Byron's Babbles

The Critical Need for Relevant Learning

IMG_3066This past Friday I had the opportunity to attend and keynote a tremendous event put on by the Horizon Education Alliance. The event was called “Pathway Showcase” and was held in the Crystal Ballroom at the Lerner Theatre, which by the way is an awesome facility in Elkhart, Indiana.  More than 200 local educators, business and state government leaders were there to see project based learning (PBL) projects that were created in partnerships between students, teachers, and business leaders. These projects were created in order to teach our students in a relevant context – a subject near and dear to my heart. There were more than 40 of these projects that took place this past year. I continue to be so impressed with the work of Horizon Education Alliance to bring the Elkhart County community together to collaborate for the betterment of education for our students.

During my keynote I talked about how we need to connect school work to real life. I told attendees that education exists in the larger context of society. Students need to know why they are learning what we are teaching and how the learning fits into his/her real world context. When society changes, so too must education, if it is to remain viable. We need to be teaching our students to use adaptation to analyze, synthesize, and evaluate to apply the learning to real world predictable and unpredictable situations. If we can achieve this level of relevant learning our students will be motivated and have the ability to creatively innovate and problem solve.

I was so inspired to spend time talking with the students, teachers, and industry leaders about their projects. What I found were students working in teams to experience and explore relevant, real-world problems, questions, issues, and challenges; then creating presentations and products to share what they have learned. What I found were engaged students who were great communicators and very passionate about the projects created for their learning.

IMG_3039All the projects were awesome, but a couple really spoke to me. Chamberlain Elementary School students walked me through how they had learned to create by developing a first draft, multiple revisions, practicing and receiving feedback, and then finishing the final draft. These Chamberlain Explorers were learning to iterate. The students would not let me leave without sharing the Chamberlain Habits of Scholarship. See photo below for the habits:

IMG_3038I also had the opportunity to meet students from Elkhart Memorial High School who had been doing real world/real time research on soybean phytopathology with scientists from Agdia, Inc. As a former Agriculture Science teacher I could not have been prouder of these students. We cannot make it much more relevant for our students than having them do actual research on real problems with actual scientists. This adult interaction is also a very important part of facilitating relevant learning.

IMG_3033At the end of the event I really got emotional and realized that the world is going to be o.k. as long as we continue to teach our students relevant skills in engaging ways. Here are my final thoughts on how to make learning relevant and meaningful for our students:

To learn collaboration  work in teams

To learn critical thinking – take on complex problems

To learn oral communication – present

To learn written communications – write

Thank you to all the schools in Elkhart County and to Horizon Education Alliance for inspiring me and what you are doing for students!

 

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Excavating Lifelong & Engaged Learners

Today’s world absolutely requires collaborative and critical thinkers, creative and courageous innovators, and true lifelong learners. Then comes the question – how do we achieve having our students become all these things? First of all, I believe we must do a better job of providing career exploration opportunities for our students at a much younger age. This means so much more than just hearing about jobs or walking by a booth at a job fair and getting a piece of candy. It means really digging in (no pun intended) and learning about what career paths fit the interests and passions of the student. It also means facilitating the creation of a plan of how to get there. We need to be thinking about internships and pre-apprenticeship programs. If we get this right, I believe it brings relevancy to the students’ education and will improve student engagement. We do a pretty good job of mapping out the courses and plans for four year colleges (mainly because there is a list of courses needed to get accepted). But, when it comes to helping our students into other paths, we need to improve.

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William E. Dugan Training Center

I was reminded of this recently when spending some time with Mark Kara, Assistant Apprenticeship Coordinator for the International Union Of Operating Engineers Local 150. While at the Apprenticeship and Skill Improvement Program‘s William E. Dugan training site, he made the comment that he would go to a school job fair and “…when I leave I suck everything that I told the kids or that they learned about us out of the room as soon as I walk out.” This really resonated with me because as I toured and learned more about this amazing training program and facility, I realized how we need to have our students realize these opportunities exist. We need both our students and parents understand the career opportunities that exist outside the normal four year degree track. The jobs associated with the apprenticeship programs I was witnessing were high wage/high demand and highly skilled. We owe it to our students to get better at this!

img_2920While at the training facility I had the opportunity to run a Caterpillar Excavator Simulator. Wow, what an experience! Apprentices start out on the simulators for so many hours before moving to the real machines. I’m not going to lie, the farm kid in me was coming out and they had to pull me off the thing. The cool part is that the Cat Simulator you see me on in the picture, for example, has hand controls that can be switched out for different CAT machines. In other words, the same simulator can be used to simulate all of the heavy CAT machinery. And, as new models come out, the new controls can be purchased and put on with software updates. The controls are the actual control panels from the machines. Bottom-line, however, is we need to be using real world experiences like this in some type of pre-apprenticeship programs to get students interested and then teach our courses in a real life context. These are just the kind of things I researched and discuss in my book, The Hand In The Back Of The Room.

In my opinion, a rather clear pattern of practices has emerged as to what works for engaging students and certain “best practices” are recommended and should be put in place. Exploration and relevancy are at the top of this list. You can’t do much more exploring or be more relevant than actually sitting in the same seat using the exact same controls as the real equipment I would be using if I wanted to be an excavator operator – let me tell you, I could get my mind wrapped around that!

excavator-slew-ring-also-5230-caterpillar-excavator-with-excavator-for-sale-together-with-cat-390-excavator-bucket-sizes-plus-yanmar-b-50-mini-excavatorsOne common prerequisite for engaging learners is “relevancy.” Today’s learners ask that their learning apply to real-life scenarios whenever possible as opposed to being theoretical and text-based. Working with authentic problems or community issues engages students and builds a sense of purpose to the learning experience. Students, themselves, clearly want their work to be intellectually engaging and relevant to their lives.

Additionally, today’s learners ask for the opportunity to explore and to find solutions and answers for themselves. We need to be giving our students the opportunity to explore different careers by actually living them; just like I lived while running an excavator. Here’s the deal: Our students want to turn the thing on, get in there, mess around, and see what works; and, what does not work.

As we enter a time where we are making Graduation Pathways available to our students, we must increase and improve the opportunities for our students to explore different careers first hand and facilitate their learning by connecting school work to real life.

Making Your Conversations Count!

Conversations Worth Having: Using Appreciative Inquiry to Fuel Productive and Meaningful EngagementConversations Worth Having: Using Appreciative Inquiry to Fuel Productive and Meaningful Engagement by Jackie Stavros

My rating: 5 of 5 stars

Anyone involved in leadership or in education needs to read this book. I love the fact that it has education examples with actual stories from teacher and student interactions. This books helps the reader to better understand how appreciation and inquiry enhance relationships as well as productivity and performance. After reading this book I realize how important it is to bring an appreciative dimension to conversations and add value. We have all been involved in conversations where someone is bringing the depreciative dimension and devaluing the conversation. In this book we are given the guide to be generative in our conversations. Our community, whether an organization, school, classroom, or business is defined by the conversations we have. If we want our conversations to be meaningful in shaping and defining the future of those we serve then we need to use appreciative inquiry and make those conversations generate greatness. Find out how in this book!

Dr. Byron L. Ernest

View all my reviews

Conversational Leadership

IMG_2903Guest post by Cheri Torres.

Conversation. It’s what we do almost all-day long. Everything we accomplish in organizations and communities depends upon conversations.

How does your leadership show up in your conversations? Are you adding value in the way you talk and engage others? Are you maximizing your value-add by focusing on possibilities and opportunities? Are you helping to create a culture of positivity and engagement in your interactions?

If not, here are some ways you can begin to do so:

  1. Enter conversations with an open mind, heart, and will.
  2. Ask questions, and make sure they are questions for which you don’t know the answers. The best questions:
  • Generate new knowledge or perspectives
  • Help people connect ideas and possibilities
  • Disrupt old and current ways of thinking and doing
  • Inspire innovation and novelty
  • Help people access their creativity and wisdom
  • Invite engagement
  1. Learn to focus questions, conversations, and problem-solving efforts on desired outcomes. What do you want, instead of what don’t you want.
  2. Create a culture of engagement and possibility by making sure you have conversations worth having 75-80% of the time. A conversation worth having moves towards desired outcomes and energizes people to go with you.
  3. Take your ego by the hand, let it know it will be okay, and then shine the spotlight on others. Your organization is filled with wisdom, creativity, and willingness to make a difference. Make room for that to emerge by leading true collaboration, ensuring full inclusion, and engaging stakeholders in planning, decisions, and innovation.
  4. Realize that culture is created and recreated every day by having the same kinds of conversations with the same assumptions and limitations. If the current culture isn’t serving you, figure out what kind of conversations would happen in the culture you want. Then start having those kinds of conversations.
  5. Realize also that your organizational design and structure was created through conversation. If your systems and structure, policies, and processes no longer support your ability to adapt and innovate in today’s fast-paced environment, have a conversation about redesigning your systems to support the kind of organization you want.

img_2901We don’t think about it often, but we swim in the world our conversations create. As a leader, take responsibility for your conversations and create the organization or community you want.  There is nothing stopping you but your willingness to have a different kind of conversation: a conversation worth having!

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About Cheri Torres:

Cheri Torres, Ph.D. brings the practice of Appreciative Inquiry, design thinking, and an ecological worldview to communities and organizations striving for sustainable growth. Her work facilitates learning, innovation, and dynamic interpersonal relationships capable of achieving remarkable outcomes. Cheri has worked with diverse communities across the globe, from public schools and community organizations to corporations and government entities, to elevate their strengths and broaden their capacity for collaboration and collective intelligence. She has trained thousands of trainers and teachers in the use and practice of Appreciative Inquiry and Experiential Learning, with a particular focus on leadership development, teamwork, creativity, and sustainable collaboration.

She has authored or co-authored numerous books and articles, the newest of which is Conversations Worth Having: Using Appreciative Inquiry to Fuel Productive and Meaningful Engagement co-authored with Jackie Stavros.

 

You Can’t Know It All So You Might As Well Be Curious!

This guest post originally appeared on the Conversations Worth Having Blog

You Can’t Know It All So You Might As Well Be Curious!

By Cheri Torres

Adopt an attitude of curiosity about life. When we are genuinely curious, we naturally ask generative questions. Such questions:

• Make room for diverse and different perspectives. How do you see it?

• Surface new information and knowledge. How did they manage this process at your previous place of work?

• Stimulate creativity and innovation. What might be possible if we . . .?

When dealing with any issue, even difficult issues, generative questions make unseen information visible and result in conversations that create trust, positive energy, and the transformative power to move the system forward in a desired direction. The result: new ways for solving complex problems and compelling images for collective action.  Here is a table from our book, Conversations Worth Having.

Here’s an example that parents of teenagers will easily relate to. Monica, mother of a teenage boy, uses generative questions to change the conversational dynamic with her son. Monica had been in the midst of a recurring argument with her son, Aiden. She was tired of the same old interaction that never produced a way forward. Aiden wanted to borrow the car over the weekend to go ‘do things’ with his friends, and Monica didn’t like the idea of him joyriding with the possibility of getting into trouble. Their critical conversations had created a rift between them, which saddened Monica, but she didn’t know what else to do. Suddenly, in mid-conversation, it occurred to her she could use the practice she’s learned at work for shifting the tone and direction of a conversation. When Aiden started to reiterate the argument, Monica held up her hand, paused and said, “I really do understand why you want the car, and I hope you understand why I’m worried for your safety and well-being. So, how can we have a more productive conversation? How can we come to some agreement that allows you to get the car and me to feel comfortable that you’ll make good decisions, even if your friends are pressuring you?”

Aiden was stopped in his tracks. This time it was his turn to pause, and then they began a brand new conversation that promised to be worthwhile . . . and it was. Monica’s question allowed Aiden to let his mom know he did understand. He shared that sometimes he was glad he hadn’t been allowed to have the car because of where his friends ended up. But other times, he’d missed out on experiences he wanted to have and at those times, he felt she was being over protective. Upon hearing that, she realized she hadn’t even considered that part of the stalemate might be her own refusal to let go. They eventually arrived at an agreement to start small and keep expanding car privileges as trust and confidence grew between them.

Monica shifted the conversation out of critical debate and into a conversation worth having by reframing the situation and asking a generative question. This simple action shifted the tone and direction of the conversation. It allowed both of them to step back, reflect for a moment, and be more open and honest, and this shifted the outcome of their interaction.  [To read more stories like this, order Conversations Worth Having today.]

This is one of the most valuable practices you can develop for building strong relationships, expanding the potential of a group, surfacing possibilities in the face of challenges, and rapidly moving towards desired goals.

Generative questions often arise naturally when we frame a conversation around what we want but don’t currently have. For example, “I don’t have the money to buy a new car” to “I do have the money to buy a new car.” It’s as if the second statement primes our question generator automatically:

• “Where did the money come from?”

• “What did I do to earn, find, or save it?”

• “What miracle might occur to support that?”

• “I wonder how I could ask for a raise, it’s been six years, and they tell me I’m a real asset.” What if I frame it as an adjustment in pay?

• “What if I offered a workshop and had just enough people coming to pay for the car?”

Take the opportunity now to try this little miracle maker with your own problems or “don’t wants”.  Flip it, and then let the generative questions flow. Let your curiosity and imagination help you turn the flip into your future reality. You can download the Executive Summary for an overview of the practices and principles.

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About Cheri Torres:

Cheri Torres, Ph.D. brings the practice of Appreciative Inquiry, design thinking, and an ecological worldview to communities and organizations striving for sustainable growth. Her work facilitates learning, innovation, and dynamic interpersonal relationships capable of achieving remarkable outcomes. Cheri has worked with diverse communities across the globe, from public schools and community organizations to corporations and government entities, to elevate their strengths and broaden their capacity for collaboration and collective intelligence. She has trained thousands of trainers and teachers in the use and practice of Appreciative Inquiry and Experiential Learning, with a particular focus on leadership development, teamwork, creativity, and sustainable collaboration.

She has authored or co-authored numerous books and articles, the newest of which is Conversations Worth Having: Using Appreciative Inquiry to Fuel Productive and Meaningful Engagement co-authored with Jackie Stavros.

What’s Your Leadership Mantra?

The Oxford Dictionary gives us the late 18th century origin of the word “mantra” as: “Sanskrit, literally ‘a thought, thought behind speech or action’, from man- ‘think’, related to mind.” We all have mantras. When working with groups of up and coming leaders I describe it as how others see us or how we see ourselves. Sometimes I even introduce it as what others say about us when we are not there. Yesterday in our 3D Leadership training for North and South Carolina we did a reflection exercise where participants got to do a graphic representation of their mantra and leadership legacy. I was blown away by the great work they did. Honestly, they speak for themselves, so I am going to post them all as the content of this post. Here they are, enjoy:

Hopefully you found these to be as inspiring as I did. So, if we think of mantra as something that is often repeated and expresses a particular strong belief or action, then we can be assured these up and coming leaders will be walking the walk. What’s your leadership mantra?

What Do You Want To Do With Your Life?

Last week I finished reading an incredible book by our former Vice President Joe Biden. Ever since I had the opportunity to meet and spend time with him and his wife, Dr. Jill Biden, back in 2010, I was impressed. As Indiana Teacher of the Year, I spent an afternoon at the residence of Joe and Jill Biden. Number One Observatory Circle is the official residence of the Vice President of the United States. Located on the northeast grounds of the U.S. Naval Observatory in Washington, D.C., the house was built in 1893 for its superintendent. I just remember thinking how real and genuine the Vice President and Dr. Biden were. They cared about our country, our kids, and the world.

In the book, Promise Me, Dad: A Year of Hope, Hardship, and Purpose. Vice President Biden opens up and allows himself to be vulnerable. The throughline of the book is about his son’s battle with brain cancer. Vice President Biden recounts in vivid, heart-wrenching detail what it was like for him and his family from the time his eldest son, Beau, a rising star in the Democratic Party, was diagnosed with brain cancer, to his death less than two years later and the aftermath. The Vice President spoke of his son being like him but better. He said, “Beau Biden, at age 45, was Joe Biden 2.0,” Biden writes. “He had all the best of me, but with the bugs and flaws engineered out.” What a great reflection to be able to have about one’s son.

The book was also an awesome recount of the history and what was going on in our country and the world at the time. The Vice President opened up about his weekly lunches with President Obama and the tremendous friendship that developed. Having spent time with the President on the same trip I met Vice President Biden I can understand how that friendship could happen. Both are guys that you would want to be friends with and hang out with.

Probably, the story that most resonated with me in the book was when President Obama, at lunch, asked the Vice President, “What do you want to do with the rest of your life?” This question really caused me to reflect. I believe that it caused Joe Biden to reflect as well. This wasn’t about success, being President of the United States, or some job; it was about being significant. I thought the Vice President summed it up nicely in the epilogue of the book when he said, “So how do I want to spend the rest of my life? I want to spend as much time with my family, and I want to help change the country and the world for the better. That duty does much more than give me purpose; it gives me something to hope for. It makes me nostalgic for the future.” How can we argue with duty giving us purpose and hope.

“Rules for happiness: something to do, someone to love, something to hope for.”~ Immanuel Kant

The question of “What do you want to do with the rest of your life?” caused such great reflection in me that I decided to use it as the inspiration for a session at our Indiana Cohort training of our Noble Education Initiative 3D Leadership Program. Participants were asked to think about the question, “What do you want to do with your life?” They were to list these things out and then determine what they would like their legacy to be.

This was the catalyst for an incredible discussion. The comment and part of the discussion that most excited me was when one of our very talented young aspiring leaders said, “You know, before you told us not to think in terms of jobs, promotions, or titles, that is where I was headed. This is the first time I’ve really thought in terms of being significant and having a purpose.” Mission accomplished! The graphic recordings each participant made on the tables during this session say it all. Here are a few samples:

So, I leave you with this thought: “What do you want to do with your life?”

Excited About Learning!

img_2534Last week when I was in Germany and Switzerland, I made the comment a few times that adults want to learn in the same way that kids do. What prompted this was some of the learning we were doing while at some of the vocational and apprenticeship centers. As we were touring, there were a few times that I asked our guide (usually an apprenticeship student) if I could try the equipment. At one point I was able to run the robotic welder. This was important to me because I am a very hands on learner. I needed to experience what the students experience.

This is really an extension of Howard Gardner’s Theory Of Multiple Intellienges. That theory does cross over into adult learning as well. One thing I have learned from the Harvard research is that adults really want to learn the same way kids do. And, when I got involved in a hands on way (engaged) I got very excited. Then, when others got involved, they got excited too. I already blogged about building a model truck in the Benteler Industry 4.0 Learning Factory. Click here to read Learning 4.0.

It was important for me to do this post because we need to be reminded occasionally what are important elements to remember when facilitating learning, whether for kids or adults. The big difference for adults is making sure we know our audience and what they are there to learn. Here are five things that need to happen. We must make the learning:

  1. Immediately transferable to their everyday life
  2. Relevant to the learners current context
  3. Welcoming – safe place to ask questions
  4. Engaging – consider the way each person learns
  5. Respectful – understanding every person comes from a different context or knowledge level

Think about it, if all five of those items happen, there will be a good chance that learning will occur. At least a much better chance than if I come in and listen to you talk and point at a PowerPoint.

In other words, the material presented should have immediate usefulness to the learners. Therefore it should have a real world context for the learners and the material should be relevant to adult learners’ lives right now. The material learned should also be able to be used right now as well.

IMG_2531

Two Very Excited Learners!

Furthermore, the learning environment should be welcoming so that all learners feel safe to participate. How the space is arranged is very important in adult learning and engagement. The learning needs to be facilitated in a way that engages the learners. Representative Bob Behning and I became partners and very engaged when we were allowed to build our own truck. We became curious and active participants in the learning. Really, an opportunity for learning was lost when all participants did not have the opportunity to be paired up and go through the whole 4.0 process. We were fortunate that one of the students realized how interested my partner and I were and bought in to us building a truck. The instructors also realized this and bought in. Fortunately, training for this Industry 4.0 training was presented in a respectful and safe manner, where learners have an opportunity to share their experiences. The learning environment needs to also be a place where it is ok to not have a great deal of knowledge about the topic. We need to remember that just like when teaching young students, adults in a group will all be at different places in terms of knowledge. When facilitating Learning we must recognize the unique background and experience of people.

As you can see it is very important to consider how adult learners just as we do our student learners. Really, as adults we want to learn just like children. Let’s strive to make sure we are creating learning environments that allow adults we work with be curious and engaged.

Conversations About Possibilities

IMG_2575As I write this post I am literally about 488 miles into my flight from Dublin, Ireland to Chicago, Illinois – USA. I am returning from an outstanding education research trip that started in Berlin, Germany 12 days ago with stops also in Paderborn, Germany, Bern, Switzerland, and finally Zürich, Switzerland. This was an incredible experience and I was proud and honored to be a part of the Indiana delegation that included Governor’s office officials, state legislators, business/industry leaders, higher education leaders, k-12 school officials, community partners, state government officials (myself as an Indiana State Board of Education member), and organizers from Horizon Education Alliance.

My goal was to write a post each day of the trip and I believe I have accomplished that goal with this post. Including this post, I have posted 11 different posts about my journey of learning on this trip. If you want to follow along with the learning I have put links to all the posts here for your convenience:

Reaching For New Heights In Talent Development

Application of Practice & Theory

Learning 4.0

Fully Qualified Worker

Leading Work 4.0

Leadership To Tear Down Walls

From Best Practice To Next Practice

What Does Industry 4.0 Mean?

Learning to Do, Doing to Learn!

Focus On The Wider World

As I continue to write this post, I am now 1,778 miles into the trip home I am reflecting on what the gains were from having had these 12 days together with my colleagues. As I reflected I believe the value of this experience was in the convening of over 20 stakeholders who came together with the intent of making the lives of Hoosiers better and in the process making the economy and education system better in the state of Indiana. This study trip gave us the opportunity to shift our attention from the problems of the community to the possibility of community. To do this, however, we must be willing to trade our problems for possibilities.

There was tremendous value in the apprenticeship and training models we visited and experienced first hand, but the real value was in the conversations we had during this experience. There was value in having a conversation that we’ve not had before, one that has the power to create something new in the world. That is truly what I believe we did on this trip. On this trip, all members of the delegation became citizens. This was a very important shift. A shift in the thinking and actions of citizens is more vital than a shift in the thinking and actions of institutions and formal leaders. We were all learning through the lens of a citizens wanting to make the world a better place for our state’s students and citizens.

Citizenship

Citizenship is a state of being. It is a choice for activism and care. A citizen is one who is willing to do the following:

  • Hold ourselves accountable for the well-being of the larger collective of which we are a part.
  • Own and exercise the power we have rather than delegate it to someone else and expect them to act.
  • Develop a shared community of possibilities – always asking, “What can we create together?”
  • Remember that communities are not built by specialized expertise, great leadership, or more/improved services, but by great citizens.
  • Attend to the gifts of the citizens and bring the gifts of those on the edges to the front and center for the betterment of the community.

One thing I have learned for sure: we cannot legislate the future. We visited countries on this trip who have been doing apprenticeship and vocational training for a long time. In the case of Switzerland, their current Vocational Education and Training (VET) system has been in place since 1932. As our group considers next steps, we need to remember that something shifts on a large scale only after a long period of small steps, organized around small groups patient enough to learn and experiment and learn again. If we want to make meaningful and transformative change to our education system we cannot command speed and scale. If we do that we are created an environment that will work against anything important being any different.

I really believe that a leader’s role is not to develop better models, or even to necessarily drive change. The leader’s role is to create the opportunities that bring the citizens of communities together to identify and solve their own problems. I really believe that is what Horizon Education Alliance has done in Elkhart County, Indiana. That organization has become masterful at focusing on the structure of how we gather and the context in which those convenings take place. The study trip that I am returning from is one such convening. The context was being in schools, training centers, and manufacturing facilities and having the opportunity to keep our own points of view at bay, leave our self-interests at home, and be present in the moment to learn rather than advocate for a certain position.

There will certainly need to be lots more conversations and work following-up from this trip, but I do believe we have all truly thought about the question: “What can we create together?” I believe we all want to be a part of transforming education in Indiana to a place where a student’s education does not define them for life, but prepares them for life. In turn, this should have our students ready to enter the workforce with a growth mindset ready to be engaged employees that are lifelong learners. Even so, the challenge is not to create a shared vision or plan (both important to the process), but the real challenge is to discover and create the means for engaging citizens that brings new possibility into play. We need our citizens to be the authors of this change.

I will close with this, as my plane completes the crossing of the Atlantic Ocean and is now over North American soil; transformation is about altering the nature of our relatatedness and changing the nature of our conversations. This study trip experience abroad certainly did that for this group. I believe this journey shifted the context and language to thinking about possibilities. We owe it to our k-12 students and incumbent workforce to get this right!

Reaching For New Heights In Talent Development

IMG_2592

Bern Switzerland

Because my job now involves talent identification, training, retention and helping educators discover, develop, and distribute skills in leadership and their craft (what we at Noble Education Initiative call 3D Leadership™), I have been thinking about this a great deal the past few days while in Germany and Switzerland. While our Indiana delegation organized by Horizon Education Alliance has been focusing on educating students in the 10-18 year old space (high school for Indiana), many of the principles apply to any age or experience group. The application to any age group is important because of the number of incumbent workers, those adults already in the workforce who need training or retraining, in Indiana (I am sure this is the same for many other states, industries, or countries). I really like the idea of a dual track approach to learning in Switzerland. Students are in class one to two days per week, depending on their program of study and then three to four days per week in meaningful employment (apprenticeship).

IMG_1537 Yesterday, our Indiana delegation spent time with CSL Behring in Bern Switzerland studying their talent development. Talent development for this great company includes upskilling current and new employees, soft skill development training, leadership training, and apprenticeships. It impresses me that this company takes a holistic approach to being a talent magnet.

CSL Behring‘s vision for talent development says it all:

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The pillars are the most important part here in my view:

  • Pioneering
  • Reliability
  • Entrepreneurial Spirit
  • Passion

CSL Behring is committed to working on these pillars with not only young apprentices, but with all employees. Let me dig a little deeper and give you my take on the four pillars.

Pioneering

Pioneering leaders are adventurous — driven to keep seeking bigger and better roles, products, and experiences. They inspire a team to venture into uncharted territory. We get caught up in their passion to grow, expand, and explore. Pioneers have a high need for freedom and see opportunities where others don’t. The pioneering leader reminds us that innovation doesn’t happen without active exploration.

Reliability

Reliability means that you do what you promised to do and that others can count on you. It is a positive social character trait. People don’t like to deal with those who are unreliable. They’d rather give their business and rewards to someone they can count on. Being considered reliable means that you are conscientious and keep your promises. A reliable person does not make excuses. A reliable worker will be trusted to do the job as promised and can reap the rewards of raises and promotions. A business that has a reputation of being reliable or making reliable products will get repeat and new business, as well as reducing costs of rework or repair.

Entrepreneurial Spirit

This is about employees thinking like owners. This entrepreneurial spirit is really an attitude and approach to thinking that actively seeks out change, rather than waiting to adapt to change. It’s a mindset that embraces critical questioning, innovation, service and continuous improvement. It really boils down to taking ownership and pride in one’s organization.

Passion

Passion, without compromise, is the fuel behind all great leaders. If we want outstanding employee engagement, then we must help those in our organizations find their passion. This is particularly true with young apprentices. I don’t think we are even scratching the service on what needs to be done to help our young scholars find their passion. Leadership is the passion toward each team member, pushing them toward a higher level of accomplishment. Leadership is the passion for continuous and deliberate self-improvement.

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Noble Education Initiative’s 3D Leadership™ Approach

Here’s what I’ve learned, we must be providing practical know-how and the skills needed for all occupation. Incumbent workers and young apprentice scholars need to have an active part in the production process of the industry he or she is studying to be a part of. In the classroom we must be developing technical, methodological and social skills, theoretical, and general principles. I have been calling these the core competencies and transferable skills. We also need to figure out how to leverage our third party providers of technical skills and knowledge for our students. We owe it to all our learners to provide high quality training that is delivered through state-of-the-art teaching and efficient transfer into practice™.