There is a talent problem in our economies. Speak to any employer in almost any country, and they will tell you how hard it is to find good employees with appropriate skills. And, this happens despite a massive expansion of public education system and rising literacy, an unprecedented level of access to Higher Education and Skills Training. There is also a near total consensus that education has an economic goal - jobs or career - and most employers have existing programmes and expansive plans to engage with education providers at all levels in search of talent. And, yet, the problem persists - and getting worse.
Here, I think, we should make the case for a paradigm shift. The recruitment of talent currently happens with a supply chain paradigm. Even in the best of the cases, where employers are deeply engaged with education institutions, they try to shape the curriculum, spot student talent early and do campus interviewing, they are still looking at the educators as passive suppliers of talent, whose job is to educate people to the employers' specifications.
Sure enough, there are other models that exist, but only at the very high end of the talent pole. The research scientists, for example, would transition from education to employment entirely differently, as the labs and projects are often jointly owned and run, between the employers and the universities, and the dividing line between work and learning is far less clearly drawn. This is perhaps because, at that level, the 'competencies' are transient and dynamic, and on the employers' side, the stakes are higher and the economic case is easy to make.
It is difficult to see how such a system could work for an Indian outsourcing firm recruiting thousands of people every year, or a small business requiring a few entry level talent. But, the existing model of finding talent, that of being a customer to the universities, is not working either. This is because the 'competencies' have become as dynamic as ever, even in the entry level jobs, and the business models of both the large and small employers at lower tiers of the value chain are now susceptible to dramatic change. The Indian Outsourcing companies, unable to compete on costs in the face of automation, are trying to climb up the value chain, and try to move from 'jobs' to 'ideas' business; they can not achieve this without overhauling their talent recruitment model. On the other end of the scale, the small, niche, companies are trying to move from 'services' to products, reducing unit costs but creating greater complexity of design. And, for companies across the spectrum, new challenges are emerging - demanding greater sensitivity to markets and customers, more transparent operations and deeper compliance, cultural sensitivity fit for a global workplace - which the current recruitment model insufficiently addresses.
The employers are seeking to solve this by doing more of the same - deeper engagement in curriculum design, more campus interviews etc. But the solution may lie elsewhere. It is important to look at how new industries are emerging in different places. This often happens anchored around an IBM, a GE or a General Motors, but not driven by them: Rather, an ecosystem emerges as the Supply Chain transforms into a Value Chain!
The difference between the Supply Chain and the Value Chain is that innovation happens at different levels of the supply chain rather than being at the customer end. The traditional model of Big Company Labs innovating and then handing down the specifications to the suppliers to conform to is the old model, and it is now getting replaced by what you may call the 'Cisco model', where an ecosystem of providers, working competitively or collaboratively, building innovation at every step of the process. In this model, the End Customer is an active participant, a conduit to market, and a guarantor of relevance.
A similar model is needed to solve the problem of finding talent, and if we may call it, the next talent innovation. The employer should not merely participate in curriculum making, as this is a static process, often obsolete even before this is put to practise. Besides, in real world, changes happen within the practise, in small steps, in emerging use of tools, rather than in overarching theoretical models, the level curriculum deals with. Instead of giving inputs to curriculum, the employer should perhaps be the curriculum, allowing co-ownership of the educational experience. An active strategy to transform the educational experience, with employers standing guarantee to innovation, is one way to encourage innovation at every step of the educational experience - and for creation of a value chain for talent.
Popular posts from this blog
A friend has recently forwarded me a quote from Lord Macaulay's speech in the British Parliament on 2nd February 1835. I reproduce the quote below: "I have traveled across the length and breadth of India and I have not seen one person who is a beggar, who is a thief. Such wealth I have seen in this country, such high moral values, people of such calibre, that I do not think we would ever conquer this country, unless we break the very backbone of this nation, which is her spiritual and cultural heritage, and, therefore, I propose that we replace her old and ancient education system, her culture, for if the Indians think that all that is foreign and English is good and greater than their own, they will lose their self-esteem, their native self-culture and they will become what we want them, a truly dominated nation." The email requested me to forward me to every indian I know. I was tempted, but there were two oddities about this quote. First, the language, which
Introduction : The Business of Gift Giving Business gift giving has always been common and contentious at the same time. Business gifts are usually seen as an ‘advertising, sales promotion and marketing communication medium’ (Cooper et al , 1991). Arunthanes et al (1994) points out that such gifting is practised usually for three reasons: (a) in appreciation for past client relationships, placing a new order, referrals to other clients, etc.; (b) in the hopes of creating a positive, first impression which might help to establish an initial business relationship; and (c) giving may be perceived as a quid Pro quo (i.e. returning a favour or expecting a favour in return for something). The practitioners of gift-giving generally argue that doing business is often an aggregation of personal interactions and relationships, and gift-giving should be seen as a natural way of maintaining and enhancing these relationships. ‘Business gifts, especially one given in the course of the festive s
Buzzwords have disadvantages. Right now, experiential learning is one, and that means we put the label on everything and it stops to mean anything. Also, this means reasonable conversation about experiential learning becomes difficult - at times such as this, either you preach experiential learning or you are traditional, antiquarian and hopelessly out of touch. But, overlooking the limitations of experiential learning can cause big problems. Experiential Learning does many things - putting practice at the heart of learning is an important paradigm shift - but not everything, and it is important to be aware what it does not do. Usually, we equate the terms Project-based Learning (the method) with Experiential Learning (the idea) and Learning from Experience (the ideal), treating them as one and the same and using the terms interchangeably. Any talk about distinctive meaning of these terms is usually seen as pedantic, but really represent very different ideas about education.
There is no other city like Kolkata for me: It is Home. The only city where I don't have to find a reason to go to, or to love. It is one city hardwired into my identity, and despite being away for a decade, that refuses to go away. People stay away from their homeland for a variety of reasons. But, as I have come to feel, no one can be completely happy to be away. One may find fame or fortune, love and learning, in another land, but they always live an incomplete life. They bring home broken bits of their homeland into their awkward daily existence, a cushion somewhere, a broken conversation in mother tongue some other time, always rediscovering the land they left behind for that brief moment of wanting to be themselves. The cruelest punishment, therefore, for a man who lives abroad is when his love for his land is denied. It is indeed often denied, because the pursuit of work, knowledge or love seemed to have gotten priority over the attraction of the land. This is particularly
Today, Helen Goddard, 26, a highly popular music teacher of a City School for Girls, has been sentenced to 15 months in prison. Her crime was to carry out a year long lesbian affair with one of her pupils, who appeared in the court and admitted that the affair was consensual and it was she who pressured Helen into the affair. For Helen, a bright musician and a devout Chistian, this is an extraordinary lapse of judgement. Also, she was teaching in the £13,000 private girls only school in London. She was surely aware what the consequences of her action will be. The fact that she still could not stop herself tells us that lovers do not always act rationally, something we always knew. There is more in this affair than personal tragedies. For a start, this has all the dramatic elements: a bright, beautiful teacher more in Julia Roberts mould [as in Mona Lisa Smile], a stiff upper lip school [not unlike Wellesley] and a story like Notes On A Scandal with an added twist. Indeed, Helen
In most societies today, making profits are accepted as moral, if not especially praiseworthy. This was not as obvious as it appears today – people used to be embarrassed about making a profit not so long ago. Crazy as it seems today, it is worth thinking why it was so. Profits, as economists will put it, is the reward for risk-taking, for putting a business enterprise together in the pursuit of an objective. In this definition, remember, profits are not what it is commonly understood to be – the gross middle-line towards the bottom – but a figure net of entrepreneur’s earning [wages for his labour], dividends and interests on borrowed capital, and provisions for building and other physical assets [a sort of rent, offsetting what these assets could have earned if leased out]. This pure profit – surplus – accrues to a business as a reward to its organisation, for the act of entrepreneurship itself. Economists were divided on how this surplus comes about. The conventional wisdom was,
Introduction: Hastings in the history of Indian Education Whether or not one includes Warren Hastings in the history of Education in India is a matter of perspective. If writing the history of education means writing the history of schools, the impact of Hastings' administration would be quite limited. If anything, the rapid implosion of local rulers in Eastern, Southern and Northern India during Hastings' tenure had meant a bleak period for the indigenous education system, as patronage and funds would have dwindled away for many of them. The Company administration really concerned itself with the schooling of the natives only after 1813, as Nurullah and Naik rightly pointed out ( see my earlier post ) and one can legitimately start the story at this point. However, if history of Education in India is to encompass the transformation of Indian Scholarship, on which foundation the new, colonial, system of Education would be built, the story must start with Warren Hast
It's not often that I get to do things I like, but, as it happens, the lockdown came with a little gift. I was asked to develop, by an Indian entrepreneur with a strong commitment to education, a framework for a Liberal Education for one of his schools. And, as a part of this exercise, I was asked to develop a critique of Indian Education, if only to set the context of the proposal I am to make. I claim to have some unusual - therefore unique - qualification to do this job. I am, after all, an outsider in all senses. I have lived outside India for a long time, but never went too far away, making it my field of work for most of the period. I have also been outside the academe but never too far away: Just outside the bureaucracy but intimately into the conversations. I worked in the 'disruptive' end of education without the intention to disrupt and in For-profit without the desire for profit. Along the way, the only thing I consistently did is study educatio
I wrote a note on Kolkata, the city I come from and would always belong to, in July 2010. Since then, the post attracted many visitors and comments, mostly critical, as most people, including those from Kolkata, couldn't see any future for the city. My current effort, some 18 months down the line, is also prompted by a recent article in The Economist, The City That Got Left Behind , which echo the pessimism somewhat. I, at least emotionally, disagree to all the pessimism: After all Kolkata is home and I live in the hope of an eventual return. Indeed, some change has happened since I wrote my earlier post: The geriatric Leftist government that ruled the state for more than 30 years was summarily dispatched, and was replaced by a lumpen-capitalist populist government. Kolkata looked without a future with the clueless leftists at the helm; it now looks without hope. However, apart from bad governance, there is no reason why Kolkata had to be poor and hopeless. It sits right
In our age, the only way to be politically correct is to be democratic. This is a post-70s affair - those days, still, some people had alternative ideologies in mind. Those alternate ideas are dead and gone, long discredited, and it seems that we have only one system which can make people happy, free and live longer. So, we have this huge export industry of democracy, and democracy's warriors, which the American security establishment has lately become. The democracy's businessmen, the bond traders, the media barons and the Hollywood types, are feted everywhere. The consensus is deafening and dumbing. It is indeed awkward to ask now - whether democracy is the right system for every society. It indeed should be. Collective wisdom is better than individual autocracy. In societies where democratic elections have been few and far between, the popular vote has demonstrated the extra-ordinary political savvy of the usually disinterested masses. Democracy has proved to be an excell
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.