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As
technology transforms the workplace, the need for innovation in learning and
development is urgent. In a series of recent discussions, members of the
Consortium of Advanced Adult Learning & Development (CAALD)—a group of
learning authorities whose members include researchers, corporate and nonprofit
leaders, and McKinsey experts—recently met in Boston for the second year in a
row.
In a series
of discussions, CAALD explored what is, and isn’t, being done to innovate in
these fields. Many CAALD experts were skeptical about the ability of
universities to respond rapidly enough. Some also suggested that as the
workplace changes, the role of the college degree will shift as well—and that
its value could even decline. Fortunately, innovation is taking place both at
universities and businesses, including AT&T, edX, Microsoft, and the
Massachusetts Institute of Technology (MIT). Participants described the
potential of these and other developments. And they agreed that while some
companies are ready to explore new ways of developing talent, sorting through
the options is complex and time consuming. The rapid growth of the gig economy
creates additional challenges—and opportunities—for innovation efforts.
Here we
present edited excerpts of these experts’ reflections, which build on related
CAALD discussions exploring artificial intelligence and the future of work.
Inertia in higher education
Jason
Palmer, general partner, New Markets Venture Partners: Our higher-education
system is 25 years behind the curve. There needs to be a new set of
institutions and programs that are jointly owned and managed by corporations or
industry.
Betsy
Ziegler, chief innovation officer, Kellogg School of Management: One of the
flaws of the American higher-education system is that once you cross the
graduation stage, we largely sever the relationship with you—with the exception
of viewing you as a donor. Your connection and loyalty to the school haven’t
changed but the relationship with the institution has. At Kellogg, we say,
“Congratulations” and give them a discount off executive-education programs and
lifelong access to the career-management center. But we do nothing with respect
to “how are your skills and capabilities changing over time? And what can we do
to help you meet these needs?”
Lynda
Gratton, professor of management practice, London Business
School : The universities
will struggle to adapt to lifetime learning. At London Business
School , we launched the
masters in management as a one-year program for students at the beginning of
their careers. We also have the Sloan program for midcareer people. But
lifelong learning is a more complex challenge, and while individual faculty are
enthusiastic, from an institutional perspective it’s hard to see how this would
fit with our current teaching practices or, indeed, how we could create a
business model around it.
Misaligned incentives
Beth
Davies, former director of learning and development, Tesla: I remember talking
to some community colleges that we were working with. I was asking them about
creating a certificate program, say, for manufacturing engineers. And they were
a bit reticent because their funding is based on completion rate.
Lee
Rubenstein, vice president of business development, edX: Think about that—the
North Star there isn’t the student, it’s the funding.
Damian
Ewens, project director, Opportunity@Work: I was in a six-month-long
conversation with a big community college and one of the coding boot camps, and
we were talking about how they might partner to blend the best of the
demand-driven-skills training within an academic institution. Six months later,
the idea finally got to the computer-science faculty. The chair of the
department discussed with the head of the coding boot camp the need to align
standards and outcomes.
“What are
your outcomes?” the professor asked.
“We have a
90 percent job-placement rate,” said the head of the boot camp.
“No. No.
What are your outcomes?”
“Everyone
gets a job.”
“I hear
that. I need to know what your outcomes are.”
A chorus of
faculty began to chime in about learning outcomes, and the boot-camp leader
responded, “We design the learning with the companies to make sure people get
the skills to get a job. But the ultimate outcome is still the job.” The
faculty was not convinced: “That’s not good enough.” Conversation over.
The matter of degrees
Marianne
Monte, chief people officer, Shawmut Design and Construction: I run the HR
department at a construction company. When I joined, someone said, “Everyone
has to have a degree.” I said, “Why?” No one had a good answer. They were doing
it because all the competitors did. But for the folks who go into the trades,
there’s no way that’s going to happen. Nontraditional learners tend to go into
those fields. We want to eliminate the stigma around that.
We also
went to the schools that provided degrees around specific topics. What we found
was that people who excelled in the organization were not the same people who
did really well in terms of getting those degrees or who even had them. Some of
our best executives are people who started in carpentry or started in
iron-worker roles.
Kris
Clerkin, managing partner, Volta Learning Group: A degree is not really a great
proxy for meaningful skills. When you look at a transcript, it has a list of
courses, but those don’t necessarily show skills or competencies. That said,
degrees are a recognized credential; employers use them as a signal. Plus,
there’s a yearning for them. It’s part of the American narrative. For me, it’s
more like “let’s figure out how to do this better, in a way that works for
employers and students. Let’s not throw out everything that we have, but find
more flexible ways of providing recognizable value of competency more quickly,
in smaller units that build to degrees.”
Katie
Coates, senior learning-solutions expert, McKinsey & Company: I do think
people want degrees. They want them because there isn’t an alternative. And
they want them because they want some marker.
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