When the Houston-area was faced with the COVID-19 pandemic and instituting a shelter-in-place to keep residents safe, The Ion's mission to build a world-leading innovation hub didn't change, but the way we advocate and engage with learners has.
At a programmatic level, we're bringing our networking events to a virtual platform, convening our high school STEAM Innovation Challenge program via online meetings, and moving the Ion Smart and Resilient City Accelerator, which incubates technology to support the City, coursework, counseling, and mentoring online.
At a philosophical level, we're exploring and evaluating how current sociological and economic conditions will change and drive the way we'll provide programming and resources. We're not entirely sure what changes we'll institute, what programming we'll need to tweak, since this is a global "experiment" that has not yet played out, but ideas, technology, and offerings are being explored and developed. It's in the Ion's name to keep the ever-forward motion of discovery.
As senior director of Academic Programming, my job will be to implement those ideas and move new programs forward. To do this, the team is developing and pivoting programs we had on the drawing board and are engaging in conversations with academic stakeholders, workforce development programs and executives with innovation-driven hiring needs.
Through the course of the conversations and self-observations, one thing is very clear: we may never work and learn the same again. This is why.
The digital transformation has accelerated exponentially
Universities moved thousands of courses online in a matter of a week, if not a few days. In an era where consumers can order goods or purchase a book with the tap of a button, this may not seem to be a big deal, but for campus centric academic institutions and employers, it is.
To put the technological infrastructure in place and equip students and employees with the tools necessary is momentous. While many organizations were well equipped, some never needed to, and others just had a handful of offerings online, they are now 100 percent online. This rocks the core of their operation and many of the lessons learned during COVID-19 will transcend past COVID-19 and transform these institutions.
What we do not know yet is what the impact of this will be on the student, delivering education and training material online is only half the problem, how students access and learn remains to be seen.
Soft skills matter
Soft skills, or interpersonal (people) skills, are not only harder to define but to evaluate and build, especially from home. Soft skills include communication skills, listening skills, and empathy. When you're alone with three screens up, you're inherently more distracted and maybe more concerned with what's going on there than with the outside world. Working from home not only requires discipline, but also requires you create boundaries.
While Slack channels, video meetings, and online mentorship are critical avenues during a time like this, we must make an extra effort to feel the dynamics of a mentor, mentee or teammate, and to ask the right questions. Probing deeper where needed and recognizing when backing off is the better path forward.
As we look at performance and work habits, changing or tweaking online behavior is different from modifying in person behavior. Critical thinking skills and clear communication and expectations are imperative (most of us have sent what we thought was the "perfect" email, that was not only misunderstood but misinterpreted), as is not losing sight of the person. Refining soft skills can do this, and now we need to do that online.
While developing and practicing soft skills one-on-one or in small groups can be done, the question is how to scale this to larger groups and courses. One way we're seeing this done more successfully is in the format of flipped classrooms. While instruction is often based on completing assigned reading before live class lecture; online recording gives new opportunities. Instead, the time allotted for live lectures, students will watch pre-recorded lectures followed by instructor supported small group Q&A and problem-working sessions.
Learners of all age groups can spend time problem solving or presenting an assignment rather than the material itself (practice and teach what you learned). This format not only offers opportunities for more personalized engagement, but also opens opportunities for more senior students to participate and practice leadership and mentorship by supporting these sessions.
The death of the 9-to-5 work schedule
It's very clear. We're all scrambling. Scrambling to get fresh air when there aren't too many people out. Scrambling to procure food. And for many, scrambling to watch our kids, manage their education, and get our job done.
Work is shifted to the early morning or bleeding into the evening. Without the confinement of going into the office and leaving at a certain time, personal bookends are further moved. In some countries it's frowned upon to send emails outside of work hours — in the U.S. it is a lifeblood.
COVID-19 forced us to work from a home model, and corporations and employees are now co-creating rules of meaningful engagement for accountability and developing the right framework for success and trust to get the job done. Daily video/call check-ins with staff members, as many are doing right now, is suddenly not abnormal (or intrusive) but now an integral part of working together and, helps create a shared purpose. While the job might just be done after the kids fall asleep, or that afternoon stroll, these calls ensure we are connected.
At the Ion, these daily check-ins are not just about what work you did and will be doing, but about building and supporting the individual, the team, and a shared purpose. The lessons learned from COVID-19 will make corporations and organizations more open to working from home moving forward, because we learned how to do it, and lessons learned will survive COVID-19.
Physical connections will be back
I am an introvert that must act as an extravert to do my job. Well, after 4 weeks working from home, I do miss the social engagement offered by the office.
While I can work with the team, and schedule virtual coffee and cocktail hours, it is not conducive to impromptu water-cooler talk. So, while I believe we now have the skills and methods to work from home, we have reinforced the importance of a physical space to convene.
There has been a long discussion about roles of traditional, work and school campuses, and whether or not it is outdated. I disagree, and if there is one thing that stands out it is that physical campuses serve a critical role, even if we tweak how learning will be delivered and work will be performed. Going back to a collaborative setting such as an office, lab or classroom will give us an opportunity to see, create, and build to scale. Physical connection is also imperative for building the soft skills we mention.
Engaging in a conversation on a video call from your bedroom isn't the same or as meaningful as reacting to a question or conflict in-person. If you are a student in an aeronautical engineering course you can simulate something until the wrong button is pushed. But you need to see and feel it "blow up" to react and internalize. Online reaction is still different than in-person reaction.Holistically, it's also imperative for our health. Loneliness, which can be brought on by the isolation we're experiencing, is associated with physical isolation. Together, in a workplace setting we're sharper mentally, and simply better together.
As a career academic, now in my second act, and deeply embedded in operations and strategic partnerships, these observations give me great excitement. With a city keen on innovation, and partners willing to stand shoulder to shoulder with learners and entrepreneurs, I know Houston will play a part in changing how we learn. I hope the next time you're reading something from me it's about just that.
Jan E. Odegard is the senior director of Academic and Industry Partnerships at The Ion.