· The entire credentialing process in education is
ultimately linked to the ability on the part of society – and most particularly
business – to evaluate the quality of graduates coming out of our schools.
The mere fact that schools (like my own, the
Yale School of Management, as well as others) are willing to consider a change
in credentialing is nothing less than monumental.
Credentialing is where the opportunity for
“disruptive innovation” has the greatest leverage in impacting our educational
system.
· Several very reasonable and important elements have
traditionally converged toward assessments (SATs, GMATs, etc.) that are
quantitative, including:
-
Objective criteria that eliminates the
inequalities of favoritism, bias, preferential treatment, etc. This is equally important in other countries
like China, where entry into schools even at an early age directly impacts
social mobility, including where one is able to live.
-
An economic emphasis on what we are now calling
STEM skills: the hard skills of Science,
Technology, Engineering and Math.
-
At present, the “soft” EQ skills are evaluated
in more qualitative ways only, making comparative assessments very difficult to
scale.
· But, businesses and governments (China,
Singapore, etc.) around the globe have explicitly acknowledged that STEM
skills, while critically necessary for economic growth, are not sufficient for leadership. They recognize that schools
are not preparing young people for the kind of creativity, collaboration and
innovative decision making required in an unpredictable, highly-complex, fast-changing,
globally-diverse, socio-economic world.
These are leadership skills, not technical skills.
·
The Institute for Public Policy Research warns
of a coming “Avalanche” in higher education due to a mis-alignment of the value
proposition of education in the face of a changing global economy. Universities will be increasingly challenged
to prove to both students and employers that there is sufficient value in what
they offer. That gap opens the door to
the revolution in education that lies ahead.
· A major factor in this mis-alignment is the
movement from an industrial-based economy to a knowledge-based economy. This is exponentially increasing the urgency
of developing larger numbers of innovative, creative, collaborative
workers. Knowledge itself has replaced
tangible, physical assets as the most valuable economic resource. And it is estimated that a sizeable portion
of the information we know today will be outdated by the time our children
graduate. Knowledge workers today must
learn more than memorized content:
knowledge workers must learn how to learn. The “higher level” skills once thought to be
the purview of a small number of top level leaders is now essential at all
levels of a business.
· Daniel Goleman is right: schools need to teach Emotional Intelligence,
not just select for it. A few pioneers,
like the International Baccalaureate programs, recognized decades ago that EQ
is an essential aspect of a holistic learning pedagogy that starts from early
childhood. But they are the
exception. In general, our educational
systems are way behind in knowing how to develop – or assess – critical learning
skills, including EQ.
And yes, EQ is not just how we “feel.”
EQ is an essential skill of understanding
others and ourselves, and how we learn.
There is significant pedagogical research to suggest that learning is a
social skill. One way to understand the work we do as Advisors to business
leaders is to assist them in the transition from technical competencies (or content
expertise) to essential leadership competencies not taught in business
school.
The most successful business
leaders we know tell us they learn every day they are on the job.
In our experience, this includes a broader
range of intellectual and emotional capacities that include openness to
learning new ideas and new ways of doing things.
This is lifelong learning at its best.
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Where and how businesses interface with their markets is on the move and for more commodity products this is happening quickly, more complex products will take some time. Relationship has been an important dimension of distribution but we are learning to trust via digital connections very quickly. Gen Y and Millenials do it without reservation. The point is consumers will control the nature of the experience they want and businesses will have to provide alternatives with the shift to digital platforms more and more over time. Companies who have a heritage of being customer driven may have an initial edge but it's not sufficient to declare victory.
Shifting structures and mindsets is a big challenge. How to organize for both efficiency and innovation while shifting and expanding employees views of how to operate will take enormous effort and focus. The jury is out on whether mature businesses with long tenured employees can do this. Change is now CHANGE with viability at stake.
Ultimately, senior leadership must have clarity about the situation and what's in the near term horizon. Are they equipped to envision the way the market will evolve and can they bring their organizations in to the value co-creation game? What we know is most leaders will have to exhibit more courage and take greater risks than in the past to survive and they will have to decentralize innovation and decision making to thrive.
Are we alarmist? We believe we are futurists who are pushing the boundaries of how markets will function with evidence building every day and we're not alone. We'll post a CEO study recently produced by IBM that supports our assertion of a rapidly emerging 21st business model...they just don't take it quite as far...yet!
http://public.dhe.ibm.com/common/ssi/ecm/en/gbe03485usen/GBE03485USEN.PDF
Our focus over the coming weeks will be to draft a "Gen Net" leadership success profile which we'll share here and our other forums sometime in June with another Blogfest to follow. We'll also talk about ways to engage others in the discussion..stay tuned.