The story “Elephant and 5 Entities” in Skill Development .

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Exploring for  more than year in skill development space, I observe that corporates(1) talks about unprepared state of the students and outdated state of academia. The academia(2) talk of inattention of students and no involvement corporate. The student(3) is interested to talk about getting hired for best salary from the corporate and want academia to make it happen.  All the four of them exist in their own happy state and crib about the overall state.  The industry has taken the first step to create a set-up to come with skill providers to solve their problem and expects that solution to their problem is responsibility of the skill training provider(4).

The skill training provider leverage’s the opportunity.  He demonstrates to corporate about his outreach to reach colleges and students and to students and colleges about his outreach to reach corporates. The skill provider sees benefit to offer services to corporate, college and students and get paid. They partner with foreign skill development providers (5) to leverage their learning material on  a partnership mode and expects the solution to arrive. The foreign provider gets royalty per student.  Is story not similar to story of  “Elephant and 5 Blind Men”? Can we all view skill development from a common perspective? I, ArthaVidhya  look from this common perspective.

Corporates consider recent college graduates deserve a grade of “C” or lower for their preparedness for their first job.  They have concerns  about candidate’s training and technical skills, uncomfortable with entry-level candidates, who are clueless about how to navigate an office setting. They consider sense lack of preparedness in candidate as a “real problem,” and  unprepared status harms the day-to-day productivity of their businesses. Some of them perceive candidates  are lacking in motivation, interpersonal skills, appearance, punctuality and flexibility. 

The corporate  need to ask themselves whether they have spend time and effort to clearly define  job positions and are they planning for real world experience to enable students have a career. Can corporates spend time to arrive at skill programs that suit their needs and the career need of a student? 

Young students contend that employers  do not specify the skills needed  for job profiles and there seems to be conflict about the skills they value most in young employee. For example business leaders say that “hard” technical skills and “soft” skills are equally important and in reality they see candidate with industry-specific skills is hired than arts graduate who needs to be trained first. Students are confused when business  leaders rate “soft” skills at the top of their list, ahead of traits like integrity, professionalism and a positive attitude. Can student focus on learning skills that would lead to career and  not only on skills leading to jobs offering quick money?.

We do not want to take both sides. We want to accept that below facts are true and they exist. Then we  are looking beyond this false choice between hard and soft skills. We want to look beyond teaching using webinars. We want to look beyond learning by student in e-learning mode in unstructured fashion.

We have designed an learning environment to enable students gain the real-world experience and hard skills required by employers. In our learning environment, we emphasize and give  importance for student to get the broad education and practise to  set them  up for success in all facets of life, including their career.  The learning is structured and makes the student practise till he becomes perfect.