Which of you is a teacher?
Which of you is a parent?
Who of you, on the other hand, feels an educator or a mentor?
It is true: we are all educators! We are all mentors!
We all have responsibilities towards the students,
towards the children, towards the collaborators.
What a challenge!
The challenge is precisely that of educating, from e-ducere, bringing out the best
from the people who somehow gave us life.
And I, in my activity as an educator,
I’ve always tried to get people to what they could be,
starting from situations of initial skills and attitudes.
This phrase of Goethe has always guided me:
“Treat a human being for what he is,
and it will remain what it is.
Treat a human being for what he can and should be,
and it will become what it can and must be. “
And treat a person for what he can and must become,
is very important
because, in a rapidly changing labor market,
we must guarantee that they can flourish.
Because these scenarios from Gig Economy,
which we have said very well before,
they make us say that those born today
they will most likely do a job
that today has not yet been invented.
So how do we create the right mindset?
I will try to answer this question:
is it innate, or can it be learned?
But first let’s give an answer to these questions:
What are the essential skills
that within an organization are required?
I thank Seth Godin because he has divided them
in professional skills and personal skills.
Professional skills are easy to identify.
As in this case: this site, created by Robby Leonardi,
clearly shows that Robby Leonardi is able to program
because it presents its CV as if it were a videogame.
So, the selectors, in the selection phase,
they are easy to identify this person’s abilities.
Furthermore, professional skills are also easy to measure.
Those in this room are my age, they are of my generation,
surely they remember the typists
which were measured on the basis of the beats per minute.
As well as, I do not know if you remember,
those shady characters who were walking around the departments,
called “Time and Method Function”,
and that, with the stopwatch in hand, they measured the productivity of people.
Instead, personal skills are a bit more difficult to measure.
Think, for example, of the difficulty in measuring responsibilities,
in measuring the ability to take risks, to work in a team.
Yet, within an organization,
if a person, while having good professional skills,
he is caught in while he steals from the box, he is immediately removed.
Whereas a person, instead, who is defeatist,
rowing against the organization –
behold, this person is more difficult to move away.
So, let’s think for a moment and see these new activities.
[Video]
Interviewer: What is your weakness?
I’m stubborn. Stubborn. Stubborn, I think.
interviewer: Give me a reason to hire you.
Sport is my passion.
Football is my passion.
I really like football.
(All job interviews are identical)
(Same standard questions, same standard answers)
(How to find the right talent for an internship in 1734 candidates?
(Test 3: The output)
Interviewer: Passionate or cold computer?
I would say cold computer because …
Interviewer: Wrong answer.
Fire and passion …
You said that others are blocked by the mind
Interviewer: Do you think I am now?
No.
(alarm sound)
We have to go.
Simon, Mr. Ross, please.
Come on, we have to go out.
Can you help us, please? You can help us?
Come on!
(Guy Lutchting you got the job)
Every reference to actuality is purely coincidental, of course.
(Laughs)
Guy Lutching got the job because he demonstrated personal skills.
Selectors are changing their approach
towards this type of selection.
Now, let’s try to understand further
how professional skills can be taught.
It’s easy to answer,
because nobody is born with the skills to build bridges,
Or the skills to keep accounting.
But can personal skills, on the other hand, be taught?
Or are they impossible to teach?
We immediately clear the field: these soft skills,
so-called light skills, so-called personal skills,
they are actually real skills, they are living skills,
they are everyday skills, concrete,
that only people, who only true masters, competent teachers, can teach.
[Only] profound masters can teach.
They can teach these real skills,
that is, the ability to be receptive to the transfer of skills
that the organization decides to transfer,
in a charismatic way they transfer them to other collaborators
because they are results-oriented.
And they know how to motivate, as well as being motivated in turn,
so patient and able to listen.
One of the ways through which it is possible to teach real skills,
it is precisely the introduction of entrepreneurship into the school.
If this boy had been in a school
that he had entered entrepreneurship in his business,
surely he would not have clipped the wings of his resourcefulness
and he would not even have taken this fine.
In my experience, 20% of my students
exercises his own business.
Against a national average that is around 2-3%.
Creating value for the community, having created 800 jobs.
Because? Because they are instilled in the boys, in the students
these qualities, these typical skills of the entrepreneur.
To be able to identify needs, to be able to respond to these needs
creating products and services,
to know how to work in a team,
to know how to have this approach, this mentality as an entrepreneur,
to identify strengths and weaknesses.
And the weaknesses then entail,
as the entrepreneur typically does,
the ability to find the knowledge to make decisions.
But professional skills and real skills are not enough.
To generate talents, we need further, I say,
to estimate work in the first place, and the work of others.
Do you think it’s nice if, inside the school,
the three main stakeholders, students, parents and teachers
they collaborated with each other and esteemed each other.
Think with what gratitude the students would watch the teachers
if they breathe confidence at home
in the work that is developed by the teachers.
And then,
let’s change the culture of failure, error, mistake,
as if it were negative.
We must see them in a positive way: we must change this mentality.
Because?
Because the error, the failure, the mistake,
they are restart points
and strong of the experience of what happened previously.
So much so that in the Anglo-Saxon world, especially in the American one,
are included in the CVs, in the curriculum vitae,
and people are evaluated positively by the selectors.
Finally, all we have said before:
mistake, failure, error, never define the person.
And this is taught by Jesus Christ,
among other things well reported in this masterpiece of Caravaggio,
“The vocation of St. Matthew”,
where Matteo indicates and calls him to himself,
regardless of the sin he committed.
And we must do the same thing
towards all those who have entrusted us with life.
We must not judge them for the mistake, for the mistake, for the failure.
But we must attract them to us.
Finally, let me say that “it’s time to”,
it’s time to make people want,
to make homesick,
the lack of sidereal space, the lack of stars,
because only in this way can we create real people,
we can value the person.
All, or at least almost everyone, we have defined ourselves as educators at the beginning.
Then I conclude by saying:
whatever the question, whatever the problem,
education is the solution.
Thank you.
(Applause)
”
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