Category: Education

More STEM-educated MPs needed for effective national leadership

Posted on by The Information Badger in AI, Education, Engineering, Information Technology, Leadership, Politics, Science, Technology

The lawn’s brown, the flowers and trees look decidedly sad, and there appears to be fewer bumblebees, honeybees, and small birds than usual. There are, however, a greater number and variety of butterflies than normal. These were the Badger’s first thoughts when sitting in the shade contemplating the world after entertaining his grandson at the weekend. His thoughts then wandered into the realities of the current world that his young grandson’s generation face. It’s been an exceptional UK summer, with blue skies and high temperatures across much of the nation. For a nation that is renowned for talking about the weather, the heat brings mixed blessings – there are water shortages, hosepipe bans, and a high risk of destructive vegetation fires. Many people are wringing their hands and banging the climate change drum, but the Badger’s grandson is taking the heatwaves in his stride! He thinks it’s much better having good weather in the school holiday period so that he can be outdoors rather than housebound due to rain and gloom.

The Badger’s thoughts moved onto matters oblivious to his grandson. Things like, for example, the fact that being big and powerful doesn’t mean you’ll succeed (as the Ukraine and Middle East conflicts illustrate), and that with AI the world’s embarked on its most dangerous period of change ever. Whilst there’s much worry due to fossil fuel emissions and climate change, the consumption of resources driven by AI and other technological developments also have major consequences for the planet that hence the future life of the Badger’s grandson’s generation. With a sigh, the Badger’s cogitations concluded that the nature and predisposition of humans, and self-serving leadership dynamics, are at the heart of many of the world’s woes.

The self-serving leadership conclusion prompted the Badger to explore the educational background of the current UK Cabinet. This revealed that only one current UK Cabinet member has studied a STEM subject at university; a situation that’s essentially unchanged from Kier Starmer’s Cabinet. It also revealed (see here) that of the 650 elected Members of the UK Parliament, ~83% have university degrees but only 17% have a STEM degree, a proportion that’s barely changed in 20 years. With ~ 46% of UK undergraduates in the country studying STEM subjects, a measure of 17% suggests significant STEM underrepresentation in the country’s political and governmental circles. No wonder, the Badger mused, that the country has not been firing on all cylinders during this century.

Life today is dominated by science, technology, engineering and maths. In an era of AI and rapid, AI-enabled, science and technological advances, surely there must be more STEM-educated people around the UK Cabinet table for effective national leadership? Of course, there should. Afterall, STEM-educated people, as noted here, base decisions on data and unspun truth, both essential if the nation’s ever to have the leadership needed to get its mojo back…

Want to be an ‘influencer’? Get educated first…

Posted on by The Information Badger in AI, Education, influencers, Information Technology, Life, social media

The Badger recently found himself sympathising with some parents who were stressed-out because their 12-year-old son was being disruptive and problematic at school. The boy has been problematic at school for some time, and none of the measures taken by his parents, or the school, has improved matters. It seems the boy’s issues began when, one way or another, they started using social media heavily. This seems to have significantly influenced his attitude, beliefs, and behaviour as his engagement with content intensified with the passage of time. The boy’s a problem at school because, to use his parents’ words, ‘he doesn’t see why he needs teachers or lessons, because he just wants to be a social media influencer’. The parents are in despair. They think their son is another young victim of the dark side of the last two decades’ social media revolution.

While many families experience similar difficulties, and research (e.g. here) illustrates how digital media affects adolescents, it was the word ‘influencer’ that grabbed the Badger’s attention. The word is flourishing like never before, primarily as a descriptor for someone with a large social media following who earns a living from the content they post. Perhaps the Badger’s a dinosaur, but he’s lost track of the number of people popping up as celebrities on popular television shows because they are ‘an influencer’ with a large following on platforms like Instagram or TikTok. When social media enables anyone from any background, and with any level of education, to be an ‘influencer’ if they produce content that attracts views, then it seems reasonable to ask the question ‘Is being an ‘influencer’ a legitimate career path?’.

The answer’s ‘Yes’ if you are entrepreneurial, can produce engaging content, and can advertise and promote products and brands that generate financial income and profits. Having a successful career, however, depends on business and financial acumen, an aptitude for marketing, knowledge of the influencer market, digital competence, and the ability to stay relevant when technology and audience interests change under your feet. The answer to the question is ‘No’ if you have none of these attributes. The problematic child noted above is too young to have the attributes needed to make a sustainable living from being an influencer. Their compulsive consumption of online content has likely distorted their view of how the real-world works, and so they may be in for a rude awakening when they eventually finish school and join the workforce.

So, what advice would the Badger give this youngster today? Simply this: ‘if you want to be a credible and respected influencer, and earn a living from being one, then you need to get the best education you can under your belt first’. Would they listen? Probably not…which is a sad indictment of a fickle, ever-changing, digital-dominated world in which AI is set to revolutionize everything, including being an influencer…

Studying at University, the electronic pocket calculator, and AI…

Posted on by The Information Badger in AI, Education, Engineering, Information Technology, Learning, Opinion, Technology, universities

Last week the Badger wrote about his nephew’s burst of doubt about whether AI renders going to university pointless. He messaged this week to say thank you for the Badger’s guidance and to confirm that AI is not going to get in the way of fulfilling his dream of studying a STEM subject at university. Good! The Badger has no doubt that he’ll get to university and do well in his chosen subject. The Badger say’s this not through optimistic rose-tinted glasses of family connection, but because his nephew ended the message saying ‘I’ve concluded that while AI provides an additional set of tools, I don’t expect to use them to cut corners and do the thinking and work for me because this technology won’t help me be me, or help me develop the independent thought processes, behaviours, and skills that people like Tim Berners-Lee acquired when they did their degree at university’. This sentence got the Badger thinking.

When Tim Berners-Lee did his undergraduate degree at university there were no laptops, tablets, smartphones, or desktop personal computers, and no AI. In fact, the pocket calculator was a recent innovation! It’s easy to forget that it was only ~50 years ago that the emergence of electronic pocket calculators started to make rapid calculations accessible to a wide personal and professional audience. When they first hit the market, the Badger was just starting his degree course. He and most other students on the course had soon bought a pocket electronic calculator. The Badger purchased a Sinclair Cambridge for £19.95. Others bought a Sinclair Scientific costing £49.95, a price that was beyond the Badger’s means. By the end of his degree, however, the Badger had upgraded to a Texas Instruments SR-51, which served as a great workhorse for many years. But here’s the point. Calculators became an essential tool, but they didn’t fundamentally change the content of our degree course, or the concepts, methods, processes, practices, ways of thinking, practical skills, and interactions that were at the heart of the subject matter.

Many of today’s tech leaders went to university in the 1980s and 1990s when every student had an electronic pocket calculator, and rudimentary personal computers were very limited compared with those of today. They’ve all done well without AI. Of course, AI is different to the pocket calculator, but let’s not lose sight of the fact that it’s a tool. Those studying for a degree today should use this tool responsibly, because outsourcing your thinking and development to this technology just to gain a qualification serves no useful purpose, especially if you value your independence, freedom of thought, personal creativity, and the maximisation of your career options. As the Royal Observatory recently put it, AI can ultimately trivialise human intelligence. The whole point of going to university is ultimately to grow human intelligence, not trivialise it.

AI and deciding to go to University…

Posted on by The Information Badger in AI, Education, Information Technology, Learning, Life, university

What do you say when a youngster comments that it’s pointless taking on a Student Loan to attend university when AI will deliver knowledge faster, cheaper, and on demand? The Badger faced this dilemma a few days ago when his nephew, an intelligent, motivated, tech-savvy youngster striving for good exam results to study a STEM subject at his first-choice university, said exactly this. He’s starting to doubt if university is the right path given the expense, the ever-developing and impressive capabilities of AI, and the potential struggle of finding a graduate-level job after graduating. Many youngsters in the same position probably have similar bursts of doubt, but what did the Badger say in response to his nephew’s comment?

It seemed essential to respond with something objective, balanced, and relevant to the fast-changing world of today and the foreseeable future. The youngster is completely digital native and already dealing with the day-to-day reality of AI. He’s finding this makes decisions like going to university more difficult, but the Badger thinks deciding to go to university is something that should not be influenced by advancing AI capabilities. The gist, therefore, of the Badger’s response to his nephew’s comment was as follows.

Youngsters would be nuts to go to university if the only thing they wanted was to accrue expert knowledge/information, because AI will deliver that faster, cheaper, and conveniently on a device in their bedroom at home! The real value of university is in the accrual of knowledge/information with everything that’s wrapped around this. AI can tell you facts and help you learn, but university teaches you how to argue, critique, question, navigate institutions, defend a position, collaborate with strangers, work with those who disagree with you, and to handle stress, deadlines, and ambiguity. It’s the dealing with pressure at university that gives you identity and self-discipline. These aspects are very important because graduating with a degree signals to others, especially employers, that you can operate in a structured system, work with others, and apply yourself to achieve deadlines and good results. Furthermore, you don’t become a mature adult by sitting in your bedroom with a chatbot! You become a mature adult by leaving home, negotiating shared living, budgeting, dealing with conflict, failing and then recovering, gaining exposure to ideas that you didn’t choose, and discovering who you really are. AI gives you answers, but university provides answers and an environment that shapes your identity.

The Badger’s nephew was thoughtful for a moment before admitting that their main worry was how long it takes to find a graduate-level job after graduation (see here and here). He’s especially worried that AI means dire employment prospects when he graduates. The Badger’s advice? If university is your dream, then follow it and become an educated, disciplined adult with the strength of character to face the challenges ahead, if and when they arise…

Required leadership qualities – Competence, Consistency, Clarity, Communication and Charisma…

Posted on by The Information Badger in Delivery, Education, Information Technology, Leadership, Learning, Project Management, social media, Training

Early in the Badger’s IT career before the internet arrived, training for delivery people – project and team leaders, and technical staff – took place face to face in a group led by a senior delivery person and a professional trainer. Such training was often a one or two-day event conducted away from the hubbub of the workplace so that participants were not distracted by their normal work activities. At one course the Badger attended, participants were challenged to express the qualities that the members of project teams look for in their delivery leader. Participants, all team, or project leaders with various levels of experience, had ten minutes to produce five words for discussion with the course leaders and the wider group.

Many found it more difficult than expected because they struggled to think about delivery leadership from the perspective of team members who were not, and never aspired to be, leaders. Nevertheless, at the end of the exercise and subsequent discussion, the group converged on the following five words as required leadership qualities: Competence, Consistency, Clarity, Communication and Charisma. These words became known as the 5Cs and provided the theme underpinning the rest of the course. Whilst their context related to what delivery people look for from their delivery leader, the Badger’s found over the years that they are a good reference point for what to look for in leaders more generally.

The Badger’s worked for, and with, many senior leaders of all kinds over the years. They all had different personalities, strengths, and weaknesses. Some were more competent than others, some were more consistent and clearer than others, and some were better and more inspiring communicators than others. None were extroverts, but they all had a charisma that you couldn’t quite put your finger on. Underpinned by the 5Cs, the Badger considered some as much better leaders than others. There’s lots of broader and more detailed information available about the traits of good leaders, but the Badger’s routinely used the simple, qualitative, 5Cs as his mental ‘initial leadership quality’ checklist over the years to shape an initial opinion – which sometimes has subsequently changed. Sometimes, however, that initial opinion has not been very flattering and has not changed.

With the 5Cs concept in your psyche, you can’t help but use it to judge leaders who regularly appear on broadcast or social media even though you’ve never met them. Inevitably that’s unfair, but rather than relying on instinct alone, the 5Cs provides some structure in forming an opinion about where that person is on the POOR to GOOD leadership qualities spectrum. Ego, wealth, and having a powerful position is not the same as having good leadership qualities. For example, any leader who rants publicly and profanely on social media is unprofessional and sets a bad example for online behaviour. Someone with GOOD leadership qualities would never do this…

Rage against the screen…

Posted on by The Information Badger in Education, Engineering, Information Technology, Learning, Lego, Life, Online Safety, social media, Transport

The Badger’s 6-year-old grandson likes trains! Books about trains, Brio train sets, and Lego trains are favourite toys, but seeing and riding on real trains brings a special sparkle to his eyes. He loves to watch steam engines chuff along the Watercress Line, see historic locomotives in museums, ride miniature railways at visitor attractions, and travel on the regular trains that commuters use every day. He’s fascinated by how trains work, which is great, but his persistent questions about ‘how’ and ‘why’ can sometimes be wearing!

Last weekend the Badger and his grandson did something that didn’t relate to trains. We visited the Tangmere Military Aviation Museum, a small place with a number of static military jets as well as memorabilia from when Tangmere was a World War II RAF fighter base. The visit spawned an observation about 6-year-olds that he had not anticipated. At each exhibit there’s a computer that can be used to engage with the exhibit’s story, pull up photographs, and watch film clips. At many exhibits it’s possible to sit in the cockpit, peer into the fuselage, and use a computerized simulator. The Badger’s grandson observed that planes are engineered and work differently to trains!

It was all fun, but the Badger noticed that his grandson preferred using the computers rather than engaging physically with the exhibit itself. For example, the Canberra has part of the fuselage removed so visitors can easily lean in to see the environment around the pilot and crew. Adjacent to the jet is a computer showing images streamed from a camera mounted inside the fuselage. The camera can be panned through 360 degrees using a mouse and the user can zoom in on any part of the pilot and crew area. This 6-year-old used this computer rather than physically looking inside the fuselage. This preference was clear with other exhibits too. Seeing that ‘the screen’ had a greater pull with the youngster than exploring the exhibit physically made the Badger uneasy. If youngsters in their early formative years prefer screens to engaging with the physical real world, then we should surely all be worried.

On the car radio driving home, the Badger listened to the CEO of Mumsnet, being interviewed about Mumsnet’s ‘Rage against the Screen’ campaign which is calling on politicians to ban social media for under-16s, stop Big Tech using data to target children with addictive algorithms, and to put children’s safety and wellbeing ahead of platform profits. The Badger found himself agreeing with the points made. In the UK, you must be 16 years or older to do many things (see here), so why not ban social media for under 16s? If the Badger’s grandson is already ‘virtual rather than physical world first’ at the age of 6, then ‘Raging against the Screen’ is surely a campaign that needs to succeed…   

A musing about social media and ‘Black Friday’…

Posted on by The Information Badger in Education, Information Technology, Learning, Legal matters, Security, social media

It’s ‘Black Friday’ in the UK on Friday and High Street and online businesses are marketing their ‘epic deals’. This year the Badger’s received a plethora of email notifications from organisations warning to be wary of online shopping scams as ‘Black Friday’ approaches. One from a UK bank has the opening line ‘Did you know that 70% of online shopping scams start on social media?’  Yes, the Badger already knows this. It’s just one of many facts about social media that illustrates that diligent wariness is necessary when using these platforms.

Today the public feel uneasy about the world which is the most unsettling and unstable it’s been for decades. Global tensions abound. Politics is highly polarised. Economies are fragile. Conflict abounds. Shocks are more frequent. Power seems to rest with the handful of billionaires that dominate the digital world, and so on. Earlier this week, the Badger and a plumber friend chatted over a seasonal mince pie and coffee about factors that may have facilitated the instability the public observes. The internet is to blame, the Badger’s friend suggested. However, we dismissed that and decided instead that while social media can’t be blamed for all the world’s woes, it has certainly played a part.

We concluded this because social media platforms often say they are ‘free speech zones’ while simultaneously curating communication to protect their own business models. They are, after all, not democracies but huge, controlled, money-making ecosystems where the primary liability for what’s posted rests with the poster, not the platform. The persistent misinformation, disinformation, and offensive, inflammatory, and deceptive material that can often be encountered on them polarises opinions and facilitates scams from any part of the globe. The US President’s suing of the BBC, we decided, simply illustrates that there’s one rule for social media and another for everyone else. Why? Because the platforms often provide equally reprehensible edited videos that appear to go unpunished. Many will disagree, but we decided that social media has poisoned attitudes and thus contributed to fuelling an unsettled world.

The message here is not that social media is completely bad. It’s simply a reminder to understand their underlying business model and to think carefully about what you post or view. Think about whether your social media interactions are contributing to the very unsettled and disrupted world we are currently experiencing. Remember that these platforms are not the bastions of free speech that many would have you believe. Free speech, at least here in the UK, existed long before the advent of giant money-making social media platforms. Finally, take care when shopping online for ‘Black Friday’. Be wary of ‘limited time’ or ‘selling fast’ offers from organisations with social media profiles that don’t seem right. If something looks too good to be true, then it’s probably not what it seems…

The imagination of children – Lego and AI…

Posted on by The Information Badger in AI, Education, Information Technology, Learning, Lego, Risk, Toys

While returning home from a stroll through a glorious deciduous wood resplendent with Autumn colour, the Badger saw an interesting book in a charity shop window. He popped in and came out with a carrier bag half-full of Lego bricks of all shapes, sizes, colours, and types rather than the book! The Lego was in great condition at a bargain price and buying it for his grandson to play with when he visits seemed a no-brainer. On arriving home, the bag was emptied onto a table. There were standard bricks and bases, Technik bricks, wheels, motors, and arms, legs, torsos, heads, and hands from Lego figures, and much more. The Badger was hooked. He spent the rest of the afternoon using his imagination to produce a number of creative masterpieces! Indeed, everyday since, the Badger’s improved his masterpieces and created new ones. It’s addictive!

Lego empowers creativity, provides immediate gratification from having built something with your hands, and it helps to develop spatial reasoning, design thinking, and problem-solving. Furthermore, it encourages an understanding of mechanics through trial and error. It’s fun, educational, and great for kids (and adults) of all ages with building things often a collaborative and social activity. Kids, for example, learn from each other when they play with it together and when adults help them. Building Lego models together strengthens the bonds between individuals.

As the Badger built his own masterpieces, he remembered that Lego has been an excellent teaching aid at home and in education establishments for decades, as the recent announcement about a teenager building a robotic hand using Lego illustrates. It also struck him that Millennials were shaped by the emergence of the internet, Gen Z were moulded by social media’s evolution, and that Gen Alpha – his grandson’s generation – will be defined by the rapid expansion of AI use. The Badger senses a danger, however, that Gen Alpha may simply ask AI for ideas and instructions of what to build from a bag of bricks rather than use their own imagination and individuality to create masterpieces. Always inquisitive, the Badger asked CoPilot what could be built with a bag of mixed Lego bricks. It replied with ideas and instructions, and thus neatly illustrated that the danger of Gen Alpha outsourcing their imagination, creativity, and physical trial and error learning to AI is real.

A recent UK study found that ~22% of 8 to 12 year-old children already use generative AI tools, which – let’s remember – have not been designed from the outset with children in mind. Have the  lessons from social media’s impact on children been learned? The answer’s not obvious, which is why the Badger will be encouraging his grandson to produce his own Lego masterpieces without engaging in virtual world interactions. Another reason, of course, is that the Badger will be able to transfer knowledge and enjoy helping to build his creations too…

Do acquisitions disproportionately shed older staff?

Posted on by The Information Badger in Acquisitions, Business, Education, Human Resources, Information Technology, Leadership, Learning, Legal matters

A youngster about to join a large enterprise after completing a degree at University asked an interesting question last weekend. ‘Does an enterprise that acquires another company use the purchase as a smokescreen to shed older, long-serving, higher-paid employees?’  That’s an interesting and unusual question from someone at the very start of their career. So why did they ask it? Well, firstly their new employer has acquired another substantial company and restructuring activities are underway. Secondly, they knew the Badger had some experience in navigating a number of mergers and acquisitions. Lastly, the tech-savvy youngster had come across online chatter that his new employer’s older staff with long service were being disproportionately targeted during restructuring. The youngster, with no experience within large enterprises, anticipates a long career with their new company, but they were a little perturbed that their new employer might possibly be engaging in age discrimination, something that’s prohibited under the UK Equality Act 2010.

Answering required words that were balanced, honest, and rooted in personal experience of post-acquisition integrations. So, what did the Badger say? Firstly, that acquisitions often lead to reorganisations which can legally justify redundancies based on performance or role duplication at any age or level of seniority. Loyalty and long-service counts for nothing in such a scenario, and older employees may be more vulnerable because they typically have higher salaries and benefits, which means shedding them can significantly reduce payroll costs. Secondly, an acquisition can be a vehicle to change an enterprise’s culture, especially in fast moving industries subject to rapid innovation pressures. This always favours the retention of younger, tech-savvy staff and those with in-demand skills. Thirdly, not every acquisition is a smokescreen for eliminating older, higher-paid employees, but, in reality, some acquirers do quietly use their purchase to shed older, higher-paid employees because they know that it’s normally difficult in these circumstances for individuals to prove age discrimination for their redundancy. Do acquisitions disproportionately shed older staff? Some do, some don’t.

The youngster nodded, reaffirmed their intent on a long career with their new employer, and asked if the Badger had any advice for the long term. Yes. Maintain skills that are current and valuable outside your company, as mergers and acquisitions rarely reward loyalty or long service. As you get older and more experienced, watch out during acquisition integration activities for a) silence about future roles for you or your peers, b) performance reviews, and c) role redefinitions. These often signal something is afoot that affects you personally. Also, never forget that HR works in your employer’s interest, not in yours.

The youngster grinned and said they obviously had lots to learn! The Badger smiled too, pleased that he’d sown a few seeds of awareness in a youngster who will soon learn that things are never quite what they seem inside organisations when it comes to workforce matters.

Youngsters outsourcing their mental effort to technology…

Posted on by The Information Badger in AI, Change, Education, Human Resources, Information Technology, Risk, social media, Wellbeing

Live Aid happened on Saturday 13th July 1985. If you were a young adult then, do you remember what you were doing when the concert happened? Were you there? Did you watch it live on television? The Badger had his hands full that day doing some home renovations while having a one-year-old baby in the house. He thus only saw snippets of the televised live concert. Last weekend, however, he made up for it by watching the highlights broadcast to celebrate the concert’s 40th anniversary.

Watching the highlights brought home why the music at the concert has stood the passage of time. It was delivered by talented people with great skill and showmanship without today’s cosseting production techniques and tech wizardry. What struck a chord most, however, was the enthusiasm of the Wembley Stadium crowd, the vast majority of whom are now grandparents in, or facing, retirement! People in that crowd had none of the internet access, smartphones, or online services we take for granted today. In 1985 the UK’s first cellular telephone services were only just being introduced by Cellnet and Vodafone, and ‘home computing’ meant the likes of the Sinclair ZX Spectrum and the BBC Micro. A far cry from today! Furthermore, those in that crowd represent a generation that thought for themselves and didn’t have their minds dulled by reliance on digital technology and internet-based online services. Their grandchildren, on the other hand, only know life based around the internet, and they often seem oblivious to the likelihood that their reliance on online things like social media might be dulling their minds, nudging them towards a passivity of thought, and perhaps ultimately causing atrophy of their brain.  

Concern about technology dulling human minds isn’t new. In 370 BC, for example, Socrates worried that writing would erode a person’s memory!  With AI endlessly expanding, however, the potential for today’s youngsters to completely outsource mental effort to technology seems very real. More and more  scientific evidence shows  that while the human brain is highly adaptable, digital immersion changes attentiveness, the way we process information, and decision-making. Some brain functions weaken due to digital immersion, others evolve, but the Badger thinks that when our digital world provides instant answers, the joy and effort of discovery through independent thought is dwindling. Always available digital content at our fingertips means fragmented attention spans and contemplation and reflection taking a back seat,  especially for youngsters with no life-experience without today’s online world.

Watching the 40th anniversary highlights thus did more than provide a reminder of the great music of that day. It brought home the fact that today’s  grandparents have something precious – a lived experience of independent thought and contemplation without an overreliance on our digital world. It feels, however, that their grandchildren are progressively outsourcing their mental effort to ever more advanced digital technology which, this grandfather senses, doesn’t augur well for the human race…