There are eight weeks left to prepare students for the improved workplace with AI

The truth is that the workplace is very different from what we find even last year. There is a new teammate “Alfa” in the office. That co -worker goes through his initials, AI. And it exceeds all the rest of the team working 24 hours a day, 7 days a week without rest for coffee or bathroom. On the most positive side, AI is there throughout the day to present a brainstorm, write, format, publish and all other tasks that are necessary for a soft career office. Complete continuous and recurring tasks, personnel mentors and is a resource ready for updated information.

The urgent task facing those of us that we teach and advise students, whether they are a degree program or in the search for certificates, is to ensure that they are prepared to enter (or re -enter) the workplace with skills and knowledge that are relevant for 2025 and beyond. One of the first skills to cultivate is an understanding of what types of services this emerging technology can provide to improve the productivity and value of the worker for the institution or the corporation. In my case, that begins with a motto of “Ask AI first.” Too often, I have found over the years that at the beginning of a work task, whether writing an article or preparing a report, my opening premise may not be on the goal.

So, to start this article, the first step I took was to consult with AI. In a personalized and warm note, Chatgpt 4.o responded to my consultation. As you can see in the link, the application responded in seconds with some preliminary points with appointments to start. In this preliminary request, I started with GPT 4.0, known for its speech and precision. If I felt that I needed more additional deep investigation with nuances and reasoning of the chain of thought, it would advance to use one of the more than half a dozen “deep research” that are now available by little or no charge for the public.

In this case, however, I felt well versed to move to traditional sources to complete my research for this article. To the point, the approach is how we can integrate information in the last two months of classes that will help prepare our students to work with AI as they enter the workplace.

Given that short period of time, together with the need to cover the information scheduled in the curriculum, I recommend that we consider merging the use of AI in authentic tasks and evaluations, complementary modules and other resources to prepare for AI. A very useful strategy is to recommend that students include examples of their work with AI in a complementary section of their project portfolio (if they have one) or in a new portfolio online. There are many non -cost or low portfolio options if you do not provide one.

Do not fall into the trap of assuming that most or all graduates need to encode or configure AI at work. On the other hand, its role will be to understand and use more effectively a well -developed AI system provided by the employer. It is the equivalent of the experience in driving a car, instead of building or repairing one. However, there are key skills that human resources departments will seek in applications. Like Althea Storm writes in HubSpotThese are some of the main skills:

• Intellectual curiosity
• Adaptability
• Objectivity
• Holistic understanding
• Ability to write good indications

In general, those are qualities that we all reinforce through the delivery of the materials of our course. It is a standard practice to support these skills. It is important that we show students how these skills are related to their use in the workplace.

Of course, like humans, AI is more skilled with certain skills than others. These point to the areas where humans can order the AI ​​to place a finer approach. For example, Storm suggests That AI does not always completely measure humans in these areas:

• Critical thinking: filling the gaps in the logic and incomplete contextual understanding of situations.
• Empathy: Interpersonal experience using how to understand and respond better to human feelings such as love, pain, anxiety and fear.
• Emotional intelligence: from which empathy is part. This is more useful for joining communication between humans and computers.
• People management: This includes identifying the variable potential of individual personnel members to lead, work under pressure and inspire the team.
• Creativity: identifying the outside the box that provide more obvious results.
• Strategic thinking: Linking of importance to the resolution of problems with a broader strategy instead of the immediate problem in question.

Some teachers and administrators are surprised that the key skills and skills necessary to prosper in an improved workplace with AI are not truly technical. The skills require a basic understanding of the capacities and limitations of the version of artificial intelligence in use. However, in your heart, the skills currently sought in offices enabled for AI are mostly interpersonal, leadership, empathic and creative skills. Certainly, understanding of content is necessary, but much less important is a deep understanding of how AI works. We have reached that level of sophistication that we need to know how to skillfully conduct the car, not build it.

How, then, can the skills and skills of your students improve to successfully get a position in an improved workplace with AI in the last two months of the period? Can you modify some tasks to include crop, or at least the understanding of the soft skills needed now in the workplace? Perhaps I could invite a human resources officer of a company that uses AI to talk with its class about needs and expectations that are exclusive to the workplace improved with AI. Perhaps there are some examples of roles that can be done online or in person to help their graduate students in preparation for applications and interviews in the contemporary workplace in their field. The careers of your students may depend on what you can teach in recent weeks.