By Dr. Ken Beatty, Anaheim University
“I read through the whole textbook and found a word that was only used once. I was sure the students wouldn’t know it!” Lillian, a teacher trainer in Peru, was explaining her conversation with a teacher who had written a test for his English students.
“But,” Lillian asked, “Why would you choose to test the students on something you thought they wouldn’t know?”
The teacher did not have a right answer; it showed his lack of understanding of the principles of assessment and went against Swain’s (1984) principle of bias for best: “Do everything possible to elicit the learners’ best performance” (p. 195). The teacher thought, as too many teachers do that the purpose of assessment is to trick students or to cheat them out of marks. The teacher didn’t understand that an evaluation was meant to give students an opportunity to show what they know. Race, Brown & Smith (2005) suggest that the consequences of inadequate assessment are serious:
Nothing we do to or for our students is more important than our assessment of their work and the feedback we give. The results influence students for the rest of their lives and careers–fine if we get it right, but unthinkable if we get it wrong. (p. xi)
Every assessment needs to consider what Brown (1996) explains as construct validity, “The degree to which a test measures what it claims, or purports to be measuring” (p. 231). In the case of the teacher posing the difficult vocabulary item, the test should instead have been a chance to students to use high-frequency vocabulary that they had studied as key part of his class. Assessing that vocabulary would demonstrate that the teaching was effective and that the students were able to acquire the language in an efficient way.
If the students were not able to identify and use the target vocabulary, then it would not be a question of whether or not they had worked hard enough. The teacher should also reflect whether his teaching strategies were weak. These include motivation for students to want to learn, understand, and use new vocabulary items and strategies that make vocabulary more memorable.
Imagine students had instead been directed to study 100 new and useful vocabulary items as part of the course. What would be a sensible way to assess their comprehension? Teachers often choose multiple-choice tests for the simple reason that they are easy to mark. However, multiple-choice questions are not authentic language experiences. After all, how often does someone stop another on the street to ask a question, giving the correct answer and three or four choices clever distractors?
A more authentic approach would be to ask students to use each word in a sentence. However, this may also be unsatisfactory as the sentences may do little to show the students’ comprehension. For example, by knowing that a word is a noun (e.g., car, cat, cup), a student may write, “I bought a ________ at the store.” In such cases, a teacher cannot be sure whether the student understood the word other than knowing it is some physical object.
A better approach is to mirror how people use language in the real world. People often forget a key word and find synonyms or circumlocutions (round-about ways of explaining things) to get their meaning across. If someone is going to work on a farm, he might want to ask for a shovel but, forgetting the word a moment, substitute the synonym spade. Alternatively, as a circumlocution, he might say, “I need something to dig with.”
Hopefully, the 100 vocabulary words the teacher is assessing are not random, but rather part of a semantic field (see Moore, Donelson, Eggleston & Bohnemeyer, 2015; Evans, 2011). A semantic field ties together groups of words because they have something in common. For example, they might focus on a particular part of speech, like adverbs or prepositions, or be used in particular contexts, such as a courtroom, or deal with a particular subject, such as farming.
If the vocabulary is bound together in a semantic set, using the principle of showing what you know should give students the opportunity to use the vocabulary in context. For example, “You and your partner are planning to start an organic coffee farm. Discuss the what you will need to start and write a list of the ten most important things, defining and explaining each one.”
This approach likely sounds complicated, and it is! A multiple-choice test would be far easier, but this type of assessment task accomplishes much more:
- It is a learning task, not just an assessment task. Having students work together creates opportunities for peer teaching. Students have the chance to learn or re-learn the target vocabulary and grammatical structures.
- Students negotiate meaning (clarify what they and others are saying) and scaffold their learning, (build on each other’s ideas). In these ways, they likely expand their vocabulary beyond that which is part of the task.
- The task allows students to use all their language resources, just as they would in the real world. For example, beyond using synonyms and circumlocutions, they can also use body language, facial expressions, and even draw to make their point. Communication is the goal, not memorization.
- There is an increase in motivation because students see that there is a real-world application to the type of task. They can imagine themselves in such a scenario or a similar scenario, e.g., starting a business.
A related concern is how–or whether–such an assessment should be marked.
All assessments require some kind of feedback, but that feedback can be either formative or summative. The purpose of formative assessment is to give students feedback to help them improve. Typically, this involves giving a student a test and then the answers–but not collecting marks. Instead, the students are made aware of what they do and do not know and are hopefully motivated to improve.
This shifts responsibility to the students to make them understand where they need help and further study. Alternatively, summative assessment is about making decisions about whether students are able to proceed to the next level. That might mean the next course, or graduation, or professional certification.
Summative assessments are essential, but if we only give them without formative opportunities for students to improve, then classrooms quickly become places where students see themselves as “good” or “bad” at learning English, rather than as a place where they can hope to make progress toward their language learning goals.
Returning to the question of how more unstructured assessments should be marked, there are several options. The first and simplest is to ask students to reflect on their performance on such a task. Having them ask themselves questions such as “Did I demonstrate that I understood the key vocabulary?” and “Where do I need to improve?” is another strategy to make them more responsible for their own learning.
For students who need more direction and support, another option is to provide rubrics in the form of a grid that shows the teacher’s expectations in a range of areas. Besides vocabulary, these might include the use of grammar, sentence complexity, pronunciation, and other factors. With such rubrics, it is important for students to be aware of them before they begin the task, so they know where to focus their attention. To engage students to a greater degree, ask their help in writing the rubric: “Class, for this task, what language concerns do you think are important for you to show what you know?” List the areas on the board and create a grid of what might be considered exceptional, good, and in need of more study. Creating such a rubric becomes a useful language-learning opportunity for the class.
At first, these approaches may seem to be more work for teachers. They may also seem to take up already-valuable classroom time. But being efficient is not the same as being effective. Simply “finishing” a chapter is not necessary if some–or even all–of the students in a class have not understood or acquired the knowledge in ways in which they can use it in the real world. Instead, in every assessment, teachers need to ask themselves the question, “How can this test help students show what they know?” It is the starting point both of helping students improve and improving one’s teaching practice.
Brown, J. D. (1996). Testing in language programs. Upper Saddle River, NJ: Prentice Hall
Evans, N. (2011). Semantic typology. In J. J. Song (Ed.), The Oxford Handbook of Linguistic Topology, pp. 504–533. Oxford: Oxford University Press
Moore, R., Donelson, K. Eggleston, A. & Bohnemeyer, J. (2015). Semantic typology: New approaches to crosslinguistic variation in language and cognition. Linguistics Vanguard. Retrieved from https://pdfs.semanticscholar.org/5cb3/1d3385930fba90647c4267e356a24478e099.pdf
Race, P., Brown, S. & Smith, B. (2005) 500 Tips on assessment. London: Routledge
Swain, M. (1984). Teaching and testing communicatively. TESL Talk 15, 1 and 2. 7-18.
By Academic Committee
Changes in the workplace are necessary to match the 21st-century skills demands. Global citizens today agree that as time goes by the place of work changes, but the competencies that go along with it should too. We cannot deny that the skills required in the 21st-century gear towards factors such as competitiveness, innovation, and creativity.
Workers nowadays need an advanced mentality, open mind and disposition to unlearn and relearn putting into practice soft skills such as time management, leadership, resilience, and self-direction, among others.
Workplaces are changing. Many workers are still illiterate when it comes to succeeding in the involving work environment, taking into account that company’s know-how goes hand in hand with technology. The power of technology will promote modern devices and a more efficient communication network as the workplace setting improves. If a company wants to keep its quality and be competitive in its market, then workers will need to keep up with the latest technology trends and adapt rapidly to the changes that occur on a daily basis.
Companies have also seen the necessity to make adjustments in their infrastructure to promote spaces where workers can interact in different ways. Moreover, design places where creativity and innovation flourish. The need for spaces that nurture teamwork and discussion contribute to the development of creative solutions and distinct concepts gathering different opinions and points of view. Thus, generating change too.
As times change, society and minds also change. Back in the days having domain and knowledge in the core subjects at school were enough to be considered a successful person and prepared for the real world. Currently, this era takes much more skills than just being able to read, write and solve mathematical equations.
To gain success, we must now have a range of knowledge in diverse areas of expertise such as science, technology, and culture, as well as being creative, innovative, flexible, and possess the ability to work in teams, solve problems, think critically, and communicate effectively.
Assumptions regarding success in the workplace have also changed. It is not just about inventing a product that allures people because it is not costly and it works. Now it has to be original, significant and prepossessing. Moreover, many jobs are being delegated to other countries because they can save money by having other people do the same job for less pay. Technology in itself poses dichotomy as it advances, the workplace changes in a way where humans compete against it for the same job. However, if the personnel can adapt, learn and innovate it will outsmart computers and avoid a worker’s replacement since jobs now demand specialization.
Employees need to keep pace with competencies so that managers and directors can see that they possess the skills from the 21st century. They have to prove and make visible, making the right decisions, using the right information and tools, that they can do the job right, come up with the best solutions and produce the most incredible and rewarding product or service. Many professionals have already embarked in these skills adopting technology and software as essential to getting the job done making them a limited, yet valuable source due to the attitude rather than their expertise on the subject.
by Erick Mariano Izaguirre
“Why do I need to study this? What for do I need to know this? How is this going to help me in the future?” Do these questions sound familiar to you? If you are a teacher, you must have heard these questions dozens of times. Decontextualized new content usually leads students to this uncomfortable query.
Director and writer Spencer Cathcart, known for The Lie We Live (2015) claims: “We discover the world through a textbook. For years we sit and regurgitate what we’re told. Tested and graded like subjects in a lab. Raised not to make a difference in this world, raised to be no different. Smart enough to do our job but not to question why we do it.” His words seem to make much more sense now that the concept of “21st-century skills” is catching on.
Nowadays an increasing number of business people, politicians, and educators are sold to the idea that the new generations of students need the provision of “21st-century skills” to be able to succeed in our fast-evolving reality. Today we are experiencing such an incredible amount of changes that what students learn at schools is obsolete in a couple of years. The reason why teaching students competencies instead of content has become much more urgent now than any time before.
An article published by The Glossary of Education Reform in the year 2014 suggests that “21st-century skills can be applied in all academic subject areas, and in all educational, career, and civic settings throughout a student’s life.” It is of high relevance to highlight that some of the most common characteristics considered as 21st-century skills, critical thinking, and problem-solving, have been neglected for many years in our educational systems. Some claim this has been the result of deficient assessment tools since we have been immersed in evaluation methods that force students to learn the necessary content to pass an exam, thus leaving aside the sole purpose of education, learning for life.
In addition to critical thinking and problem solving, there is an extensive list of characteristics that companies around the world and the planet itself demand from every single citizen. Civic, ethical, and social justice literacy as well as, global awareness, multicultural literacy, humanitarianism, ecosystems understanding, and environmental and conservation literacy are just some of the skills we have not been able to master yet due to their lack of economic productivity. It is well-known that education systems will respond to the needs of those who fund them, especially now that education is a private and very lucrative business. However, understanding the extent of the situation is just the beginning. Now the big challenge is to come up with a way to tackle the problem we face in our educational systems.
Those who concern the most about this education crisis seem to be, as mentioned before, governments and large enterprises. But why has this become an issue in these times specifically? If education has always responded to the economic needs and productivity, and students have been trained to do their future jobs well, then we should wonder: Are they simply being taught how to earn a living, or how to live as well? It is evident that the economic needs grew much faster than our awareness on topics such as social justice, global issues, and humanitarianism.
Finland, for example, pursuits to become the first country in the world to get rid of all school subjects. The Finnish education system is considered one of the best in the world. It is common to always appear in the top ten rating. According to an article published by Bright side in November 2016, “Instead of individual subjects, students will study events and phenomena in an interdisciplinary format.” The purpose of this is to empower students in making decisions about what phenomenon they want to learn more in detail about depending on their future professional interests. The suggested changes also contemplate the end of the old-fashioned way of teaching in which students just sit behind school desks waiting to be asked a question by the teacher and answering based on the content of a particular textbook or material. All this will surely provide society with a new generation of professionals who do not only know how to do the jobs they are hired for, but also can be active participants and decision makers in a world of ever accelerated transformations.
Once we become aware of the whole picture of how the economic, political, and educational system is intertwined and understand that the 21st century and the planet need more active participants rather than just followers, we will also be able to change the way we teach and learn. The actions we take after this will hopefully contribute to not having more students wondering what for they have to learn something.
Abbot, S., editor. “21st Century Skills Definition.” The Glossary of Education Reform, 25 Aug. 2016, edglossary.org/21st-century-skills/.
The Lie We Live: Information Clearing House – ICH.” The Lie We Live: Information Clearing House – ICH, Information Clearing House, 3 Mar. 2016, www.informationclearinghouse.info/article44357.htm.
By Yara Torrez
Without words, there is no communication. One of the primary objectives of a language learner is and should be to increase their vocabulary, but how? The teacher plays a vital role in this matter. There is a wide array of activities instructors can carry out to teach new words.
In our classes, often we listen to our students deliver effective presentations and use vocabulary they never use when they are participating in class discussions, or worse, words not even us, teachers, make use. On one occasion, one of my students used too many sophisticated words, so I decided to take notes to ask him about their meanings after the presentation. As expected, the student did not know what they meant. That only confirmed that the student had memorized all the information without really knowing what it was all about or what he was saying. Unfortunately, memorization is what most language learners’ turn to when they lack the vocabulary to talk about certain topics. This strategy is called rote learning.
According to the dictionary. Cambridge, rote learning is “learning something to be able to repeat it from memory, rather than to understand it.” Through rote learning there is no assimilation of the new information, for the learner does not make connections between what they already know and the new information; therefore, their learning is not meaningful. The students only parrot back instead of using their words.
It is worth mentioning that words are the key element of a language .and that they carry the message a speaker wants to convey. So, how can teachers help language students increase their lexicon and enable them to express their thoughts and ideas spontaneously? It might not seem easy. However, there are many practical tasks instructors can assign in and outside the classroom such as watching news and videos in English with close captions, listening to songs in English and analyzing the lyrics, recycling by using the newly acquired words in different contexts, and the like. Another surefire activity is reading. It has been proven that “reading increases [one’s] vocabulary more than talking or direct teaching” (“8 Benefits of Reading”). When we read we are somehow forced to look at the words that are new or strange to us, and either we try to guess their meaning from context, or we look them up in a dictionary. Also, reading gives us the chance to see the use of words in different contexts. The trick lies in the fact that certain words are likely to crop up again and again either in the same or other texts, so that makes our brain learn the new words and we start incorporating them in our lexicon unconsciously.
Nonetheless, reading might seem daunting to use in class because most students believe it is dull and passive. However, if instructors try to vary the way the students read, it might be the opposite -fun and active. Something important to bear in mind when we carry out activities in the classroom is the sequence they should follow to be efficient and produce the results we expect. Most in-class assignments should have at least three stages: pre, while, and post activities all of which play vital roles. When assigning reading, for instance, the pre-reading activities prepare the learners by “activating relevant schemata and motivating them to read“(“Reading Activities”). There are countless ways to introduce the skill of reading like making predictions through pictures, showing short videos, or using the title of the reading itself, having the students say what they know or would like to know about the topic. Also, introducing words they will encounter in the reading, asking them to do research about the topic to discuss it with their classmates, presenting an interesting passage from the reading and promoting discussion, etc.
The second stage is the while, which is the essential task. Like the pre-reading activities, there are varied forms of engaging the students in the reading. A collaborative function is the literature circle, which involves getting the learners to work together in small groups. Each student in each cluster is assigned a role. They all should read the text thoroughly but should perform different tasks. The reading can be homework, or it can classwork depending on how long the article is since different resources can be used such as whole books, only one or some chapters in a book, readings from the textbook, newspaper articles, online readings, magazine articles, etc.
Another reading activity that can turn out to be fun is jigsaw reading. In here, the article is divided in sections; that is, the students receive different parts of the reading. They should work in small groups, and each team receives one part of the reading. All reading sections should be enumerated. After they read their parts, students form new groups with members from different groups. They should retell the part they read following the correct order of the story. A variation of jigsaw reading is to make a puzzle with the reading. This is usually done with short articles because the reading should be printed out and cut into different shapes. Similarly, the learners work in small groups. Each member of the group receives different comprehension questions. So, to answer their questions, they should solve the puzzle. In other words, they must put all the parts together to read the complete text. The last suggested reading activity is reading and running. It is a contest that involves movement. The students work in pairs (A and B). Each pair receives two different sets of comprehension questions, words to which they should find synonyms or definitions to which they should find the concept. The reading is printed out and stuck outside the classroom. One of the students remains sitting while the other runs to find the answers to their questions or words. The students take turns to complete their respective task. The winner is the pair of students that finishes first. Altogether, these activities help to make reading more entertaining and dynamic.
As stated before, reading as any other classroom activity should have a follow-up. Again, many implemented post-reading tasks help the student make use of the vocabulary learned. Some examples are plays, debates, class discussions, role plays, oral presentations, creative writing, etc.
To sum up, reading is an activity that can be exploited to help language learners increase their vocabulary and consequently achieve fluency. Ideally, by carrying out activities like the ones mentioned above, the students might develop the reading habit and become independent learners.
“8 Benefits of Reading (or Ways Reading Makes You Better at Life).” LifeDev. 17 Dec. 2014. Accessed 12, Oct. 2016. http://lifedev.net/2009/06/reading-makes-you-better/
“Examples of pre-reading activities.” Englishpost.org. 31 Jan. 2013. Accessed 12 Oct. 2016. https://englishpost.org/2013/01/31/examples-of-pre-reading-activities/
Pete Sharma & Barney Barrett
Macmillan Publishers Limited
Blended Learning introduces teachers into the use of technology inside and outside the classroom. Though there is no doubt about the role of technology in our classrooms, it is rather a challenging task to search, combine, and take advantage of all the variety of tools and materials that one may find on the web. Pete Sharma and Barney Barrett have managed to put together a guide where they present different items of technology to be used in a language class. Their objective is to provide instructors with all the advantages of the tools, present possible problems and solutions that may come in handy, and examples of the way to enhance your classes, as they include a few model lessons plans for different levels of expertise.
If you are looking forward to introducing technology into your EFL classrooms and do not know where to get started, this book will take you by the hand on how to promote your classroom into the 21st century, engaging your students in different and diverse ways of learning.
- It provides basic information for new technology users, though it also includes helpful websites for more advanced users too.
- The book not only presents new technological tools, but also directions for the creation of new material.
- It contains two appendices for beginners with detailed guidance for the use of Internet and the World Wide Web.
Check it out!
Published in La Prensa Grafica,, El Salvador
October 17, 2016
Mathew Anderson, President of Keiser University Latin American Campus, motivates parents to inherit quality education to their children by choosing Keiser.
The Latin American Campus located in San Marcos, Carazo, Nicaragua has become a regional reference in higher education, especially because it offers Central American students an integrated education based on a North American model. One of the major impacts this prestigious institution has is the fostering of the English language not only in its curriculum but also as a tool that they have to master in all their aspects of life, and a key to the business world.
According to Mathew Anderson, English is the fastest growing language in the world, making it the language of business and bringing prosperity to the countries in the region. “93% of our graduates get a job, and whenever I travel, I receive requests from business people looking for our alumni due to the fact that they have studied a four-year major in a North American university and speak English rendering them into potential assets”, said Anderson.
LEADERS WHO IMPACT IN THE COMMUNITY
Keiser University has the mission of preparing the Central American future leaders who impact and change the environment where they perform. “Our main influence in the region is that we create leaders, people who work hard, are bilingual, and adapt to business scenarios”, indicated the university authority.
Likewise, Mathew Anderson stated that the quality of education of its graduates is characterized by innovation, hard work, and a high degree of work ethics leading them to give back to the community and to their countries of origin. Keiser University provides financial aid to those Central American citizens who cannot afford to enroll but show strong leadership skills, and strive for the best.
In addition to employing faculty with Master’s Degrees from prestigious U.S. Universities, Keiser University excels at offering an integral student life support in a safe campus and convenient location.
By James Cordonero
When it comes to using realia in an English class, there is no other resource more updated, readily available, and abundant than online news. Nevertheless, teaching a news-based lesson is not just a matter of attaching a link to Edmodo and sending an article for students to read or merely asking them to google it and parrot it in the next class session.
To begin with, well thought-out news lessons should have a clear goal and be structured in such a way that they allow for the implementation and development of several stages such as warm up, pre-reading activities, reading the article per se, listening to the article whenever a recording is available, vocabulary building and post-reading exercises as well as homework. It is worth mentioning that when using news lessons, instructors ought to implement a segregated-skill approach to developing a particular language skill (speaking, writing, reading, listening), yet all of the four skills should be practiced whenever possible.
Additionally, EFL instructors should also consider the following criteria (Andrew) when selecting a particular article:
- Appropriateness:To what extent is the topic appropriate? Is it suitable for the class level and age group? Could it be upsetting to some of the students?
- Interest:Will the students be interested in this topic?
- Length:Is it too long? Articles that are particularly long should be avoided. Reading news articles is demanding and if they are too long, students might feel discouraged. It will also take time away from students’ talking time.
- Language and structure:Is there a semantic field (e.g., education, environment, etc) instructors can use to enlarge learners’ lexicon? Are there any target structures related to the contents being covered in the class?
- Generative Potential:In what other ways can the article be exploited? That is, are there any other activities to follow the article? Articles that lend themselves to discussions, debates, or role-plays are desirable. Students should able to further practice the language after the reading and/or listening.
Teachers should not only bear in mind such prerequisites but also try, depending on the subject or type of class being taught, to focus on one of the language skills. For instance, one alternative way to using online news stories for developing writing skills is to pair up students, show them a headline and ask them to write as many questions as they can, just as if they were journalists tasked with writing the article corresponding to the headline. Then, they are to answer their own questions and organize their responses into a short article layout provided by the teacher. Afterwards, learners can compare their written versions with the original article.
In addition to being representative examples of clear and concise writing, newspaper articles showcase different types of writing models: informative, persuasive, expository, etc. This plethora of writing samples is certainly a teachers’ treasure to which they can resort to enrich their lessons and bring a large dose of reality into their classrooms.
Regardless of the skill instructors choose to emphasize, an effective news lesson should surpass the boundaries of the article and provide students with the chance to use the new vocabulary and/or knowledge meaningfully and in a variety of real-life contexts.
Andrew, J. (2008). ‘How to Effectively Use News Articles in the EFL Classroom’, The Internet TESL Journal, Vol. XIV, No. 12. Web
Albert Einstein said that creativity is intelligence having fun, thus the essential meaning of creativity entails the concept of producing something new, innovative, unique, and original, as much as it is related to flexibility, adaptability, and versatility. Creativity has been defined as an ability to generate new things (Gomez, 2016), and bringing imagination and ideas to reality, through perceptions, connections and skills (Naiman, 2016). Mr. Martinez del Rio, the editor from “Tiempo de Estrategia”, states that “to be creative, you have to be wild, complex, let out your intuition, forget logic and think that there is not only one answer to every problem but many” (Gomez, 2016).
However, what is the role of creativity in the EFL classroom? Well, the development of the 21st century has brought us, teachers, new concepts, ideas, resources, tools, and sets to promote the learning process, all of which are intended to significantly improve the learning experience. Such development brings along new demands and expectations for students as well which include the acquisition, generation, cultivation, and refinement, in some cases, of specific skills that will positively prepare them for a prosperous and competitive future. Among a few of these skills, we can mention communication, teamwork and collaboration, creativity, investigation, creative and critical thinking, digital citizenship, and technology knowledge.
As educators, it is our responsibility to promote these skills among our students as we teach English, and it is not that challenging since learning another language requires practicing and exercising communicative and social skills. Combining teamwork, analysis and critical thinking, creativity and innovation, sharing ideas and solving problems could only result in the best opportunity for our language learners to succeed at both, language and professional development.
Once the relevance of creativity is realized, there are some stereotypes to work on. Many think that creativity is just an ability a few gifted people have, that is only required for the arts or it is a trait of your personality. Catherine Courage states that “creativity is a birthright, available to all, but used by few” (TEDxtalks, 2012). Moreover, creativity is only a muscle that needs to be exercised and strengthened. By setting the right environment and starting training from the classrooms, we can direct our students to endless ways to comply a task or design a project.
“A student who can read an expository text and turn it into an engaging, listener-friendly podcast can surely identify the author’s ideas, key details, and supporting information. And in putting the information together in her own way, in creating something unique and sharing it with the world, she has learned something new, grown as a person, and possibly inspired others. In which case, your English class has all the bases covered…” Amanda Ronan, 2015
Amanda Ronan. “5 Ways to Keep Creativity Alive in English Class.” Edudemic. Edudemic, 22 Jan. 2015. Web. 23 Sept. 2016.
Gómez, Katyana. “Esta Habilidad Te Ayudará a Ser Más Productivo (Parte 1).” Dinero En Imagen.com. Excelsior, 01 Sept. 2016. Web. 23 Sept. 2016.
@mikepa75. “A Student’s Path to Succeed in the 21st Century – Inspire EduTech -Educational Technology. Blended Learning. Education Development Rural Schools.” Inspire EduTech Educational Technology Blended Learning Education Development Rural Schools. Inspire Edu Tech, 28 Apr. 2016. Web. 23 Sept. 2016.
Naiman, Linda. “What Is Creativity? | Creativity at Work.” Creativity at Work. Linda Naiman Blog, 27 May 2016. Web. 23 Sept. 2016.
TEDxTalks. “Igniting Creativity to Transform Corporate Culture: Catherine Courage at TEDxKyoto 2012.” YouTube. YouTube, 17 Oct. 2012. Web. 14 Oct. 2016.
Adapted and condensed from the article by Susan M. Heathfield (2016), ‘What Is Talent Management – Really?’
For those of us who are not so acquainted with the term “talent management”, it is a phrase used in the area of human resources to refer to a company’s or “organization’s commitment to recruit, retain, and develop the most talented employees available in the job market”. In other words, talent management is a strategy some companies have started to implement in the hopes of retaining their most talented employees.
What apparently sets talent-management-oriented companies apart from the ones that use the term “human capital” is the emphasis placed on the manager’s role instead of on Human Resources when it comes to the life cycle of an employee working for an organization. Therefore, in a talent management system managers take on a greater responsibility and play a crucial role in the recruitment process as well as in the ongoing development of and retention of top performers.
Some of the processes involved in the talent management system include recruitment planning meeting, credential review and background checking, on-the-job training, coaching and relationship building by the manager, just to mention but a few.
Most of the processes above mentioned are now part of the main responsibilities of managers in some organizations. Human Resources’ role, on the other hand, is to provide support and backup, yet in terms of supporting, developing and coaching an employee comes from his or her daily interaction with the manager.
Talent management is a relatively new concept in the working world, and a consensus is yet to be reached, but certainly, it is a strategy worth trying out to contribute to the growth and well-being of any organization or company.
Heathfield, S. (2016). ‘What Is Talent Management – Really?’ The Balance. Web
By Academic Committee
The new trend in companies now geared towards the 21st century focuses on technology and globalization. Millennials, today’s leaders, with easy access to the global market, and native to technological surroundings transform Startups to billion dollar companies overnight leaving their competitive advantage to Talent and Creativity.
Whereas, CEO’s are now enforced to redefine their recruitment process within the four pillars of Talent Management considering as a starting point the Millennial’s way of thinking, use of technology, and globalization.
I. The Recruitment process:
The recruitment process is the first step where changes need to occur. Before, CEO’s through Human Resources office scouted people that would perfectly match the position requirements. In today’s global market, the focus is on talent and adaptability. In the modern globalized economy, companies weigh employee’s ability to acquire new knowledge and collaborate. Also, gaining experience and developing individuals’ skill-sets becomes essential. Employers would now prefer to have energetic, malleable workforces who can learn on the job and help one another to innovate and create new solutions.
II. Learning Development
Today’s candidates are not looking for a career inside a company; they are looking for an experience. This immense change in the status quo of what people wanted at their workplace comes from the changes needs directly connecting to the economy. Thus agile workforce is required.
Millennials’ inherent values and life skills set imply hands-on the job and learning by doing. So, development of learning is shifting towards business leaders who progressively identify the lack of competence as a dominant obstacle to the implementation of their company’s strategies; thus, ensuring the need for creating opportunities and space for learning.
Millennials’ creative workforce considers of high added value the emphasis on continuous learning to the point that when they are not learning, they leave organizations. The key lies in creating conditions for learning to happen as part of their development aligned to the recruitment process and meeting the needs of the changing economy and its workforce.
III. Periodical Check-ins
Annual Reviews are a thing of the past; today proved ineffective and inefficient in fostering high performance. According to talent managers, Annual Reviews do not promote employee engagement or talent. Instead, valuing a year full of work and noticing changes that would require follow-ups until a new year comes and which results directly connects to compensation derives in demotivating collaborators. Millennials whose mindsets focuses towards learning and gaining experience that fosters talent and creativity need immediate input hence constant check-ins lead to direct real-time improvements.
Also, lifelong learning is the key to adjust performance through coaching and skills development rather than just evaluations. Today, Millennials value instant feedback given after direct performance if it is active and constructive. They feel the need to be geared towards their responsibilities and progress within the roles and duties they perform; hence their results drive the companies’ culture and employee’s engagement as they feel valued and take part of the system and for those that need improvement creating a support system that helps them grow. If leaders provide constant feedback on performance they are also building future leaders, coaches, and mentors who drive the economy and their responsibilities to fulfillment fostering teamwork; as a result creating new leaders. Also, instant check-ins goes hand in hand with clear objectives and results since they bring transparency and efficacy to the job performed which Millennials highly value.
IV. Career Development and Compensation
Unlike the traditional idea of career development which meant reaching the next step in the corporate ladder, the 21st Century economy places great importance on providing opportunities and support to middle-level operations to advance and create development opportunities for employees to meet the rapidly changing needs of the company. Talent Managers should focus on three primary drivers- purpose, autonomy, and mastery- to meet Millennials mindsets expectations for development. Ideally, employers should create opportunities for young, talented, creative minds to experience different functions, roles, and markets for them to gain experience and build adaptability to change in employees; from now on, creating a more stable job opportunity to the collaborator. This career development opportunity leads to a change in view and although Millennials are ambitious and strive for financial success, they also prefer a collaborative work culture environment and value transparency.
Millennials focus on collaboration and equality and draw towards projects that connect their strengths and abilities leading to career fulfillment since social networks are their essence, they expect an open culture without barriers of any levels; subsequently, they also favor leaders who create opportunities for training and development.
Millennials now connected to the world through technology; they embrace cultural diversity and change as essential to their environment. The creation of culturally diverse leadership teams and workforces with divergent backgrounds, perspectives, and ideas enables collaboration, inclusion and ensures equipped leaders for future challenges. Lastly, considering that new challenges lie ahead, a succession of employees is essential to the fulfillment of positions with great talents, creativity, and better-equipped life skills. Such replacements can fulfill the needs throughout the organization connected to the economy, and its global trends requiring an immediate change in the Talent Management process where Millennials are taking over.
Haak, Tom. “10 Talent Management Trends for 2016 | HR Trend Institute.” HR Trend Institute. HR Trend Institute, 2016. Web. 28 Aug. 2016.
Martin, Jean. “How to Keep Your Top Talent.” Harvard Business Review. Harvard Business School, May 2010. Web. Aug. 2016.