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.

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.

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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

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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™.

Application of Practice & Theory

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Valerie and I

As I prepared for dinner last evening in Bern Switzerland, I had no idea what I was in store for. First of all, the views of the Swiss Alps were breathtaking. The meal was absolutely awesome! The restaurant first opened in 1862. But, it was the conversation with our waitress that blew me away.

Here I was in Switzerland with a delegation from Indiana organized by Horizon Education Alliance to learn about vocational education and apprenticeships, and all of the sudden I am in a conversation with our waitress, Valerie, who was in her last year (4th year) of apprenticeship in Service. She was two months away from taking her final exam. She will earn a Federal Diploma of Vocational Education and Training in Service. Valerie was outstanding at serving us and spoke incredible English. Most would say she spoke better English than me.

Check out the video of me introducing Valerie to our delegation and telling her story here:

Valerie really values the apprenticeship program she is a part of. She explained that she really likes the fact that she is learning in a real world context. As the guy who really values teaching in a relevant context, this was amazing to me. In Valerie’s case she went to her vocational school two days per week and then works in the restaurant three days per week learning the business. In addition, every so many weeks she got to what are called “Branch Courses” to learn specific skills. One of the themes that has come out in the Swiss model is the belief that a student should not just “know it,” but “know it and do it.” This is an applied model.

“A Swiss Apprenticeship doesn’t define you for life, but it is designed to prepare you for life.” ~ Ambassador Suzi and Eric Levine

When I asked Valerie what she thought could be improved about the way she was being educated she talked about career exploration/guidance and how students are sometimes “pushed” into different areas. Valerie explained career guidance is very important and believed she needed more. She also discussed that she believes her teachers in compulsory education (k-10) do not know enough about business and industry. This caused a lot of discussion in our study group about needing more teacher externships. We need to really ramp up the number of our teachers we are putting out into actual workplace environments to learn first hand about the places their students will be working.

IMG_2574When we get push back in the policy-making space about how having Graduation Pathways in Indiana and providing more opportunities for students makes more work for counselors, I disagree. As a former teacher, I believe teachers have the closest relationships with students and must take on part of the responsibility of helping guide students to post-secondary paths and choices. Valerie was also concerned that student sometimes get pushed into the wrong area of interest.

IMG_2550In Switzerland 2/3 of the students do vocational/apprenticeship training while a third go on to college. I believe it is great that in Switzerland wanting a vocational education is not the second choice. In the United States we need to really work on making sure students understand the value of vocational education and apprenticeship programs. We need to make sure that students and families understand that it is just as great of education to go the career and technical education and going to a university. It is all about what the student wants to go into and where the high wage, high demand jobs are.

Furthermore, Valerie really has lots of options with her apprenticeship program – what the Swiss call “Permeability.” She can go straight into the workforce, or go to the university, or into professional education. See the chart below:

IMG_2565Make no mistake as you read this post. I do not want us (Indiana) to copy the Swiss model. I do not believe you can just cut and paste or copy another system into our own, But…I do believe there are pieces of the Swiss model that was started in 1932 that we could use in our system to better our apprenticeship programs for our students.

Learning 4.0

IMG_2531Yesterday I had an incredible experience at the Benteler Education and Training Center in Paderborn Germany. We had the opportunity to learn Smart Manufacturing first hand by working in the Benteler Industry 4.0 Learning Factory. This factory was built by the students and used to teach Industry 4.0 smart manufacturing practices and techniques. This learning factory also affords students the opportunity to use equipment and use 4.0 practices. There are three choices of products to build in the learning factory: speed boat, semi tractor; or sports car. The cool part was that all of the parts for the products except for the the grill ornament (made by 3D printer) were Lego™. I had the honor of working with Representative Bob Behning on this project.

The line starts with the selection of which product and what color the product will be built. For this part of the factory SMART glasses are used in order to give the student the opportunity to use and navigate this 4.0 technology. I am really glad I had the opportunity to do this. We had been hearing about SMART glasses and having the opportunity to actually use them on the production line was awesome. Then after the selection of the color and product the line gave us a tray of parts to get started.

IMG_2532After assembling the frame of our truck it was then moved down the assembly line and the RFID chip (I could relate to this because it is like the RFID tags we use for data and identification of our dairy cows) read what product we were building and gave us the next set of instructions digitally. As we waved our hand over the screen the proper bin for the next part would light up and then the screen told us where to put the parts. Even though we were doing some human labor on this it was evident to see all the skilled labor that was needed to program the line to give us the right parts on time during the assembly. Finally, we installed the Benteler emblem made in the 3D Printer to the grill of the truck.

One of the coolest things was at the end of the assembly line when our completed truck went into the sensors to tell us if we had made it correctly. We either got a green light or a red light. The green light meant we had it perfect, the red meant we had a flaw. Sadly, we got a read light. We went back and studied, but could not find the issue. We found there was an error and we were not given the instruction or part to put some covers on the clearance lights on the front of the truck. But, how cool is that to have sensors that could tell us if the product was perfect. Here is a picture of our final product:

IMG_2530I am so glad I had this experience. It also really drove home the fact that, as the research tells us, as adults we like to learn like our young students. We want the education to be relevant and we want to be engaged in the process. Let me tell you, Representative Behning and I were very engaged. We were excited as the truck came together and went down the line. Then we were screaming when the truck did not pass inspection. We were ultimately proud of our product. Bottom-line – This Industry 4.0 Learning Factory made school work into real work. We were using real life digital tools to make a real product in real time. How much more engaging can you get?

IMG_2534The factories of the future will be very different from the workplaces of today – in 2016 alone nearly 200,000 robots were deployed in automotive factories and a further 85,000 were installed in factories making electrical and electronic goods, so automation will liberate people from the drudgery of production lines. Now with Artificial Intelligence (AI), the robots will be able to interact with the human. These “cobots” will take robotics to a new level. This past week we have also learned that at work or at home, the Internet of Things (IoT) will completely change the way in which most of us carry out our basic daily tasks, eliminating the drudgery of shopping, banking and even cooking.

I am so glad I have had the opportunity to learn about Industry 4.0 this past week. One thing is for sure: this will completely change the dynamics of manufacturing and will mean that we will be able to make products that are tailored exactly to our wishes in every way we could want. The very same technology is already being used to produce motor vehicles and even to “print” buildings, so the possibilities are almost endless! We need to make a commitment to making sure we have our students ready for this workforce. That means we must start and continue to have the conversations between all sectors about how to do what is best for our students. This involves bringing business/industry, k-12 education, higher education, education advocate organizations, business/industry organizations, state officials, families, and students together to partner how to make this happen. I appreciate all the work that organizations like Horizon Education Alliance are already doing to make the conversations happen – thus why we are learning in Germany and Switzerland. It is the right thing to do for our scholars!

 

Fully Qualified Worker

IMG_2533The past two days in Paderborn Germany have been awesome. Our Horizon Education Alliance education study group had the opportunity to spend a great deal of time at the Benteler Education and Training Center. We have spent a lot of time learning about the German Dual System of Apprenticeship and vocational training. Students in Germany can chose a company/employer apprentice or college training. See pictures here to get an idea of the German system:

IMG_2500IMG_2502IMG_2501The German system is intriguing and I am amazed how much the companies take responsibility for being part of the training. Students have the opportunity to do two week internships to help them sort out what they want to do. Then, if the apprenticeship option is chosen they can then apply to companies. This can either happen after year 10 in school or can be chosen to do after year 12 in conjunction with the university.

IMG_2497We had the chance to spend time with Benteler’s student touring and getting a first hand look at how the final examination/certification process works for the apprenticeship program. This examination is taken in two parts. One part is taken after 1 1/2 years in the apprenticeship and the other part is taken after 3 1/2 (the end) of the apprenticeship. The examination contains a theoretical part and a practicum part where the apprentice is doing an actual project in his/her chosen field of study.

I am amazed at the community that Benteler has formed to educate the students. The students are very engaged and interested in the process. In fact, I had the opportunity to have a student teach me how to use a robot welder. The same welder that would be used and in the same way he was taught in the apprenticeship program. This was a great experience for me to put myself in the shoes of the student. Here is a video clip of part of my robotics certification training:

IMG_2528This was such an awesome experience and it is so incredible that Benteler has made the investment here in Paderborn Germany to educate its workers and these students. Due to Industry 4.0, the BENTELER training program has become very important to having a highly trained workforce and is constantly changing, integrating content and thus adapting it to the needs of the market. I was proud to be award an Industry 4.0 certification while I was there and again was really glad I took the opportunity to interact with the students and experience education from their point of view. Have you ever taken time to visit a school and experience life from the viewpoint of the student? You should!

Leading Work 4.0

IMG_2515Today, our Indiana delegation in Germany spent the morning in Paderborn at the Benteler Vocational Training Center and then the afternoon touring the Benteler Automotive Plant. Because Benteler is 30,000 employees strong at 144 locations in 39 countries, they believe a company is the sum of all its employees. In other words, Benteler has 30,000 “guaranteers of success.” As a side note, 5,000 of those employees are in Indiana.IMG_2491

While visiting with Benteler officials and students, we learned more about five new and emerging areas in manufacturing and industry:

  1. Smart glasses
  2. Digital maintenance
  3. Predictive maintenance
  4. Smart production
  5. Work 4.0

These are all areas that both the manufacturing sector and education sector need to be area of and talking about together. This all further drove home the point about why we, in Indiana (and I am sure all over the U.S and Europe) to continue to replicate the great work that Horizon Education Alliance is doing to facilitate bringing together all the stakeholders to develop solutions for educating our young people to be ready for the workforce of tomorrow.

IMG_2514Smart Glasses

Smart glasses can collect information from internal or external sensors. It may control or retrieve data from other instruments or computers.

 

Digital Maintenance

Digital solutions applied to maintenance can considerably improve asset reliability and reduce operating expenditure by predicting equipment failures, streamlining supply chain, reducing unplanned and planned maintenance and increasing production efficiency. Equipment can be set up with a digital inspection plan, run-to-failure, condition based maintenance, preventive maintenance or predictive maintenance strategy.

Predictive Maintenance

In a predictive system, employees and systems can anticipate and act before issues or challenges arise, rather than simply reacting to them after they occur. This feature can include identifying anomalies, restocking and replenishing inventory, identifying and predictably addressing quality issues, and monitoring safety and maintenance concerns. The ability of the smart factory to predict future outcomes based on historical and real-time data can improve up-time, yield, and quality, and prevent safety issues. Artificial intelligence can also be used to predict when something will fail or need to be replaced.

Smart Production

Smart Production or Manufacturing and the Smart Factory enables all information about the manufacturing process to be available when and where it is needed across entire manufacturing supply chains and product life-cycles. This Smart manufacturing, or Industry 4.0 as it is also referred to, is the process that employs computer controls, modeling, big data and other automation to improve manufacturing efficiencies.

Work 4.0

Work 4.0 was the most intriguing topic of the day as it is really about the interaction of humans and machines (eg. robots). The use of pulleys in early antiquity or the Babylonians’ use of pumps to irrigate fields can be regarded as early examples of human-machine interaction. Now we have reached a whole new level of connectedness and interaction. Industry 4.0 has brought humans and machines to an almost human-like connection with emotions and feelings. The digital interconnection of all workers, tools and work-pieces in the production process and across company boundaries is generating an “Internet of Things (IoT).” This means we are going to need to be educating and training on new things. We will also need to educate on the benefits. We will need to answer the question for those we are educating: “How will this make my life easier?” It won’t just work to outline the financial benefits or improvements to the bottom line.

I’ve heard it said on this trip that technology is not the issue, it is the enabler. We will need to be teaching our students how to use the data and the technology. All of this is going to allow us to move from reactive to predictive and preventative (artificial intelligence). Human-machine interaction is taking on a new dimension due to developments in the field of artificial intelligence (AI). Because of AI there are now robots capable of interacting with humans. These are call “cobots.” No longer does the robot replace the human, but actually works along-side the human.

Are you ready to lead and educate in a Work 4.0 environment? 4.0 is here and we need to be having the conversations about how to have our workforce ready. You ready to have the conversation?

 

From Best Practice To Next Practice

IMG_2336Today was the final day of the 2nd Annual Global Smart Manufacturing Summit in Berlin, Germany. I really valued the time to get to know business and industry leaders from around the world. I was reminded of what my good friend Kevin Eikenberry and I used to talk about a lot – when we look at the differences between different industries (eg. manufacturing vs. education), we see about 90-95% of our issues being the same and about 5-10% different. What I mean here is that many of the challenges and roads to improvement are the same. Think about it, we all have responsibility in finance, HR, facilities, and customers. If we break that down further, we all have one of the same groups within the customer category – employees. Now, I get it; our employees are our competitive advantage, but employees are still a customer to be taken care of at the highest level.

Organizational Commitment

The first session this morning was about initiatives and organizational commitment. As a believer in learning organizations, I was really enamored by the discussion of organizational commitment. This thinking really fits with a lot of the Gallup® research I have been studying around employee engagement. When we discuss organizational commitment, we are talking about the bond employees experience with their organization. Broadly speaking, we know employees who are committed to their organization generally feel a connection with their organization, feel that they fit in, and believe they understand the goals of their organization.

Screen Shot 2018-04-10 at 8.25.16 PMNext Practice

One of the session titles this morning was “From Best Practice To Next Practice.” I really appreciated this session because we talk a lot in education about “best practices,” but really it is about making the right choice and implementing the next practice. Good or bad, I tend to be the one looking for the next practices. Really, that is what this entire discussion was about for the global leaders here: what are the next practices.

Convergence

Then, it comes down to convergence. How do we take several sources of independent data and bring them together to develop strong conclusions? In education we call this using “multiple data points.” I don’t think we do the best job of bringing all the data points together. For example, this week I was reading and article about teacher pay and how it was decreasing. I question if we have been properly converging HR, financial planning, and student data in a way that would inform what we have been paying our teachers in Indiana. I’ll let you grapple with my comment here, but you get the point.

Problems

One of the comments that I loved most today was, “We shouldn’t be talking about the problems of today, but the problems of tomorrow.” This is so true! This means in education we need to be looking several years out as to what business and industry needs. We also need to think about what our execution model will be for making sure our students have the skills necessary to meet the needs of the workforce. A few phrases/questions coming from the global manufacturing leaders that jumped out at me were:

  • What data is coming from where?
  • How do you use your data?
  • Appropriate levels of (you fill in the blank here)
  • Move from reactive to predictive and preventative

Outcomes

All of this discussion has made me an hinkeven bigger believer in us (both Indiana and the United States) needing to move to a strictly outcomes based school accountability system. We could then, truly in partnership with business/industry and higher education, determine what transferable skills students need and have coming out of high school. Then we can match those transferable skills to outcomes that the students needs to accomplish. Here are some examples and outcomes:

  • industry certifications
  • 4 year degrees
  • Associate degrees
  • Trade school
  • Joining the military
  • Meaningful employment

At a time when our state has 75,000 jobs per year going unfilled because there are not skilled workers to take those jobs, we need to be thinking about the outcomes for our students. Thus the skills gap of only 42% having any kind of post-secondary preparedness versus the 75% needed.

If we are going to have our students ready for the workforce we will need to:

  • Teach students in a real world and relevant context
  • Enable, encourage, and stimulate students to be curious
  • Teach students how to fail and that it is o.k. to fail
  • Engage students in career exploration activities at a young age
  • Determine the transferable skills needed to have students ready for today’s jobs
  • Teach students to be disruptors
  • Provide pre-apprenticeship, apprenticeship, and work based learning internships

Business and Industry engagement in education programs not only prepares students with the skills they need for careers, but it also contributes to the development of clearly developed career pathways that lead students to careers after graduation.