A Talentist

28

Business does not exist in a vacuum. So while my purpose may be to build better businesses on a better business and economic model, there is no part of how businesses exist in a larger ecosystem that isn't worth examining. Take the education system for example. It's not just that the modern western education system is destroying something of incredible value to the businesses of the future (imginiation and curiosity), it is also that the system is creating massive structural inequalities that will eventually shrink potnetial markets for goods and services. Our education system is driving a massive wedge between the upper and lower classes in America, splitting the middle class between those willing to mortgage their futures to get into the right school district and those who either can’t afford, or think it is imprudent, to take that kind of risk. The fault line that is being created by a lack of corporate recruiting competence is leaving the poor completely behind. They can’t afford to move into the right school districts, to get access to an education and supportive peer group that will ensure that they will get into the right college so that they can get the right job. And since the poor are disproportionately people of color, the corporate system is blasting away at it’s foot in two ways: first, by ensuring that the possible pool of talent it can draw from is always scarce and reinforcing behaviors that are antithetical to sustaintable advantage in the creative age, and second, because diversity of background, opinion, perspective and thought are critical to the creative process. But since corporations are ensuring that every nervous parent in America is obsessed with homogenizing the unique perspectives, thoughts, opinions and backgrounds from their kids as they move in droves to exclusive gated communities, the talent pool needed to sustain competitive advantage is shrinking at a rate that is inversely proportional to the overall value of talent to the enterprise. That’s right: the corporate system of selection based on experience and education ensures that as the possible talent pool grows due to immigration and globalization, and as the potential value of that pool grows relative to the needs of the organization, that corporations will actually have an ever smaller pool from which to pick.

27

I have never met a two year old that lacked imagination and curiosity. I have met very few 40 years that still posses either.There is this little voice in a parent's head that tells them that seven million years of biology can't be all wrong, that perhaps the very reason we have schools and jobs is because human beings are just naturally curious and inventive. We have this sneaking suspicion that seeking to normalize thoughts and feelings, begging all the while for external validation and the warm embrace of group-think may not be the right way to go. It's not just all the counter examples to the conventional wisdom: the Curries, the Sanders, the Einsteins, the Kings, the holy writings and yes, even the Gateses. Its the feeling that we are all just going to Abilene, that someone, somewhere started all this with a rather silly (and perhaps even sinister) notion and that now we are all just feeding upon the group's validation of something that may be very wrong. And like the paradox shows, the group think effect has to start somewhere. People far smarter than I have developed almost as many theories around this as there are children struggling in school. But my purpose here is to link building a better business on a better economic model with the lack of talent to make that happen. And therefore, I propose that the problem starts with us. We are doing it. Recruiters and HR people. We can’t put together a job description or a reliable method for improving performance, but we sure as hell know that if someone went to Harvard they are going to be right for the job. Corporations can’t tell you exactly how they built a culture that fostered creativity and innovation, but they know for sure that if you finished a project at Cisco you must be a high-tech titan. It is our own incompetence, our own ability to decipher and describe reliable criteria for success, our own inability to look at an individual’s past and figure out whether they will be successful in our future that drives us to this incredibly destructive behavior. Am I saying that because we can't write a good job description we are strip mining our most precious natural resource for the most mundane and common ore? Yes... I am.

26

(With an apology to my international readers...)

As a parent you are caught between society's rock and the soul's hard place. Every SUV driving, Eddie Bauer clad super-parent guzzling their third latte by 8:00 a.m. will tell you confidently that if you didn't get your child into the right pre-natal school they are doomed to a hopeless future of dead-end sanitation engineering jobs.  The conventional wisdom about how to ensure that your child will be the next Gates allows for no mealy-mouthed weakness, nothing other than a dutiful sieg heil to the super-parent's delusion that they can accurately predict the future .  Dutifully we parents continue to demand that our children strip away their creativity and individuality, their ability to play and interact and problem solve in complex environments. We schedule them from waking to sleep, and we listen as pop culture tells us that we just haven't done enough today to make our child into the next Nobel laureate. And yet most parents are harboring this secret fear that all this will indeed make Johnny a dull boy. Their kids are turning into narcissistic automatons that  don't much resemble kids at all, just small investment bankers that have trouble keeping their rooms clean. And while these little drones are getting the right grades in the right schools, hanging with the right friends and doing the right activities, Will Wright becomes a demigod whose success tells them "Crap, this may all be wrong."

25

Whether thoughtful or not, conscious or not, the modern western education system acts as if its purpose is to systematize, normalize and homogenize the K-12 education experience. It focuses maniacally on least common denominator proofs of a young person's ability to work at home (homework being an increasing part of most students grades), take standardized tests, commit facts to memory independent of meaning or context, dissect problems into component parts that an outside expert has already validated and ensure that behaviors that are celebrated in most creative institutions are crushed and burned early. All of this is being coupled with an insane drive on the part of parents to have their children do more homework, take more standardized test and get homogenized even further. Desperate to find validation in a complex world that seems to change its theories regularly about what constitutes good parenting, parents are only too dutifully running to take all the guess work out of education. 10 = 10, and that’s good enough for them.

24

More stories coming in about the difference between getting good grades and doing a good job. A friend has been reading this numbered rant and pulled me aside earlier this week. “You don’t know how much you have hit the nail on the head with this one” she told me. “My husband is running the software division of a new computer company. They are trying to solve really difficult software problems for a new computing platform. My husband needs help, so he has been calling in the best and the brightest comp sci guys he can find to help him. He has had to fire every single one. These guys simply can’t conceive of a solution that is outside their standard linear way of thinking. My husband is now hiring theoretical physicists and teaching them to code. It’s the only way that he can get the work done.” I have said it before, and I’ll probably say it many times hence… the jobs of the future will require creativity as foundational skill. You can say what you like about our education system (and many have), but nobody is claiming that the education system of today is enhancing the creative capabilities of our kids. At a certain point all the kids that get good grades, go to the right schools, know the right formulas and can perform all the right routines are going to have be trained to become like they were before they went to school: curious and creative. It is inevitable. And the reason it is inevitable is because recruiting hasn’t screamed “Stop the madness!”

23

A couple of months ago I was sitting next to the VP of engineering of a large software company located on the east coast. I was telling this person my Disneyland story. He replied “Depends on what you want to do.” I asked the engineer to clarify. “Well, I hire a lot of software and test engineers. Some of the jobs are pretty much rote coding type of stuff. Others are critical problem solving and new product jobs. When I want to hire the crank-turners I go to the comp sci programs in the area and go through the regular recruiting routine. The kids I get are fine for what I need them for. But when I want to hire problem solvers and innovators I skip the recruiting process entirely and go this one school, or look for graduates of that school. Funny thing is, this school doesn't graduate any software engineers. I have to train everyone I hire from there to code. But I have almost a 100% success rate finding the right people from this school.” (I have purposefully left this vague so that this individual can maintain their hard-earned competitive advantage in talent.) I then proposed that this engineer’s company would simply start outsourcing the “crank turning” jobs to China, India and Eastern Europe. “Sure – it’s getting close to the point where it is just too expensive to do knowledge labor here in the U.S., so eventually we will outsource all that stuff. But I need to be working in the same room with the innovators and problem solvers, so until I am ready to move overseas, I will continue to be bringing people here for that kind of work,” they replied.

21

(Thanks to all those who have sent me emails, comments and articles. I will be replying to those as the numbered rant concludes.)

Our education system is producing an entire generation of children that can barely think for themselves. Interactive environments where negotiation and social skills were enriched and enabled are dashed away in the vain hope that a full calendar of activities will ensure that little Jane or Johnny will get into the right school and earns lots of money. I was reminded of this recently when I chaperoned a group of 12 year old boys on a trip to Disneyland. Each boy was assertive to the point of being obnoxious and taxing, completely assured of their own self-worth and the value of their opinions. Every move I made resulted in a direct confrontation that questioned my ability to chaperon such a vaunted set of prodigies. Finally, on the second day, I pulled the boys together and said “You all seem very sure that each of you can have more fun if you are in control of where we go next. Yesterday we got on 15 rides due to my scheduling and mapping the appropriate routes. But since you are all very sure that you can do it better, today I will simply ensure your safety and let you determine where we should go, when.” The kids all gave a smug smirk and said “Finally!” Two hours later we were still sitting in the same exact spot, not having gone a single ride. That day we ended up going on three rides, and all of those were in the last hour before the park closed as the kids madly dashed to whatever was closest. It seems that all the children were extraordinarily adept at having their own opinions and questioning what everyone else did, but when presented with the opportunity to work as a group to guide their own destiny, they completely broke down and failed by any meaningful measure, especially by the measure of their own fulfillment and happiness. This is the result of the combination of upper-middle class value systems and the modern education system: narcissistic braggarts who can’t solve a problem on their own no matter how much incentive exists. Most of the children were straight-A students and were destined for the Ivy League. And still, I wouldn’t hire one of them if my life depended on it.

20

Perhaps if we were simply confronted with a static situation we could work our way around the education system. But things are getting worse…. Much, much worse. In order to normalize the data needed to establish the efficacy of education programs that teach these basic skills, and therefore insure that no child is left behind (or with a chance), all the creative and individual aspects of any result sets must be removed. Unfortunately for the people who insist on this normalized data, what is really being tested is the ability to take a certain type of tests. As numerous psychologists (and an increasing number of nuero-linguistic specialists) have discovered, intelligence takes many forms in people. Few would say that Bill Gates is an idiot, but he was barely coherent in early business meetings with IBM. IBM, deeply ingrained in a standardized vision of corporate professionalism, viewed Gates as borderline brain damaged. He would attend meetings mumbling to himself and rocking back and forth to the point where people would throw up their hands and leave the meeting. Since Gates couldn’t provide data in a format that the other members of the meeting found acceptable, should we infer that Gates is not intelligent? Or should the fact that Gates is the richest man in the world who has started and run the most successfully profitable corporate enterprise in all human history tell us something more meaningful?

19

It may well be that when explored from the very purpose of education we determine that organizing a learning environment in a hierarchical militaristic organizational structure that uses static information sources and that prizes and rewards rote memorization, basic analytical skills and obedience to higher authority. But until we have agreement about the purpose of formal education systems and structures we cannot reasonably answer whether those choices are appropriate or not. And as long as we can’t, we are forced to continue advocating for a system which, on its face, seems to be a complete failure at creating an engaged citizenry and a productive and engaged workforce. So the purpose of education is to perpetuate itself, and fight of all comers that may force it to reexamine its delivery mechanisms and methods, no less its reason for existence.

18

The modern western education system does not exist for the purpose of increasing the general productive capacity of the society. The modern education system exists for the purpose of perpetuating itself. It is an organism that has successfully fought off most major infections that would help it adapt into a superior being. To prove this point you just need to reflect upon what we have talked about so far and then continually ask the question “Why?” For instance, if tests are neither predictive of an individual’s ability to apply knowledge in a productive manner, nor able to infer an individual’s passion for a topic nor their ability to create and add value in the exploration of that topic, then why do we take tests in schools? If grades are not predictive of future success but only a quantitative measure (if that) of a person’s ability to adapt to a quasi-academic environment that is substantially different than the environment in which most people will create, produce and work the rest of their lives, why do we have grades? Why do we have teachers? Why do we have principals? School boards? Text books? Education may in fact be the one silver bullet we have. We engage in endless conversations about culture, business, celebrity and a myriad other issues. Why not education and its purpose?