Blog Archives

Teaching our students, schools and the Universities how to adapt with change

Have we made any progress in understanding the needs of graduates?

A growing development across the University sector has been the search for leaders who have the vision for an improved learning experience for students. From the start of their entry into university, through to graduation and beyond, there is finally a push for a greater understanding and acceptance of the importance of experiential learning within courses, for all students. This might be through effective internships and industry placements; we are now seeing many faculties and whole Universities searching for leaders who can develop and guide such programs.

Schools have recognised the benefits of a transdisciplinary approach, educating students across traditional faculty boundaries with what is known as project-based learning – learning that is based on real-world experiences. This education model encourages curiosity and creativity, while developing communication abilities.

Australia’s Chief Scientist, Alan Finkel, wrote an opinion piece in The Australian recently, suggesting that it is time society recognised “it is not a failure to progress to a job that has no obvious link to one’s degree”. Finkel said that it was our “capacity to pivot” that was probably the most reliable predictor of success in career development. Finkel described how he had successfully ‘pivoted’ professionally from one opportunity to the next on several occasions through his career. It was made possible through the mastery of multiple disciplines and drew on experience that went way beyond traditional industry sector boundaries.

Two leading school Principals, Allan Shaw at The Knox School in Melbourne, and Dr Paul Browning of St Paul’s School in Brisbane, have written about programs for entrepreneurial skills and business enterprise developed in their schools. These initiatives, and the practical skills students gain, extend well beyond the boundaries of a traditional discipline or subject area.

As Allan Shaw has reflected, the deep knowledge in a discipline developed through university education remains a significant component for career success. Nevertheless, it is increasingly being understood that there is so much more that is necessary to equip students with the skills for an ever changing future: complex problem-solving ability, critical thinking, communications skills, teamwork, people management and good decision-making are some of the key competencies.

Times are a-changin’ and the ability to pivot (ie. adapt to change) is increasingly important, not only for individuals, but for institutions as well.

Have you pivoted between industries or sector specialisations or adapted your technical skills to a different role during your career? What programs have you been involved with to address change in your world @work?

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Posted in Slade Executive, The world @work

Are you hiring to fit today or tomorrow?

When you see candidates, do you imagine the possibilities and give them scope to realise their potential?

In recent weeks leading universities have advocated strongly for the removal of the traditional means by which students are selected for tertiary places – the Australian Tertiary Admission Rank (ATAR), describing the existing process as “out-of-date”, “irrelevant” and “meaningless”[1].

As the Vice-Chancellor of Swinburne University, Professor Linda Kristjanson, said this week, universities are very experienced at assessing student potential. Indeed it is the potential for learning and developing in a chosen field of endeavour that is so important to nurture and encourage in a young person (or a mature aged student); rankings only provide a narrow assessment of a student’s capability.

Of course for higher education providers, an assessment of academic ability is necessary, but it should be accompanied by evaluating a broader set of needs. In business, hiring organisations are most interested in an individual’s potential for growth.

Undertaking tertiary study is just as important and as potentially exciting as beginning a new career (or a new position within a chosen career), so why be restricted by a narrow measure of suitability? To encourage people to be successful, institutions should be supporting them through coaching and mentoring, nurturing their passions. As they advance, they need to display a humble willingness and desire for ongoing learning, while honing an industry sector, role or technical specialisation that’s appropriate to the workplace and aligned to the future employment market.

Universities, and employers, have always looked for motivation, sound communication skills and evidence from applicants that they can look beyond themselves to positively contribute to the wider community. Candidates, therefore, need to be able to show initiative, adaptability, creativity and teamwork. These indicators of a person’s potential are certainly assessable from a recruitment perspective, but not by some narrow measure.

While universities continue to debate the assessment of students, recruiters and hiring managers recognise a close fit between the needs of an organisation and the potential of a candidate is vitally important. For employers to achieve a more productive, dynamic workforce and be competitive in the international marketplace, a focus on potential as well as ongoing collaborative learning for all employees is required.

High-performing organisations will always emphasise professional development and executive recruitment should reflect that too. When you see candidates, imagine the possibilities and give them scope to realise their potential.

Is your organisation looking to the future in this way?

  1. ATARs are irrelevant, vice-chancellors say‘, The Age, 8 February 2016
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Posted in Slade Executive, The world @work