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Leading Learners #1 | Actioning Accountability

By Prof. Satish Jayaram, PhD – Ideator | Innovator | Incubator

dminutiae #1, 2, 3 have set the pace for diagnosis and expertise and insights that are not
extraction of ‘bugs’ from problem domains. This piece focuses necessarily documented in the
Aon immediate priorities like short, medium and long term – public domain, enable professional
leadership-role clarity, necessary to incubate future talents. This pathway orientation. Skills vary according
to success is a structured journey, where leadership styles need to be to business type, brand standards,
alternated like a relay. Creating guide rails to shepherd future leaders market orientation and other
with ongoing skill incubation is a continuous process. Considering factors and will not be stereotypical.
perpetual talent deficits, establish an effective approach, to allay Expansion of vocational skills to
future disenchantment! Inspiration is drawn from multiple situational professional levels can be reinforced
leadership models, where recognition of changing development stages from repeated practice. This interim
requires complementary leadership behaviour. Ongoing discussions with stage is a decisive component for cementing future direction.
institutional leaders, faculty members and students - highlight multiple 3. Year 3 (Choice Stage): Functional expertise from practitioners,
expectation gaps and related opportunities for improvement. To build plays an important role in matching learner competence with career
future talent and skills for a rapidly changing and thriving industry, each guidance. Establishing interest, growing depth and accuracy - dovetailed
one must consider changing leadership behaviour! with industry requirements, can be better enabled through mentorship.
Two dimensions, leadership style for impact and levels of skill Veterans, stalwarts and legends in the field, make great role models,
development must be considered. Early stages of development require where unique nuances and insights can be leveraged in celebrating
more prescriptive approaches to set the right standards. As new career stories. Vocational expertise in a core area is the entry ticket to a
alternatives emerge, supportive guidance will facilitate better choices. professional career in that domain, adaptation remains vital as currency.
The impact of experience, whether during training or industrial 4. Year 4 (Growth Stage): Pathway leaders who have successfully
exposure, can determine if competence development levels of talent navigated this development journey make ideal benchmarks. Plotting
can be accurately categorized. Vocational - such as culinary expertise career journeys from a current stage of development to a desired future
in hot kitchens, bakery, pastry and chocolate in food production. Or stage of professional expertise must be formalized. This pattern could
professional - such as functional expertise in revenue management, include periods of new learning, joint development and work synergies,
business development, digital marketing and intrapreneurship. The remaining current with industry practice. Acceptance of such growth
opportunity to develop cross-over competences will evolve as talents pathways is crucial in managing expectations, setting standards and
mature, guiding their future career choices. renewing hybrid skills for targeted career competencies.
Many initial learning journeys last 3
to 5 years, including intermittent periods
of experience interspersed with skilling.
An inter-change of knowledge, application
and practice ensconces itself firmly in
learner minds, as they formalize options.
There is no dearth of ubiquitous learning
content in a democratic universe of tech-
enabled access. Yet, human intervention
is required to cement learning outcomes,
from accountable leadership practice. The
responsibility for such optimal leadership,
extends beyond institutional confines alone.
It requires a concerted effort from shared
projects, involving multi-level expertise.
Professional guidance from subject matter
experts including reliance on synergistic
1. Year 1 (Early Stage): Leadership provided by institutional faculty industry programs as incubators of future talent is moot. The metaphor
members plays a crucial role as this stage. Subject competence is a huge of shaping clay comes to mind, involving many stages before the final
motivator as initial mental models are formed. At early stages, vocational product is delivered. Interventional leadership relays are much like
development establishes competence levels required at entry levels, in that comprehensive process. A series of expert inputs - at appropriate
industry. Recent experiences, contemporary sources and open access times, stages ensuring targeted outcomes – both in learning and for
through learning management systems, plays an important role in development. My next column will demystify some leadership roles,
revealing curated content pipelines. The quality of knowledge secured at treasured by learners in skilling contexts. n
this stage, makes a definitive impact aligning future choices.
2. Year 2 (Interim Stage): Industrial coaches play a crucial role in The views expressed within this column are the opinion of the
cementing knowledge into application during training periods. Subject author, and may not necessarily be endorsed by the publication.

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