Reframing the Purpose & Value of an Education

When we were young students, we often remarked to our teachers: "This subject is useless to me. When am I ever going to use this knowledge in the real world?"  Teachers everywhere cringe at this comment.  Today, many people are questioning the value of higher education as a whole.  Schools are scrambling to demonstrate their graduates' return on investment.  Institutions should be focused on helping students prepare for a successful career.  Developing practical skills and capabilities is important.  Yet, the value of higher education extends well beyond learning concrete skills that are easily transferable to the first job after graduation.  

As a faculty member, I believe that I'm helping to form the whole person, to contribute to the personal development of young people.   As part of that formation, I believe that I'm responsible for shaping the minds of my students, not by teaching them what to think, but how to think.  We sharpen their minds not by giving them all the answers, but asking tough questions. We push them, challenge them, and ask them to do something perhaps they did not think they could accomplish.  Sometimes, it means making them uncomfortable.  

Employers need to be focused on understanding the quality of the minds they hire, not just the batch of immediately applicable skills that person brings to the table.  By that, I don't mean focusing on GPA or test scores alone.  I mean that employers need to assess how applicants think through tough problems.  How do they frame an issue, explore alternatives, analyze ambiguous data, and draw conclusions backed by strong supporting logic?

As I think about these issues at the end of this academic year, I'm reminded of one of my favorite movie scenes about teaching and education.  The movie is The Paper Chase, starring John Houseman as a professor teaching first-year students at Harvard Law School.  He offers a beautiful soliloquy about his approach to teaching during an early scene in the movie.   My favorite quote: "We do brain surgery here. You teach yourselves the law, but I train your minds. You come in here with a skull full of mush, and you leave thinking like a lawyer." 

Educating Students More Effectively, Preparing Them for the Workforce

Source: https://theglobalscholars.com/

Did you use a laptop to take notes in class during school?  Do your children use laptops during class to take notes?  University of Wharton Professor Adam Grant points us to a recent meta-analysis published in the Educational Psychology Review by Abraham Flanigan and his co-authors.  The results are crystal clear.  Grant summarizes the key findings: 

24 experiments: Students learn more and get better grades after taking notes by hand than typing. It's not just because they're less distracted—writing enables deeper processing and more images. The pen is mightier than the keyboard.

Perhaps all those schools requiring students to spend a big chunk of their day on Chromebooks should rethink their pedagogical approach.  As more and more companies complain about the skills and capabilities of entry-level employees, we need to rethink how we teach and how students learn.  Yes, we need to enable young people to use technology productively.  We can't go back to the stone ages.  However, we cannot just blame the phones and social media for the challenges that learners face these days (though banning phones in schools is an excellent idea).  We have to ask ourselves whether we have contributed to the challenges learners face by shifting so much teaching and learning from paper and pencil to the Chromebook (or other devices).  

Super Bowl Coaches, The Curse of Expertise, and The Importance of Perspective Taking

Source: Sporting News

As we approach the Super Bowl this weekend, here's a quick look back at the history of NFL championship coaches.  The data are clear.  In football, championships are generally not won by coaches who were formerly superstar players.  33 coaches have won the 54 Super Bowls that have taken place. Several coaches have earned multiple championships, including Bill Belichick (6) and Chuck Noll (4). Of those coaches, only 1 man made the Pro Football Hall of Fame as a player (Mike Ditka). Only 2 men earned Pro Bowl status as players (Mike Ditka and his mentor, Tom Landry, who made it to one Pro Bowl as a punter for the New York Giants in the 1950s). None of the other Super Bowl winning coaches earned Pro Bowl status as a player. 

Why might great players not thrive as coaches in the league?  Multiple potential explanations exist.  However, I'll focus here on something called the curse of expertise.   Put simply, experts sometimes have a difficult time teaching much less experienced and accomplished people.  Why?  They forget what's it like to be in the novice's shoes.  They can't predict the types of challenges and problems that the novice will face when mastering a new skill.   In many cases, the expert may not even be fully aware of the "how" behind certain highly effective results.  It comes so naturally to them that they don't have a complete understanding of the process that leads to those successful outcomes.   

Moreover, a study by Yale psychologists Matthew Fisher and Frank Keil shows that experts think they can teach and explain effectively.  In other words, they often don't recognize the curse of expertise.  Fisher and Keil conducted a series of experiments demonstrating that, "Highly educated individuals tend to overestimate their ability to explain their own areas of formal expertise."   In short, they argue that the experts' "confidence is unwarranted."  

Managers in business face the same curse of expertise as they lead teams and organizations.  They may not be able to recognize the problems and challenges that front-line or entry-level workers face as they try to master their job.  They may be overconfident in their ability to teach their team members.  To overcome the curse of expertise, managers need to get better at perspective taking.  They need to be able to step into their employees' shoes.  They must ask open-ended questions to learn about the challenges their team members are facing.  They have to reflect back and recall some of the early failures and stumbles in their career.   They need to check in with their employees and test for understanding after explaining something to them.  How did they interpret what I said?  Did they understand my rationale, my thinking, my logic?  Finally, managers need to invite questions.  What more would you like to know?  How can I clarify what I have explained?  The better managers become at perspective taking, the more likely they are to overcome the curse of expertise.  

Innovations in Teaching at Bryant

I'm very excited about the innovations in teaching and learning taking place on our campus at Bryant University and looking forward to the opening of our new Academic Innovation Center later this summer.

Introducing The Food Truck Challenge!

I am very excited to announce the launch of a new online experiential exercise that I have developed in collaboration with Harvard Business Publishing and Forio (the same partners with whom I collaborated on two prior simulations including the Everest Leadership and Team Simulation).   This new teaching tool is titled, New Venture Exercise: The Food Truck Challenge.  Unlike my prior simulations, this exercise is designed to be run in just 30 minutes.  Faculty members should be able to run the exercise and debrief it in a single class session.   In this online exercise, students try to run a successful food truck in the city of Boomtown. Students work individually or in teams to achieve maximum revenue over 5 simulated weeks and win the "Food Truck Challenge." In each round, students make decisions about where to park and what menu item to offer in hopes of finding the best menu-location combination and yielding the highest sales.  We believe that this exercise is well-suited for instructors teaching entrepreneurship, design thinking, new product development, innovation, and team/organizational learning topics and courses.   I hope that many professors will take a look!  

What Do You Do During the First Five Minutes of Any Meeting?

In a terrific article for the Chronicle of Higher Education, James Lang writes about how faculty members should use the first five minutes of class more effectively.   Lang points out that many faculty members engage in mundane logistical or administrative tasks during the opening moments of class (taking attendance, reminding students of items on the syllabus, talking about deadlines for future assignments).  He recommends a different approach.    Lang writes:

The opening five minutes offer us a rich opportunity to capture the attention of students and prepare them for learning. They walk into our classes trailing all of the distractions of their complex lives — the many wonders of their smartphones, the arguments with roommates, the question of what to have for lunch. Their bodies may be stuck in a room with us for the required time period, but their minds may be somewhere else entirely.  It seems clear, then, that we should start class with a deliberate effort to bring students’ focus to the subject at hand. Unfortunately, based on my many observations of faculty members in action, the first five minutes of a college class often get frittered away with logistical tasks (taking attendance or setting up our technology), gathering our thoughts as we discuss homework or upcoming tests, or writing on the board.

Lang has some great suggestions, starting with his first and most important one:  Open with a question or two.  In so doing, you articulate the purpose of that particular class.   Perhaps you intrigue them a bit and/or capture their attention.  You also invite their active participation.  

The same advice holds true for meetings at work.   As the leader of a team, consider carefully how you start your meetings.  Do you launch into mundane administrative talk, or do you articulate a clear and compelling question?   In so doing, are you articulating the purpose of the meeting quite clearly? Perhaps most importantly, by starting with a question, you are inviting your team members' comments, insights, and questions.  You are drawing them into the conversation and giving them license to share their ideas.  

What the Professor is Really Saying: The First Day of Class

Since today marks the first day of classes here on campus, I thought I would share this humorous video. 

The Protege Effect: Lessons for Leadership Development?

You often hear the adage, "The best way to learn something is to teach someone else... If you can teach someone about a subject, you really have to understand the material."  New research, described by Annie Murphy Paul in Time magazine, reinforces the accuracy of this nugget of wisdom.  Scholars have used a "teachable agent" - a computerized animated figure named "Betty's Brain" to examine what they call the "protege effect."   Betty's Brain behaves like a real-world student.  Children are encouraged to "tutor" Betty's Brain.  The studies find that, "Student teachers are motivated to help Betty master the material, so they study it more conscientiously. As they prepare to teach, they organize their knowledge, improving their own understanding and recall. And as they explain the information to her, they identify knots and gaps in their own thinking."  Moreover, scholars have found that, "The agent’s questions compel users to think and explain the material in different ways, and watching the agent solve problems allows users to see their knowledge put into action." 

Is there a lesson here for leadership development?  I believe so.   Leadership development professionals, professors, and consultants always struggle with how to get managers to actually change their behavior based on what they might learn in a classroom-type environment.   We might think about putting high-potentials in the role of teacher, not just the role of student.  If we put high-potentials in the role of mentoring and teaching new hires and other junior employees, then perhaps the high-potentials will learn new skills and capabilities more effectively.  Perhaps behavior will change more significantly and more quickly. 

New version of Everest Leadership and Team Simulation released!

I'm very excited to announce that Harvard Business Publishing has just released a new, updated version of the Everest Leadership and Team simulation (Everest 2.0!) which we developed originally several years ago.  We are incredibly grateful to all the instructors who have adopted the simulation in the past few years, and who have taken time to offer us useful feedback.  We have tried to address many of the suggestions and ideas offered by faculty members and students.  We think you will really enjoy the upgrades! 

I'd like to thank the entire team that worked on the simulation as well.  I always enjoy working with my co-author, Amy Edmondson.   The team at Harvard Business Publishing is just terrific, led by Heide Abelli and Nicole Harris (Nicole, in particular, did much of the heavy lifting on the revision).  Finally, Michael Bean and his team at Forio do a terrific job of software development. 

By the way, for those who are interested, we have been working on a new simulation.  We have a fair bit of work left to do, but I'll post details once we are close to completion.

I've posted the official announcement about the Everest simulation from Harvard Business Publishing below, which contains a few details about the upgrades to the simulation. 

Harvard Business Publishing is pleased to announce that the Leadership and Team Simulation: Everest V2 is now available. This second release of the team-based simulation combines the proven learning objectives and storyline of the original with an updated user experience for both student and instructor.

Key Features:

• NEW Design—Updated visuals and navigation enhance the look and feel of the simulation while maintaining the principles of the original for continued ease of use.
• NEW Setup Options—Drag and drop functionality and the new auto-assign feature simplify and expedite team and role assignment.
• NEW Teaching Materials—The updated Teaching Note reduces simulation ramp-up time. A new Microsoft PowerPoint deck populated with your specific classroom results provides an effective and efficient tool for a classroom debrief session.
• NEW Performance Tracking—New debrief histograms offer role-by-role comparison of individual goal achievement across teams. Now you can also download results for multiple teams for more powerful results analysis.