"Many MOOC’s are based on an educational model that has a curriculum from a body of knowledge that, so the logic goes, when mastered will prepare someone for meaningful work. Improving one’s education to get a job is often a primary motivator for participation. It’s the way the system has worked for decades. The “job” was the way we redistributed wealth, making capitalists pay for the means of production and in return creating a middle class that could pay for mass produced goods. That period is almost over. America has hit peak jobs TechCrunch informs us. The New York Times calls it the rise of the permanent temp economy. The recession, combined with technology, is killing middle class jobs, reports the Associated Press.
"We will not find a rebalance between jobs and people having them."
Learn more about how this impacts marketing at www.sdl.com/five-truths Millennials are an interesting generation, and with a buying power in the trillions, it… (RT @Bob_Thompson: Understanding Global Millennials: Summary of Findings from Expanded ...
Forbes Nine HR Policies That Drive Good People Away Forbes There is a particular, awful feeling you get working in a company that is sinking. You can tell the minute you walk in the door that the energy is off.
Designing change can be following the whorl of a shell more than the steps of a pyramid. In practical terms this simply means that a few people begin designing an approximation of the organizational changes desired, with more people joining the design process in waves as the spiral expands.
We’re getting more stupid. That’s one point made in a recent article in the New Scientist, reporting on a gradual decline in IQs in developed countries such as the UK, Australia and the Netherlands. Such research feeds into a long-held fascination with testing human intelligence. Yet such debates are too focused on IQ as a life-long trait that can’t be changed. Other research is beginning to show the opposite.
The concept of testing intelligence was first successfuly devised by French psychologists in the early 1900s to help describe differences in how well and quickly children learn at school. But it is now frequently used to explain that difference – that we all have a fixed and inherent level of intelligence that limits how fast we can learn.
Defined loosely, intelligence refers to our ability to learn quickly and adapt to new situations. IQ tests measure our vocabulary, our ability to problem-solve, reason logically and so on.
But what many people fail to understand is that if IQ tests measured only our skills at these particular tasks, no one would be interested in our score. The score is interesting only because it is thought to be fixed for life.
Who is getting smarter?
Standardised IQ tests used by clinical psychologists for diagnostic purposes, such as the Weschler scale, are designed in such a way that it is not easy to prepare for them. The contents are kept surprisingly secret and they are changed regularly. The score given for an individual is a relative one, adjusted based on the performance of people of the same age.
But even as we become better educated and more skillful at the types of tasks measured on IQ tests (a phenomenon known as the “Flynn effect”, after James Fylnn who first noted it) our IQs stay pretty much the same. This is because the IQ scoring system takes into account the amount of improvement expected over time, and then discounts it. This type of score is called a “standardised score” – it hides your true score and merely represents your standing in relation to your peers who have also been getting smarter at about the same rate.
This apparent stability in IQ scores makes intelligence look relatively constant, whereas in fact we are all becoming more intelligent across and within our lifetimes. The IQ test and the IQ scoring system are constantly adjusted to ensure that the average IQ remains at 100, despite a well-noted increase in intellectual ability worldwide.
By 2040 we estimate that women will represent some 30 percent of the incoming class of the top 2,500 global CEOs. And that proportion will only increase over time.
To punctuate the rise of women leaders and to help personify the challenges CEOs will encounter by the middle of this century, we have envisioned a prototypical chief executive of 2040. We call her Melissa. She was born in the 1980s or ’90s; in 2014, she is likely in graduate school or the early stages of her career.
The news media regularly reports on yet another famous individual caught out in inappropriate, injudicious behavior. This includes leaders in industry and government as well as ‘stars’ in entertainment and sports. These individuals, despite their brilliance, talent, wealth and power, are shown to have feet of clay. This metaphor is from the Book of Daniel, written over 2000 years ago. Clearly we’ve known about our self-destructive capacity for a very long time. These dramatic instances of poor behaviour are both fodder for tabloids and for great enduring literature. Today we ascribe this self-defeating behaviour as a lack of social and emotional intelligence.
EQ, also known as Emotional Intelligence, has four broad dimensions – self-awareness, self-management, social awareness, and relationship management. It’s a natural complement to Cognitive Intelligence, or IQ (Intellectual Quotient). Like IQ, EQ is also needed at all life stages. EQ has four broad dimensions – self-awareness, self-management, social awareness, and relationship management.
Our collective “EQ Gap” plays out in our own lives at school, work, and the community. While it usually doesn’t become a news story, the consequences are just as dramatic and destructive….
¿Qué es lo que promueve, de forma natural, la enerosidad? Piensa un momento en ti mism@: Cuando eres realmente generos@ con alguien ¿por qué lo eres? ¿Dónde nace tu motivación y tu deseo de ser generos@, de dar, de entregar – sin contabilidades -?