We see many interesting examples of leadership in the media and in everyday life. Isn’t interesting such a versatile word with a veritable cornucopia of interpretations?
As we see in the middle distance a new academic year for children and students, many facing different teachers, schools, colleges and universities, this is an appropriate time to reflect on change and challenge. We are in the midst of the fourth industrial revolution with the pace of change far exceeding that of the previous three. I’ve written recently about AI and safely supporting our children’s digital lives but what of the characteristics; the personal attributes needed in the face of such rapid change?
It’s quite entertaining to research the qualities of strong leadership – there is an abundance of experts online, many self-appointed. Once upon a time, leadership might have been seen as authoritative and dictatorial. A better word today would perhaps be decisive. The language has changed over time with words such as nimble and agile frequently featuring in recent years. Another is authentic which I particularly like: walking the talk, to use the cliché.

While I’m not suggesting all our young people can be, should be – or even want to be – leaders, there is still a correlation of qualities. We would like them to be leaders of themselves, in charge of their own destiny. The world of work is changing faster than ever before. That having been said, we’ve yet to see the full impact of AI. Our young people will need to be ever-more adaptable. Yes, there will be training and the learning of core skills but it is character which differentiates one human from another.
Resilience is key, the ability and strength to overcome; to learn and grow from disappointment. The fear of making mistakes, the avoidance of calculated risk, the wrapping in cotton wool are indicative of care and love but can deny a young person the opportunity for growth. I recall reading an article written by the father of a girl who only met failure for the first time in her piano exam aged sixteen. She was devastated. He applauded the rigour and sustained high standards of the music board which he felt were not found in her broader education. She had become too familiar with success.

Praise and encouragement are essential tools in the parents’ and teachers’ workshop, yet they, too, need to be used with discretion. Young people often see through gratuitous praise. ‘That’s good but how might you make it even better?’ develops critical thinking and analysis: agility and acuity.
The expression about someone ‘who makes no mistakes makes nothing at all’ actually originates from Theodore Roosevelt: ‘The only man who never makes a mistake is the man who never does anything.’ The trick, of course, is not to keep making the same mistakes, learning from experience – Carol Dweck’s growth mindset* illustrates. Reflection and evaluation should follow hard on the heels of disappointment; then course correction. Stasis, simply, is not sufficient.

Mike’s book, Careering, is available now with troubador.co.uk. 
You can contact Mike at mikepiercy@hotmail.com 
with your education-related queries.

*Carol Dweck: ‘Mindset: The New Psychology of Success’ (Random House)