技術(shù)變革時(shí)代，需要什么樣的終身教育？
Fred Swaniker
2019-09-10
非洲領(lǐng)導(dǎo)力大學(xué)創(chuàng)始人弗萊德·斯瓦尼克與學(xué)生進(jìn)行交流。圖片來(lái)源：非洲領(lǐng)導(dǎo)力大學(xué)
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在我與來(lái)自全球各地的企業(yè)高管談話時(shí)，他們最擔(dān)心的一個(gè)問(wèn)題，是企業(yè)缺乏足夠優(yōu)秀的領(lǐng)導(dǎo)人才，能夠帶領(lǐng)企業(yè)在這個(gè)不斷變化、高度動(dòng)蕩和充滿不確定性的世界中開(kāi)展競(jìng)爭(zhēng)。各行各業(yè)的企業(yè)已經(jīng)意識(shí)到，企業(yè)的未來(lái)發(fā)展，需要的是具有創(chuàng)業(yè)精神和能夠協(xié)作解決問(wèn)題的人才，以前的教育體系不可謂不成功，卻已經(jīng)愈發(fā)不能適應(yīng)新時(shí)代的新需要。 十年前，誰(shuí)能想象到有朝一日會(huì)有“無(wú)人機(jī)操作員”、“VR制片人”、“機(jī)器學(xué)習(xí)工程師”這樣的工作？而現(xiàn)在，隨著人工智能、數(shù)字化、自動(dòng)化技術(shù)的影響力和效能與日俱增，這種變化的速度也只會(huì)越來(lái)越快。 然而，傳統(tǒng)的高校教育并未跟上就業(yè)市場(chǎng)的變化腳步。很多大學(xué)的辦學(xué)理念還是沿襲自將近一千年前，也就是大學(xué)教育剛剛誕生的時(shí)候。然而這個(gè)社會(huì)卻早已發(fā)生了翻天覆地的變化。 因此，我們需要一種專門(mén)為21世紀(jì)設(shè)計(jì)的全新的教育機(jī)構(gòu)。這種機(jī)構(gòu)必須將重點(diǎn)放在我所說(shuō)的“適時(shí)學(xué)習(xí)”上。 一個(gè)“適時(shí)教學(xué)機(jī)構(gòu)”，必須遵循三個(gè)主要原則。 首先，它只有“開(kāi)學(xué)”，沒(méi)有“畢業(yè)”。你可以想象一下，你18歲時(shí)進(jìn)入這所教育機(jī)構(gòu)，但永遠(yuǎn)不會(huì)從這里“畢業(yè)”。起初的三四年，你每年要花8個(gè)月的時(shí)間學(xué)習(xí)，4個(gè)月的時(shí)間工作。然后在此后的職業(yè)生涯中，每年花1個(gè)月的時(shí)間，用11個(gè)月的時(shí)間工作。這家教育機(jī)構(gòu)還會(huì)向你提供來(lái)自同事的持續(xù)的、適時(shí)的反饋，讓你了解自己掌握了哪些技能，以及還有哪些不足。這種自適應(yīng)式的學(xué)習(xí)方法，就是這家終身學(xué)習(xí)機(jī)構(gòu)的個(gè)性化教學(xué)模式的基礎(chǔ)。 其次，衡量教育成功與否的標(biāo)準(zhǔn)，不在于你考試的能力，而在于你“學(xué)習(xí)如何學(xué)習(xí)”的能力。來(lái)自麥肯錫全球研究所的數(shù)據(jù)表明，在當(dāng)今這個(gè)瞬息萬(wàn)變的世界中，有50%的工作任務(wù)都可以被自動(dòng)化取代。如果你有了學(xué)習(xí)新技能的能力，面對(duì)世界的不斷變化，你就有了重塑自我、保持生產(chǎn)力的資本。 第三，你必須能夠通過(guò)多種方式學(xué)習(xí)，而不僅僅是在課堂上學(xué)習(xí)。因?yàn)楦鶕?jù)創(chuàng)新領(lǐng)導(dǎo)力中心的研究，人只有10%的技能是在課堂上培養(yǎng)出來(lái)的；還有大約20%的技能，是在你與同事、導(dǎo)師等發(fā)展關(guān)系的過(guò)程中習(xí)得的。剩下70%的技能則全部來(lái)自于經(jīng)驗(yàn)。 簡(jiǎn)而言之，最好的學(xué)習(xí)方法，就是“從干中學(xué)”。在適時(shí)教育機(jī)構(gòu)中，你的表現(xiàn)并不取決于考試的成績(jī)，而是取決于你執(zhí)行的項(xiàng)目，以及同事和經(jīng)理人的反饋。在這里，你要構(gòu)建原型產(chǎn)品、做實(shí)驗(yàn)、做研究、跟專家取經(jīng)，就好像給專家做學(xué)徒一樣。 這就是為什么醫(yī)科大學(xué)的教育模式雖然偏向傳統(tǒng)，但在培養(yǎng)人才上十分有效。醫(yī)生們會(huì)告訴你，醫(yī)學(xué)院最強(qiáng)大的地方，就在于他們可以開(kāi)展臨床實(shí)習(xí)。他們通過(guò)親自做手術(shù)來(lái)學(xué)習(xí)手術(shù)，通過(guò)親自與病人互動(dòng)來(lái)學(xué)習(xí)怎樣與病人互動(dòng)。 這種激動(dòng)人心的教學(xué)模式和教學(xué)趨勢(shì)，已經(jīng)可以在General Assembly等培訓(xùn)機(jī)構(gòu)中看到了。General Assembly開(kāi)設(shè)了數(shù)據(jù)科學(xué)等短缺技能的短期課程。此外還有優(yōu)達(dá)學(xué)城（Udacity）這樣的在線培訓(xùn)機(jī)構(gòu)，通過(guò)短短幾周的強(qiáng)化學(xué)習(xí)，就能在這里獲得“課程徽章”和“納米學(xué)位”。此類培訓(xùn)機(jī)構(gòu)的缺點(diǎn)是，它們過(guò)度集中于科技和數(shù)據(jù)科學(xué)，而且很多課程只在線上開(kāi)設(shè)，學(xué)員沒(méi)有與其他同事和導(dǎo)師發(fā)展關(guān)系的機(jī)會(huì)——而這一點(diǎn)對(duì)他們的未來(lái)發(fā)展也是至關(guān)重要的。 不光是科技領(lǐng)域，所有的學(xué)科門(mén)類都需要引入“適時(shí)學(xué)習(xí)”的理念——我們?nèi)松拿總€(gè)階段也是如此。正因?yàn)槿绱耍^(guò)去15年間，我們一直致力于打造一個(gè)終身的領(lǐng)導(dǎo)力發(fā)展平臺(tái)——從非洲領(lǐng)導(dǎo)力學(xué)院（ African Leadership Academy）的預(yù)科教育，到非洲領(lǐng)導(dǎo)力大學(xué)（African Leadership University）的本科和MBA項(xiàng)目，再到我們?nèi)ツ陝?chuàng)辦的全新的大型終身學(xué)習(xí)機(jī)構(gòu)——ALX。 這些注重經(jīng)驗(yàn)式教學(xué)的項(xiàng)目都取得了成功，令人深感鼓舞。比如今年早些時(shí)候，我們讓100名中層管理人員參加了一個(gè)為期6個(gè)月的應(yīng)用領(lǐng)導(dǎo)力發(fā)展項(xiàng)目，它融合了互動(dòng)式教學(xué)與人際關(guān)系發(fā)展，同時(shí)又注重將新知識(shí)立即應(yīng)用到實(shí)際工作中。在這100名經(jīng)理人中，有15人在課程結(jié)束前就獲得了提拔重用，其中一人甚至當(dāng)上了他所在公司的CEO。 如今，“大學(xué)”與“現(xiàn)實(shí)世界”之間的界限正變得越來(lái)越模糊。如果企業(yè)想讓員工掌握必要的新技能，首先要愿意讓員工在工作和學(xué)習(xí)之間適時(shí)切換。而傳統(tǒng)大學(xué)從設(shè)計(jì)上就從來(lái)沒(méi)有考慮過(guò)這一點(diǎn)。因此，我們需要一種新的教育體系。 而那些勇于打破傳統(tǒng)、勇于重新思考應(yīng)該怎樣開(kāi)展學(xué)習(xí)的企業(yè)和高管，則將在新一波技術(shù)顛覆的浪潮中立于不敗之地。（財(cái)富中文網(wǎng)） Fred Swaniker是非洲領(lǐng)導(dǎo)力集團(tuán)的創(chuàng)始人和CEO。他對(duì)本文中提到的企業(yè)并無(wú)投資或其他關(guān)系。 譯者：樸成奎 |
As I meet with senior executives around the globe, one concern haunts them more than any other: the deficit in the leadership talent necessary for their companies to compete in today’s highly dynamic, uncertain, and volatile world. Organizations of all stripes are increasingly realizing that the education system that propelled their success in the past is failing to produce the entrepreneurial and collaborative problem-solving talent necessary to thrive in the future. Ten years ago, who would have imagined that jobs like “drone operator,” “virtual reality producer,” or “machine learning engineer” would have existed? The growing influence and efficacy of artificial intelligence, digitization, and automation means that the pace of such change is getting faster and faster. Unfortunately, conventional universities are not keeping pace with this rapidly evolving future of work. Many are based on traditions that were established almost a thousand years ago, when universities were first created. A lot has changed since then. We need a new breed of learning institution that is designed for the 21st century. This type of institution must focus on what I call “just-in-time learning.” A just-in-time learning institution is designed around three key principles. First, it starts but never ends. Just imagine entering the institution at the age of 18 but never “graduating” from it. For the first three to four years, you spend eight months learning and four months working. Then, for the rest of your professional life, you spend one month learning and 11 months working. This institution equips you with continuous, real-time feedback from your colleagues to give you a sense of the skills you’re mastering and the gaps you need to address. This adaptive road map is the basis for your personalized learning at the lifelong institution. Second, success is not measured by your ability to recall facts and figures, but by how well you “l(fā)earn how to learn.” In our rapidly changing world, where, according to the McKinsey Global Institute, about 50% of current work tasks could be automated, the ability to rapidly learn new skills enables you to reinvent yourself and remain productive as the world changes. Third, you learn from multiple methods, not just from the classroom. This is because according to research conducted by the Center for Creative Leadership, only 10% of skills are developed in a classroom. Roughly 20% come from developmental relationships with peers and mentors, and a whopping 70% come from experience. Simply put, we learn best by doing. At a just-in-time learning institution, your performance is not assessed by exams, but by actual projects you implement and by feedback from your peers and managers. You build prototypes, conduct experiments, interview experts, and perform research. You apprentice under professionals. This is why medical university education is one of the more conventional university education models that actually still works. Doctors will tell you that the most powerful aspects of medical school are their clinical rotations. They learn surgery by doing surgery. They learn how to engage with patients by engaging with them. One of the most exciting trends approaching this model of learning today can be seen in training providers like General Assembly, which offer short courses in scarce technology skills like data science. Or look at online programs like Udacity, which deliver “badges” and “nano-degrees” in intense bursts of a few weeks. The downside of offerings like these is that they are overly focused on technology and data science, and many of them are only offered online—lacking the developmental relationships with peers and mentors that are so crucial to growth. We need just-in-time learning in all disciplines—not just in technology—and at every stage of life. That was the inspiration for the lifelong leadership development platform we have been building over the past 15 years—from our pre-university African Leadership Academy to our African Leadership University undergraduate and MBA programs to the new, large-scale, lifelong learning institution we launched last year, ALX. The success of these experiential-focused endeavors is encouraging. For example, earlier this year we took 100 mid-level managers through a six-month, applied leadership development program which blended interactive, peer-based learning with immediate, real-world application of new skills to their teams at work. Fifteen of these managers were promoted before they even completed the program, and one of them even became CEO at his organization. The lines are blurring between the “university” and the “real world.” Companies must be willing to let their employees pivot between work and learning if they want them to have the skills necessary to remain relevant. Conventional universities were never designed with this in mind. New vehicles are needed. The organizations and executives that are courageous enough to break with convention and rethink learning are those who will thrive in the coming tsunami of technological disruption. Fred Swaniker is the founder and CEO of African Leadership Group. He has no investments in or associations with the companies mentioned in this article. |
