Attracting FacDev Talent

I have been exploring the 2017 Deloitte Global Human Capital Trends report, which looked at the challenges ahead for businesses and HR professionals, but I have been looking at it from a faculty development perspective.  The report is based on analysis of a survey of more than 10,400 business and HR leaders globally, and noted ten trends.  I discussed the second of these – careers and learning – yesterday.

The third trend involves talent acquisition…which at first glance does not have much to do with centers for teaching and learning and faculty development…or does it?  The report noted that in…

“…today’s transparent digital world, a company’s employment brand must be both highly visible and highly attractive because candidates now find the employer, not the reverse.” (Emphasis mine)

In ten years in faculty development, I have been involved in many search committees for members of CTLs.  I am sure many of you have as well.  The time honored process of crafting and posting a job description, forming a committee, screening a large number of applications…many of which do not fit the requirements, phone and maybe web interviews, campus visits, and the hope that through all of this, a candidate that actually is a good fit will be found.

The Deloitte report suggests this model may be changing … that tech solutions may disrupt this process.  AI systems like IBM’s Watson can now sort through cloud networks like LinkedIn and quickly identify good fits based on career experiences, endorsed skills, and analysis of social media dialogue.  Organizations are already employing simulations and gaming into the interview process to analyze potential performance on the job.  The report noted that “…a consensus is emerging that traditional interviewing – subjective and unstandardized – may be an unreliable method for predicting a potential employee’s success.”

Joel Osteen has been quoted as saying “See, when you drive home today, you’ve got a big windshield on the front of your car. And you’ve got a little bitty rearview mirror. And the reason the windshield is so large and the rearview mirror is so small is because what’s happened in your past is not near as important as what’s in your future.”

Perhaps the way we have staffed CTLs in the past is our rear-view mirror, and the future staffing of CTLs might involve leveraging technology, focusing on the center’s brand to attract new talent to desire to come to the center, and thinking outside the box to find the right talent that can help faculty enhance student learning.  We tend to think that the past is crystal clear and that the future is fuzzy…just like the picture below.  True…but the future is also always not what we expect…so staffing for what we expect seems out of sync.

If you were starting a CTL from scratch now, what are the talents you would want with you as you look to this future?

{Graphics: Deloitte Press, Bill Frymire}

UPDATE:  After hitting publish yesterday, FastCompany published “The War For Talent is Over, And Everyone Lost.”  It took a slightly different tack than I did, but it illustrated that organizations seem better able at waging war on talent as opposed to attracting talent.  This article noted that talent is largely personality in the right place…which brings me back around to the idea of making CTLs attractive and the right talent will find you…as opposed to the other way around.

 

Smart and EdTech

A few days ago, I discussed my upcoming doctoral class on leadership in a wired world.  I will also be teaching a Masters of Education course starting next week.  EDU 6323 at Northeastern University is entitled Technology as a Medium for Learning.  We explore aspects of digital technology through the lens of Michelle Miller’s (2014) book, Minds Online: Teaching effectively with technology.  My course (adapted from one developed by Stan Anamuah-Mensah at VCU) flows like this:

I would like to think that this course explores “smart” uses of digital technology for learning…but “smart” has nuanced meaning now.  We are seeing more and more application of AI in our everyday life.  Just examine the Gartner Hype Cycle for Emerging Technologies.

Smart dust, smart workspace, smart data discovery, smart robots…there are a lot of smart applications emerging!  Two books that I have read recently around smart technology are Martin Ford’s (2015) Rise of the Robots: Technology and the Threat of a Jobless Future, and Kevin Kelly’s (2016) The Inevitable: Understanding the 12 technological forces that will shape our future.   One scary…one hopeful…and both directly applicable to this course!

So I read with interest a short article this week in MIT’s Technology Review by Hossein Derakhshan.  In “A Smarter Web”, Derakhshab suggests that we need more text and links, and fewer images, videos and memes.  He noted how the early days of the web and it’s text-based blogs served to nurture varying opinions, while lately, social media apps like Facebook, Twitter and SnapChat have served to amplify existing beliefs, polarizing and fragmenting society.  He suggests that the lack of varying opinions had more to do with the outcome of the recent USA Presidential elections than false news.  Derakhshan suggests that a smarter web would be one that stepped backwards in time.

As I mentioned in my previous post, we are moving as a nation into a future where the old rules seem to have shriveled.  Robert Reich noted earlier this week that Trump’s tweets are becoming a new form of governing by edict..or “Tweedict” as he termed them.  In my EDU 6323 course, we will be using Twitter as a form of class communication using the hashtag #EDU6323…but hopefully in a more collaborative way than the Tweedict suggests!

In the third week of the course, we will explore validity on the web.  I am adding danah boyd’s recent Medium article – “Did Media Literacy Backfire” – to the reading for that week.  danah noted that media literacy asks people to question information and be wary of what they are receiving…but, in line with Derekhshan’s article, this has led to where we are questioning so much that we talk right by each other.  danah ends her article noting:

“The path forward is hazy. We need to enable people to hear different perspectives and make sense of a very complicated — and in many ways, overwhelming — information landscape. We cannot fall back on standard educational approaches because the societal context has shifted. We also cannot simply assume that information intermediaries can fix the problem for us, whether they be traditional news media or social media. We need to get creative and build the social infrastructure necessary for people to meaningfully and substantively engage across existing structural lines. This won’t be easy or quick, but if we want to address issues like propaganda, hate speech, fake news, and biased content, we need to focus on the underlying issues at play. No simple band-aid will work.”

So I know that my course will engage students and introduce them to new technologies.  But my hope is that my course will also begin to shift some paradigms and shake up some cultural norms.  Otherwise, their future students might not hear these different perspectives that they need to hear!  And that would not be smart!