event your supervisor assigns you a project that must be done by a certain date in the near future, clarify right away with your boss what he sees as your priorities. This way, you've gained permission to alter the due dates on some of your other tasks to take on the urgent project.

If you communicate right away any concerns you have about deadlines, you're in a position to negotiate some of them. The bottom line is you'll ultimately be meeting deadlines approved by your supervisor.

Step up to fill unmet needs. Volunteering to take on gaps in labor will make every supervisor you work for the happiest person in the world. We've all been on a committee where jobs were being assigned, the moderator got to a certain task and everyone shrank up or whispered, "Oh, I'm not taking that job!" A person with a strong work ethic views these situations as opportunities to stretch himself and show what he can do.

You might even discover a special talent you possess when you volunteer to take on a job. Consider it another line on your resume when you agree to write the department manual or perform some other task. Learn to step forward to fill unmet needs.

When you follow these suggestions, you'll develop great confidence in your work. Plus, you'll discover that you built something durable for your future: a strong work ethic that will bring you pride, joy and wealth for years to come.

Here are some factors of a good work ethics:
Goal-oriented actions : it is not about making plans or the next logical steps; it's about getting things done so that the work invested wouldn't be counter-productive.
Dedicate on priority : focusing on qualitative activities that a person is capable and where they can make a difference or a high impact based on objectives.
Being available and reliable : spending time on the work and building oneself up for the task
Being available and reliable : spending time on the work and building oneself up for the task.
Conscientiousness : a desire to do a task well, being vigilant and organized.
Creating a rewarding routine/system : Engaging in tasks that provide strength and energy which can be transferred to your ultimate goals, creating a habit and a habitat for success.
Embracing positivism : shape a problem with the statement "good, (action) (problem)", e.g. "I'm tired and it is time for a workout" leads to "Good. Workout tired".
CAPITALIST VIEW

Steven Malanga refers to "what was once understood as the work ethic—not just hard work but also a set of accompanying virtues, whose crucial role in the development and sustaining of free markets too few now recall".

Max Weber notes that this is not a philosophy of mere greed, but a statement laden with moral language. It is in effect an ethical response to the natural desire for hedonic reward, a statement of the value of delayed gratification to achieve self-actualization. Franklin claims that Bible readings revealed to him the usefulness of virtue. Indeed, this reflects the then Christian search for ethic for living and the struggle to make a living.

Experimental studies have shown that people with fair work ethic are able to tolerate tedious jobs with equitable monetary rewards and benefits, they are highly critical, have a tendency for workaholics and a negative relation with leisure activity concepts. They valued meritocracy and egalitarianism.

ANTI-CAPITALIST VIEW

The industrial engineer Frederick Winslow Taylor (1856-1915) revised the notion of work ethic as a means of management control that delude workers about the actual reality for accumulated advantage, which is a form of avarice. Marxists, and some non-Marxist sociologists do not regard "work ethic" as a useful sociological concept. They argue that having a "work ethic" in excess of management's control doesn't appear rational in any mature industry where the employee can't rationally hope to become more than a manager whose fate still depends on the owner's decisions.

NOTE : Since work ethics deals with a code of conduct, or a set of principles that is acceptable in the work place, we need to look at what some of those principles are.

A list of work ethics for an employer or a company might be:

To provide a safe work environment for its staff and employees,
To treat employees with dignity and respect,
To provide a fair wage for the services rendered,
To handle all business transactions with integrity and honesty.

A list of work ethics for the employee might include:

To show up on time.
To tend to company business for the whole time while at work.
To treat the company’s resources, equipment, and products with care,
To give respect to the company. That means honesty and integrity.

UNDERSTANDING WORK-IMMERSION
work immersion
pre-immersion

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Student Reflections During the Pandemic: An Opportunity for Educators to Create a “New” Normal

As this challenging academic term begins, and some students are learning remotely, while others are heading back in person, we urge educators to pause and reflect on what worked — and didn’t — during remote learning last spring. While we eagerly await the moment when all schools can safely resume in person, we strongly caution against reverting back to the “normal” way of doing things. “Normal” was not working for so many students prior to COVID-19.

Since this remote learning experiment of 2020 upended typical school schedules and traditional approaches to teaching and learning, educators now have an opportunity to leverage key lessons and insights gained during this time to build a new normal that better supports student well-being, equity, and engagement with learning for all students during the next semester and beyond.

At Challenge Success , a school reform nonprofit affiliated with Stanford University’s Graduate School of Education, we know that any school change process should begin by listening to the stakeholders who matter most — the students. So we reached out to some of the high school students who have participated in the Challenge Success School Program and asked what worked (or not) during remote learning and what they would like school leaders to know about their experiences last spring.

Their reflections, summarized below, are consistent with our SPACE framework and with the student-centered approaches and practices that research shows most effectively support student well-being and engagement with learning. We offer these as guiding principles for educators to use as they consider what schools might look like this fall, regardless of where school is happening.

1. Prioritize human connections and relationships.

During remote learning, daily check-ins from teachers via video, phone, or even hand-delivered letters were a lifeboat for many students. We heard from several teens that they were grateful for teachers who opened up Zoom rooms before or after class to hang out with students and ask about how they were handling life during the pandemic. The students also loved getting to peek into the lives of their teachers and coaches in their home environments with their own pets or children jumping into the video screen.

For students who were not able to join remote classes due to a lack of internet access or devices, or because they had to take on additional jobs and home responsibilities during this time, teachers found other creative ways to connect. Many reached out via text and arranged phone calls and even some home visits with proper social distancing to chat one-on-one. Matt, a 10th grader from Texas, reflected, “Our teachers did a great job of checking in with us to see how we were doing. I like how they really cared about our well-being and our stress levels, but I don’t think a crisis should be necessary to do this.”

Cultivating a climate of care that prioritizes strong relationships between students and teachers as well as peer-to-peer connections is critical now and in the future. Research shows that students who feel a sense of belonging and connection to both adults and peers in the school community are more engaged with learning. Students yearn to be seen, heard, and valued as whole people with lives beyond the classroom. We know that when students believe they have at least one adult at the school who cares about them and knows them well, they are more likely to thrive in school and out.

Unfortunately, creating and sustaining strong student-teacher relationships can be difficult. Even before remote learning began last spring, the large class sizes, hectic pace of the school day, and impossibly busy student and teacher schedules often impeded the type of personal connections we know are critical to student success. Schools should strive to make relationships a top priority and build in time and resources to ensure that teachers and students can connect in meaningful ways on a regular basis.

2. Redesign the school schedule to allow more hours for sleep, playtime, downtime, and family time (PDF).

The scramble to create a remote learning schedule provided an unexpected opportunity to rethink the structure of the school day. Many schools, out of necessity, offered fewer synchronous class meetings and more time for independent, asynchronous learning. Others that were able to offer more synchronous learning to students, decided to shift from a traditional 7 or 8 period day to a modified block schedule where students took half of their classes twice a week over four days leaving one day for dedicated office hours with teachers or online tutoring time.

One of the biggest and most consistent silver linings we heard from students was that the new schedules allowed teens to get more sleep. We know from the Challenge Success survey of over 200,000 students that high school students average about 6.5 hours of sleep per night – significantly less than the 8-10 hours they need to thrive. As Nate, 11th grader from Massachusetts, shared, “Since getting more sleep, I found I was much more efficient with my school work. I could do an English essay in two hours that would have taken me six hours when I was tired.”

Though many students missed their extracurricular activities in the spring, some found that the reduction in structured activities, along with the shorter school day, and lack of commute, resulted not just in more sleep, but in more playtime, downtime, and family time (or PDF as we call it). Research shows that time spent on PDF serves as a protective factor in keeping kids mentally and physically healthy.

Several teens told us that they finally had time to read for pleasure, play guitar, exercise, paint, or simply “do nothing” while they were sheltering in place. Being able to break up the day with exercise or other activities between classes helped to clear their minds and prepare for more learning. And for some students, this shift of pace was eye-opening. As Zack, an 11th grader from Massachusetts, reflected, “One of my big takeaways from this time is that I need time to relax. Before this, I was always going and going. I’m so used to being ‘on’ all the time, doing something. After this, I’ve realized I need some time to relax. I picked up fishing and now I love going fishing. I think that a lot of students will find that they actually need time to relax.”

When a typical student’s day pre-pandemic might have started before 7am and ended after 11pm due to school, sports, other extracurriculars, paid work, commuting, family obligations, and homework, many teens quite literally had no time for any of these essential “PDF” activities. Schools and families ought to question if the old “normal” is what we all want our students to return to this year. Though students and their parents ultimately decide how they spend their time outside of school — and many students do not have the option to scale back time spent doing paid work or supporting family obligations — schools can play a critical role in creating a schedule that honors the need for sleep and more free time for students. Later start times, longer passing periods and lunch breaks, more time for tutorial or advisory, and block classes where teachers and students can engage in deeper learning, are all elements that Challenge Success recommends that schools consider as they plan the schedule for the new school year.

3. Build in more flexibility to curriculum and assignments.

Annalise, a 10th grader from Massachusetts, reflected that “One great thing about distance learning was the flexibility.” Having more autonomy over when she got her work done and when she turned it in led to less stress. Soren, an 11 th grader from California, agreed: “With distance learning, whatever you need to do for yourself, you have that freedom to do – go for a run or take a break outside. The slower pace of life allowed me to learn on my own terms which definitely had benefits in terms of mental health and general well-being.”

Many students told us how much they appreciated the increased flexibility during remote learning to get assignments done on their own schedule. They liked that more teachers posted assignments a week or two in advance, which allowed students some control over their schedules and helped them to balance homework, jobs, and other responsibilities. In a pre-COVID world, some students didn’t find out their homework for the night until class that day. During remote learning, the students appreciated being recognized as whole people with varying home lives and multiple commitments and needs.

Flexible approaches to whole class instruction can also benefit students. We heard from one student that during a class held on Zoom, the teacher shared a lesson and then dismissed students as soon as they could demonstrate that they understood the concept. The teacher was able to work with a smaller group of students and use alternative approaches to teach those who were still working towards mastery. We know that differentiating instruction in this way was happening in many classrooms prior to remote learning, but as schools consider new ways of structuring classes in the future, they may want to build in even more time for small group work and review opportunities.

Schools can further support students by explicitly teaching time management and executive functioning skills. Flexible or self-determined due dates allow students a real-world opportunity to practice these skills. Educators can encourage students to self-advocate and reach out to their teachers when they are juggling multiple deliverables or when their health or well-being (or that of a family member) might necessitate even more flexibility. Creating conflict calendars where faculty members coordinate dates for major tests, projects, and school-wide events can also help to reduce student overload and increase student engagement and achievement on assignments.

4. Consider that “less is really more” and focus on transferable skills.

As the minutes spent per week in each class were reduced for many schools during remote learning, teachers were forced to strip their lesson plans down to the essential elements students should learn. While reducing content can feel uncomfortable to teachers and can cause worry about how to get through the required material, it can also provide an unexpected opportunity to focus on the enduring understandings we want students to master. Students are more likely to learn and retain skills and concepts when they are not overwhelmed by the load and pace of work being assigned.

Gabe, a 10th grader from Texas, reflected, “In chemistry, we didn’t cover as many topics each week during remote learning as we did during the normal school year, but I feel like I got a fuller understanding of the concepts that were being taught. My teacher used a ‘flipped classroom’ approach where we independently watched 20-minute videos he created on a specific topic and answered homework questions. We then used class time to ask the teacher questions. The whole process felt much more efficient.”

Shifting the focus from coverage to competency can provide both teachers and students space in the day to engage more deeply in the learning process and build more meaningful connections between concepts. When teachers prioritize transferable skills, students practice applying what they have learned to novel situations and ultimately build mastery.

Educators have an exciting opportunity now to redesign lessons and pare learning goals down to those that are essential in each subject area. Even when students face comprehensive end-of-year exams, for example, in advanced placement courses, a deeper focus on key concepts and critical thinking skills, such as use of evidence to back a claim, logical reasoning, and clear communication, may prove more beneficial to students than covering in a more cursory way all of the possible content that might show up on the test.

Before COVID-19, we regularly surveyed students about what, if anything, caused them the most stress. The number one answer was usually “workload.” Many students also reported that they perceived much of their homework to be busywork and that it did not help them to learn the material. When teachers focus on what matters most, they can reduce unhealthy workloads and can help students see the meaning behind what they are learning each day.

5. Offer more student-selected, authentic learning experiences.

As Lauren, a 10th grader from Virginia, described a website she developed for a nonprofit during remote learning, her whole face lit up with joy. Her teacher was looking for volunteers and knew Lauren had an interest in coding. With this project, she got to learn by doing. She shared, “I learned so much in [those] last two months that I never would have been able to learn in the classroom. Being able to deep dive into web development has been amazing for me. I’ve loved connecting with real-world groups and actually doing an assignment that is contributing to something.”

Allowing students to have voice and choice with their assignments and incorporating opportunities to address real-world problems or create products for authentic audiences can motivate students to do higher quality work. As Soren noted, “I have been able to use a wider variety of resources to learn concepts, while still gaining the same information. I’ve been more interested in learning because it is more personal.”

Eliot, a 10th grader from Texas, described an assignment where students were asked to investigate how the CDC uses mathematical models to chart the spread of COVID-19. Showing the practical relevance of a particular math unit made it much more interesting to the students than teaching it as an isolated concept. Eliot summed it up well, “When work feels meaningful and relevant, I am more engaged.”

Amber, an 11th grader from Virginia, was given some assignments that were optional and ungraded. For some students, this policy, along with alternate forms of assessment such as open note tests, peer review, and increased opportunities for revision and redemption, helped teens to engage in learning for the sake of learning, not just for the grades. Other students found the lack of extrinsic motivation very challenging and were not completing their work. Educators can use this as an opportunity to talk to students about why learning matters for the long-term and collaborate with students to design lessons that they are motivated to complete. Amber suggests that her teachers look at which assignments students did during this time period – and which they left undone; “If [teachers] can learn from the projects that students choose to do, this will help our learning experience be more about the learning rather than a boring assignment we do just for the sake of doing it. If there’s one thing I hope educators take away from this time, it’s to bring the love for learning itself back into the curriculum.”

All five of these guiding principles are validated by research and are likely not new ideas to most educators. But hearing them directly from students during this potentially transformational moment for our educational system serves as an important opportunity for reflection. We encourage schools to invest time in these first few weeks of school to listen deeply to the students. Conduct a survey to find out what worked and did not work for them during remote learning. Gather a small group of students for a fishbowl and dive deeper into their reflections about this unique time. Shadow students by following their synchronous and asynchronous learning schedules. Conduct an “I Wish” campaign asking students to share what they wish teachers knew about this unique school experience. Then, embrace those learnings as you redesign and reimagine what you can offer students that best supports their journey to become balanced, healthy, and engaged learners — wherever that learning is happening.

Denise Pope, Ph.D., is a Co-Founder of Challenge Success and a Senior Lecturer at the Stanford University Graduate School of Education, where she specializes in student engagement, curriculum studies, qualitative research methods, and service learning. She is the author of, “Doing School”: How We Are Creating a Generation of Stressed Out, Materialistic, and Miseducated Students, and co-author of Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids. Dr. Pope lectures nationally on parenting techniques and pedagogical strategies to increase student health, engagement with learning, and integrity.

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Today’s front page, Thursday, March 27, 2024

Student’s work immersion: A journey through S&T

BusinessMirror
March 11, 2018
4 minute read

Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain relevant learning experiences through actual work. We were assigned to specific partner institution, business organization or establishment parallel to our specializations in order to help us reinforce our knowledge from classrooms and enhance our skills.

For us, a group of six students, we were engaged with the Department of Science and Technology (DOST).

Foremost, we learned that the DOST is the premiere science and technology (S&T) body in the country, in charge with the mandate of providing central direction, leadership and coordination of all scientific and technological activities, and of formulating policies, programs and projects to support national development.

DOST Biliran, officially called Biliran Provincial Science and Technology Center (DOST Biliran-PSTC), is one of the six provincial centers of the DOST-Eastern Visayas located inside the campus of Naval State University.

As we commence the work immersion on February 6, little did we know that an exciting adventure was about to begin. A journey that would make us realize that science is not a mere concept taught inside a classroom and make us gaze in amazement how these scientific concepts are applied in the world.

Initially, we were oriented with the nature and mandate of the institution, as well as the staff who would function as our advisers and supervisors as we initiated our training.

Furthermore, our work environment had become comfortable with the friendly, approachable and cheerful nature of the staff which was essential for us to effectively absorb all the knowledge and acquaint ourselves with the work of DOST personnel.

As we progressed and became acquainted with the work and processes in the DOST, we were assigned to make a variety of reports, such as Technology Needs Assessment (TNA), Yolanda Recovery and Rehabilitation Program (YRRP) Monitoring and even a Small Enterprise Technology Upgrading Program (Setup) Project Proposal.

But the most exciting part of our work immersion was the “travels.” Going to different towns and barangays around Biliran was a delightful experience for us not just because we saw the beauty of this island dubbed as “Undiscovered Paradise,” but also since we have learned new techniques on how to handle businesses and technologies that are being used to help local enterprises grow.

We were introduced to new experiences and tried new products from DOST -assisted projects.

We have also learned about the concept of Project Deployment of Early Warning System for Disaster-Prone Areas. The project is undertaken in cooperation with the Advanced Science and Technology Institute; the Philippine Atmospheric, Geophysical and Astronomical Services Administration; and the DOST regional offices, and its role in mitigating the impacts of disasters in the province.

We visited the different installation of hydro-meteorological devices, such as the automated rain gauge (ARG) in Barangay Talustusan, Naval, Biliran.

ARG is an instrument used by meteorologists to gather and measure the amount of liquid precipitation over a set period of time.

We have also visited the Water Level Monitoring System (WLMS) installed at Pitogohan Bridge in Almeria. The instrument is essential in monitoring the rate of change of water level of the river where it is installed.

Moreover, we have also visited the early warning device installed in Barangay Santo Niño in Naval, which functions as a receiver of data from the WLMS on Caraycaray Bridge. It issues a particular warning level to alert all nearby areas in cases of an impending flood.

In Barangay Villaconsuelo in Naval, we were introduced to a YRRP Project, the Coconut Sugar Processing Facility.

The primary raw material of making this coconut sugar is the collected coconut sap, which is heated and stirred continuously until it solidifies and powdered. This is considered a healthy sugar because it has low glycemic index and is preferable for persons with diabetes.

One of our most challenging travel was when we held a TNA of the Eces Compunix Center in Biliran town.

We were assigned to interview the supervisor of the business and gather the information to accomplish the specific task assigned to us: to contribute in formulating a Setup project proposal. Setup is DOST’s program that helps micro, small and medium enterprises to adopt technology innovations to improve their business.

Another travel engagement brought us to Culaba town to visit another YRRP Project, the Fish Processing Facility.

We have found out that the area designated for the installation of the fish dryer that is part of the facility to be established must be cleared as soon as possible because the project is among those YRRP projects scheduled for assessment by the National Economic Development Authority regional inspection group.

Though the travels are sometimes exhausting, we really enjoyed them along with DOST personnel.

We have learned how technological and scientific concepts are applied in the real world—all for the convenience of humankind. As the quote says: “Experience is the best teacher”, and nothing compares to the knowledge that it gave us.

Eco-friendly ‘Silyang Pinoy’ soon at DOST Day-care Center

Apple Jean C. Martin-de Leon and Precious Lynne Payuan | S&T Media Services
March 24, 2024

2 PHL space tests performed by JAXA astronaut on ISS

Dost inks ms, phd scholarship pacts with 2 canadian universities.

Security, climate change drive a return to nuke power; 30 nations sign pact

DOST provides measures for bug-free furniture

S&T Media Service
March 17, 2024

3 new tilapia strains make aquaculture possible in brackish, estuarine waters

‘AI can provide more jobs if govt, biz set goals to augment human productivity’

Reine Juvierre S. Alberto

PHL researchers, PCHRD strengthen network for collaboration in infectious disease research

March 10, 2024

14 countries gather at DOST-led workshop on disaster-risk reduction

PhilSA, DENR launch nationwide mangrove mapping project

UPD professors at Senate hearing: Procurement woes slow down R&D

March 3, 2024

DOST shows solons advanced tech facilities for furniture, construction

Senate tackles PhilAtom bill; supports measure

‘Rehab of mined-out areas, possible’

Jenny Leigh A. Daquioag | S&T Media Service

LAMP tech detects coffee plants with resistance to pest, disease

Danica Louise C. Sembrano and Fredric M. Odejar | S&T Media Services
February 25, 2024

Researchers to gather at annual scientific meet on March 12

Venus Abigail D. Gutierrez | S&T Media Service)

PHL, UK kick-off program making entrepreneurs out of innovators

PhilSA, DA forge pact on use of spacetech for improved crop production

Donations sustain U.P. engineering teachers, scholars

Lyn Resurreccion
February 18, 2024

UP expert, NASA find air pollutants over PHL

Virtual Immersive Workplaces: The New Norm? – A Qualitative Study on the Impact of VR in the Workplace

Mahdieh Darvish 10 ,
Laura Keresztyen 10 &
Markus Bick 10
Conference paper
First Online: 20 April 2023

746 Accesses

Part of the book series: Lecture Notes in Business Information Processing ((LNBIP,volume 464))

Since the 1970s, telecommuting has generated significant interest among scholars and practitioners alike. However, the topic of flexible working arrangements has never been more relevant than lately, in the face of COVID-19 pandemic. As digital technologies evolve different aspects of today’s world, immersive workplaces enabled by technologies such as virtual reality (VR) become more appealing. Therefore, the main objective of this paper is to study the phenomenon of virtual immersive workspaces and the generated impact in the organizations. Conducting semi-structured expert interviews, this study provides insights to better understand the trends driving subsequent immersive technologies, fostering competitive advantages in the web3 era, but also relevant roadblocks organizations face in this context. Our results identify the key benefits, as well as the limitations pertaining to the implementation of VR in the workplace. Moreover, our findings address the importance of purposefully designing a toolset for telecommuters to inspire further debates on the future of work for academia and in practice.

Telecommuting
Virtual Workspace
Immersiveness
Virtual Immersive Workplace
Virtual Reality
Organizational Behavior

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Darvish, M., Keresztyen, L., Bick, M. (2023). Virtual Immersive Workplaces: The New Norm? – A Qualitative Study on the Impact of VR in the Workplace. In: Papadaki, M., Rupino da Cunha, P., Themistocleous, M., Christodoulou, K. (eds) Information Systems. EMCIS 2022. Lecture Notes in Business Information Processing, vol 464. Springer, Cham. https://doi.org/10.1007/978-3-031-30694-5_46

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My Expectations In Work Immersion Essay For Students

Work immersion is an essential part of the learning experience, providing students with a unique opportunity to apply theoretical knowledge in a real-world context. As I prepare for my upcoming work immersion, I am filled with anticipation and expectations. This essay outlines my personal expectations, which include gaining practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities.

Table of Contents

Essay On My Expectations In Work Immersion

Acquiring practical skills.

One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that allow me to practice and improve the skills I have learned in class. This could range from technical abilities specific to my field of study, to more general skills such as time management or problem-solving.

(adsbygoogle = window.adsbygoogle || []).push({}); Understanding Workplace Dynamics

Workplaces have their own unique cultures and dynamics that can greatly differ from the academic environment. During my immersion, I expect to gain a deeper understanding of these dynamics. This includes learning about hierarchies, communication protocols, decision-making processes, and teamwork. By observing and participating in these dynamics, I hope to become better prepared to navigate future professional environments.

Enhancing Interpersonal Skills

Interacting with colleagues, superiors, and clients requires a different set of interpersonal skills than interacting with classmates and teachers. I anticipate that my work immersion will give me the chance to develop these skills. Through collaboration and networking, I aim to improve my communication, negotiation, and conflict resolution abilities. These skills are invaluable in any professional setting, regardless of the specific industry or job role.

Preparing for Future Career Opportunities

Finally, I view my work immersion as an opportunity to prepare for future career opportunities. This involves not only honing my practical and interpersonal skills, but also building professional relationships and gaining industry insights. I expect to meet professionals who can provide guidance, offer career advice, and potentially open doors to future job opportunities. Moreover, by observing the industry first-hand, I can better understand its trends and challenges, which will be beneficial when making my career decisions.

In conclusion, my expectations for my work immersion are centered around learning and growth. I anticipate acquiring practical skills, understanding workplace dynamics, enhancing my interpersonal skills, and preparing for future career opportunities. While I recognize that challenges may arise, I am confident that this experience will equip me with valuable tools and insights as I embark on my career journey. Ultimately, I view this work immersion not merely as a requirement to fulfill, but as a stepping stone towards my professional development and success.

Hello! Welcome to my Blog StudyParagraphs.co. My name is Angelina. I am a college professor. I love reading writing for kids students. This blog is full with valuable knowledge for all class students. Thank you for reading my articles.

My Job Essay & Paragraphs for Students & Children

From thinking about the next normal to making it work: What to stop, start, and accelerate

What’s next? That is the question everyone is asking. The future is not what we thought it would be only a few short months ago.

In a previous article, we discussed seven broad ideas that we thought would shape the global economy as it struggled to define the next normal . In this one, we set out seven actions that have come up repeatedly in our discussions with business leaders around the world. In each case, we discuss which attitudes or practices businesses should stop, which they should start, and which they should accelerate.

1. From ‘sleeping at the office’ to effective remote working

Stop assuming that the old ways will come back.

In fact, this isn’t much of a problem. Most executives we have spoken to have been pleased at how well the sudden increase in remote working has gone. At the same time, there is some nostalgia for the “good old days,” circa January 2020, when it was easy to bump into people at the coffee room. Those days are gone. There is also the risk, however, that companies will rely too much on remote working. In the United States, more than 70 percent of jobs can’t be done offsite. Remote work isn’t a panacea for today’s workplace challenges, such as training, unemployment, and productivity loss.

Start thinking through how to organize work for a distributed workforce

Remote working is about more than giving people a laptop. Some of the rhythms of office life can’t be recreated. But the norms associated with traditional work—for example, that once you left the office, the workday was basically done—are important. As one CEO told us, “It’s not so much working from home; rather, it’s really sleeping at the office.”

For working from home to be sustainable, companies need to help their staff create those boundaries: the kind of interaction that used to take place in the hallway can be taken care of with a quick phone call, not a videoconference. It may also help to set “office hours” for particular groups, share tips on how to track time, and announce that there is no expectation that emails will be answered after a certain hour.

Accelerate best practices around collaboration, flexibility, inclusion, and accountability

Collaboration, flexibility, inclusion, and accountability are things organizations have been thinking about for years, with some progress. But the massive change associated with the coronavirus could and should accelerate changes that foster these values.

Office life is well defined. The conference room is in use, or it isn’t. The boss sits here; the tech people have a burrow down the hall. And there are also useful informal actions. Networks can form spontaneously (albeit these can also comprise closed circuits, keeping people out), and there is on-the-spot accountability when supervisors can keep an eye from across the room. It’s worth trying to build similar informal interactions. TED Conferences, the conference organizer and webcaster, has established virtual spaces so that while people are separate, they aren’t alone. A software company, Zapier, sets up random video pairings so that people who can’t bump into each other in the hallway might nonetheless get to know each other.

There is some evidence that data-based, at-a-distance personnel assessments bear a closer relation to employees’ contributions than do traditional ones, which tend to favor visibility. Transitioning toward such systems could contribute to building a more diverse, more capable, and happier workforce. Remote working, for example, means no commuting, which can make work more accessible for people with disabilities; the flexibility associated with the practice can be particularly helpful for single parents and caregivers. Moreover, remote working means companies can draw on a much wider talent pool.

Remote working means no commuting, which can make work more accessible for people with disabilities; the flexibility can be particularly helpful for single parents and caregivers.

2. From lines and silos to networks and teamwork

Stop relying on traditional organizational structures.

“We used to have all these meetings,” a CEO recently told us. “There would be people from different functions, all defending their territory. We’d spend two hours together, and nothing got decided. Now, all of those have been cancelled—and things didn’t fall apart.” It was a revelation—and a common one. Instead, the company put together teams to deal with COVID-19-related problems. Operating with a defined mission, a sense of urgency, and only the necessary personnel at the table, people set aside the turf battles and moved quickly to solve problems, relying on expertise rather than rank.

Start locking in practices that speed up decision making and execution during the crisis

The all-hands-on-deck ethos of a pandemic can’t last. But there are ways to institutionalize what works—and the benefits can be substantial. During and after the 2008 financial crisis, companies that were in the top fifth in performance were about 20 percentage points ahead of their peers. Eight years later, their lead had grown to 150 percentage points. The lesson: those who move earlier, faster, and more decisively do best .

Accelerate the transition to agility

We define “agility” as the ability to reconfigure strategy, structure, processes, people, and technology quickly toward value-creating and value-protecting opportunities. In a 2017 McKinsey survey, agile units performed significantly better than those who weren’t agile, but only a minority of organizations were actually performing agile transformations. Many more have been forced to do so because of the current crisis—and have seen positive results.

Agile companies are more decentralized and depend less on top-down, command-and-control decision making . They create agile teams, which are allowed to make most day-to-day decisions; senior leaders still make the big-bet ones that can make or break a company. Agile teams aren’t out-of-control teams: accountability, in the form of tracking and measuring precisely stated outcomes, is as much a part of their responsibilities as flexibility is. The overarching idea is for the right people to be in position to make and execute decisions.

One principle is that the flatter decision-making structures many companies have adopted in crisis mode are faster and more flexible than traditional ones. Many routine decisions that used to go up the chain of command are being decided much lower in the hierarchy, to good effect. For example, a financial information company saw that its traditional sources were losing their value as COVID-19 deepened. It formed a small team to define company priorities—on a single sheet of paper—and come up with new kinds of data, which it shared more often with its clients. The story illustrates the new organization paradigm: empowerment and speed, even—or especially—when information is patchy.

Another is to think of ecosystems (that is, how all the parts fit together) rather than separate units. Companies with healthy ecosystems of suppliers, partners, vendors, and committed customers can find ways to work together during and after times of crisis because those are relationships built on trust, not only transactions.

Finally, agility is just a word if it isn’t grounded in the discipline of data. Companies need to create or accelerate their analytics capabilities to provide the basis for answers—and, perhaps as important, allow them to ask the right questions. This also requires reskilling employees to take advantage of those capabilities: an organization that is always learning is always improving.

3. From just-in-time to just-in-time and just-in-case supply chains

Stop optimizing supply chains based on individual component cost and depending on a single supply source for critical materials.

The coronavirus crisis has demonstrated the vulnerability of the old supply-chain model, with companies finding their operations abruptly halted because a single factory had to shut down. Companies learned the hard way that individual transaction costs don’t matter nearly as much as end-to-end value optimization—an idea that includes resilience and efficiency, as well as cost. The argument for more flexible and shorter supply chains has been building for years. In 2004, an article in the McKinsey Quarterly noted that it can be better to ship goods “500 feet in 24 hours [rather than] shipping them 5,000 miles across logistical and political boundaries in 25 days ... offshoring often isn’t the right strategy for companies whose competitive advantage comes from speed and a track record of reliability.” 1 Ronald C. Ritter and Robert A. Sternfels, “When offshore manufacturing doesn’t make sense,” McKinsey Quarterly , 2004 Number 4.

The argument for more flexible and shorter supply chains has been building for years.

Start redesigning supply chains to optimize resilience and speed

Instead of asking whether to onshore or offshore production, the starting point should be the question, “How can we forge a supply chain that creates the most value?” That will often lead to an answer that involves neither offshoring nor onshoring but rather “multishoring”—and with it, the reduction of risk by avoiding being dependent on any single source of supply.

Speed still matters, particularly in areas in which consumer preferences change quickly. Yet even in fashion, in which that is very much the case, the need for greater resilience is clear. In a survey conducted in cooperation with Sourcing Journal subscribers , McKinsey found that most fashion-sourcing executives reported that their suppliers wouldn’t be able to deliver all their orders for the second quarter of 2020. To get faster means adopting new digital-planning and supplier-risk-management tools to create greater visibility and capacity, capability, inventory, demand, and risk across the value chain. Doing so enables companies to react well to changes in supply or demand conditions.

One area of vulnerability the current crisis has revealed is that many companies didn’t know the suppliers their own suppliers were using and thus were unable to manage critical elements of their value chains. Companies should know where their most critical components come from . On that basis, they can evaluate the level of risk and decide what to do, using rigorous scenario planning and bottom-up estimates of inventory and demand. Contractors should be required to show that they have risk plans (including knowing the performance, financial, and compliance record of all their subcontractors, as well as their capacity and inventories) in place.

Accelerate ‘nextshoring’ and the use of advanced technologies

In some critical areas, governments or customers may be willing to pay for excess capacity and inventories, moving away from just-in-time production. In most cases, however, we expect companies to concentrate on creating more flexible supply chains that can also operate on a just-in-case approach. Think of it as “nextshoring” for the next normal.

For example, the fashion industry expects to shift some sourcing from China to other Asian countries, Central America, and Eastern Europe. Japanese carmakers and Korean electronics companies were considering similar actions before the coronavirus outbreak. The state-owned Development Bank of Japan is planning to subsidize companies’ relocation back to Japan, and some Western countries, including France, are looking to build up domestic industries for critical products, such as pharmaceuticals. Localizing supply chains and creating more collaborative relationships with critical suppliers—for example, by helping them build their digital capabilities or share freight capacity—are other ways to build long-term resilience and flexibility.

Nextshoring in manufacturing is about two things. The first is to define whether production is best placed near customers to meet local needs and accommodate variations in demand. The second is to define what needs to be done near innovative supply bases to keep up with technological change. Nextshoring is about understanding how manufacturing is changing (in the use of digitization and automation, in particular) and building the trained workforce, external partnerships, and management muscle to deliver on that potential. It is about accelerating the use of flexible robotics, additive manufacturing, and other technologies to create capabilities that can shift output levels and product mixes at reasonable cost. It isn’t about optimizing labor costs, which are usually a much smaller factor—and sometimes all but irrelevant.

4. From managing for the short term to capitalism for the long term

Stop quarterly earnings estimates.

Because of the unprecedented nature of the pandemic, the percentage of companies providing earnings guidance has fallen sharply—and that’s a good thing. The arguments against quarterly earnings guidance are well known, including that they create the wrong incentives by rewarding companies for doing harmful things, such as deferring capital investment and offering massive discounts that boost sales to make the revenue numbers but hurt a company’s pricing strategy.

Taking such actions may stave off a quick hit to the stock price. But while short-term investors account for the majority of trades—and often seem to dominate earnings calls and internet chatrooms—in fact, seven of ten shares in US companies are owned by long-term investors . By definition, this group, which we call “intrinsic investors”—look well beyond any given quarter, and deeper than such quick fixes. Moreover, they have far greater influence on a company’s share price over time than the short-term investors who place such stock in earnings guidance.

Moreover, the conventional wisdom that missing an estimate means immediate retribution is not always true. A McKinsey analysis found that in 40 percent of the cases, the share prices of companies that missed their consensus earnings estimates actually rose. Finally, an analysis of 615 US public companies from 2001 to 2015 found that those characterized as “long-term oriented” outperformed their peers in earnings, revenue growth, and market capitalization. Even as a way of protecting equity value, then, earnings guidance is a flawed tool. And, of course, there can be no bad headlines about missed estimates if there are no estimates to miss.

Along the same lines, stop assuming that pursuing shareholder value is the only goal. Yes, businesses have fundamental responsibilities to make money and to reward their investors for the risks they take. But executives and workers are also citizens, parents, and neighbors, and those parts of their lives don’t stop when they clock in. In 2009, in the wake of the financial crisis, former McKinsey managing partner Dominic Barton argued that there is no “inherent tension between creating value and serving the interests of employees, suppliers, customers, creditors, communities, and the environment. Indeed, thoughtful advocates of value maximization have always insisted that it is long-term value that has to be maximized.” 2 Dominic Barton, “Capitalism for the long term,” Harvard Business Review , March 2011, hbr.org. We agree, and since then, evidence has accumulated that businesses with clear values that work to be good citizens create superior value for shareholders over the long run.

Start focusing on leadership and working with partners to create a better future

McKinsey research defines the “long term” as five to seven years: the period it takes to start and build a sustainable business. That period isn’t that long. As the current crisis proves, huge changes can take place in much shorter time frames.

One implication is that boards, in particular, should start to think about just how fast, and when, to replace their CEOs. The average tenure of a CEO at a large-cap company is now about five years, down from ten years in 1995. A recent Harvard Business Review study of the world’s top CEOs found that their average tenure was 15 years. 3 “The best-performing CEOs in the world, 2019,” Harvard Business Review , November–December 2019, hbr.org. One critical factor: close and constant communication with their boards allowed them to get through a rough patch and go on to lead long-term success.

Like Adam Smith, we believe in the “invisible hand”—the idea that self-interest plus the network of information (such as the price signal) that helps economies work efficiently are essential to creating prosperity. But Adam Smith also considered the rule of law essential and saw the goal of wealth creation as creating happiness: “What improves the circumstances of the greater part can never be regarded as an inconveniency to the whole. No society can surely be flourishing and happy, of which the far greater part of the members are poor and miserable.” 4 Adam Smith, An Inquiry into the Nature and Causes of the Wealth of Nations , London, UK: W. Strahan and T. Cadell, 1776. A more recent economist, Nobel laureate Amartya Sen, updated the idea for the 21st century, stating that the invisible hand of the market needs to be balanced by the visible hand of good governance.

Given the trillions of dollars and other kinds of support that governments are providing, governments are going to be deeply embedded in the private sector. That isn’t an argument for overregulation, protectionism, or general officiousness—things that both Smith and Sen disdained. It is a statement of fact that business needs to work ever more closely with governments on issues such as training, digitization, and sustainability.

Accelerate the reallocation of resources and infrastructure investment

Business leaders love words like “flexible,” “agile,” and “innovative.” But a look at their budgets shows that “inertia” should probably get more attention. Year to year, companies only reallocate 2 to 3 percent of their budgets. But those that do more—on the order of 8 to 10 percent —create more value. In the coronavirus era, the case for change makes itself. In other areas, companies can use this sense of urgency to change the way they put together their budgets. Sales teams, for example, are used to getting new targets based on the prior year’s results. A better approach is to define the possible , based on metrics such as market size, current market share, sales-force size, and how competitive the market is. On that basis, a company can estimate sales potential and budget accordingly.

In previous economic transitions, infrastructure meant things such as roads and pipelines. In democratic societies, governments generally drew up the plans and established safety and other regulations, and the private sector did the actual building. Something similar needs to happen now, in two areas. One is the irresistible rise of digital technologies. Those without access to reliable broadband are being left out of a sizable and surging segment of the economy; there is a clear case for creating a robust, universal broadband infrastructure.

The second has to do with the workforce. In 2017, the McKinsey Global Institute estimated that as much as a third of workplace activities could be automated by 2030. To avoid social upheaval—more high-wage jobs but fewer middle-class ones—displaced workers need to be retrained so that they can find and succeed in the new jobs that will emerge. The needs, then, are for more midcareer job training and more effective on-the-job training. For workers, as well as businesses, agility is going to be a core skill—one that current systems, mostly designed for a different era, aren’t very good at.

5. From making trade-offs to embedding sustainability

Stop thinking of environmental management as a compliance issue.

Environmental management is a core management and financial issue. Lloyds Bank, the British insurer, estimated that sea-level rises in New York increased insured losses from Hurricane Sandy in 2012 by 30 percent; a different study found that the number of British properties at risk of significant flooding could double by 2035. Ignore these and similar warnings—about cyclones or extreme heat, for example—and watch your insurance bills rise, as they did in Canada after wildfires in 2016. Investors are noticing too. In Larry Fink’s most recent letter to CEOS, the BlackRock CEO put it bluntly: “Climate risk is investment risk.” 5 Larry Fink, “A fundamental reshaping of finance,” BlackRock, January 2020, blackrock.com. He noted that investors are asking how they should modify their portfolios to incorporate climate risk and are reassessing risk and asset values on that basis.

Start considering environmental strategy as a source of resilience and competitive advantage

The COVID-19 pandemic froze supply chains around the world, including shutting down much of the United States’ meat production. Rising climate hazards could lead to similar shocks to global supply chains and food security. In some parts of Brazil, the usual two-crop growing season may eventually only yield a single crop.

As companies reengineer their supply chains for resilience, they also need to consider environmental factors—for example, is a region already prone to flooding likely to become more so as temperatures rise? One of the insights of a McKinsey climate analysis published in January is that climate risks are unevenly distributed, with some areas already close to physical and biological tipping points. Where that is the case, companies may need to think about how to mitigate the possible harm or perhaps going elsewhere. The principle to remember is that it is less expensive to prepare than to repair or retrofit. In January 2018, the National Institute for Building Sciences estimated spending $1 to build resilient infrastructure saved $6 in future costs. 6 “National Institute of Building Sciences issues new report on the value of mitigation,” National Institute of Building Sciences, January 11, 2018, nibs.org. To cope with the COVID-19 pandemic, companies have shortened their supply chains, switched to more videoconferencing, and introduced new production processes. Consider how these and other practices might be continued; they can help make companies more environmentally sustainable, as well as more efficient.

Second, it makes sense to start thinking about the possible similarities between the coronavirus crisis and long-term climate change . The pandemic has created simultaneous shocks to supply chains, consumer demand, and the energy sector; it has hit the poor harder; and it has created serious knock-on effects. The same is likely to be true for climate change. Moreover, rising temperatures could also increase the toll of contagious diseases. It could be argued, then, that mitigating climate change is as much a global public-health issue as dealing with COVID-19 is.

The coronavirus crisis has been a sudden shock that essentially hit the world all at once—what we call “contagion risk.” Climate change is on a different time frame; the dangers are building (“accumulation risk”). In each case, however, resilience and collaboration are essential.

Environmental management is a core management and financial issue.

Accelerate investment in innovation, partnerships, and reporting

As usual, information is the foundation for action. A data-driven approach can illuminate the relative costs of maintaining an asset, adapting it—for example, by building perimeter walls or adding a backup power supply—or investing in a new one. It is as true for the environment as any part of the value chain that what gets measured gets managed. This entails creating sound, sophisticated climate-risk assessments ; there is no generally accepted standard at the moment, but there are several works in progress, such as the Sustainability Accounting Standards Board.

The principle at work is to make climate management a core corporate capability , using all the management tools, such as analytics and agile teams, that are applied to other critical tasks. The benefits can be substantial. One study found that companies that reduced their climate-change-related emissions delivered better returns on equity—not because their emissions were lower, but because they became generally more efficient. The correlation between going green and high-quality operations is strong, with numerous examples of companies (including Hilton, PepsiCo, and Procter & Gamble), setting targets to reduce use of natural resources and ending up saving significant sums of money.

It’s true that, given the scale of the climate challenge, no single company is going to make the difference. That is a reason for effort, not inaction. Partnerships directed at cracking high-cost-energy alternatives, such as hydrogen and carbon capture, are one example. Voluntary efforts to raise the corporate game as a whole, such as the Task Force on Climate-related Financial Disclosures, are another.

6. From online commerce to a contact-free economy

Stop thinking of the contactless economy as something that will happen down the line.

The switch to contactless operations can happen fast. Healthcare is the outstanding example here. For as long as there has been modern healthcare, the norm has been for patients to travel to an office to see a doctor or nurse. We recognize the value of having personal relationships with healthcare professionals. But it is possible to have the best of both worlds—staff with more time to deal with urgent needs and patients getting high-quality care.

In Britain, less than 1 percent of initial medical consultations took place via video link in 2019; under lockdown, 100 percent are occurring remotely. In another example, a leading US retailer in 2019 wanted to launch a curbside-delivery business; its plan envisioned taking 18 months. During the lockdown, it went live in less than a week—allowing it to serve its customers while maintaining the livelihoods of its workforce. Online banking interactions have risen to 90 percent during the crisis, from 10 percent, with no drop-off in quality and an increase in compliance while providing a customer experience that isn’t just about online banking. In our own work, we have replaced on-site ethnographic field study with digital diaries and video walk-throughs. This is also true for B2B applications—and not just in tech. In construction, people can monitor automated earth-moving equipment from miles away.

Start planning how to lock in and scale the crisis-era changes

It is hard to believe that Britain would go back to its previous doctor–patient model. The same is likely true for education. With even the world’s most elite universities turning to remote learning, the previously common disdain for such practices has diminished sharply. There will always be a place for the lecture hall and the tutorial, but there is a huge opportunity here to evaluate what works, identify what doesn’t, and bring more high-quality education to more people more affordably and more easily. Manufacturers also have had to institute new practices to keep their workers at work but apart —for example, by organizing workers into self-contained pods, with shift handovers done virtually; staggering production schedules to ensure that physically close lines run at different times; and by training specialists to do quality-assurance work virtually. These have all been emergency measures. Using digital-twin simulation—a virtual way to test operations—can help define which should be continued, for safety and productivity reasons, as the crisis lessens.

Accelerate the transition of digitization and automation

“Digital transformation” was a buzz phrase prior to the coronavirus crisis. Since then, it has become a reality in many cases—and a necessity for all. The consumer sector has, in many cases, moved fast. When the coronavirus hit China, Starbucks shut down 80 percent of its stores. But it introduced the “ Contactless Starbucks Experience ” in those that stayed open and is now rolling it out more widely. Car manufacturers in Asia have developed virtual show rooms where consumers can browse the latest models; these are now becoming part of what they see as a new beginning-to-end digital journey. Airlines and car-rental companies are also developing contactless consumer journeys.

The bigger opportunity, however, may be in B2B applications, particularly in regard to manufacturing, where physical distancing can be challenging. In the recent past, there was some skepticism about applying the Internet of Things (IoT) to industry . Now, many industrial companies have embraced IoT to devise safety strategies, improve collaboration with suppliers, manage inventory, optimize procurement, and maintain equipment. Such solutions, all of which can be done remotely, can help industrial companies adjust to the next normal by reducing costs, enabling physical distancing, and creating more flexible operations. The application of advanced analytics can help companies get a sense of their customers’ needs without having to walk the factory floor; it can also enable contactless delivery.

7. From simply returning to returning and reimagining

Stop seeing the return as a destination.

The return after the pandemic will be a gradual process rather than one determined by government publicizing a date and declaring “open for business.” The stages will vary, depending on the sector, but only rarely will companies be able to flip a switch and reopen. There are four areas to focus on : recovering revenue, rebuilding operations, rethinking the organization, and accelerating the adoption of digital solutions. In each case, speed will be important. Getting there means creating a step-by-step, deliberate process.

There are four areas to focus on: recovering revenue, rebuilding operations, rethinking the organization, and accelerating the adoption of digital solutions.

Start imagining the business as it should be in the next normal

For retail and entertainment venues, physical distancing may become a fact of life, requiring the redesign of space and new business models. For offices, the planning will be about retaining the positives associated with remote working. For manufacturing, it will be about reconfiguring production lines and processes. For many services, it will be about reaching consumers unused to online interaction or unable to access it. For transport, it will be about reassuring travelers that they won’t get sick getting from point A to point B. In all cases, the once-routine person-to-person dynamics will change.

Accelerate digitization

Call it “Industry 4.0” or the “Fourth Industrial Revolution.” Whatever the term, the fact is that there is a new and fast-improving set of digital and analytic tools that can reduce the costs of operations while fostering flexibility. Digitization was, of course, already occurring before the COVID-19 crisis but not universally. A survey in October 2018 found that 85 percent of respondents wanted their operations to be mostly or entirely digital but only 18 percent actually were. Companies that accelerate these efforts fast and intelligently, will see benefits in productivity, quality, and end-customer connectivity . And the rewards could be huge—as much as $3.7 trillion in value worldwide by 2025.

McKinsey and the World Economic Forum have identified 44 digital leaders, or “lighthouses,” in advanced manufacturing . These companies created whole new operating systems around their digital capabilities. They developed new use cases for these technologies, and they applied them across business processes and management systems while reskilling their workforce through virtual reality, digital learning, and games. The lighthouse companies are more apt to create partnerships with suppliers, customers, and businesses in related industries. Their emphasis is on learning, connectivity, and problem solving—capabilities that are always in demand and that have far-reaching effects.

Not every company can be a lighthouse. But all companies can create a plan that illuminates what needs to be done (and by whom) to reach a stated goal, guarantee the resources to get there, train employees in digital tools and cybersecurity , and bring leadership to bear. To get out of “ pilot purgatory ”—the common fate of most digital-transformation efforts prior to the COVID-19 crisis—means not doing the same thing the same way but instead focusing on outcomes (not favored technologies), learning through experience, and building an ecosystem of tech providers.

Businesses around the world have rapidly adapted to the pandemic. There has been little hand-wringing and much more leaning in to the task at hand. For those who think and hope things will basically go back to the way they were: stop. They won’t. It is better to accept the reality that the future isn’t what it used to be and start to think about how to make it work.

Hope and optimism can take a hammering when times are hard. To accelerate the road to recovery, leaders need to instill a spirit both of purpose and of optimism and to make the case that even an uncertain future can, with effort, be a better one.

Kevin Sneader , the global managing partner of McKinsey, is based in McKinsey’s Hong Kong office; Shubham Singhal , the global leader of the Healthcare Systems & Services Practice, is a senior partner in the Detroit office.

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The future is not what it used to be: Thoughts on the shape of the next normal

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SOLUTION: Work Immersion understanding work immersion ppt
WORK IMMERSION LESSON 1 by Samie Mahilum
Example Of Reflection Paper About Work Immersion / Reflection On My
(DOC) Essay how to conduct oneself during Immersion
Work Immersion Essay
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Work Immersion Experiences of The Senior High School Students: an Implications to Program Enhancement
The study concluded that the majority of the respondents were male and belonged to 9,000-below family income. Work immersion students received financial and emotional support from the family; work immersion supervisors guided the students in accomplishing tasks. However, visitation on the venue is limited and tasks given were not all strand ...
(PDF) WORK IMMERSION PERFORMANCE, ALIGNMENT, AND ...
High School Work Immersion. This study described and correlated the per formance, alignme nt to. work imme rsion p rogram, and employ ability of Senior H igh Schoo l. graduates in the Division of ...
(PDF) Exploring the Work Immersion Experiences of Grade 12 STEM
The findings state that the students' challenges are a lack of financial stability to continue immersion, a lack of interest, and insufficient time to supervise their work (Vecino et al., 2020). 3057 Ador, Banaag, Bombio, Consignado, Quinay, Santos The study by Insorio et al., (2023) stated that there were still restrictions in returning to the ...
Adapting to the culture of 'new normal': an emerging response to COVID
To live in the world is to adapt constantly. A year after COVID-19 pandemic has emerged, we have suddenly been forced to adapt to the 'new normal': work-from-home setting, parents home-schooling their children in a new blended learning setting, lockdown and quarantine, and the mandatory wearing of face mask and face shields in public.
The Lived Experiences of Working Senior High School Students in the New
Educational systems are likewise preparing for the new born era characterized by "new normal". The Department of Education ensure that learning opportunities shall continue and are provided to the learners through alternative learning delivery amidst the drastic situation. This study explores how the student creates ways to maximize their time in working and in studying.
(PDF) WORK IMMERSION IN THE NEW NORMAL IN SDO CAVITE ...
This study examined the lived experiences of the SHS Technical-Vocational work immersion coordinators in looking for and providing work for our SHS students in the new normal in the SDO Cavite ...
Work Immersion: Real World Experience at Senior High
In the Philippines, youth unemployment hampers meaningful economic development. The sector's lack of knowledge, skills, and work experience puts them at a disadvantage. One way to address this is through the Department of Education's Senior High School (SHS) program, ushered by the K-12 education reform. One of its components, the work immersion program, provides students "real workplace ...
PIDS
Work immersion is a requirement for the Technical-Vocational-Livelihood (TVL) track and optional for the Academic, Arts and Design, and Sports track. In a June 2020 memorandum from DepEd's Office of Curriculum and Instruction through the Bureau of Curriculum Development, four different schemes were suggested for the conduct of DepEd's ...
PDF Work Immersion Experiences of The Senior High School Students: an
Work Immersion Program gives an avenue for the Technical- Vocational and Livelihood Track Students to bridge the gap between the theories and concepts and enrich the competencies that were being taught inside the classroom into the actual workplace setting. Anchored on Vygotsky's
SENIOR HIGH SCHOOL WORK IMMERSION PIONEERS: A ...
The "Enhanced Basic Education Act of 2013" offer subjects that are new to the education curriculum. One of the subjects of Senior High School is the implementation of Work Immersion which is a ...
The "new normal" in education
The new normal. The pandemic ushers in a "new" normal, in which digitization enforces ways of working and learning. It forces education further into technologization, a development already well underway, fueled by commercialism and the reigning market ideology. Daniel ( 2020, p.
DepEd Guidelines for Senior High School Work Immersion
The Work Immersion Teacher and the Work Immersion Partner Institution Supervisor will jointly assess the learners' performance following the DepEd Order No. 8, s. 2015 (Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program). The Work Immersion Teacher shall then issue the Final Grade. Monitoring and Evaluation
Essay how to conduct oneself during Immersion
Work immersion is a key subject under the Senior High School (SHS) curriculum that is conducted in different ways and time frame as needed by SHS learners. This study was conducted to find out the work immersion performance of the Grade 12 students at San Isidro High School and Subic National High School, Zambales, Philippines.
UNDERSTANDING WORK-IMMERSION and WORK ETHICS
The word "immersion" as it applies to the K to 12 curriculum is defined in the Department of Education (DepEd) Order No. 40, series of 2015: "Work Immersion refers to the part of the Senior High School (SHS) Curriculum consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and 12 students will undergo to ...
How to make the most out of brief immersions in possible careers (essay)
Just as preparation before an experience will help you to get the most out of immersing yourself, reflection afterward is extremely important in identifying lessons learned and next steps. Perhaps the experience crystallized an important insight for you, or you discovered an important skill that is required for the work that you need to develop ...
[PDF] Exploring the Work Immersion Experiences of Grade 12 STEM
The implementation of the K-12 curriculum in the Philippines brought about changes to the education system. One of which is the implementation of Work Immersion in senior high school. This is a subject that immerses students in different work environments. This narrative research was conducted to explore the experiences of senior high school students from a local science-integrated high ...
Student Reflections During the Pandemic: An Opportunity for Educators
Since this remote learning experiment of 2020 upended typical school schedules and traditional approaches to teaching and learning, educators now have an opportunity to leverage key lessons and insights gained during this time to build a new normal that better supports student well-being, equity, and engagement with learning for all students ...
Student's work immersion: A journey through S&T
Work immersion sounds stressful for senior high-school students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and mathematics (Stem) students were required to gain ...
Virtual Immersive Workplaces: The New Norm?
Recently, the COVID-19 pandemic induced the need for social distancing and minimized physical presence at work. Consequently, many organizations were forced to use tools such as videoconferencing, cloud services, and virtual private networks, on an unprecedented level, forming a "new normal".
My Expectations In Work Immersion Essay For Students
Essay On My Expectations In Work Immersion Acquiring Practical Skills. One of my primary expectations during this work immersion is acquiring practical skills. While classroom learning provides a strong foundation, it often lacks the hands-on experience necessary to fully understand the nuances of our chosen field. I hope to perform tasks that ...
Work Immersion for SHS Students: Sharing my story!
Work Immersion is similar to what college students experience during their On-the-Job Training (OJT). In this experience, you will be hired as an actual employee with different tasks to accomplish. You will not just discover new skills but most importantly, you will learn new social skills. You have to cooperate with your co-workers and adapt ...
Making the new normal work
Accelerate investment in innovation, partnerships, and reporting. As usual, information is the foundation for action. A data-driven approach can illuminate the relative costs of maintaining an asset, adapting it—for example, by building perimeter walls or adding a backup power supply—or investing in a new one. It is as true for the environment as any part of the value chain that what gets ...
Work Immersion Essay
Work immersion is extremely good because it is where I learn about things, I never imagined I could perform. With the influence of Work Immersion, it will help me enhance my cognitive skills, demonstrating increased attention control, better memory, and superior problem- solving skills as well as an enhanced understanding of my primary language.