Tony Wagner's Blog, page 6
August 16, 2012
May 31, 2012
Tony’s first TEDx talk now available
You can watch my April 28, 2012 TEDx NYED talk here. Let me know what you think.
May 30, 2012
Fast Company publishes Tony’s article on motivating Millennials at work
This article was originally published May 30, 2012 on line by Fast Company
Expert Perspective
To Bring Out The Best In Millennials, Put On Your Coaching Hat
BY TONY WAGNER | 05-30-2012 | 10:00 AM
This article is written by a member of our expert contributor community.
In the last five years, a growing number of studies and surveys have highlighted the importance of innovation for the economic health of companies and countries. Perhaps the most significant survey related to innovation was conducted in 2011 by GE, which interviewed a thousand senior business executives in twelve countries. They found that “95% of respondents believe innovation is the main lever for a more competitive national economy and 88% of respondents believe innovation is the best way to create jobs in their country.”
Companies need innovators–individuals who willing to take risks and who bring a spark of imagination and initiative to whatever they do. And millennials–because they have grown up as “digital natives” who use technologies to learn, connect, collaborate, and create on a daily basis–are a huge potential talent pool for companies. They are driven to create and to make a difference in the world more than any generation in history. However, as I discovered in researching my new book Creating Innovators, many millennials are very averse to working for large corporations–and many companies, in turn, don’t know how to work with this generation.
Ellen Kumata, who is managing director and partner at Cambria Consulting, works closely with senior executives in Fortune 100 companies. She told me that big corporations are “really nervous about the Millennial Generation. They work differently–and are not as focused on individual achievement. They don’t want to ‘make it’ and see themselves in multiple jobs. The real question is, will organizations be able to capture their strengths?”
How do the Millenials work–what motivates them–and what must companies do to attract and retain highly talented 20-somethings?
The first and most important thing to understand about this generation is that they tend see work as a form of adult play–an opportunity to continue to learn and to express themselves. Secondly, they are more passion-driven than achievement driven. They seek experiences that are engaging in the moment, that excite them both intellectually and emotionally. People who interpret this desire as merely a wish for immediate gratification are missing a fundamental point: what many of this generation are most passionate about is making a difference.
Millennials are more interested in making a contribution than in making a lot of money–even those who come from disadvantaged backgrounds. Perhaps because they have been more exposed to a range of environmental and social problems than previous generations, every one of the young innovators whom I interviewed wanted to solve an important problem or give back in some way. It was more than just a passion for these young people. It was a driving sense of purpose.
One of my most important research findings is the central importance of play, passion, and purpose in the development of innovators from a very early age. The best parents, teachers, and mentors encouraged these intrinsic motivations throughout the lives of the young innovators whom I interviewed. A central challenge for many companies, then, is to highlight elements of play, passion, and purpose in the work millenials are asked to do.
Millenials also work differently. They want to work more collaboratively. They enjoy learning from and interacting with others. They are also stifled by the requirements of a 9 to 5 routine. “Hold me accountable for solving the problem rather than punching a time clock,” they say. If they are engaged with play, passion, and purpose, they will do whatever it takes and put in whatever time is required to get the job done.
Perhaps the greatest challenge for many companies, though, is breaking down hierarchies and creating far more two-way communication. Tom Kelley is a senior executive at one of the most innovative companies in the world, IDEO. He has also consulted extensively to corporations who want to become more innovative and so has a unique vantage point from which to view the kinds of changes that are required.
“At the senior management level in far too many companies,” Kelley said, “there is this top-down attitude–the belief that all the worthwhile ideas are created at the top of the organization, and everyone else is just an implementer. The CEOs believe that they are better at everything than anyone else, and if only they had enough arms and legs, then everything would be more successful.
“The free flow of information up and down the organization is critical for innovation, but a top-down management style tends to severely restrict the emergence of any new ideas and inhibits the development of the ‘collective wisdom’ of the company.”
According to a recent article in The Wall Street Journal, “In many highly innovative companies, great ideas come from all levels of an organization, not just from the top…At most companies, the problem is, employees have little input. Research has found that the average U.S. employee’s ideas, big or small, are implemented only once every six years.”
Brad Anderson, who retired as CEO of Best Buy in 2009, turned that company around by listening to his young employees and engaging them in new ways. “For most of my years in retailing, once a company had multiple stores, your goal was to dumb down the operations so as to reduce the number of variables. Now we have this extraordinary and singular opportunity to remake the workplace and dramatically improve productivity,” he told me.
“With the new communications tools, you can have a much deeper engagement with people who work for you. Line-level employees at Best Buy can now have access to the same kind of knowledge as the CEO, but they also have access to knowledge the CEO doesn’t have because of their direct contact with customers. And with the increased competition, you have to find competitive breakthroughs. So you now can, and must, engage your employees in much more creative ways, as opposed to telling them how you want customers to be dealt with. Henry Ford used to say that he wanted his employees’ hands, but not their minds. Retailing was the same way through the nineties. Now we have to differentiate and adapt to customers’ needs, using what we learn from our line employees, while also realizing the economies of scale.”
When I asked Anderson what was the number-one obstacle he had to overcome in remaking Best Buy, he answered emphatically, “The hierarchy. Once you promote someone to executive rank, the vision of what it means to be an executive is so often counterintuitive to the idea of listening to your employees, developing them, and using their expertise. It was hard to find people who were authentically inspired by wanting to lead, and developing the people they were leading–as opposed to the financial rewards and the belief that they succeeded because they were smarter than everyone else.”
Authority still matters for successful innovation, but it is not the authority that comes with a position or title. It is the authority that comes from having some expertise, but it also comes from the ability to listen well and empathetically, to ask good questions, to model good values, to help an individual more fully realize his or her talents–and to create a shared vision and collective accountability for its realization. It is the authority that empowers teams to discover better solutions to new problems.
Perhaps the more important take-away from all of my interviews is that whether you are a parent, teacher, commanding officer, or employer, to enable individuals to become innovators, you must rethink the sources of your authority. The word “coach” describes this new kind of authority at its best. Innovators need excellent coaching at every age and stage. When they are engaged through play, passion, and purpose, and when they have opportunities to collaborate and receive good coaching, millennials produce extraordinary results.
May 24, 2012
Parenting A Young Innovator
This blog was first published April 18, 2012 on CNN.com
My View: Creating innovators
By Tony Wagner, Special to CNN
Policymakers and educators alike talk about all students having to be “college-ready,” and many business leaders believe that America’s economic future depends on more students taking courses in science, technology, engineering and math. However, it is clear to me that the more important goal is for all students to graduate from high school or college “innovation-ready,” and merely requiring students to take more of the same kinds of classes will not be adequate preparation. To meet this ambitious goal, both parents and teachers must work to develop children’s curiosity and imagination, teaching them the skills and dispositions that matter most.
For my latest book, Creating Innovators: The Making of Young People Who Will Change the World, I interviewed scores of highly creative and entrepreneurial young people to understand the most important influences that enable someone to become an innovator. I also talked with their parents and the teachers and mentors whom they told me had made the greatest difference in their lives. Finally, I interviewed younger children’s parents who also had successful careers as innovators and entrepreneurs. Shifting through all of this data, I discovered some fascinating patterns of parenting and teaching associated with “creating” a young innovator.
Traditional “helicopter parents” indulge their children’s every whim, while hovering and protecting them from adversity. By contrast, “tiger moms” – derived from the title of Amy Chua’s 2011 best-seller – demand perfection and threaten to give away their children’s most precious toys when they cannot play a piano piece perfectly. These two seemingly different approaches to parenting have a common goal: Both are trying to manage their children for “success”– conventionally defined.
Yet merely sending your child to the “right” schools and ensuring that they get good grades are no longer guarantees of success. More than a third of all recent college graduates are living at home today – either unemployed or underemployed. It is increasingly clear that young people who have developed a capacity to be innovative and entrepreneurial – who have the interest in and capability to create their own jobs – will have the most satisfying lives and rewarding careers in the future. Innovation is the skill in greatest demand in the workplace today and is the one least likely to be outsourced or automated.
For the innovation-minded parents whom I interviewed, developing their children’s intrinsic motivation was their most important goal. And they did so by encouraging their children’s play, passion and purpose.
The kinds of childhood play that these parents encouraged was often unstructured and self-initiated. They brought their children fewer toys – and only ones that encouraged more creative play, such as Legos, versus video games and took them to fewer after-school lessons. These parents also limited screen time – often watching only a few hours a week of TV together as a family and keeping a close eye on computers that were strategically placed in a family area rather than in their children’s rooms.
While not overly structuring their time, nevertheless parents of young innovators created a buffet of opportunities for their children, allowing them to explore different sports and musical instruments as well as other activities such as scouting. Love of learning and developing genuine interests were more highly valued by these parents than becoming an excellent athlete or musician. Parents of young innovators understand that the wellspring of perseverance and self-discipline essential for mastery is best developed through the pursuit of a passion, but that children’s passions often evolve, and that children should not be pushed to continue to pursue activities that no longer interest them.
All of the parents whom I interviewed talked with their children about “giving back” and modeled this behavior as well. As a result, every one of the young innovators whom I spoke to was pursuing more than just a passion – but rather a deeper sense of purpose in their work: Creating better and more affordable Third World technologies; exploring green energy sources and manufacturing processes; preserving endangered wildlife; igniting children’s passion for science; organizing new community-based learning opportunities; mentoring disadvantaged adolescents – these were just a few of the projects the young innovators whom I talked to have initiated.
The schooling of these young innovators was often more problematic. Most learned to innovate in spite of their schooling – not because of it – including those who went to some of the “best” colleges.
However, the majority of the young people whom I interviewed could name at least one teacher who had made a critical difference in their development. In interviews with these remarkable teachers, I discovered that they, too, reinforced the intrinsic motivations of play, passion and purpose, while teaching students to work in teams, take risks and learn from failure.
Kirk Phelps, who became a product developer for Apple’s first iPhone, said that he learned the skills he needed most in classes taught by an outlier at Stanford, Ed Carryer, who requires his students to solve problems in teams through interdisciplinary projects. Carryer’s goals as a teacher, he told me, are to “empower” his students to be able use what they know – not merely regurgitate it on a test – and to motivate them with assignments that have a strong element of “whimsy.”
Amy Smith, another outlier teacher, takes a similar hands-on approach to her sequence of courses on Third World sustainable development at MIT, where, for homework, students grind corn three different ways or make charcoal. One of her graduates whom I profiled in the book, 23-year-old Jodie Wu, is now CEO of her own company, Global Cycle Solutions, inTanzania.
Not every young person will become another Steve Jobs, but the majority of our young people can learn the skills required to bring more innovative approaches to whatever they do. How parents and educators raise and teach the next generation could make all the difference.
May 9, 2012
Tony Wagner's Blog
- Tony Wagner's profile
- 89 followers
