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Scaling Infosys’ Educational Programs

Sunday, September 25th, 2011

Infosys, as discussed in my September 11 blog, has developed one of the IT industry’s largest and most comprehensive talent development programs. Although the program was created I India, and is by far the most mature, multifaceted and far-reaching in India, the company is now bringing parts of the program to other countries in which it operates.

From India to the World

Infosys has, for example, implemented versions of its CampusConnect program (which help colleges develop and launch business-relevant curricula and courses) in other countries in which it has Delivery Centers. It is, for example, working with Malaysian university faculties to improve IT education and with Mexican faculties to develop an IT curriculum to make programs more industry-relevant.

Just this month, it entered into an agreement with Singapore Management University (SMU) to jointly develop content, case studies and learning labs for both Infosys employees and SMU undergraduate and graduate students. They also plan to conduct joint seminars and tutorials and collaborate on currently unspecified research and pedagogy projects.

Infosys, however, is focusing the vast majority of its Out-of-India efforts on China, the county in which it has already hired 3,500 employees, with plans for another 8,500 in three years. For example,it  opened a Development Center in Shanghai and an Education Center in Jiaxing. This new Education Center, which will eventually accommodate 3,000 students at a time, will generally replicate the company’s Mysore curricula and courses, but tailor them to the specific needs of Chinese recruits. More than 650 recruits have already completed the Center’s foundation training program and another 350 in process.

The company is also beginning to work with Chinese universities. It has, for example, launched a Chinese version of CampusConnect and is working closely with local governments to extend the program to more schools in other regions of the country.

Multi-Lateral in India

Infosys is also working to scale its education programs by partnering with third parties. These partners include:

  • Individual companies, such as Microsoft, which is now participating in SPARK; and
  • Non-profits, such as NASSCOM, where it is sharing best practices with the group’s Education Council, for deployment across India; and
  • Pan-national organizations, like UNESCO, to share learnings and identify best practices that can be applied across many different countries.

The company also forges more informal cross-border relationships. For example, it regularly invites industry bodies and faculty from other countries to visit Mysore. They have hosted a range of countries, from barely emerging (like Bhutan and Rwanda) and solidly industrializing countries (such as Thailand and Colombia) to learn and deploy capabilities in their own countries.

Applying Indian Learnings to Developed Countries

Cross-border learnings on employee development and most other business processes typically flow from more developed countries (which typically have the educational institutions to create and the corporations to test and develop best practices around these processes) to less developed countries.

Perhaps, however, it is about time for more such learnings to migrate in the other direction. Companies ranging from Proctor and Gamble and General Electric Medical Systems have developed products specifically for emerging countries that have since been migrated to developed countries. There are similar opportunities for migrating business models, such as Li & Fung’s supply chain practices and Bharti Airtel’s use of variable cost, virtual infrastructures.

On one hand, it may seem strange to suggest that countries like the U.S. and England—countries that virtually invented and still have some of the best colleges and corporate talent development and management practices in the world—could learn much from India. That country’s IT services sector, for example, is prospering only because the private sector was forced to develop capabilities that the public sector was not capable of providing.

But in many senses, developed countries are now facing some of the same challenges as developing countries. These include a sclerotic education-to-employment pipeline that does not seem capable either of:

  • Preparing students with the skills that will be required in an increasingly global knowledge economy, or of
  • Reskilling current workers who must learn totally new skills to qualify for new jobs in their current industries, much less those in new growth industries.

This is certainly not to suggest that emerging country companies have some type of inherent advantage over developed country companies, either in helping schools to graduate more employment-ready students or in proactively developing the skills that current workers will need for tomorrow’s jobs. After all, Western IT services companies such as IBM, HP and Accenture, were faced with many of the same challenges as their Indian counterparts in growing the Indian talent pool. These companies addressed their Indian needs in much the same way as did the Indian IT services firms. All of these companies–both Indian and Western–are now applying similar practices to develop their Chinese labor forces.

Some Western companies–especially IBM in universities and Microsoft in secondary schools—are at least as active in partnering with U.S. schools as Infosys is in partnering with Indian schools. It is, however, a shame that such actions are not ubiquitous, across not just the technology industry, but all industries.

Given the seemingly intractable challenges faced in reforming our education system and in addressing the worsening mismatch in the skills that students graduate with, versus those needed by employers, this country’s education system seems to need at least as much help from the private sector as do those in China and India. In fact, in some ways it needs even more, since U.S. and European students are increasingly turning away from the type of STEM educations that Indian and Chinese students crave.

Perhaps many more companies, across all industries and countries, have something to learn from the Indian IT services industry’s experience in educating, developing and managing talent.

Posted in Corporate Social Responsibility, Infosys, IT Industry Role in Education, STEM Careers, Universities and Grad Schools | No Responses »
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How SAP Can Derive Maximum Value From Its Sybase Acquisition

Sunday, June 20th, 2010

SAP’s proposed $5.8 billion Sybase acquisition has generally received rave reviews for potential synergies, but big question marks loom relative to its ability to achieve a sufficient return on its investment. SAP, after all, offered Sybase shareholders a 44% premium over the market and, to make matters worse, SAP made its offer immediately before the current market correction.

No question, these factors, combined with normal execution issues and SAP’s scant experience in integrating big acquisitions, will certainly complicate matters. Even so, the acquisition has the potential of producing big gains.

In generally declining order of importance, product synergies include SAP’s access to Sybase’s:

  1. Industry-leading SQL Anywhere mobile database and its entire Sybase Unwired Platform suite, which will allow SAP to mobilize its applications, as well as allow SAP customers and partners to mobilize and connect their own applications to those from SAP;
  2. IQ analytical database, as a state-of-the-art analytical engine for SAP’s applications and foundation (especially with a Business Objects front-end) for a much-needed integrated analytics appliance; and
  3. ASE database, which will provide the bulk of initial revenue and profit attributable to the acquisition, eventually provide SAP with an additional database platform, and may possibly (although this is a long shot) allow it to reduce dependence on competitors’ RDBMS platforms.

(Deeper, much more comprehensive discussions of SAP/Sybase product synergies have been written by analysts including Merv Adrian, Paul Hamerman, Dana Gardner, Dave Kellogg, Curt Monash and Dennis Howlett.)

Access to Sybase’s mobility suite will almost certainly deliver the first, and probably the greatest technology-based benefits. Additional products such as IQ and, to a lesser extent ASE, will provide somewhat lesser benefits and will take longer to integrate into the SAP line.

Sybase, however, will also provide SAP with a number of critical, albeit less tangible benefits. These include Sybase’s:

  • Strong position in global-scale financial services, and to a lesser extent telecommunications accounts, into which SAP can sell its software;
  • Rapidly growing inroads into the Chinese market;
  • Infrastructure technology portfolio which SAP can integrate with its growing portfolio of mid-market and hosted applications into turnkey solutions to smaller customers; and its
  • Strong and incredibly stable management team.

This last point merits particular attention. The Sybase management team has been one of the most stable in the IT industry. Much more importantly, it has done a phenomenal job in first stabilizing and then transforming a company that had a confused product line and over-reliance on an aging RDMS with declining market share. Operating on a relative financial shoestring, it stabilized, upgraded the technology of and significantly expanded the market for its legacy ASE RDBMS and developed IQ into industry’s leading columnar analytics database.

Most importantly, it was one of the first companies to recognize the need for—and the first to dedicate itself to building—a comprehensive, enterprise-level platform for mobile applications. From hindsight, this may appear to have been a sure bet. In reality, it was anything but. During the early years, the growth of the enterprise mobility market was far from certain and much larger, better positioned competitors—companies including Microsoft, Oracle and IBM—were talking of making major pushes into the market. And all the while, Sybase had to find the resources required to fund this speculative business while simultaneously struggling to stabilize its legacy RDBMS business.

Not only did John Chen and the Sybase management team successfully navigate the dangerous tradeoffs inherent in reinvigorating a declining legacy business while building the foundation for a still speculative new business opportunity, it did so while slowly, but steadily, growing revenues and operating income. And don’t forget total shareholder value, which it grew from less than $500 million in the late 1990s, to $5.8 billion (which SAP will pay). Best of all, its execs did all while continuing to be some of the nicest, most open people in the industry.

There is no question. SAP must certainly capitalize on the extensively discussed product synergies and the lesser discussed market synergies if it is to derive value from its acquisition. The greatest value, however, may well come from an ability to harness and leverage the chemistry of Sybase’s management team.

Posted in IT Company Strategies, IT Industry and Companies, IT Industry Trends, Other IT Companies, SAP | No Responses »
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Microsoft Builds a “Partners in Learning” Value Chain

Sunday, April 11th, 2010

My previous blog provided a brief overview of Microsoft’s Partners in Learning program and its objectives of helping primary and secondary schools dramatically enhance teacher skills and transform educational models around 21st century best practices that use technology as a tool for demonstrably and measurably improving pedagogy and learning outcomes. This blog provides an overview as to how Microsoft plans to dramatically scale this program, while simultaneously ensuring—and objectively measuring—the program’s success.

A Localized, Leveraged Model

Although Microsoft’s Partners in Learning program is developed and coordinated centrally, through a 10-person headquarters staff, the real work is done in the field. The company has assembled 85 field managers (typically former teachers and school administrators) to tailor and localize the program around the needs of schools in 112 individual countries.

These local managers work not with individual schools, but with mid-level education ministry officials and leading educational experts in each country. They run policy implementer workshops to help these policy makers and implementers:

  • Envision how to transform education;
  • Discover the technologies that are available and how to most effectively apply them;
  • Identify expected results; and
  • Formulate change management processes that will be most effective in helping schools transform their education models.

This is where the leveraged model kicks in. Although the mid-level officials and educational experts have neither the authority to change their country’s educational policies nor the reach to educate and train schools and teachers, the workshops are intended to provide them with the tools required to communicate the opportunities and value of using technology both:

  • Upward, to their country’s Education Ministers; and
  • Downward to school districts and individual schools.

Teachers who have been trained in these new skills then train other teachers. Schools that successfully go through the program (so-called Mentor Schools) then train the next generation of schools (so-called Pathfinder Schools) who then become the next generation of Mentor Schools. Although the program has already trained about 2 million teachers, its efforts at transforming schools are still relatively nascent. As of the end of 2009, it had only certified 12 Mentor schools and had pre-qualified another 30 to go through its Pathfinder School program.

Microsoft, however, plans to rapidly and dramatically scale this program. The tools used in the program are available to any school and more than 1,700 schools have already begun using them. While not all such schools will wish or qualify to go through the complete program, some certainly will. By the end of 2013, the company expects to have qualified a total of 45 Mentor and 300 Pathfinder schools (who, in turn, will engage with thousands of other schools around the world) and to have trained about 12 million teachers across 112 countries.

Pretty ambitious objectives. How can Microsoft grow this program so rapidly? More importantly, how can it ensure that that it delivers the type of objectively verifiable outcomes that Microsoft is so intent on demonstrating?

With a Little Help from its Friends

These goals are clearly too ambitious for a single company, even one with Microsoft’s resources. Sure, a leveraged model will certainly help, but the Partners in Learning team cannot do it all. Therefore, the group is partnering with other groups within Microsoft. For example, it leverages content created by Microsoft Learning and works with Microsoft’s Education Products Group to create specialized education market SKUs, such as Office for Educators.

The Partners in Learning team is also actively partnering with governments, NGOs, universities, donor organizations and other corporations. For example:

  • Intel, Cisco and the World Bank helped Microsoft develop its policy implementer workshop;
  • The University of Wittwaterstrand in South Africa is the first in what will be a chain of universities that deliver these workshops;
  • The University of Washington developed the foundation for change management model that Microsoft uses in migrating schools to 21st-century skills; and
  • Third-party consultants help individual schools implement such programs.

It Takes a Community

Defining new educational models, demonstrating their value to national education leaders, training teachers, and providing a leveraged framework for implementing these models in individual schools is a necessary first step. A successful program, however, must do more. It must also maintain interest in the program, facilitate the development of courseware and other content, and allow participating teachers and schools to share experiences and emerging best practices.

That is where Microsoft’s Partners in Learning Network fits in. Although the foundation of this global, collaborative, professional development network has been in place for more than five years, Microsoft launched a new, greatly enhanced version in November 2009.

This network, which Microsoft describes as something of a LinkedIn for teachers, allows teachers to register by filling out profiles, find other teachers with similar interests and complementary experiences, create communities, build shared workspaces, and share content and best practices. Although the current network is available only in English to 17 countries, it is being extended to support Spanish, French, Chinese and Arabic and is scheduled to launch in 23 additional countries over the next few months.

These virtual communities create sounding boards for new ideas, expose experiments and experiences, facilitate peer review, and facilitate rapid and broad deployment of successful practices. They also serve as a primary vehicle by which teachers can be exposed to and share courseware, curricula guidelines and content. While teachers will create the vast majority of this material, Microsoft will also provide supplemental sources. For example, as mentioned above, the Partners in Learning group is working with other Microsoft groups (including Microsoft Learning and Education Products Group) to develop and tailor offerings for educators and is also beginning to build a network of partners (such as the Smithsonian Institution) to create more.

Microsoft will also highlight particularly innovative programs and materials through its Innovative Teachers and Innovative Schools programs and competitions and allow teachers and administrators to directly share learnings in annual conferences.

Assessing and Exposing Best Practices

Although Microsoft is certainly interested in inspiring and promoting innovative programs, it is committed to ensuring that materials and learning approaches are also effective. It is, for example, working with the Stanford Research Institute to develop metrics to assess IT technologies’ effect on learning outcomes and with UNESCO to study outcomes in four very different countries (Russia, Senegal, Finland and Indonesia). The study, which is using an open, technology-independent methodology, will generate peer-reviewed assessments. It is intended to result in a set of standardized, vendor- and technology-independent metrics that schools, governments and NGOs can use as a baseline for measuring the effectiveness of different technology-enabled learning programs.

Microsoft is convinced that technology has the potential of transforming the educational process into a more student-driven, project-based model and of dramatically improving outcomes. However, it views technology as a means of achieving this goal, not as an end. It developed a program to enable and encourage teachers to experiment and develop innovative uses of this technology and to expose the most promising of these approaches to other teachers. But it’s looking for far more than innovation. It is also looking for effectiveness, by ensuring that this technology produces optimal, measurable and replicable outcomes.

Although Microsoft is genuinely focused on ensuring that education technology produces optimized results, one can be excused for suspecting something of a conflict of interest. The Partners in Learning program is, after all, run out of the company’s Public Sector Markets group—a group that is focused on, and rewarded for increasing sales into its target market. Microsoft, however, makes no secret of this affiliation or of its desire to dramatically increase the penetration of IT into schools.  In fact, it refers to Partners in Learning as a “social enterprise” rather than a “social responsibility” program. It believes it has a responsibility to help improve educational systems in all countries to facilitate the countries’ and the peoples’ economic development, to create a more robust market for technology and to develop a better equipped workforce.

In other words, what’s good for the world—or at least for the world’s education system—can also be good for Microsoft’s business. No conflict in that.

Posted in 21st Century Careers, Business Trends, Corporate Social Responsibility, Creating the 21st Century Workforce, Education System and Institutions, IT Company Strategies, IT Industry and Companies, IT Industry Role in Education, K-12, Microsoft, Skills Requirements, Technology's Impact on Job Skills | No Responses »
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Microsoft “Partners in Learning” Program Objectives

Sunday, April 4th, 2010

My December 6, 2009 blog on the evolving focus of Microsoft Learning examined the group’s evolving mission and its growing partnerships with colleges and universities to teach not only budding IT professionals, but also students in other disciplines (especially business) the value that IT can provide in their work.

Microsoft’s work with schools, however, goes far beyond teaching college students to use Microsoft tools in their professions. The company’s Partners in Learning program, for example, works with primary and secondary schools, helping them enhance teacher skills and transform educational models around 21st century best practices that use technology as a tool for demonstrably and measurably improving pedagogy and learning outcomes.

Partners in Learning History

Launched in 2003 with a $250 million grant, Microsoft’s Partners in Learning program’s goals were to provide schools with access to technology and help them integrate this technology into their curricula.

While the initial program produced substantive results, many schools continue to use technology in separate IT labs or to automated traditional “sage on the stage” teaching methods, such as by using PowerPoint as an alternative to whiteboards. Relatively few used this technology to fundamentally transform pedagogy into an independent, self-guided, project-based learning model in which teachers would support student-initiated learning by serving as “guides on the side”. Despite the grants and the guidance, most teachers lacked technology skills and the understanding of how to most effectively use technology in teaching, classrooms remained too overcrowded for personal attention, and governments could not provide the resources required to address these limitations.

Microsoft, however, was not discouraged. It continually adapted and then dramatically extended the program by committing an additional $235 million in 2008. The current program is built around a leveragable, holistic, best practices-based approach to transforming educational models around 21st century methods and to measuring results with objective metrics.

Microsoft is certainly making progress. As of the end of 2009, the program had produced:

  • More than 7.1 million trained teachers and school officials;
  • 12 “mentor schools”, which have successfully changed teaching and learning methods in accordance with Microsoft’s Innovative Schools Program methodology, and are now authorized to help other (Pathfinder) schools transform their own programs;
  • A pipeline of 30 “pathfinder schools”, which have already been qualified to go through the Microsoft program. These schools, although they may not yet employ advanced technology, have strong curricula, teachers and results, and leaders with a desire to go through the type of transformation required by the Innovative Schools Program. They have also completed a preparatory program including semi-annual in-person professional development sessions and monthly “virtual universities”. (Once they “graduate”, these schools qualify to become the next cohort of mentor schools.

This, however, is just the beginning. By the end of 2013, the company plans to have trained 10 million teachers across 112 countries, to have qualified 45 Mentor and 300 Pathfinder schools and to have thousands of schools in the Innovative Schools’ breadth program, though which any school can gain access to Partners in Learning tools even if they don’t complete in the full program.

How does Microsoft plan to achieve such ambitious goals? My next blog, Building a “Partners in Learning” Value Chain, will provide an overview of some of the key elements of Microsoft’s plan for driving this phenomenal growth while simultaneously ensuring—and objectively measuring—the program’s success.

Posted in 21st Century Careers, Business Trends, Corporate Social Responsibility, Creating the 21st Century Workforce, Education System and Institutions, IT Company Strategies, IT Industry and Companies, IT Industry Role in Education, K-12, Microsoft, Skills Requirements, Technology's Impact on Job Skills | No Responses »
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The Great U.S. Tech Education Debate

Sunday, March 21st, 2010

On March 15, TechCrunch produced a very informative debate between Craig Barrett, former CEO of Intel and huge proponent of technology education, and Vivek Wadhwa, a Duke/UC-Berkeley professor who writes extensively on innovation, entrepreneurship and cross-border movement of technology talent. 

The debate was spawned by a Wadhwa comments in a Scientific American article that claimed there is no shortage of tech talent in the U.S. To summarize a debate, which must be read in its entirety to be fully understood, Wadhwa claims there is plenty of talent in the form of STEM (science, technology, engineering and mathematics) talent in this country. The problem is that much of this talent is in the form of postdocs (post-doctoral fellows) that are bottled up in a broken university technology education system, and in foreign-born PhDs who, once they receive degrees from U.S. universities, find it increasingly difficult or unattractive to remain in the U.S. If the artificial economic and political restraints were removed, and STEM PhDs were actually paid what they were worth, this talent would be unleashed and produce the type of innovation and jobs that the U.S. so desperately needs.

Barrett views things differently. Although he acknowledges that some postdoc PhD’s do not achieve their commercial market potential, he claims that this is due to their decisions to dedicate their efforts to the long, uncertain process of becoming tenured professors at research universities, rather than working at corporations. In his view, the real problem lies in our K-12 education system, which, due largely to the lack of qualified science and mathematics teachers, fails to ignite children’s’ imaginations around the opportunities in these disciplines and fails to provide a foundational knowledge for university study.

Wadhwa certainly acknowledges the limitations in the U.S. K-12 education system and the need to create “excitement about science and engineering at the national level and motivate our best and brightest to become engineers and scientists.” He, however, clams that the biggest problem is pay. The scientific community in general and the educational system in particular, simply do not pay enough to retain the best talent. These people are lured by the huge the huge rewards promised by the financial industry (such as becoming venture capitalists or investment bank “quants “), rather than become research scientists who drive U.S. innovation.

My Interpretation

While the debate is fascinating, it appears to me that Wadhwa over-generalizes the admittedly disturbing dilemma of postdocs. Just because some STEM PhDs remain in poorly paid fellowships (with hopes of earning valued professorships) rather than going to industry, it does not necessarily mean either that:

  • There are not enough jobs for STEM graduates; or that
  • STEM professions do not pay competitively.

True, not all STEM PhDs can become professors at prestigious research universities. On other hand, not all law school graduates can win U.S. Supreme Court clerkships or highly paid posts at premier white shoe law firms. That, however, does not stop students from overwhelming law school admissions offices. Nor do the short odds of becoming professional athletes, actors or musicians prevent millions of young adults from aspiring to these careers.

Even if there are not enough tenured professorships, PhDs who do need jobs can always “stoop” to work in the private sector. Nor should we confine the analysis of STEM jobs to PhDs. There are, after all, far more Bachelor and Master-level STEM graduates than there are PhDs. Most statistics show that newly minted STEM graduates have higher employment rates than other job categories (even during the recession) and that by far, the largest percentage of unfilled jobs utilize STEM-related skills. Moreover, starting salaries for these graduates remain among the highest of those for all degrees. As shown in a March 2010 Association of Colleges and Employers study, for example, engineering and IT jobs account for all ten of the top ten earning degrees. 

Although some segments of the financial services industry certainly pay more for a handful of the best graduates from the best schools, this cannot be viewed as the standard for all STEM jobs—just as Wall Street law firm salaries cannot be viewed as the standards for all JDs from all law schools. These numbers are too small, and their selection criteria too limited to apply to all graduates.

In sum, I generally agree with Craig Barrett that most people—especially young people—are driven as much by their passions as by the immediate opportunities for monetary rewards. There are, however, limits to this idealism. Pay must yield reasonably comfortable lifestyles and must at least be in the same ballpark as reasonably competitive fields. Although most STEM careers probably meet these criteria (except when compared with financial services, professional sports or entertainment), the big exception is in K-12 STEM education.

Unfortunately, it will take much more than competitive salaries to fix this country’s K-12 education system. Its problems are far too complex and ingrained to be solved by the education community alone. As I have discussed in many of my articles, solving these problems will require a huge amount of assistance from the private sector.

A number of private sector companies—especially IT companies, like Intel, Microsoft and IBM—are already doing great work in helping to improve education at all levels, from K through graduate schools. They are giving schools some of the tools and the training required to improve teaching and learning and helping them improve STEM curricula.

Some are even attempting to address the intense social and peer pressures against becoming “geeks” and “nerds” by demonstrating that STEM skills can be instrumental in achieving the goals of many young adults—to make a real difference in the world. As discussed in my report on IBM’s Academic Initiative, IBM is doing particularly interesting work in engaging student’s desire to make a difference in the world by showing how STEM skills are so critical to addressing some of society’s most pressing problems, as around smarter healthcare, energy and food supplies.

With all due respect to Intel’s wonderful commercials, it may be too much to hope to persuade kids to view scientists, engineers and mathematicians with the same admiration and awe as rock stars or professional athletes. It may, however, be possible to engage at least some part of their minds, psyches and self esteem around the idea of helping the world solve real problems. Perhaps someday, children focused on such missions may even earn the respect, if not necessarily the admiration, of their peers.

Posted in 21st Century Careers, Business Trends, Creating the 21st Century Workforce, Economic and Political Forces, Education System and Institutions, Global Forces-General, Globalization, Immigration and Offshoring, IT Industry Role in Education, IT Industry Trends, IT Industry's Role, Job and Career Opportunities, K-12, Political Forces, Skills Requirements, Societal Forces, STEM Careers, Technology's Impact on Job Skills, Universities and Grad Schools, Workforce Trends | No Responses »
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Microsoft Learning: Adapting to Changing IT Skills Training Realities

Saturday, December 5th, 2009

Microsoft created Microsoft Learning with a mission: to ensure that the lack of available skills is never a barrier to using Microsoft software.

Although the group has always dedicated the vast majority of its education and training attentions and resources to teaching current and aspiring IT professionals to develop, implement and manage Microsoft software, its mission has been evolving. This has been particularly true over the last decade as a result of changes including:

  • The need to expand beyond training IT professionals to develop, implement and manage IT environments and applications, to training business people to use specific Microsoft tools and to teaching students the value of IT tools in all disciplines and endeavors;
  • The dramatic post-IT-bubble decline in interest in IT professions in developing countries, combined with a simultaneous explosion in interest within emerging countries;
  • Schools rapidly growing recession-era interest in teaching (and certifying students in) skills that will directly improve employability by complementing conceptual education with the training of practical skills; and
  • The recession-era trend for students, employees and the unemployed to take greater control of their own careers by proactively developing their skills and preparing for defined career paths.

The company has—and will continue to—adapt its traditional skills training models to accommodate and capitalize on each of these changes. 

From IT Professionals to Students and Business People

Microsoft Learning’s primary objective has always been, and will continue to be the training and certification (2.4 million technology certifications to date) of IT professionals on Microsoft technologies. Although Microsoft has long-since offloaded the sale and delivery of this training to its worldwide network of 1,500 Certified Partners for Learning Solutions, it continues to develop the courseware and manage the certification process.

While many new certifications go to professionals that currently have other certifications, 60% of the 300,000 new professional certifications issued each year are to new entrants. And since college and university students (as well as career changers) now account for a rapidly growing percentage of total trainees, the company is authorizing more academic institutions to deliver training directly to their students.

Although Microsoft will continue to devote the vast majority of its training efforts to current and aspiring IT professionals, the company also wants to ensure that all types of people, across all industries and job functions, understand how to use its personal productivity applications in their daily work. Therefore, the company has developed a wide range of courses to help business users and students more effectively use Microsoft tools in their day-to-day work and has so far certified 2.5 million professionals to support its business products (in addition to the 2.4 million for its technology products). The company, in fact, estimates that it and its partners train 10 times more business users than IT professionals each year.

But since the training of IT professionals is much more complex and detailed, and since IT work is becoming increasingly difficult at a time when productivity applications are becoming easier to use, Microsoft Learning will continue to focus the vast majority of its efforts on IT training.

From Developed to Developing Countries

Like all IT vendors, Microsoft initially focused its training efforts overwhelmingly on those developed countries that accounted for the vast majority of total IT spend. Now, however, emerging countries are dramatically increasing their IT investments. Their demand for IT training, however, is growing even more rapidly than is their demand for hardware and software.

The reasons are two-fold:

  1. The explosive success of India’s IT outsourcing services has prompted dozens of other emerging countries to train large numbers of their own citizens in efforts to replicate India’s success. Certifications are instrumental in allowing offshore service providers to demonstrate their skills and to level the playing field with developed country competitors; and
  2. The tech crash of 2000, combined with the growth in offshoring, dramatically reduced the interest of IT careers in developed countries (and especially in the U.S.), thereby reducing the need for specialized IT training in these countries. Many developed countries, in fact, are already experiencing shortages in key disciplines. 

This double whammy shifted the locus of the IT training market. India, for example, now accounts for 25% of all new Microsoft certifications and other emerging countries, such as China, Mexico, are growing rapidly. Microsoft has recruited new training partners to address these developing country opportunities (including the giant NITT, which trains more than 500,000 people per year across Asia, the Middle East, Africa, and Latin America) and has formed relationships with hundreds of additional universities.

Schools as Development and Delivery Partners

Microsoft has introduced a number of innovative IT programs (which I will discuss further in future blogs). The Microsoft IT Academy, which it launched in 2007, serves as an umbrella under which the company’s academic IT training offerings (curricula, courseware, software, online learning, certifications, etc.) are aligned. The program, which is primarily targeted at engineering, computer science and related disciplines, has expanded rapidly, encompassing close to 9,000 schools with plans to grow this number five-fold over the next five years.

This program, which adds hands-on, practical experience to the academic education of many curricula, is intended to enhance student employability by adding focus and certifications at special student pricing to the student’s resume and help them deliver immediate value to employers. Microsoft also offers a number of additional services and tools (ranging from career planning tools to resume, cover letter and interviewing guides) plus a newly launched career portal that go even further in helping graduates improve their  employment prospects.  

The company’s academic programs, however, go far beyond the teaching of aspiring IT professionals. The Partners in Learning program is intended to help educators develop and test new methods for using IT tools to enhance education and for highlighting and sharing best practices among schools. It also has a number of programs targeted at college, elementary, middle and high schools students. For example, it provides pre-packaged, online courses to help college students learn to use Excel in business analysis and PowerPoint in presentations. It also offers a number of pre-defined lesson plans to facilitate the learning of specific topics across fields including geography, history, mathematics, science and language. But while Microsoft directly develops the curricula for its IT courses, it relies primarily on schools and other experts to develop non-technical program materials.

Individual-Led Training and Career Development

With the recession prompting a number of companies to cut back on their funding of employee training, growing numbers of employees, students, unemployed workers and independent contractors are taking more active roles in developing their own skills. Microsoft’s new career campaign intends to help these individuals, such as by:

  • Emphasizing the demand for IT skills and certifications, such as by citing independent studies on the current and future demand for IT specialists;
  • Providing justification for individuals to pay for such courses themselves by demonstrating ways in which certifications can help individuals achieve their own career goals (in addition to emphasizing their value to companies);
  • Proactively assisting in career planning by laying out potential career paths and explaining the types of skills, training and certifications that will be required for each step along the way (rather than by focusing on the value of specific courses); and by
  • Distributing up to 1 million free vouchers for select Microsoft eLearning courses and certification exams. 

Into the Future

The future will see more these types of programs. Although the demand for skills training will continue to grow, the type of training, the purchasers of the training and the types of organizations that deliver the training will continue to evolve.

Some of these changes, such as the growing demand from emerging countries and the growing roles of schools in developing and delivering all type of IT training, are long-term trends. Others, such as the decline in corporate spending and the growing role of individuals in planning their own careers and paying for their own courses, were created—or at least exacerbated—by the recession. Such exigencies have prompted Microsoft Learning to take a much more pragmatic approach to positioning and promoting its courses. Its new mantras are for immediate employability and self-directed career development.

While some of these changes may be new, all are likely to shape Microsoft’s education and training programs for years to come. Although the company will continue to focus its primary efforts on the training of IT professionals, it will work increasingly closely with partners—especially all types of educational institutions—to integrate IT more seamlessly into all academic disciplines, curricula and coursework. It will also continue to increasingly position its training materials as providing at least as much value to the individual, as to the employer.

Posted in 21st Century Careers, Corporate Social Responsibility, Economic and Political Forces, Education System and Institutions, IT Company Strategies, IT Industry Role in Education, IT Industry's Role, K-12, Microsoft, Skills Requirements, Societal Forces, STEM Careers, Technology's Impact on Job Skills, Workforce Trends | No Responses »
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Right-Brain Skills for 21st Century Jobs

Sunday, November 29th, 2009

In previous blogs, I’ve written extensively of the needs for tomorrow’s employees to combine quantitative and qualitative skills (articles including Business Analytics as a High-Value Career Opportunity) and the needs to become an interdisciplinary “T-shaped” generalist, rather than a narrowly-focused specialist. (IBM’s Role in Creating Tomorrow’s Workforce among other articles).

There is absolutely no question that the high-value white-collar jobs of the future will require a boarder range of increasingly deep knowledge and left-brained analytical skills. This is a given. But while deep knowledge and strong, increasingly interdisciplinary analytical skills will be a necessary for capturing tomorrow’s jobs, they may not be sufficient to keep these jobs. They certainly won’t be sufficient to command the world-class compensation, security or prestige associated with the type of world-class skills that will be required to succeed in a world in which:

  • Increasingly sophisticated IT capabilities automate (or at least significantly reduce) the amount of relatively routine, “lightly analytic” labor that is currently associated with many business processes; and
  • The rapidly growing number and expanding skills base of hundreds of millions of low-cost developing country white-collar workers (combined with ever higher-speed networks and improved IT-enabled communications and collaboration capabilities) who are capable of performing the type of increasingly sophisticated tasks that have been traditionally reserved for developed country workers.

Just what are the additional requirements for capturing and retaining the high-value jobs of tomorrow? As Tom Friedman explained in his October 22nd New York Times editorial “The New Untouchables”, the experiences of the current recession may provide some important lessons for the future. As Friedman explains, the people who are receiving pink slips during the current recession are “the average practitioners”—those people who perform routine tasks and those that wait for work to be handed to them.

Those who are too valuable to layoff—those that Friedman calls “the new untouchables” are “those with the ability to imagine new services, new opportunities and new ways to recruit work”. These people have the “imagination….to invent smarter ways to do old jobs, energy-saving ways to provide new services, new ways to attract old customers or new ways to combine existing technologies.”

I totally agree with Friedman. Companies, and virtually every other type of organization, need—and will do all in their power to retain—people with:

  • The imagination to identify new opportunities;
  • The initiative and the skills to build compelling business cases around them; and
  • The interpersonal and communication skills required to sell these ideas.

It is true. A small percentage of people—those with truly exceptional analytical skills and/or with exceptional understanding of  particularly important areas—will continue to be sought after, retained and rewarded for their analytical skills alone. The vast majority of us, however, need more. They need varying combinations of the type of right-brained skills that Daniel Pink, in his 2006 book, “A Whole New Mind” (see his blog at http://www.danpink.com/), broadly categorizes as:

  • High concept, “the capacity to detect patterns and opportunities, … to craft a satisfying narrative, and to combine seemingly unrelated ideas into something new;” and
  • High touch, “the ability to empathize with others, to understand the subtleties of human interaction, … and to stretch beyond the quotidian in pursuit of purpose and meaning.”

All employees must certainly have the type of analytical skills and intellectual content that is required of every job. But those who hope to make themselves indispensible to their employers must have much more. They must be capable of coming up with unique, breakthrough ideas and express these ideas in a way that will be compelling to and elicit the desired responses from others.

Easy to say, but awfully tough to do. Few people possess sufficient levels of all three—analytical, conceptual and empathic—skill sets. Fewer still can combine them in just the right way, at the right time.

The big question, however, is how our society can best teach these skills and the ways to most effectively apply them. In theory, it’s much easier to teach analytic skills than it is to teach conceptual or empathic skills. We have certainly had much more experience in doing so. But given our educational system’s very scattered record at teaching even basic analytic skills, can we even expect them to play a role in teaching the other two? Where else will these skills come from? From family? Peers? Employers?

And if we don’t know how to teach these skills, how will we begin teaching another trait that may prove to be even more important in ensuring lifetime career success in an increasingly volatile, unpredictable world? How will we teach the type of adaptability that will be required to continually reinvent oneself to meet the demands of conditions we cannot even ponder, or jobs that we cannot yet define?

Although schools, family, peers and employers must all play some role in teaching these increasingly critical skills, there is no escaping the uncomfortable truth. Every individual must assume greater responsibility for defining their own skills requirements and for ensuring that they develop these skills.

Posted in 21st Century Careers, Business Trends, Creating the 21st Century Workforce, Economic and Political Forces, Global Forces-General, Globalization, Immigration and Offshoring, Job and Career Opportunities, Societal Forces, STEM Careers, Technology's Impact on Job Skills, Workforce Trends | 1 Response »
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Business Analytics as a High-Value Career Opportunity

Tuesday, November 17th, 2009

A number of my previous blogs have discussed the importance of quantitative skills in preparing for the jobs of the 21st century. These skills are becoming increasingly critical for all types of jobs in all types of industries. Some industries (such as banking and insurance) and job categories (including accounting, finance and engineering) are almost inherently quantitative.

However, a growing number of jobs—both blue collar and white collar—in virtually every industry increasingly require quantitative skills. This is true whether you are looking for a job in:

  • A marketing department, where you will be increasingly required to interpret customer preferences and trends from vast quantities of real-time point-of-sales data or Internet usage patterns;
  • Government or white-collar law enforcement, such as in identifying hidden patterns to detect increasingly sophisticated fraudulent schemes;
  • A research laboratory, where you are trying to discover the next blockbuster drug or design a green building; or on a
  • Manufacturing plant floor, where employees must continually monitor, interpret and determine how to respond to feedback from increasingly automated, computer-controlled facilities and processes.

While all type of jobs will increasingly require quantitative skills, the highest value, most differentiated use of these skills will be in applying increasingly sophisticated analytics and techniques in a way that will bring new insight to, and in a few cases, totally transform, your particular field. (See, for example, Merv Adrian’s Business Intelligence blog for up-to-date discussions of opportunities and trend. 

Business Analytics Goes Mainstream

Business analytics offer some of the most numerous and diverse of all analytics opportunities for graduates with the requisite skills.

After all, while all companies are already swamped with data, we “ain’t seen nothing yet”. The Internet is spawning as much new data every year as the world has compiled cumulatively, from the dawn of numbers to the invention of computers. Companies are capturing instant information from virtually every consumer transaction and are in the process of “instrumenting” (using sensors to continually capture real-time information from) virtually every type of device in the physical world. Unfortunately, most of this data remains unused and even when executives want to use it, they find the data to be incomplete, inconsistent, incomprehensible or otherwise suspect.

Not surprisingly, vendors from virtually every segment of the IT industry are rushing to help—launching data warehousing solutions, information analysis applications and consulting and outsourcing service offerings.

IBM, for one, has been linking mathematicians and scientists from the company’s research organization with Business Consulting Services consultants for years in an effort to help clients address particularly gnarly problems. It dramatically expanded its own analytics software offerings through acquisitions of companies including Cognos and SSPS. In April 2009, it announced the creation of a new 4,000+ consultant service line—Business Analytics and Optimization Services. This group will use advanced, real-time analytics to help clients across 17 different industries (especially financial services, distribution, industrial, communications and public sector) help clients across 17 different industries (especially financial services, distribution, industrial, communications and public sector) address analytical needs across all business functions (marketing, finance, supply chain, HR, etc.) to drive better, more predictive business decisions and to transform business processes and business models.

IBM is hardly alone among IT vendors in dramatically expanding its business analytics offerings and capabilities. Over the last year, for example:

  • Hewlett-Packard commercialized the data warehousing technologies it inherited from its acquisition of Compaq and combined it with enhanced business intelligence consulting services to create its new Business Intelligence software unit.
  • IT software leaders, including SAP and Oracle, which already had significant analytics capabilities, complemented previous major analytics software acquisitions (Business Objects and Hyperion respectively) with more specialized analytics acquisitions and expanded consulting capabilities.
  • Analytics specialists, such as SAS Institute and a number of smaller firms, including KXEN and Angoss, are being increasingly rumored as acquisition targets of larger firms looking to enhance their own analytics bona fides.

Meanwhile, independent systems integrators, such as Accenture, CSC, Deloitte and Capgemini, are expanding their own analytics services offerings and a growing number of corporations across all industries are developing dedicated analytics staffs and incorporating deeper analytics capabilities across current business units.

Skills Requirements

The dramatic growth in business analytics is creating all types of new career opportunities. For example, it will require highly qualified software architects and developers to create the tools to analyze vast quantities of data and the systems architects to create the increasingly cloud-based systems that will be required to process it.

More importantly, it will require huge numbers of people who understand the type of information that companies will need from the analytics applications and how to capture, present and apply this information to the needs of the business. This requires people with skills in areas including:

  1. Information strategy, as to define a company’s information agenda and determine the type of data that will be required;
  2. Enterprise information integration, to ensure the integrity of information used in data warehouses and analytics applications;
  3. Business performance management, to determine the most effective way to present information to users;
  4. Enterprise content management, to integrate data and workflow into information management strategies;
  5. Advanced analytics, to ensure that information can be used in a way that will allow a company to predict and proactively address needs in real time; and
  6. Business process optimization and transformation, to reinvent processes in a way that will allow the organization to quickly, effectively and efficiently respond to changes and make mid-course corrections.

Most importantly, it will require that virtually every employee, in any function and in any type of organization, must understand the value of analytics to their company, the type of information that will allow them to better perform their jobs, and how to gain access to and make the most effective use of this information.

Posted in 21st Century Careers, Business Trends, Creating the 21st Century Workforce, Education System and Institutions, IT Industry and Companies, Job and Career Opportunities, Skills Requirements, STEM Careers, Technology's Impact on Job Skills, Universities and Grad Schools | 2 Responses »
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