How to teach managers independence and responsibility, initiative, to reveal their leadership abilities? How to develop leadership leadership in middle managers, what is needed for this, directors of many companies are wondering. The article discusses this problem in detail, and suggests options for solving it.
From the material you will learn:
- How to teach managers responsibility;
- What will reveal leadership abilities;
- What is the 70/20/10 principle;
- How the action plan will help the leader in the development of leadership;
- What literature to advise for the development of leader's leadership;
- How HR can help develop leadership leadership.
How to develop leadership leadership? Teach managers responsibility
Managers lack initiative, no one wants to be responsible for the result. Prerequisites are necessary for the development of leadership leadership. The board of directors of one automobile company was asked to change the style of its work: flexibility, efficiency, independence and initiative of middle managers should become the motto, cancel regulations and introduce bonuses. However, this did not give any results. There is only one conclusion - it is necessary to develop leadership in managers. In other words, to create a working environment that will force managers to solve the tasks and be responsible for these decisions. In doing so, they should be supported and taught communication and persuasion skills.
The concept of the board of directors is reasonable. Middle managers, as a rule, are well aware of all the intricacies of working with clients and have management skills. Therefore, it is these employees who will be able to show the leadership of the head, improve work and take the company to a new level.
There are no perfect leaders. Their requirements are constantly changing. At the moment, the ability of managers to work in changing conditions, in cross-functional and international projects is important for the company, so that they can be leaders at the same time. The personality of the head of the institution is extremely important, because it is he who must set the tone for other employees who need to see every day an example of the leadership of the head.
How to help a leader develop leadership skills
Leadership abilities in employees must not only be developed, but also allowed to reveal themselves. After all, leaders are people who subtly feel the direction of movement, what you need to strive for. If you allocate a certain area of work to an employee, make him the sole manager, then he will be able to show responsibility and independence.
You only need to set goals, for example, “Increase sales turnover by 10%”, “Expand the customer base to 100 people”, and the employee himself must decide how to achieve them. At the same time, it is not necessary for the manager to know how he will do this. To achieve a result, an employee needs to show just the leadership qualities of a leader: make decisions, take responsibility, draw up a work plan and be able to control their actions, complete work on time, and be purposeful.
In order for the employee to strive to develop himself, it is recommended to evaluate his actions and identify shortcomings that still need to be worked on. Such an assessment will help to identify both the strengths of the employee and the areas of his potential development.
The 70/20/10 Principle
You can also use the 70/20/10 principle to teach leader leadership. 70% of the time is devoted to learning in practice (new projects, meetings with a top manager), 20% is devoted to communication with established leaders, exchange of experience, 10% is the theoretical part (distance e-learning, courses, advanced training, trainings). It is desirable to find such a person from whom the future leader will learn from experience, whom he wants to imitate.
Executive Leadership Development Action Plan
It would be good for a young promising employee to offer to draw up a plan of his actions, taking into account all of the above points. It will be useful to draw up a personal development plan for the employee. Career steps can also be reflected here, but something needs to be done to move up the career ladder. First of all, professional and personal successes are evaluated. To make the task easier for an employee, it is possible to prescribe goals for a month, a year, key performance indicators, but first of all, a certain course of action that he needs for development (number of courses, specific books, examples of leaders) in his development plan.
Literature for Leadership Development
Help the future leader to choose the appropriate literature that will contribute to his development. Books with their subject matter should develop in an employee exactly what is necessary for the leader's leadership in work: professionalism and personal qualities, managerial skills. It will be important for a novice leader to find out what already established leaders are reading, and he will be grateful if you make a list and recommend him to read. It should be noted that you need to read not only business literature, but also works of art.
For example, in the Coffee Cantata company, a list of such developmental books was included in the employee development plan. Every employee should read The Seven Habits of Highly Effective People by Stephen Covey, Business is Psychology by Marina Melia, Time Drive by Gleb Arkhangelsky, Games People Play by Eric Berne. According to these books, employees must pass an exam, the results of which subsequently affect the employee's career growth. Sberbank of Russia specially selects and offers employees a whole library for developing reading.
How HR can help develop leadership leadership
If you challenge future leaders to work on projects that are extremely important for the company, this will also help them discover and develop the leadership of a leader: inspire, lead, take responsibility for some kind of managerial decision.
One of the most effective methods of leadership development is training. Close interaction with employees will ensure the creation of a “bank of ideas” on the site, a box in the registry or in the workshops, when everyone can offer their innovative idea for improving and optimizing business processes, adding or eliminating unnecessary steps to increase profits.
The very opportunity to offer something new that will simplify the work, make it better and more efficient, already motivates employees. You can even introduce a rule: the employee who proposed his idea must defend it before the commission. If the idea is approved, the idea is implemented at the expense of the company.
Today we work in the age of multitasking, and in order to survive, we have to adapt to the world around us. Google has adapted the 70-20-10 model, which completely changes the approach to the workflow so that you do not get stuck in the past. The trends shaping the work of the new generation are entrepreneurship, flexibility and, of course, innovation.
The main idea of this model is to allocate 70% of your time to your core competencies (Google has these core products: search and advertising platform), 20% of the time to related projects (this is an additional Google business - News, Earth, etc.) and 10% to acquire new skills and work on completely new projects.
Professor at Harvard Law School.
“You have to earn trust in a big corporation. You must earn the trust of your customers, and you will only earn it if you exceed all expectations. That's what you were hired for in the first place. And, if you are able to do this, then progress will go faster.” Kyle Westaway, professor at Harvard.
And after that, it's time for the 20%, which allows you to focus on related projects. For example, one of Nike's most popular products began as a side project with the aircraft industry. We are talking about the creation of Nike Air Max sneakers, the developer of the depreciation technology of which is an aeronautical engineer Frank Rudy, who patented a system based on the use of an inert gas enclosed in a polyurethane shell.
The remaining 10% of your time should be spent on learning something completely new, important for work. It can be something fantastic, very long-term, or completely unrealizable at first glance. Something you've never experienced before.
How to apply the 70-20-10 scheme in your profession?
For example, it would be useful for a marketer to spend 70% of his time on current projects, 20% of his time to explore new opportunities and develop strategies, and devote 10% to studying newly emerging tools, acquiring new skills and competencies, finding non-trivial ways to attract an audience, creating innovative products.
This model can also be transferred to the distribution of budgets in an advertising campaign. For most marketers, changing the established scheme for distributing funds through media channels is fraught with risks. By applying the 70-20-10 model when drawing up a media plan, these risks can be leveled and the business efficiency can be significantly improved.
For example, Coca-Cola, which has set itself the goal of doubling the size of its own business by 2020, uses a 70-20-10 method in allocating its marketing funds: 70% is allocated to low-risk media projects (such as TV advertising, outdoor advertising , press, radio, sponsorship), 20% is allocated to innovations that have already proven successful in the past, and 10% is allocated to high-risk media content based on new, not yet tested ideas.
Building a successful career means spending your time and energy wisely and being able to say “NO” to projects that don’t develop new skills and add nothing to your career development piggy bank.
So, if you want to create something really worthwhile and at the same time actively develop the existing one, then the bulk of your working time - 70% - should be devoted to solving everyday problems. At the same time, it is necessary to set aside time to do some new project. For example, start using a competitor's product to do research and understand how you can improve your product. This technique will help you in your work on a new project, as you will already have interesting ideas and thoughts.
One of the key functions of the manager, in addition to planning the activities of the unit within the framework of the strategic goals of the company, organizing business processes, monitoring the implementation of tasks, is the motivation of subordinates and their development. In the third review on the topic of training and development of personnel, we could not help touching on this important aspect - the role of the leader in the development of subordinates.
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Treat people as if they are already the way they should be, and you will help them more quickly show all the good that they are capable of.
Goethe.
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The founders of the 70/20/10 method are considered Morgan McCall and his colleagues working in the center of creative leadership. Two of them, Michael Lombardo and Robert Eichinger, described this approach to learning in their book The Career Architect Development Planner (1996). The founders of the method themselves considered it not a method at all, but a reference model that simply demonstrates that most of the professional knowledge is formed not at school or at a university, but at the workplace. Today, many large corporations involved in training their employees use this approach in training, and in some of them various modifications of the use of the 70/20/10 formula appear.
For example, at Hewlett-Packard, this model is followed in training in the classical version, with the wording "For the development of talents." According to the representatives of the company, this approach makes it possible to organize the learning process in the workplace as efficiently as possible. According to the HR manager of HP, due to the specifics of the traditional educational system, people are accustomed to viewing learning as a formal class, while learning takes place to a greater extent in practice, where the role of a mentor and (or) leader is very large.
At Google, this model is used in the process of innovation management, when the version is accepted that 70% of the company's time should be devoted to solving core business tasks, 20% to projects related to core business, 10% to projects that do not work with it. related. Harvard University professor Kyle Westeway suggested using the Google 70/20/10 model for career planning for employees. In this case, 70% of the time is devoted to developing their core competencies, 20% to related projects, 10% to mastering new skills and side projects.
As you can see, there are many approaches, and this model can be used in different ways, inventing your own methods based on it. And in this case, it is worth paying tribute to its developers, since this is really a reference model that can become the basis for new, and most importantly, effective approaches to learning.
Individual development plan
In some companies, immediately after evaluating the results of fulfilling the work goals (functional tasks) of an employee, it is customary to draw up an individual development plan (YPRES). For example, once every six months, during a 1-on-1 assessment conversation with the manager (as part of the Personnel Assessment business process), the employee reports on the fulfillment of his work goals that were set for him by the manager at the beginning of this period. The fulfillment of the goals, as a rule, is assessed on the basis of quantitative and qualitative indicators approved and agreed within the company. (KPI), and must be 100% complete. As a result, if any of the goals was achieved, say, by 60%, then the situation is carefully analyzed. As a result of such a constructive dialogue with the leader, the subordinate himself can name one or several reasons for not achieving the goal and identify the necessary resources for further more efficient work. If the employee does not have such a vision, then the manager should do it. This is where the needs of the subordinate for training are voiced, which are agreed, formulated and recorded in the IPR.
Benefits of professional development planning:
- the ability to draw up an individual employee development program with a clear action plan to achieve work goals;
- the ability to monitor the implementation and results of these actions - in particular and the development plan - in general;
- the ability to plan and allocate resources (time, budget, experts, trainers) in the unit and in the company as a whole.
Experts also recommend using the 70/20/10 approach to staff training when drawing up an individual employee development plan. Here it is worth paying attention to the fact that:
- the less professional and managerial experience an employee has, the greater the role will be played by the opportunity to obtain additional theoretical information and missing knowledge (for example, in trainings, seminars, webinars, reading literature, etc.);
- the more professional and managerial experience an employee has, the greater the role will be played by learning through experience - practical training (development in the workplace, developing tasks, delegation, new projects, etc.);
- the need for support from the immediate supervisor and other specialists with expert knowledge and skills in the form of mentoring and coaching remains unchanged throughout the employee’s professional life (support, mentoring, coaching, mentoring, tutoring, etc.).
Note that in the example above, the case of one meeting of a manager and a subordinate was shown to periodically evaluate the results of his activities as part of the personnel assessment process. But this does not mean at all that in the interval between these meetings the manager does not communicate with subordinates and does not monitor their work. As already mentioned, the need for support from the immediate supervisor, who has expert knowledge and skills, remains unchanged throughout the employee's professional life.
The Formula for Successful Development of Subordinates
Now about what else the manager needs to take into account in order to organize the effective development of his subordinates. The process of their development will be successful only if three parties are involved in it - the employee himself, his managers and the company. This formula works exactly as it does in mathematics, that is, if one of the factors is zero (not involved), then the entire formula will be equal to zero, respectively.
Three elements of the formula for successful subordinate development:
the employee must be ready to do what is required for his growth and development;
the leader must be actively involved in the process of development of the subordinate and also be responsible for this (planning (IPR) and organization, control, motivation and evaluation of the development of subordinates);
the company should develop a mechanism (business process) that will contribute to the development of employees (at least a corporate business coach and (or) the possibility of attracting external experts, sending employees to external training).
It is known that people do not develop if:
they don't want it;
the manager and the enterprise do not show interest in this and do not provide any support;
it is not a priority for them.
Concluding part III of the review on the development of subordinates, I would like to return to Goethe's statement, which is the preamble to today's article, namely, about the attitude towards people. John Sterling Livingston, lecturer at Harvard Business School, in his book The Pygmalion Effect in Management, focuses on how much managers' expectations influence subordinates, how they encourage them to improve themselves and how they prepare them for work in more responsible and high-paying positions. According to the author of the book, the main components of success are the enthusiasm and interest of the leader. And vice versa: discouragement, low expectations and lack of attention from the boss worsen the employee's performance, perpetuating his low self-esteem.
For reference: John Sterling Livingstone, lecturer at Harvard Business School, founder of the Department of Defense Logistics Management Institute; was the first to document the significant influence of manager's expectations on the performance of subordinates.
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“The manner in which a leader treats subordinates is subtly determined by what he expects from them. If a manager expects a lot from his subordinates, their performance is likely to be excellent. If the manager's level of expectations for subordinates is low, then they are more likely to perform poorly. Approximately as if there was a law of improvement or deterioration in the performance of subordinates, depending on the expectations of the leader.
John Sterling Livingston.
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In the next and final review on the topic of staff training and development, we will share information about the cost of educational services.
Mikhail VISHNYAKOV, our corr.
Assessing the Impact of Learning 2.0 on Business
Learning 2.0 inspires learners, but is your organization capable of assessing the business impact of learning 2.0?
Great moments in science, business, and intelligence always come with new technologies. The steam engine shortened the travel time across the continent. The jet engine made transcontinental travel possible. The printing press made books available to the masses. Thanks to rockets, we have reached the last frontier.
Nowadays, the Internet helps to spread knowledge. Moreover, many online tools support the latest knowledge paradigm, learning 2.0.
What is Learning 2.0?
« In traditional teaching methods, such as in the classroom and e-learning, the learner simply perceives the information, and the teacher controls the learning process. Learning 2.0 represents a fundamental shift in learning methodology that puts the learner at the center of the process, allowing them to exercise their own control function. Learning 2.0 enables the employee to track individual learning through a set of Web 2.0 tools and systems that initiate collaboration . Learning 2.0 does not replace traditional learning methods, but complements them with a set of Web 2.0 tools and systems.”
The tools that contribute to learning 2.0 are numerous. They are not limited to blogs, wikis, community sharing, tagging, RSS feeds, collaborative workspaces, podcasting, virtual worlds, and mobile devices.
Melinda Sample, Senior Manager, Learning & Integration Technology, Pharmaceutical Product Development, Inc. (the largest drug research, lifecycle management services company) describes its business environment as a place
where learning 2.0 is needed:
“Our culture is heavily focused on the use of goals. By being able to shorten the cycle time for a new product or service, our pharmaceutical partners get to market faster and begin to recoup their investment. Therefore, in our case, it is almost impossible to tear people away from the learning process. Knowledge and performance support must be timely and available to our employees 24x7. Informal and social learning is becoming increasingly important in our work and is part of our overall learning strategy, benefiting both our internal and external clients.”
70:20:10 approach to learning and non-formal learning
Michael Lombardo and Robert Eichinger describe the 70:20:10 approach to learning in their book The Career Architect Development Planner. Work experience, tasks and problem solving make up 70% of the training. Mentorship and examples (good and bad) make up 20% of teaching. The remaining 10% falls on formal, traditional education: courses, reading, etc.
Only 10% involve formal training and are supervised by training and development specialists, while 90% of training is informal by default.
Charles Jennings, Managing Director of Duntroon Associates,
a member of the Internet Time Alliance, points to the fact that cost and relevance are forcing organizations to adopt a 70:20:10 learning model. Not only because the costs of formal training are high, but also because learning must happen quickly, which is what the business itself requires. Knowledge must reach the staff just in time so that they can quickly complete a particular task facing them.
In 2009, KnowledgeAdvisors researched the types of non-formal learning that organizations follow. Figure 1 presents four main categories of non-formal learning: mentoring and coaching, collaborative practices, virtual knowledge sharing, and performance support systems.
Jennings believes that informal learning cannot be managed. Each learner in informal learning is self-directed. However, managers can contribute to it through the experience they have in acting as coaches to correct proper performance. Informal learning is facilitated by the context. If a manager accompanies the learning process with support (such as job aids and coaching), then it will be more efficient, faster, and more helpful.
Alan Bellinger of the Learning and Performance Institute in Coventry, England argues that "blended learning" should focus on a true mix of formal and non-formal learning, rather than simply adding e-learning elements to formal learning activities. After making sure that the 70:20:10 model is applied in many organizations, Bellinger notes that non-formal learning can no longer be unpredictable.
Whether learning is traditional or informal, the link from learning to performance should be key to assessing its benefits.
Measuring the Benefits of Learning 2.0
We can talk about learning 2.0 in an organization when trainees “pull” information to solve problems from different sources, and do not receive it in finished form. Of course, this option is much more profitable for the organization.
Training 2.0:
>> is relevant because it is self-managed;
>> efficient because trainees only choose what helps them do their job;
>> in a timely manner, because trainees do not have to wait for the next course of study in the classroom.
The organization optimizes these benefits by using the right technology tools (eg LMS, knowledge portal, e-learning systems, etc.) to make learning more efficient, practical and reproducible. But the breadth and complexity of the context of learning 2.0 makes it difficult to measure its business impact.
To effectively assess the impact of learning 2.0, learning and development professionals need to focus on three important aspects:
>> Determining limits for learning components: an increase in the number of knowledge sources - from Google and the Books24x7 digital book platform to e-learning modules and experience sharing. Other informal learning elements: coaching and mentoring, social media, knowledge portals, electronic performance support systems, work instructions, experience gained at work. In order to assess the impact of learning, it is important to limit or at least define the scope for a reasonable and measurable set of content.
>> Measurement tools: surveys, checklists, focus groups, interviews with key employees, web analytics. What tools are best for collecting information for each component? It depends entirely on the training components that are used.
>> Deadlines:Learning 2.0 is not scheduled. Most often, it happens when it is needed, during the entire working week. The one evaluating its impact must determine when it is necessary to use the assessment tools. What is the best time in the learning cycle to understand the process? If a student uses the Books24x7 digital book platform, does the student need to take surveys each time they become familiar with new information? When should a learner take surveys if using a web portal or community to share experiences?
When evaluating the impact of learning 2.0 on business, the tools must be appropriate to the scope and timing of the learning process. For example, if a knowledge portal is a key component of learning, then web analytics such as the amount of time spent reading certain topics should be collected as formative data.
You can also add other tools such as poll pop-ups and micro-surveys to collect information about quality, value, expected performance improvement, and business impact. With such tools, brevity is necessary, so the evaluation process becomes minimally “aggressive”.
To measure impact effectively, you need to define the learning component and use the right tool at the right time. In the case of using various contents and tools, a system for systematization, storage, analysis and reporting becomes necessary.
Figure 3 shows an example of how the system depicted in Figure 2 can be used to assess the impact of several Learning 2.0 components.
More information about measuring non-formal learning is available from KnowledgeAdvisors, including information on how to use assessment systems to collect, analyze, and report results from various learning 2.0 sources.
Going beyond satisfying metrics
For years, training organizations have tried to measure the impact of traditional learning using research and surveys, most of them are satisfied with the metrics and feedback. It is likely that the same will happen with non-formal learning.
However, measuring the impact is not so difficult. The process begins with the questionnaire formulating the right questions—those questions that are relevant to applicability, performance improvement, and business results.
Of course, students should be asked if they like the knowledge portal interface, but it is much more important to ask the questions “Will you use the information that you just learned?” and “Can this information improve your productivity?”. By analyzing the answers to these questions, the impact measurement process begins.
For over 50 years, Kirkpatrick's four-level scoring model has been the basis for measuring impact. In addition, Philips' ROI methodology and Berzin's Learning Impact model are promising in terms of learning impact.
Here are the common questions of all these approaches that are relevant to influence:
>> Does training promote the transfer and acquisition of skills? If so, how much did you learn about yourself?
>> Will the learner apply what he has learned? How quickly and how effectively?
>>Will training improve individual and organizational performance?
The answers to these questions provide some insight into acquired skills and performance.
Subsequent assessments can reinforce the impact of learning on performance.
Unfortunately, it's hard to know when to submit follow-up grades as the learning process is likely to continue.
Another approach is to monitor the performance process within the organization. Talk to managers about improving the performance of learners who use learning tools 2.0.
Impact on business results
It is important to consider the evaluation of business results. Namely, has Learning 2.0 affected important business metrics: improved customer satisfaction, reduced risk, increased cycle time, increased sales, and increased revenue, among other organizational metrics? It is possible that these indicators will not be easy to collect.
But it is even more difficult to extract the impact components of Learning 2.0 that contribute to outcomes. Of course, pilot projects offer the most rigorous approach for assessing impact, but this approach is often not practical due to time and resource constraints. Phillips advocates asking students to rate how much their productivity has improved, which learning components have helped them, and thus establish impact. This evaluative, localized, and adjusted approach is a valuable research, useful, and valid technique. The biggest hurdle is finding a comparison group that did not use learning 2.0 components.
Changing the world with learning 2.0 and measurement
The question that often accompanies the introduction of learning 2.0 is similar to that of formal learning – does it affect the company in any way? Probably yes. The challenge for professionals in the field of training and development of personnel is to assess this impact. Definite answers can be obtained using fairly simple measurement tools. By focusing on components, measurement tools, and timelines, learning organizations should be able to assess the impact of learning 2.0 almost as easily as they assess the impact of traditional learning.
Today we are starting a series of publications dedicated to the “70:20:10” approach to organizing corporate training that is widely used in Western companies. Charles Jennings, one of the authors of this concept, granted Skolkovo Be In Trend exclusive rights to translate the materials of his website into Russian. We will talk about how to get the most out of training, and the special role of training organizers, HR / T&D departments, in this process.
The goal of almost all business training is to change behavior to improve performance. However, studies evaluating the impact of learning on performance have found that the most important aspect is not the educational process itself. Motivation and attitude to learning is very important - but, it turns out, not the student himself, but his leader.
Paradoxically, the three most essential factors for successful learning are:
- the mood of the leader before the start of training;
- the mood of the leader after the completion of the training;
- the possibility of full implementation of the acquired skills in practice after completion of training.
It is these data, along with the results of fundamental research on the processes of information absorption, that form the basis of the corporate learning model. 70:20:10 :
- 10% of knowledge a person receives from traditional sources - reading and classes. So a person receives the specific knowledge he needs in his work.
- 20% is accounted for by social learning when communicating with management and colleagues. So a person models and experiments.
- 70% is experiential learning through real workplace situations. So a person puts into practice all the knowledge gained, and, importantly, analyzes his own experience.
The value of this model is not in the numbers presented, but in the fact that it takes the concept of learning beyond the classroom, transferring it to the workplace and social spheres.
If we talk about companies that actively implement innovations, then the structure will take the following form: 5% - formal training; 55% - social learning; 40% - experiential learning.
And vice versa - in more regulated areas, where strict compliance with standards is important, the following structure will be realistic: 40% - formal training; 40% - social learning; 20% - experiential learning.
Charles Jennings: "70:20:10 is an agent of change"
70:20:10 is first of all agent of change, which allows you to expand the perception of learning, going beyond the classroom and other structured developmental activities built on specific events. With proper use of the 70:20:10 model, support for effective learning and development in daily work grows naturally and with the speed of business development or even faster.
Here, Ch. Jennings' model can have the greatest effect.
In addition to a strategy for effective and efficient learning and achieving high performance, the 70:20:10 mindset also helps change and develop behavior patterns. Of course, formal learning outside of work is still needed to effectively and efficiently lay the groundwork for specific situations - especially for employees entering new positions and roles. However, we need to think and act beyond just channels of learning. This is where the 70:20:10 strategy can come in handy.
While today many learning and development departments are trying to use new media and innovative methodologies (introducing social learning into traditional courses, launching massive open online courses, bringing a playful moment to learning, using mobile tools, as well as other advanced communication and delivery channels ) are often incorporated into traditional structured learning and development systems. The essence of such a system and such thinking comes down to management and control: “We design and offer packages, learners gain knowledge, we measure and report.”
This traditional approach lacks flexibility; it is based on assumptions that were probably relevant in 18th-century Prussia, when the notion of curriculum first emerged. Today, it does not meet the goals that the dynamically developing world of the 21st century sets before us. 70:20:10 in theory and practice helps to move beyond the thinking of courses and programs of study. The 70:20:10 Learning and Development Strategy is a great launching pad for the process of change.
results
In the consistent application of the 70:20:10 model, we see an opportunity for learning and development departments to rebuild working relationships with colleagues and stakeholders, move from a focus on control to support, assistance and facilitation, and create a practice of accurately identifying the needs and priorities of the organization and her stakeholders.
At the core of the 70:20:10 mindset is the understanding that much of the knowledge gained on the job can be managed by no one but the learner (and sometimes their supervisor), so learning and development professionals should reconsider their role and decide whether they want to they help expand and strengthen learning channels that are already operating outside of their world.
Translated with permission from Charles Jennings. All rights reserved.
Original