Posts Tagged ‘readiness’
Whenever I meet a new group of people, I can quickly gauge if my workshop or seminar will have a lasting change. There is something about them that reflects their mindset.
It is not the spring in their step or their punctuality as they walk into the room.
It is not the questions they raise or the comments they make during the time I spend with them.
It is not their level of involvement in the activities that I design for them.
All these matter, but they are not reliable or take time to emerge.
So what is my quick gauge of readiness to learn and to change?
Where possible, I communicate with organisers beforehand and ask them to tell participants to bring “Internet-connected devices” with them.
My quick gauge is how many bring and prefer to use their mobile phones. If most do, this means they are already very much like the learners they teach. This alone is a strong indication of their readiness to change and to learn.
It matters little if they are all punctual, candid, or active if they are also not possessing a mobile mindset. Such a mindset is current and connected. It is about taking ownership, being adaptable, and using what you have in hand.
This week there were a few online rumblings on being “future ready” in education. These are barks woofing up the wrong tree.
You cannot be truly future ready, but you can be prepared. Readiness is a state of body (being); preparedness is a state of mind (thinking and doing).
For example, you cannot be fully ready for an earthquake, but you can be prepared for one. Likewise, you cannot be absolutely ready for the uncertain future of education, but you can be prepared for what comes. In both cases, the unpredictability of events prevents complete readiness. The capacity of people to respond positively is a sign of preparedness.
I came to this realization after reflecting on this at least four other times:
- 2 May 2013: Prepared or ready? (Readiness is a theoretical construct. Preparedness is a practical mindset.)
- 24 Jun 2013: Not masking preparedness with readiness (Preparedness comes from sensing change and might give the impression of readiness.)
- 27 Nov 2014: Ready or prepared? (Readiness is a function of skillset and knowledge. Preparedness is more a function of mindset and attitude.)
- 16 Feb 2015: You cannot be ready but you can be prepared (Preparedness means being in touch with the present and doing what is relevant now.)
Now I add a bit more to the mix.
I am not playing some petty semantic game. Words not only hold meanings, they also represent values and can shape behaviours. A non-critical use of “future ready” sets people up for an unrealistic task.
Readiness is like a binary state: You are either ready (1) or you are not (0). You are either ready to leave home or you are not. If you think you are not sure, you are actually not ready.
It is all right not to be ready, particularly if the circumstances change constantly. You will manage if you are prepared to adjust, improvise, or change.
Pragmatically speaking, we need thinkers and doers who do not just feed the rhetoric of being “future ready” but focus instead on preparing constantly.
There are bad and good ways to prepare. There are some people in the world who actively prepare for a fictional zombie apocalypse. Sometimes they seem to do this so that if it happens, they can say “I told you so!”.
This is not why educators should prepare for change. We prepare because what we do with educational technology, for example, is important now. Despite how quickly technology can change, being immersed with it keeps us nimble and adaptable. We prepare because such practice helps now and such a mindset also helps in the future.
Last week, this MindShift article suggested that educators not get caught up with the current narrative in most schooling systems.
The narratives that currently play out include systems that do not promote creativity and innovation, rudderless and unsustainable change, and administrative initiatives that do not necessary focus on learners.
The article suggested creating a new narrative instead. It started with this call to action:
If you’re a teacher, you have placed yourself in the most enviable, challenging, fulfilling role possible in the 21st century: You are responsible for co-creating a future that no one can imagine, and helping an untested generation of youth navigate unknown waters. Nothing—nothing—really prepares you for this role.
As good as that idea and the ideas that follow it are, I disagree that nothing can prepare teachers for the unknown.
Other sectors like the military and businesses prepare for the unknown by forecasting and anticipating. Schools are no exception.
There might also be a confusion between readiness and preparedness.
Readiness implies that you have thought of everything and have every response in place. Despite any preparation and practice, no organization can say it is absolutely ready for the VUCA future. We call our time VUCA but a look back into recent history will tell us every generation before us felt the same way.
Look at this another way. Schooling should not be an attempt to create learners to are ready to be workers because there are far too many gaps in schooling. Take this US-based example for instance.
I know of a US outfit that wants to address gaps like this, but focus in the area of soft skills instead. I read about a Singapore-based outfit that has got US-based funding to do something similar.
Even when you know what the gaps and needs are, you cannot get learners to be absolutely ready to be workers. You can only try to prepare them while bearing in mind that the preparation will be flawed.
So how might teachers become educators and prepare themselves better in order to prepare their students as best they can? They must go beyond consuming, knowing, and then ignoring good research or thought leadership. They must get into the mode of doing, failing, and learning.
The MindShift article started with an example of work that embraced social networks. If teachers want to not just monitor the pulse of change but also be immersed in it, they must blog, tweet, Instagram, curate, or otherwise create.
There is no substitute for being a participant in the world of the learner to anticipate what learners need. You cannot stand to one side or stay in your safe, walled-off zone and still claim that you know what is going on.
There is no harm in getting out occasionally to reflect and rise above. But you must jump in, get stuck in, and eventually learn to love the struggle. That is how you will get teachers who are never quite ready but are better prepared for now and the future of kids.
Several weeks ago, I was asked to deliver a 15-minute keynote at an informal event. The event was so informal that an organizer forgot to ask me to speak.
I did not get to share some important ideas at that occasion even though I had put a lot of thought and effort into providing a thought-provoking session.
Rather than be disappointed, I wondered if I could apply my keynote strategy at another occasion.
It only took two weeks for serendipity to knock on my door. I was invited to speak at a more formal occasion and for a longer time. The topic was also open enough for me to test a new opening story and the strategy.
I was glad that I took the opportunity because it got an otherwise passive audience emotionally and cognitively invested in the experience.
I like reminding people that it is better to be prepared than to try to be ready with technology-mediated change.
It is nearly impossible to be ready because the technology evolves, the circumstances change, the strategy grows, or the content becomes irrelevant by the time people think they are ready.
While readiness is a function of skillset and knowledge, preparedness is more a function of mindset and attitude.
The shortage of N95 masks during the current haze reminded me about the difference between being prepared vs being ready.
CeL purchased these masks several months before the haze not because we projected how bad the haze would be. We were reacting to a disease outbreak in the office at that time.
Back then we bought the masks in bulk at low cost. There was no real demand for them.
Fast forward to today and we now each have a mask and a backup. The pharmacies island-wide have no stock of these items.
We are not patting ourselves on the back for being ready. We did not anticipate the haze being so bad and the demand for the masks being so high.
But we were prepared because we reacted to something else and because we took preventive action just in case. It is paying off now.
I see similarities in planning with and for educational technology. There is only so much you can predict because this field has rapidly moving targets. But if you sense the environment closely you might just pick tools and strategies that last long or have transferable value.
Any forward-thinking organization will want to know if it is future-ready. If it does, I think it is putting its eggs in the wrong basket.
To be ready for the future is to imply that you have thought of every contingency and are ready for whatever comes. The only thing certain about the future is that it is uncertain. You cannot possibly be completely ready.
But you can be prepared.
To be prepared is to not necessarily have all the ideal infrastructure, policies, or people in place. Instead, what you have is ready to change, adapt, and adopt.
Readiness is a theoretical construct. Preparedness is a practical mindset.
The Super Bowl is something not many folks in our part of the world will be familiar with or care about.
Suffice to say that the ads that air during this event are probably the only ones people actually anticipate.
One thing that was not anticipated was a 30-minute blackout during the game.
According to this CNET article, Oreo took advantage of the blackout by running this Twitter-based ad which “caught fire, and… had been retweeted 13,734 times” at the writing of the article.
I think that this is a lesson on being ready to spring into action in order to turn a problem into an opportunity.
That is something I try to do. That is also something I am preparing CeL to do.