Jim Carroll- Futurist, Trends & Innovation Keynote Speaker

With a lot of university graduations and commencements, it might be a good moment and pause to think about a degree that colleges and universities should be offering their students. That’s why I opined a number of years ago that we needed to prepare people for a fast paced future by letting them enroll in a Masters of Business Imagination Degree.

Grab the PDF to the right, and share it around. Here’s how it reads.

“In a time of rapid, disruptive change can be a death sentence – not only for organizations, but for the careers and skills of those who work there! It’s time to abandon the thinking that has had you anchored firmly to the past – and to shift your focus to the future, with enthusiasm, motivation and imagination.

You can do this by abandoning any pretense that the skills of yesterday will be important tomorrow. Figuratively and literally, it is time to move beyond the thinking that has led us to a world of MBA’s – Masters of Business Administration – and focus upon the critical skill that will take you into tomorrow. The world doesn’t need more administrators. It needs more MBI’s – Masters of Business Imagination!

What are the attributes? MBI’s:

• see things differently
• spur creativity in other people
• focus on opportunity, not threat
• refuse to accept the status quo
• bring ideas to life
• learn and unlearn
• refuse to say the word can’t
• accept challenges with passion and enthusiasm
• thrive on diversity
• challenge assumptions
• are solutions oriented

Grab the Masters of Business Imagination PDF

Earlier this year, I was invited to keynote a conference of leading US higher educators and academics at the College Board Colloquium. This is one of the leading educational conferences of the year.

The group has issued their report from the conference, and there is some pretty good coverage of the essence of my talk. Here’s a key quote:

“The future of higher education is huge.” Carroll shared the following observation from Microsoft: “Probably about 50 percent of the U.S. gross domestic product will be taken up by training and knowledge activities within the decade.” Carroll then spoke about what is happening with “the knowledge economy.” The reality is, he said, that “American workers today, whether in a trade or profession, are in a situation in which the knowledge they have is continuously going out of date and needs to be continuously replenished. What is there to be concerned about when we have such massive growth potential?”

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I’ve been pretty busy in the education sector. Two weeks ago, I provided an overview of key education trends for the Board and senior academic team of a major university. Next month, I’ll be keynoting a conference with key leaders from Harvard, Yale, Vanderbilt and countless other leading colleges and universities from throughout the US. I’ll also be spending time with the CEO and senior management team of a major player in the global education market.

All of these sessions have focused on the key trends impacting the world of education on a long term basis. It’s certainly a far-reaching topic – education twenty years from now will likely look nothing like what it does today.

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I’m thrilled to learn that I’ve been selected as the opening day speaker for the College Board — and specifically, a chance to speak with some of the leading minds in the university and college scene in the US on the issue of the future of education.

The audience for this invitation only event, to be held in January 2009, includes the Chancellors, Presidents, and senior admission officers for the largest colleges and universities in the US, including Duke, Cambridge, Harvard, Vanderbilt and the University of Texas, among others.

The group gets together annually to examine the challenges and opportunities facing higher education. This year, they determined that it was a good time to take a good, hard look at the education trends that will impact them in the future.

That’s where I come in. My session description, recently written, addresses these issues:

The “velocity” of knowledge is leading us to a world of “just-in-time knowledge”; the result being the reality that the relationship between educational institutions and students is set to change; primarily, from a period of short term, concentrated knowledge delivery, to one more related to the lifelong, ongoing replenishment and rejuvenation of knowledge.

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Whether I’ve got an audience of 3,000 people in Vegas, or a small CEO-level meeting of 20 people, I always open with the same observation. It’s from an Australian study which concluded that 65% of the kids in pre-school today will work in jobs or careers that do not yet exist.

I then challenge people to think through the global trends at work which are making such a bold statement into a reality. And I often walk through the types of new careers that are emerging in every industry to emphasize the point.

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I’m one of the keynote speakers today for the grand opening of Virtualis, which bills itself as “the largest and most meticulously designed convention center in the computer-generated world of Second Life.”

Virtualis features ballrooms, breakout rooms, and an extensive trade show floor. I’ll be speaking in the Grand Ballroom at 4pm EST; my own “trade show booth” (pictured here) features links to my blog, books, and to streaming video from strategically placed video screens on the wall.

Will such “virtual worlds” come to play a role in the meeting and convention industry? The media seems to have been quite down on Second Life as of late; at one recent digital marketing conference, it was dismissed as a waste of advertisers time, and the biggest project sinkhole in the last year. (See The Client Side blog link below).

Maybe so. Maybe not. I don’t know whether that is true or not.

But I do know this. Ten years ago, we didn’t have a Google; five years ago, there was no FaceBook. New methods of interacting are emerging at a furious pace. Ten years from now, we’ll be in an economy in which organizations will have to figure out how to “deliver knowledge quickly.” I think we will see a wide variety of platforms and methods of accomplishing this — and that’s why I’m spending some of my time exploring the opportunity within Virtualis.

I’m a big believer that meetings and events will continue to be a “key strategic component of an organization’s success” in the future, because they involve the delivery of knowledge.

And there’s going to have to be a lot more of that in the future. Organizations must deal with the fact that their world is becoming faster: they must deal with innovation time compression, the rapid emergence of new markets, fast opportunities for emergence of new product or service branding, increased skills specialization, rapid business model transformation and the emergence of new competitive challengers.

The impact is quite simple: rapid market, business, industry, and skills change leads to a need for faster “knowledge delivery.” We might need to upgrade the knowledge of a sales force for a new emerging market; help a leadership team focus on a new business competitor, or steer a project team towards dealing with a new industry challenge. Whatever the case may be, knowledge delivery is key to success in the future.

I think we’d be fools to think that we won’t do a lot more of this online. Hence, the importance of new explorations such as Virtualis : it helps to solve a fundamental purpose, and plays a key strategic role, just as real-world conferences and events do. And so this is a critical and important first step.

It’s all about innovation and trying things out. And as Larry Ellison of Oracle stated, “when you innovate, you’ve got to be prepared for everyone telling you you’re nuts.”

More information

• Read Meetings.Net report on Virtualis launch
• Virtualis advertisement
• The Client Side Blog: The Hype Wagon Loses a Virtual Wheel

Some weeks ago, I spoke at the University of Oklahoma, on the role of innovation in education.

The biggest area for any educational institution in the future is in the area of “just-in-time knowledge.” Whether we are dealing with medical, scientific, financial and business, mechanical or engineering issues, one thing is clear: the knowledge that people need to know to do their job today is becoming infinitely more complex every minute, with a constant, relentless flood of that which is new. In such an environment:

• the ability of obtaining rapid, instant knowledge generation is becoming an urgent necessity in almost every field of endeavor;
• the ability to quickly digest, understand and assess new knowledge is an increasingly important skill – one that not a lot of individuals have mastered;
• the ability to reformulate our thinking, assumptions and capabilities to respond to the constant change being thrust upon us is of increasing importance
  That’s where the concept of “just in time knowledge” comes in, as it best describes the nexus of these realities.

And from an innovation perspective, there is plenty of opportunity for meeting the demands of our fast-paced world through just in time knowledge.

This video is linked to the post I originally made when visiting the folks in Oklahoma; you can read that post, What’s happening with our workforce here

What’s happening with our worforce? That is increasingly the focus of many of my recent talks.
Yesterday I spoke to the staff and faculty of the University of Oklahoma College of Continuing Education / College of Liberal Studies.

The overall theme was “innovation in the world of high velocity education.”

Broadly, my talk was based around one of my favorite quotes: that of educator Lewis Perelman: “Learning is what most adults will do for a living in the 21st century.”

There’s a lot of opportunity for innovation in any educational institution: innovating with the methodology of education upgrading, new knowledge opportunities, and innovation in the overall administration and delivery of education. Beyond that, there’s the overall issue of ensuring that in a high-velocity world, educators are delivering the right knowledge at the right time for the right purpose.

To that end, I outlined what I believe to be the primary areas for innovation:

• the rapid emergence of new educational opportunities, with foundation knowledge, and with knowledge refreshment
• a need for constant change and upgrading of core skills
• more partnership opportunities due to complexity – as organizations offload knowledge refreshing / upgrading requirements
• greater specialization of knowledge topics – and bigger opportunities for academic centres to focus as world class leader in specific niches
• instant, just in time knowledge takes on a unique role and opportunity

There’s more to be found in my list of “10 big trends for educators,” and many of my assumptions as to where we are going in the world of education is based upon my listing of “10 Unique Characteristics of 21st Century Skills.”

I’m quoted in the Toronto Star today with my observations on the future of knowledge, careers and work. Kind of provocative, but I really believe it to be true….

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Forget what you think you know
Toronto Star, Oct 25/05

You know a diploma is worth less and less. Soon it’s going to be worth nothing at all.

If you’ve just completed an undergraduate degree you might not want to hear what Mississauga-based futurist Jim Carroll has to say.

“For young people I think one of the things they will need to understand is the skill of `just-in-time’ knowledge,” says Carroll, who advises companies across North America.

He explains that “just-in-time” knowledge is the skill of learning information during quickly advancing periods of change. The information learned is entirely — and possibly only — relevant at a specific time. Learning it will require people to immediately dump previous information that is no longer relevant at the same time.

“The concept of going to school for knowledge is kind of quaint,” says Carroll, who foresees a future when longer degree programs will become almost obsolete. “What is the relevance of a three or four or five-year degree program when half of what kids learn in their first year will be obsolete by the time they graduate?”

Carroll says the majority of knowledge needed in the workplace of the future will be gained from collaborative social networks, online sources and independent learning.

As far as formal education goes, he doesn’t think many degree programs will be longer than about nine months.

“A survey I saw a couple weeks ago said young people now think self-employment is more secure than a corporate job.

“As young people continue to completely reject the concept of the traditional workplace they will also move to educational models that suit their relationship with a changing work world.”

It’s been confirmed that I will be keynoting the Network of Innovative Schools conference in Calgary, AB in October.

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