Four skills to take into account.
What are the skills to be developed in the professional to increase its ability to identify and creatively solve problems?
Valuing Professional market is directly related to the way its manages to detect and resolve the difficulties. The accumulation of data was the main human ability to look for increases in previous decades. Today is not central to the work processes, machines carry out this work.
Instead there are four skills that become critical to have a good performance as a worker's capacity for abstraction, systems thinking, experimentation and collaboration.
Abstraction: the real world is nothing a messy mixture of sounds, shapes, colors, smells and textures, essentially meaningless until the human mind imposes a certain order. The capacity for abstraction is discovering patterns and meanings, in reality this process is simplified, so as to be understood and managed in different ways. From reality to abstract formulas, categories, equations, models, constructs, metaphors, creating opportunities to reinterpret and reorganize the information chaos that it revolves around us. In this way you can integrate and assimilate vast amounts of information to discover new solutions, problems and alternatives. Every professional is constantly looking new ways of representing reality that are more accurate or revealing than the previous.
In most tanks, formal education is the opposite of learning. Instead of developing ideas, these are imposed. The reality has been simplified and only the submissive student must register in memory. It is assumed that an efficient educational process must impart knowledge as an efficient factory assembles the parts in an assembly line.
One of the most important teaching is that: the responsibility to interpret and make sense of all the knowledge that communicate should not fall on the other. Must be from a fluid and interactive program, which emphasizes in the discernment and interpretation rather than on data transmission. The important thing is to consolidate the information, and ask why. Analyze the situation from different angles, under different conditions, which is useful to imagine new possibilities and alternatives. From here the qualities to stand out are the curious, be critical, and creativity.
Systems thinking: Consider the reality as a system of cause and effect is a natural experience for a child who learns that a glass of milk thrown onto the floor it will shatter spilling its contents over everything that surrounds it, that a similar fact-though momentarily amused no doubt cause a violent reaction from adults.
more elaborate forms of systems thinking come less naturally. Our tendency to recur in adult life is to see reality as a series of snapshots (pictures) static-market here, there or here technology a threat to the ecosystem, a family here, where a client, .-. etc. The relationship between these phenomena remain unproven. It is a grave error of formal education perpetuate this tendency to separate into categories, showing the facts and figures as fractional units of history, geography, mathematics and biology, as if each one was different and was unrelated to the others. This can be an efficient method for transmitting a minimum of data but not to instill knowledge. With this the only thing you learn is that the world is composed of disparate elements, which can be interpreted in isolation.
However, to uncover new opportunities need to be able to appreciate and understand all the processes by which the components of reality are related. In the real world the problems rarely can be predetermined, or separate indefinitely.
Within the systemic should be taught to discern the main causes, effects and relationships. What seems to be a simple problem easy to solve can be a symptom of a more fundamental problem, which can occur unexpectedly in a different form.
Before explaining how to solve a problem that arises, systems thinking teaches that one must analyze why it has arisen and how it relates to other problems. Learn how to travel from one place to another following a planned route, is one thing, and know the whole area so you can find a shortcut to go whenever you want, is something quite different. Instead of thinking about problems and their solutions generate other, systems thinking teaches that problems can be redefined, according to the approach adopted in a broad systems forces, variables and effects, and unexpected relationships and possible solutions can be discovered by analyzing the situation more broadly.
Experimentation: To learn how to handle the most sophisticated forms of abstraction, systems thinking, we must learn to experiment. Younger children spend most of time experimenting. His tests are random and repetitive, but through trial and error that develop their ability to create order in the mixed set of feelings, and understand its causes and effects. The more advanced forms of experimentation also generate errors, which often cause frustration, disappointment and even fear. Explore an unfamiliar city on your own, instead of following the instructions of a tourist guide, can take us very far, until we can feel lost for a moment. But there's no better way to find your path or to see it from different points of view. The habits and methods of testing are critical in the new economy, where technologies and markets are constantly fluctuating.
Instead of leading the student in a predetermined direction, it is important to provide students with a series of elements that help them find their own way. Should place the emphasis on testing methods: conserving certain aspects of reality that are constant, while varying others to facilitate understanding of the causes and effects, so it examines a range of possibilities and results, and notes the similarities and differences relevant. Guesswork and intuition are compared with previous ideas. But more importantly they are taught to recognize that lifelong learning is a responsibility.
The ability to work: professional usually work in teams, sharing problems and solutions, in a somewhat more complex than a simple child's play. These workers spend part of their time communicating ideas-through presentations, reports, projects, memoranda, plans and manuscripts, and then try to reach a consensus to move forward with the plan.
However, this ability to learn to collaborate, communicate abstract concepts and reach consensus, often not valued in formal education. By contrast, in most institutions, the main objective is to achieve a quiet and solitary performance of specific tasks. In this sense, the key is the performance and evaluation of individual activity. Such group work can not be so easily monitored or controlled as individual work. But to get the best people, instead of placing emphasis on individual performance and competition, stress is placed on group learning. From this learning team was able to increase certain skills, such as express themselves clearly, to encourage and accept criticism from their peers, asking for help, recognizing the merits of others, etc.. In addition, you learn to negotiate, that is, raise their own needs, to discern what the other, to see things from the perspectives of others, and find answers to their mutual benefit. Concepts
extracted REICH, Robert: The work of nations. Vergara, Buenos Aires, 1993.
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