The new education #3: Curiosity

Week 3 (and final part) of “What they should be teaching at school” – Curiosity.

If curiosity is supposed to have killed the cat, then in my case, curiosity probably changed my life. Earlier in my career, I was offered the opportunity to relocate overseas. When I asked my manager why I had been chosen, he replied that I had “asked the right questions” to justify my selection. In fact, I had no idea that I was in contention for the role – I was simply interested in the new project from a business perspective. I hadn’t even considered whether I wanted the role itself – but my questioning apparently displayed the right amount of curiosity, and I was seen as the right fit for the job.

Being curious means you are less willing to simply accept something as “received wisdom”. It shows that you want to make sense of things for yourself. It helps you ask why things are done a certain way (especially if the answer is “because they’ve always been done this way…”). It demonstrates you want to find out how things work for yourself.

The downside is you may be more disbelieving, more sceptical, and prone to being suspicious. It can also mean you distrust certainty. But I would gladly take a level of ambiguity over a sense of complacency any day. A questioning nature can act as a defence mechanism against hype, cant and bullsh*t.

I hope kids learn how to take their early curiosity (and not just their knack for asking “but, why, mummy, why?”) into later life. Curiosity is how we learn to find our passions and interests outside the formal school curriculum and the set learning model. Our natural curiosity helps us to make sense of the world. I don’t think I would have developed any real critical thinking if I hadn’t strayed “off piste” and explored books that were not on the list of set texts.

Recently, I explained to a former colleague how I had participated in a number of startup and tech hackathons, even though I’m not a coder or programmer. My ex-colleague asked, almost in disbelief, “why would you do that?” Apart from being part of my journey into a new career path, my answer was simple: “Because I was curious, because I wanted to learn something, because I wanted to network and make new connections, and because I also wanted to get out of my comfort zone.”

In my view, if you stop being curious, you stop growing as a person, you stop developing your mental faculties, and metaphorically, you stop breathing.

Next week: Looking back on 6 years of blogging

 

 

The new education #2: Resilience

Week 2 of “What they should be teaching at school” – Resilience.

Life doesn’t always turn out how we hoped. Life isn’t always “fair”. And sometimes life just sucks. In the words of The Rolling Stones, “You can’t always get what you want.”

Given that:

  • people entering the workforce now are likely to be made redundant at least 5 times during their career;
  • within the next few years, 40% or more of the workforce will be self-employed, contractors, freelancers, or employed in the gig economy, and therefore will be more reliant than ever on their own abilities to generate an income; and
  • an increasing number of today’s jobs will disappear through automation or other technology advances;

it makes sense to include resilience on the curriculum, to prepare students for the reality of the new economy.

As we are all too aware, having a degree or other formal qualification is no guarantee that candidates will get a job or role in the career of their choice. And even if they do, sooner or later they will have to consider a career switch – which may include having to make a sideways or even a backwards move in order to go forward in a new field or discipline. Plus some re-training or skill updates wouldn’t go amiss.

Resilience helps us to deal with life’s disappointments and overcome personal and professional setbacks. It can also help us to learn from those experiences – what doesn’t kill us makes us stronger.

While it’s important to provide a safe and supportive learning environment, I’m not a fan of  helicopter parents, so-called tiger parenting, let alone stage parents. Over-coddled kids are more likely to come unstuck (or go off the rails) at the first obstacle or challenge they face, especially in circumstances where they might not like the choices life has presented them.

I may be drawing a long bow here, but I can’t help thinking there is some sort of correlation between current concepts of modern parenting and education, and the higher incidences of allergies and mental illness – and maybe stronger resistance through greater resilience would help pupils cope with whatever gets thrown at them. Just saying.

Next week: Curiosity

 

 

The new education #1: Agility

Week 1 of “What they should be teaching at school” – Agility.

We are used to ‘agile’ in terms of project management and software development; it’s even been applied to a style of business management itself. From the agile process, we recognise the value of continuous learning from a combination of task-based collaboration, iterative experimentation, rapid validation and constant improvement.

So it would make sense to deploy agile learning in school. Whether it’s research methods, data validation, practical experiments, rapid testing, team collaboration or scenario planning, agile thinking can foster the ability to be empathetic, consider alternative perspectives,  evaluate different contexts, and respond to new data or situations.

While it’s important to learn core foundational facts and key conceptual frameworks, we can’t remain rigid in the face of new information. But the rate at which our knowledge is changing (new science, new data, new discoveries) also means it’s a challenge trying to keep up. Therefore, agile thinking is essential to being able to gather appropriate information, process and interpret the data, construct and validate innovative theories, and apply them to new situations, based on the available evidence. This approach should also foster greater creativity, build stronger reasoning skills, and see the development of logical thought processes.

Next week: Resilience

 

 

Bring Your Own Change

I receive frequent requests for advice or suggestions on how to make a career change. Having been through a significant career transition myself (in fact, I am probably on my 3rd or 4th career…), I am usually more than happy to help if I can.

Networking Image by Ghozt Tramp sourced from Wikimedia Commons

Anyone who has had to navigate a career change will no doubt have been introduced to the concept of networking, primarily as a means to access the hidden or non-advertised job market. The strategy usually involves targeting a particular industry (or even a specific company), and approaching a known contact in that sector (or company) with a view to learning more about their industry, their organisation or their role – and hopefully to gain an introduction to someone in their network who might be able to help in accessing or identifying a suitable role or opportunity.

Now, I am a strong proponent of networking – both to learn and to share – although I am not a huge fan of “open networking”. So I tend to be suspicious of unsolicited requests to connect with me – especially when there is no defined context, or there is no specific purpose underpinning the approach, other than a general desire to access my professional network, or a vague notion of hoping to learn from my experience.

I appreciate that making a career change is sometimes very difficult, especially in the challenging workplace environment (thanks to rapid change, digital disruption, and the gig economy, etc.). Change often becomes harder the older we are. Plus, our path may be complicated the more niche our qualifications, and/or the more generic our experience. (See my previous blog on generalists vs experts.)

I also acknowledge that the transition may not be made any easier because traditional notions of “work” and “employment” are no longer as relevant or as valid as they were. (Conversely, Australia continues to enjoy relatively low unemployment rates, in combination with strong new jobs growth, and greater workforce participation.) Plus, many large employers are still fixated on hiring square pegs to fill existing square holes.

Do I think that more needs to be done to help people transition into and within the new workplace environment? Absolutely. Even if it’s simply to provide them with encouragement, or to challenge their assumptions about what a contemporary career trajectory looks like. (As a society, we are not very good in helping people to make sideways moves, or to adjust their ways of working.)

So, having gone through significant career changes and work transition myself, I am a great believer in “bringing your own change” – i.e., start doing what you need to, in order to effect the change or transition you desire. But what worked or works for me, may not work for you, and my career choices may not be the right choices for you. I can maybe provide some insights on why/how/what I did, but in many situations, I was very fortunate that someone was willing to take a chance on me, and give me an opportunity. Yet equally, I probably helped to engineer these situations because I try to keep an open mind, I maintain a sense of curiosity and I like to think I ask the right questions. By demonstrating flexibility and a willingness to challenge the status quo, I believe it is possible to create the right environment to effect the change you seek in the type of work you do, or the role you perform.

Next week: Equity crowdfunding comes to town