11 is required to solve problems and make decisions, thus, placing critical thinking as the foundational competency of this closely related trio. Casner-Lotto and colleagues defined critical thinking/problem solving as “exercise sound reasoning and analytical thinking; use knowledge, facts, and data to solve workplace problems; apply math and science concepts to problem solving” (p.16). ACT takes a broader view where critical thinking is a type of thinking skill that includes problem-solving and decision-making, while OCTAE defines critical thinking skills as ones that “enable employees to analyze, reason, solve problems, plan, organize, and make sound decisions in their work” (OCTAE, 2022). In an attempt to focus on the critical thinking skills most in need for early career employees, the NACE task force adopted a revised definition of: Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information. Equity and inclusion Though not widely recognized by the academic literature as critical to workplace success, the ability to be equitable and inclusive are increasingly essential. Not only do Equal Opportunity Laws require employers to not discriminate in their hiring process, indicating a need to act equitably, but the workforce, like the American general population, is diversifying at a rapid rate. For the first time since its inception, the U.S. Census reported that the number of people of color that are aged 18 and under rose from 46.5% in 2010 to 52.7% in 2020 (Frey, 2021). This development portends that workplaces will become increasingly diverse, further necessitating all employees to engage with each other equitably and inclusively. Without acting equitably and inclusively, workplaces will not maximize the productivity from their workforces. Employees may not feel comfortable or that they belong in their workplace, stifling their motivation, creativity, camaraderie, and, ultimately, their productivity. Additionally, employers are interested in cultivating diverse perspectives; they need employees that not only reap the rewards of an equitable and inclusive workplace, but also appreciate and know how to develop such environment. Thus, the NACE task force chose to emphasize the importance of these attitudes, behaviors, and mindsets by delineating it as its own competency. The 2018 task force initially developed this competency, calling it intercultural/ global fluency, which has its foundation in the literature, and is related to cultural competence. This initial version of the competency focused more on respecting diverse views and cultures; however, this definition received pushback from the practitioners who taught this competency to their students. Moreover, during a public comment period in the summer of 2020, the largest number of comments addressed
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