Tag Archives: skills

Handyman skills

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We have a handyman helping us with a bathroom repair. We had to replace a broken medicine cabinet. When I removed the old one, which had a light fixture embedded in it, I found the electrical wire coming out of the wall, not a junction box. With that, and the desire to move an electrical plug that was way too close to the sink, (and no experience doing drywall), I decided it was going to be a job that would take me much too long… and honestly beyond my skills.

Our handyman has done such an amazing job. The amount of small things he’s done to make our bathroom better are things I would never have done. He noticed our bathroom door didn’t shut well and adjusted it. He fixed the ‘hack job’ drywall around our window and improved the window casing. And he made many minor adjustments that I just didn’t know needed to happen.

Each touch up has made a huge difference to our old bathroom which hasn’t had any kind of upgrade since we moved in 24 years ago. And again, I didn’t have the skills to do what he did, even if I had the time.

I have a friend who does all his own repairs. He sees an issue with his house and big or small he’s on it. I know these skills are learned, and I could do them too, but the learning curve would be huge for me, and I’d rather hire someone with those skills so that I’m not the one doing a hack job.

There is a lot of talk about AI taking away jobs, but people in trades, and with skills hand crafting things, will always have jobs to do. If you want to keep yourself employable in the long run, get yourself some handyman skills. There will always be people like me who would rather pay than learn the skills well enough to do an excellent job.

Always improving

I had a conversation with a good friend yesterday. He has a renovation going on and is quite involved in the process. He lamented about how busy he is and said something interesting to me. To summarize:

‘I don’t mind being busy, it just gets exhausting always doing things a little beyond what you are comfortable with.’

That’s a really interesting point. We live in a world where very few people, athletes for example, hone their skills and spend a tremendous amount of time doing only what they are good at. Most people are good at something and spend hours doing something else, scrambling to make time for the thing(s) they enjoy doing.

They love the design process, but spend most of their time building. They love building but spend most of their time ordering supplies and managing people. The love managing people but spend hours managing paper or digital files and documents. Beyond these examples, they spend time learning new, more challenging tasks and implementing them with beginner eyes, while not doing the things they know they can do well.

I understood my friend’s point and said, ‘Wouldn’t it be nice to focus on the part of your job you are really good at for a while and not always be working on new challenging skills?’ Then we both had a chuckle realizing that we’d feel like we’d be standing still if we didn’t push ourselves. But that’s the impetus to ask the question,

Where does the push to always be improving come from?

Is it intrinsic? Is it organizational? Is it cultural? Are there places where jobs have not magnified in complexity and people are given the time they need to mostly do the things they love doing, and not just a lot of what they have to do? That doesn’t mean they stop improving, just that the things they improve on are things they really want to be doing. The idea of constantly improving is both appealing and exhausting. I think the key to making it feel good is to find reasons to celebrate achievements, to recognize gains, and to appreciate the journey… because there are always ways to improve… always more that can be done… always things to learn.

Blockchain and education

Blockchain defined: Blockchain is a shared, immutable ledger that facilitates the process of recording transactions and tracking assets in a business network. An asset can be tangible (a house, car, cash, land) or intangible (intellectual property, patents, copyrights, branding). Virtually anything of value can be tracked and traded on a blockchain network… ~ IBM

One place that I see blockchain technology being used in education is credentialing. Right now a general arts degree at a good university is a credential that says, ‘I know how to study, write essays, and express my ideas’. Unlike professional programs like engineering or law or med school, a general arts degree is about building more general skills. More and more jobs are not requiring a professional focused degree, but also demand more specific skills than a general degree.

Can a potential job candidate manipulate pivot tables in Excel? Or understand the basics of coding in python? Or use a design thinking process? These questions aren’t always answered by a degree, and might be answered by a certificate. What if Microsoft or other large companies delivered skill-based credentials through online courses? What if when you received certification of completion of the course, you didn’t just get an easily copied and doctored paper certificate, you also got digital certification that could not be doctored by you, but could be verified by anyone?

Imagine having a digital portfolio that linked to all your credentials in immutable ledgers. Your skills could be verified and job descriptions could include expectations of specific skills and credentials. What do you know? What can you do?

So, maybe in the future a college degree will be less impressive than a series of verifiable skills. Maybe high school students will start getting these credentials before they graduate. To me this had a few implications to think about:

1. If we move to a more skill-based economy, how will this affect our school curriculum?

2. If credentials and credentialing become a major driver to workforce hiring, will this force more specialization in high schools?

3. Where does that leave the soft skills like communication, critical thinking, and creativity?

Some people think that credentialing like this can replace teachers, I don’t. I think teachers become more valuable. Let credential testing and digital training measure the skills that are easily measured, and let teachers loose on helping students be more creative, more entrepreneurial, and better problem solvers. Let teachers focus on helping students trying things that are epic, things that are so big they are likely to fail, and help students understand perseverance. Have teachers focus on developing communication and cooperation skills, and helping students understand the importance of learning and process.

Credentialing won’t diminish the role of the teacher, it will magnify their importance in creating leaders and problem solvers. And to me, that’s the more exciting part of being a teacher.

Easier targets

Today I moved my archery target about 2/3rds closer. Of course my shooting was much more accurate, but that’s not the point. With the stress of hitting a bulls eye at 20 meters removed, and the target itself being so much larger, I could focus on my release much more. I’m still new enough at archery that I need to think a lot about what I’m doing, and the one aspect of my shot that my brain wants to focus on most is my aim. Doing so, I often forget about my release and squeeze the trigger rather than using the back tension of my arm. So, 15 minutes after moving the target closer, I found myself hitting the bulls eye, and also doing the things I want to do with my release.

How often do we move the targets closer for our students who struggle? How often do we give them the chance to succeed on smaller tasks, on their way to more challenging ones? Yes, we often do this in Math. But where else is this strategy useful? How else can we move the targets closer, help students find success, then make the task progressively more challenging?

elearnspace › It’s New! It’s New! › George Siemens

It is my main critique with the emotional-feel-good message of Ken Robinson’s focus on creativity. First, we need to get over the view that our generation is astonishingly unique. Hasn’t every generation faced new technologies to solve problems not foreseen? The present moment arrogance that invades much of school reform thinking is frustrating. And, I might as well add, the pendulum-thinking mindset that is evident in Robinson’s view is damaging in the long term. If a view of educational reform is defined by the current reality that it is reacting against, rather than a holistic model of what it will produce in the future, then we’re playing a game of short-term gains, planting in our revolution the seeds for the next revolution that will push back against gains that we make now.

… Developing capacity for complexity. Complexity is the DNA of society. Whenever multiple agents interact, outcomes are uncertain. Failure to account for complexity in organizational design, teacher preparation, and business planning is a short path to frustration. Yes, it would be nice if the world was complicated – like a puzzle where every piece has a right place. But it’s not. It’s complex – like a weather system where changes in one aspect of the system cascades and influences the entire system, often in unpredictable ways. Unfortunately, complexity is not built into the educational system. We seek “general right answers” rather than “contextual right answers”.

via elearnspace.org

The pendulum-thinking issue has been on my mind, but I have not been able to express it as well as George does here. It reminds me of the dichotomized digital native vs digital immigrant issue which can also be counter-productive.

I also wonder how many ‘rules’ and ‘expectations’ are created because of present moment arrogance? Are filters our equivalent of book burnings? Are our subject blocks created by a parochial curriculum? Are typing skills equivalent to quill pen skills of the past? How is our arrogance counter-revolutionary?

In the second section, I love the puzzle vs weather system metaphor! Using a metaphor exemplifies contextual complexity!