Workers Who Understand What It Means

April 14, 2013 By David Griesing Leave a Comment

We are collecting more data about our products, services and the reactions to them than ever. But how good are we at understanding what this information is saying? Who is interpreting it all? What training, what habits of mind do you need to “make the data speak” so that you and others can understand and learn something from it? Who is responsible for finding that meaning?

In their new book called Big Data, Victor Mayer-Schonberger and Kenneth Cukier argue that we no longer need to find the underlying motivations that were once suggested by limited information. Today, we can do almost all of our interpreting by looking at the vast reams of data themselves. In marketing, for example, this glut is removing the need to delve into customer psychology or analyze social pressures to understand why people are buying our product or service, or declining to do so.

In a big-data world…we won’t have to be fixated on causality; instead we can discover patterns and correlations in the data that offer us novel and invaluable insights…[D]ata is about what, not why.

While the question does seem to be changing from “why” to “what,” there is no question that human beings remain at the nexus between the data and its meaning. As Cukier noted in a recent interview:

[I]t’s really important that you take in as much information and come up, using your judgment and wisdom … come up with a decision based on that.

In the final half hours before sleep, I’ve been breezing my way through the collected works of popular writer David Baldacci. All of them offer a dark perspective on the American intelligence establishment, with orphaned teenagers, fringe types and odd couples pulling us back from the catastrophic edge. In other words: his storytelling is perfect for my final moments of consciousness after a long day. I’m currently on my way to the final battle of good versus evil in The Sixth Man: a titanic chess match involving a pawn called “the Analyst.”

All of the pre-processed and un-processed information from surveillance satellites, spies, informants, governmental and non-governmental agencies, security cameras at sensitive facilities—you get the idea—an unimaginable glut of information everyday, flashes across a single screen in a secret government facility. The Analyst sits in front of it, making connections and gathering meanings that elude individuals with much less information, on the one hand, or that any computer can crunch, on the other. His mind is wired to retain everything he’s ever seen and to find resonances within this vast trove of information to enable the defense establishment to protect America. His is a god-like role.

In a tough jobs climate for graduates (indeed for all workers) over the past 5 years, a lot of aspersion has been cast at the value of a liberal arts education. In essence, if you can’t make money from it, why study it? That’s where the lessons of an idea book and a work of popular fiction come in.

As I’ve said before, there is a quality of mind that is nurtured in English and History and Philosophy departments that is aimed at finding the meaning in our books, our past and our ideas. This may be today’s single most valuable skill. With our machines giving us more to chew on, we need the men and women who can tell us what the patterns and associations buried within all the information means.

Every company in America, from the smallest mom & pop to the global behemoth needs this capability. They all need workers who can dip into the information pool to pull out the expected and unexpected connections, and enable their products and services to meet real needs, deepening the value of their customer, supplier and community relationships.

As a worker in this knowledge economy, just as you needed to learn how to use a library at school, there are data gathering and analytics tools to master first. But once you do, there is something of the godlike Analyst waiting to step to the fore in every humanities major.

Learning as Roadmap for Finding Your Life’s Work

July 12, 2012 By David Griesing 4 Comments

How do you decide what you should do with your life? How do you figure out what “a good life” would look like for you?

How do you sort through the possibilities and choose the kind of work you will do? After years of working, how can you transition from a deadening job to work that will energize you?

What happens if you never learned how to think and feel your way through questions like these?

Why aren’t we getting more help here?

One thing is certain: our schools should be doing a better job preparing our kids to lead good and satisfying lives at work and in their communities.

Unfortunately, our students aren’t prepared, because our schools aren’t helping them to identify what they value the most, or showing them how their values can transform the work they will do into a vocation. Increasingly, our kids are left to figure out “how best to live” with no real guidance from educators at all.

Every student is seeking information that will give their lives direction and meaning. But instead of providing this information in a user-friendly way, students get a lesson here (a glimpse of the heroic in English class) and a lesson there (on the football field, in the lab, or from a counselor), but are generally left to put these assorted pieces together on their own. As a result, most students never manage to assemble a roadmap they can follow when they go out into the world.

What follows should not be surprising.

Our kids spend time doing this and that, and dream impossible futures, but they are increasingly unable to discover a path in life that will bring them genuine satisfaction. (For years, Stanford education professor William Damon has discussed why so many young people “fail to launch” in books like The Path to Purpose (Free Press, 2008))

While it won’t change everything, there should be a class in every school that will help students identify what they value the most, and how to apply those values to the decisions they are confronting everyday.

– Students could be given tools like the Rokeach Value Survey to identify their most important terminal and instrumental values.

– They could learn about the value choices made by peer groups and admired individuals, and consider how making different values their lodestar (like “equality,” “fairness,” “freedom” or “security“) can influence their choices about life and work.

– They could learn how their values will change over time as their value awareness improves, and how those changes relate to new goals they will start identifying for themselves.

– They could learn how their behavior and decision-making is guided by their values, not in the abstract but by considering decisions that are being made around them everyday: about allocation of school resources (new equipment for the football team vs. a new chemistry teacher), school conflicts (like bullying) or a political issue polarizing their community.

There might be an institutional drive to combine these value-choice exercises with resume writing or work-interview101—an extension of what guidance counselors are doing in our schools already. That’s ok, because this curriculum has everything to do with the work you will do after school. But it is not just about finding A Job, it is about ultimately finding or creating The Right Job for who you are and what you value the most, so you will gain fulfillment from your effort and maintain a life-long sense of purpose.

To help ensure this result, “resume writing” and “mastering the interview” modules could be combined with an extended exercise where each student prepares his or her own plan for the future. It would be a practical exercise on where their individual values might lead them in the real world. (I’ll elaborate in the next post.)

Why aren’t we giving our kids this kind of learning experience today?

Most students leave school without a compass for navigating the working world. Having only vague ideas about the kind of work that will bring them satisfaction or how to go about getting it, a tremendous effort goes into finding any job—any kind of paycheck. But it doesn’t have to be this way. When students truly want to do something, know why they’re suited to do it, and understand the value to themselves and others that will be gained by doing it, their goals aren’t random and ill-defined, but specific.

Our schools need to be helping students to identify what they value the most, how to identify real-world work that vindicates those values, and how to bring their strongest competencies into their working lives.

What kind of coursework could be more relevant to them or to the challenges they face in the world?

When our schools start integrating their disparate lessons into a curriculum that helps students find their vocations in life, they will be providing our young people with a valuable roadmap that points the way to working lives with both meaning and purpose. And as teachers, Americans, inhabitants of a troubled planet, we would get something too: a chance to mold a hopeful and energized generation to go forth and make the world a better place.

(I’ll be talking about values and education at the #140edu conference, which will be taking place at the 92nd Street Y in New York City later this month. Join me by registering today.)

Values at Work

January 12, 2012 By David Griesing 2 Comments

I’m learning that input sometimes comes through the blog, but just as often from outside of it.

One reader was confused about what bystanders, and making excuses for not acting in the ways that we should, has to do with bringing more meaning and purpose into our work. Since that’s the point of the last post Knowing What To Do , let me take another stab at it.

When your principles are vindicated through your work, both your work and your life are enriched. But this doesn’t just happen. It requires preparation.

Before you can take a stand on important things (and derive all of the personal benefits that will come to you from doing so) you need to know what your values are, and have some prior experience testing them out in real time. When you have prepared yourself beforehand, you have a far better chance of knowing what to do when the situation demands a principled response from you: when a woman has fallen in your path, when your children are being victimized, when a truly serious issue is presented in the course of your work.

It’s about being ready.

On the other hand, when we don’t take the time beforehand to think about what we value the most, it can be nearly impossible to “think straight” when confronted with the emotional turmoil of a truly consequential situation. My example was child abuse, but there are similarly serious kinds of dishonesty and victimization that happen everyday in the workplace.

In addition, when we have not gained the kind of experience that comes from acting on our values in small ways, it can be nearly impossible to know “what to do” when confronted with a serious set of circumstances that demands a strong and unequivocal response from us. Taking a stand in a situation where less is at stake can always prepare you for the situation where the stakes are higher.

When we don’t have these kinds of preparation, we make excuses for not acting like we should (such as thinking it’s enough to protect just your own children when there is widespread abuse) and worrying about things that are beside the point (like Conlin’s wife’s feelings). In the last post, I was arguing that if the parents in the Conlin tragedy had been ready, they would not only have acted more effectively for the children involved, but also felt more empowered as human beings when they did what the circumstances required.

The same kind of clarity and empowerment are necessary in our work if we want to be truly happy doing it.

Dilemmas both big and small that challenge us to respond in a principled way present themselves at work all the time. When we understand beforehand what is important to us (like honesty, respect, helping others, valuing relationships), and test those commitments by acting on them regularly, we have a far better chance of knowing what to do when something truly serious arises in the workplace, when emotions are high, and maybe our job or the jobs of our colleagues are on the line.

When we know what to do, and our decisions about work are connected to our deeper motivations, we gain a sense of meaning and purpose in our lives.