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    Achieving Lifetime Employability
    Achieving Lifetime Employability
    Achieving Lifetime Employability
    Ebook283 pages14 hours

    Achieving Lifetime Employability

    By Dileep Srinivasan, Ashok Shah and G. Ross Kelly

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    About this ebook

    The 4 P's: Keys to Achieving Lifetime Employability is perhaps the most comprehensive and detailed book in the marketplace today on how to achieve and sustain career growth in this new millennium.

    Lifetime Employability picks up where The 'Me" Enterprise left off. This time, the authors have risen to a new level to conduct a detailed examination of just what it takes to survive, thrive, and remain viable and employable in the 21st century workplace. What are the skills, attributes and attitudes required to maintain your relevance and employability in an everchanging marketplace fueled by innovation, technology and global competition?

    If you are looking to,

    Continually be employable,
    Achieve accelerated growth in the workplace,
    Navigate the organizational complexities of your workplace,
    Cultivate your leadership skills, or
    Hone your entrepreneurial skills

    then Achieving Lifetime Employability is for you.

    LanguageEnglish
    PublisherGatekeeper Press
    Release dateJun 5, 2020
    ISBN9781662901201
    Achieving Lifetime Employability

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      Book preview

      Achieving Lifetime Employability - Dileep Srinivasan

      Perception.

      PART I

      Your Foundation

      Every sustainable structure is founded on a solid foundation . . . one capable of sustaining the winds of a hurricane, the rains of a monsoon, and the ravages of fire. Your career should be no different.

      The first of the Four Ps is Principles, those fundamental attributes required to even be a part of the conversation.

      CHAPTER 1

      IQ: Intelligence Quotient

      Introduction

      LET’S FACE IT . . . YOU have to have some degree of intelligence to compete in today’s marketplace. You don’t have to be the smartest person in the room, but you do have to be smart enough to comprehend the nuances and complexities of your work environment. Technology alone can be mind-boggling. When you add in factors such as globalization and market disruption, it helps to be able to differentiate what is coming and what is going, both in your company and in the marketplace.

      Hiring managers are not necessarily looking for Summa or Magna Cum Lauds. But they do look for those that can solve complex problems and formulate and execute competitive strategies in this ever increasing digital and complex environment.

      It is for that reason that we begin with the oldest and most fundamental Q’s . . . your IQ or intelligence quotient.

      The words intelligent or intelligence, and IQ are as common to us as are the words smart, genius or brilliant. They have been instilled in us since childhood to tell us that we are either smart or not very smart. In school we took IQ exams to measure and prove just how smart we are. The words took on a social connotation, and in some instances, a social stigma. They could be an enabler or source of discouragement and demotivation. They could serve as a barrier or inhibitor to what we could or could not accomplish in life. Once the phrase, he’s not very smart is bestowed upon someone, our expectations are automatically lowered for that individual, consciously or subconsciously. At one point in his life, Albert Einstein was deemed to be not very smart only to later be classified a genius (very smart).

      The purpose of this chapter is to offer some perspective on those words and assumptions, especially in the context of the workplace and lifetime employability. We will begin with the basics . . . a brief look at the very origins of the words and how they evolved to establish the connotations and assumptions they did, and in some respects, proceed to demolish them. We will also look at some of the early studies about intelligence, and how our intelligence was viewed to be fixed and unable to be developed or improved. Then, we will examine how more recent studies offered a somewhat new and different perspective, and how our intelligence can indeed be developed.

      Finally, we will attempt to put it all together as to how we can use and develop those key elements of our intelligence toward the objective of sustaining lifetime employability.

      Let us start at the beginning . . .

      Intelligence and IQ

      The English word intelligence derives from the Latin nouns intelligentia or intellēctus, which in turn stem from the verb intelligere, meaning to comprehend or perceive. In the Middle Ages, intellēctus was the scholarly technical term for understanding, and a translation for the Greek philosophical term nous. Got all that?

      Since those early beginnings, as the study of human behavior evolved, the term migrated from the realm of philosophy to become a central ingredient in psychology. Today, the study of intelligence has advanced significantly since those early origins, however psychologists are still debating its very definition.

      Despite those differing views, scientists and behaviorists generally conclude its definition is:

      The mental capability to, among other things, reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly and learn from experience.

      From Intelligence to IQ

      The term intelligence quotient (IQ) emerged as the measure of intelligence in the early 1900’s. The term IQ was coined by a psychologist named William Stern while at the University of Breslau in Germany in 1912. Though, there has been much refinement over the years, the IQ test remains the standard for measuring intelligence. The tests for IQ are designed not only to assess book learning, a narrow academic skill, or test-taking abilities, but to assess an individual’s broader and deeper comprehension of his or her surroundings. Or, how well are they able to understand a situation and effectively solve problems?

      From these standards, according to studies, it appears that roughly two-thirds of the population score between 85 and 115; a very minute percentage, about 2.5 percent of the population, scores above 130; and, a similar percentage scores 70.

      While that is all a mildly interesting background, what we really want to know are:

      • Does intelligence take different forms, or different dimensions?

      • Can I develop or enhance my intelligence or IQ? And if so, how;

      • How does my IQ affect my performance at work?

      • How does my IQ affect my reputation or

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