Find the differences and similarities between the employment status of China and the United States

. 1. Different choices of work places: American college students tend to find jobs nearby, while Chinese college students tend to work in big cities. This is mainly due to the large differences between urban and rural areas and regional differences in our country. The living standards in big cities are relatively high and there are relatively many development opportunities, which are more attractive to college students. However, there are already many graduates in big cities, and graduates from all walks of life are trying their best to flock to big cities, which not only causes a waste of human resources, but also further aggravates the difficulty of finding employment for college students. 2. Differences in views on careers. A poll conducted by a college student employment service website in the United States found that 80% of the respondents believed: "First of all, you must have something to do" and "looking for a job should be done as soon as there is something to do." Even if they can't find a job they are interested in for the time being, they will work part-time until they find a full-time job. American college students have long-term plans as soon as they enter school and plan for their future early. This is mainly manifested in two outstanding characteristics: first, planning early and cultivating capabilities; second, not rushing for success or trying to achieve success in one step. Even after they find a job, the job-hopping rate is very high. For them, the first job is more about accumulating social experience rather than salary and benefits. However, Chinese college students tend to pay more attention to material interests when choosing a career, and overemphasize economic conditions, living environment, wages and benefits in their choices. When choosing a career, the first thing they consider is not whether it is consistent with their major, but the accessories of the career such as salary, Factors such as housing and welfare must be addressed in one step. Therefore, government departments and public institutions are popular choices for college students to find employment. Chinese college students are generally unwilling to work in small and medium-sized enterprises and private enterprises. The main reasons are that the salary is too low, the work is too tiring, the environment is not good, and the work is unstable. 3. Different learning practices. Chinese and American universities have internship systems for college students. American college students must go through the STTEP and service learning projects to learn and practice. The STTEP includes two projects: STT (Student Technology Training) and EP (employment program). STT is part of the student technology training program. Students will be required to attend a number of pre-requisite workshops each semester as per their IT Agreement. These students may participate in the programs offered at the camp and the department will pay the students as long as they are not absent. They will not be recruited by departments that have nothing to do with their majors. This kind of training can be based on your own professional choice to let you know whether you are really qualified for your current major. EP: The purpose of this part of the program is to promote and recruit IT positions on campus. The STTEP will accept applications for IT jobs on campus. These applications are provided to students in the relevant departments of employment. This project (STTEP) is required for every student. Of course, this project also provides students with employment positions in schools, so that students can not only learn employment skills, but also give students the opportunity to work in schools. Some American universities implement an "internship swap" system, which adopts an education method of half a year of on-campus study and half a year of field internship. In order to promote this internship system, the federal government has formulated a comprehensive intern system to allow each employment unit to provide sufficient internship opportunities to various universities. American society is also very supportive of internships for college students. Many companies are willing to provide internship opportunities for college students and give them real internship projects. Internships for American college students have two characteristics: first, students can choose internship opportunities; second, students receive internships, some of which are quite low. In China, lack of experience has become a bottleneck for college students’ employment. Therefore, strengthening internships is a powerful measure to make up for the lack of social experience of college students and promote their employment. The internship system for college students currently implemented in China is different from the long-established teaching internships and various club activities organized by schools. The main purpose is to place graduating students in an employer's planned and purposeful manner, provide them with internships, and try out Job opportunities are not a simple "matching internship" task between schools and companies, but a standardized and systematic routine institutional behavior involving the government, schools, employers, college students and their families. However, most employers currently lack recognition of college student internships. According to a survey of 106 employers conducted by the Eastern Space Program of CCTV, 48% were willing to accept internships from college students, while 52% were unwilling. The reasons why employers are reluctant to accept interns are: 49% are worried about affecting normal work; 39% are worried about leaking business secrets; 34% are worried about adding extra burden; 20% are worried about being unable to take responsibility if something goes wrong. ; 19% are worried about difficult management. It can be said that employers’ various worries and incorrect understandings of college students’ internships are mainly caused by the lack of an internship system that ensures a win-win situation for both parties. 4. Different ideas of quality education and learning. There are big differences in the concepts of education and learning between Chinese and American college students. Compared with American college students, Chinese students have a poorer sense of independence and rely too much on the system, schools, teachers and parents. It is the lack of independent awareness that makes Chinese students more passive in their learning attitude. In many Chinese colleges and universities, college students go to college just to get a diploma, find a well-paying job, and satisfy their high-end material life.

Quality education has been proposed in China for many years, but many students still lack the necessary intrinsic qualities. Intrinsic qualities include many aspects, such as learning ability, work ability, social communication skills, etc., and these intrinsic qualities are often formed at the university level. of. In American university libraries, there are basically a lot of people reading, doing homework, and reviewing lessons in their spare time. This is because there are a lot of homework, quizzes, and course group discussions in American universities, which objectively also encourages them to study hard. . American students believe that grades are very important, especially those who want to continue their studies. American students are also keen on teacher-student exchanges. Students not only ask questions that they did not understand in class, but also tell professors about their life plans and problems they encountered when looking for a job. Professors are very happy to help students. In the talent market, good grades can give employers a valuable impression, which at least shows that you have good learning ability or that you are diligent. This belief is common in accounting, education, and computer science. Good grades are only one aspect of intrinsic quality. In the long run, good social skills are more important. 5. The recommendation methods of classroom teachers (professors) are different. Finding a job for American students is a bit like applying for a North American graduate student. Letters of recommendation are required. A recommendation letter is an objective evaluation of the student written by the professor, so the student's performance in school is particularly important. American professors are very objective in evaluating the quality of their students. If they are not good, they will write poorly. American companies also value recommendation letters from professors. When a company plans to hire a student from the school, it will call the teacher of the student's department to inquire about the student's situation. The professor also answered questions about the student very objectively and would not make up random questions. Recommendation letters can encourage students to continuously improve their self-quality during college. They are a reliable tool to demonstrate the value of a student and facilitate companies to select talents based on them. In China, in order to increase the employment rate of the school, teachers may be more inclined to emphasize the students' strengths and often ignore the students' shortcomings. This will make companies doubt the reliability and accuracy of the recommendation letters, and the recommendation letters will not be effective. role. 6. The services provided by schools are different. American universities have special websites to provide students with some information about corporate recruitment. The website mainly consists of three parts: (1) Job search workshop (job search workshop). Inside are some lectures on finding a job. For example, there is a lecture on how to write a resume at a certain time and place. These lectures are primarily intended to help students become better prepared for interviews. (2) Resume Reviews (revision of resume). The main purpose here is to provide students with a suitable environment to improve, revise and polish students' resumes, and to provide practical opinions on students' resumes to make their resumes perfect. (3)Mock Interviews (a mock job fair). This kind of job fair is based on a real job fair and requires students to take it seriously. Students bring their resumes and wear formal professional attire just like in a formal interview. There are some tips before the interview, such as keeping quiet, turning off the mobile phone, and asking students to learn to communicate with the recruiter with their eyes and not to have timid thoughts. This simulated job fair is organized by the school. The simulated reality job fair provides students with a platform to discover their shortcomings in the interview process and accumulate more experience. Although Chinese universities (such as Jinan University, etc.) also have similar mock job fairs, because they are organized by student associations, the publicity is not enough and the participation rate is low. 7. Agencies that specialize in employment assistance. There are many non-profit organizations in the United States that help college students find employment. Each school also has a dedicated employment department. If students encounter difficulties in employment, they can consult at any time. The school's website also provides a lot of employment information, not only full-time but also part-time positions. Among non-profit employment organizations in the United States, the National Association of Colleges and Employers is the most famous. Its members include more than 800 colleges and universities and more than 1,900 employers, providing employment services to more than 1 million college students and graduates every year. The purpose of the association is to help students choose and obtain satisfactory jobs and to help employers develop effective personnel recruitment plans and provide excellent candidates. The association also publishes journals to investigate and analyze the current situation and development trends of the job market, as well as legal issues encountered in the job search and recruitment process. There are also job fairs on campuses in the United States, but the scale is relatively small, mainly organized by departments, and only a few companies come at a time, so that both supply and demand can discuss in detail. At present, the Chinese government attaches great importance to employment and has made unprecedented efforts to promote the employment of college students. The Ministry of Education and the Ministry of Human Resources and Social Security co-sponsored the 2009 online consultation on employment policies for college graduates. More than 10 large-scale online recruitment activities have been held across the country, with the highest number of daily clicks reaching more than 11 million. Provincial college graduate employment departments and ordinary colleges and universities have held more than 63,000 recruitment activities for 2009 college graduates. They have established employment and entrepreneurship internship bases, implemented state-owned enterprise talent reserve plans, and encouraged college graduates. Measures such as allowing students to participate in the volunteer service program in the West have built many platforms for college students to find employment. However, the problem of information asymmetry between employment supply and demand is still prominent, and it is necessary to build an all-weather, multi-functional, wide-coverage, and efficient employment public service platform. 8. Curved employment - entrepreneurship. Self-employment by college students can not only relieve the pressure of social employment, but also help promote social and economic development.

Guiding graduates to take the road of self-employment is not only a practical need of the employment situation, but also an intrinsic requirement for college graduates to realize their own value. American universities have majors on how to start a business, systematically teaching students how to start a business. The U.S. government also provides a certain amount of loans for college students to start their own businesses to encourage students to start their own businesses. Chinese universities should gradually incorporate the cultivation of entrepreneurial talents into the main channel of school talent training. All sectors of society should integrate resources, innovate mechanisms, increase efforts, cultivate and train students' entrepreneurial awareness, cultivate an entrepreneurial atmosphere, optimize the entrepreneurial environment, guide and help college students gradually embark on the road of self-employment, and open up new ways for college students to find employment.