Reflecting Emerging Digital Technologies in Leadership Models

2021 ◽  
pp. 26-64
Author(s):  
Tom Cockburn ◽  
Peter A.C. Smith
Keyword(s):  
Boards Of Directors ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Thinking Skills ◽  
Global Business ◽  
Dynamic Leadership ◽  
Complex Thinking ◽  
Fourth Industrial Revolution ◽  
Leadership Models ◽  
Business Complexity

In this chapter, Smith and Cockburn reaffirm their claim in a previous book that today's global business contexts are volatile, uncertain, complex, and ambiguous (VUCA), and leaders must focus more on complex thinking skills and mindsets than developing behavioral competencies. In so doing, leaders must be familiar with the benefits and drawbacks of emerging digital technologies and use these technologies appropriately. In the previous book, the authors defined flexible and dynamic leadership models that assure success in the above contexts and described learning related processes essential to mastering the ability to adapt at rates consistent with the business complexity leaders now face. In this chapter, they extend their previous research and review newly emerging factors contributing to global business complexity in the era of the Fourth Industrial Revolution (IR4.0) and explain how these elements may be applied by leaders, including CEOs and Boards of Directors, to augment the power of their recommended leadership models.

Reflecting Emerging Digital Technologies in Leadership Models

2018 ◽  
pp. 1662-1688
Author(s):  
Peter A. C. Smith ◽  
Tom Cockburn
Keyword(s):  
Digital Technologies ◽  
Global Business ◽  
Dynamic Leadership ◽  
Complex Thinking ◽  
Leadership Models ◽  
Business Environments ◽  
Successful Leadership ◽  
Business Complexity ◽  
Made In ◽  
Behavioral Competencies

In this chapter, Smith and Cockburn reaffirm the claim that they made in a previous book (Smith & Cockburn, 2013), namely that today's global business environments are characterized by volatility, uncertainty, complexity, and ambiguity, and that leaders must focus less on developing behavioral competencies and more on complex thinking abilities and mindsets. In so doing, leaders must be familiar with emerging digital technologies, their benefits and drawbacks, and utilize these technologies in their practice as appropriate. In their previous book (Smith & Cockburn, 2013), the authors defined flexible and dynamic leadership models that assure successful leadership in the above turbulent contexts, and also described learning related processes that are essential to mastering the ability to learn and adapt at rates consistent with the business complexity leaders face. In this chapter, the authors extend their previous research (Smith & Cockburn, 2013), review newly emerging elements of social digital connectivity that are contributing to global business complexity, and explain how these elements may be applied by leaders to augment the power of the recommended dynamic leadership models.

Reflecting Emerging Digital Technologies in Leadership Models

2017 ◽  
pp. 1822-1848
Author(s):  
Peter A. C. Smith ◽  
Tom Cockburn
Keyword(s):  
Digital Technologies ◽  
Global Business ◽  
Dynamic Leadership ◽  
Complex Thinking ◽  
Leadership Models ◽  
Business Environments ◽  
Successful Leadership ◽  
Business Complexity ◽  
Made In ◽  
Behavioral Competencies

In this chapter, Smith and Cockburn reaffirm the claim that they made in a previous book (Smith & Cockburn, 2013), namely that today's global business environments are characterized by volatility, uncertainty, complexity, and ambiguity, and that leaders must focus less on developing behavioral competencies and more on complex thinking abilities and mindsets. In so doing, leaders must be familiar with emerging digital technologies, their benefits and drawbacks, and utilize these technologies in their practice as appropriate. In their previous book (Smith & Cockburn, 2013), the authors defined flexible and dynamic leadership models that assure successful leadership in the above turbulent contexts, and also described learning related processes that are essential to mastering the ability to learn and adapt at rates consistent with the business complexity leaders face. In this chapter, the authors extend their previous research (Smith & Cockburn, 2013), review newly emerging elements of social digital connectivity that are contributing to global business complexity, and explain how these elements may be applied by leaders to augment the power of the recommended dynamic leadership models.

Reflecting Emerging Digital Technologies in Leadership Models

2014 ◽  
pp. 19-44
Author(s):  
Peter A. C. Smith ◽  
Tom Cockburn
Keyword(s):  
Digital Technologies ◽  
Global Business ◽  
Dynamic Leadership ◽  
Complex Thinking ◽  
Leadership Models ◽  
Business Environments ◽  
Successful Leadership ◽  
Business Complexity ◽  
Made In ◽  
Behavioral Competencies

In this chapter, Smith and Cockburn reaffirm the claim that they made in a previous book (Smith & Cockburn, 2013), namely that today's global business environments are characterized by volatility, uncertainty, complexity, and ambiguity, and that leaders must focus less on developing behavioral competencies and more on complex thinking abilities and mindsets. In so doing, leaders must be familiar with emerging digital technologies, their benefits and drawbacks, and utilize these technologies in their practice as appropriate. In their previous book (Smith & Cockburn, 2013), the authors defined flexible and dynamic leadership models that assure successful leadership in the above turbulent contexts, and also described learning related processes that are essential to mastering the ability to learn and adapt at rates consistent with the business complexity leaders face. In this chapter, the authors extend their previous research (Smith & Cockburn, 2013), review newly emerging elements of social digital connectivity that are contributing to global business complexity, and explain how these elements may be applied by leaders to augment the power of the recommended dynamic leadership models.

The education system in the era of the fourth industrial revolution: developing skills and thinking for learning

2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
◽  
Ye. Ifutina ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Professional Activity ◽  
Critical Element ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
The Impact

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.

Pedagogical Orientation in the Fourth Industrial Revolution

2021 ◽  
pp. 1044-1063
Author(s):  
Byabazaire Yusuf ◽  
Abdul Hamid Busthami Nur
Keyword(s):  
Problem Solving ◽  
Flipped Classroom ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Problem Solving Skills ◽  
Fourth Industrial Revolution ◽  
Collaborative Environment ◽  
Community Stakeholders ◽  
Part Time ◽  
Time Basis

Redesigning higher education is one of the most widely discussed topics among educators, parents, and other community stakeholders. This is due to the current developments in digital technologies and onset of the fourth industrial revolution which is set to alter the way people live and work. This chapter suggests the implementation of the flipped classroom model as an appropriate approach for equipping students with creative abilities, problem solving skills, thinking skills, and lifelong learning skills. Eight in-service teachers pursuing a postgraduate course on a part-time basis participated in a qualitative study. The study was conducted using asynchronous virtual focus group dialogue sessions. The study addressed three main questions: 1) why they adopted a flipped classroom model, 2) how they implemented it, and 3) what fourth industrial revolution skills were developed using this model. On the whole, this approach created an active and collaborative environment which enabled students to demonstrate their creativity and problem solving skills needed for future careers.

scholarly journals Quality of education and employers 'requirements at the beginning of the 21st century

2021 ◽  
Author(s):  
Alaa Mahajna ◽  
◽  
Corina Gribincea ◽  
Keyword(s):  
Labor Market ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Economic Life ◽  
Quality Of Education ◽  
Work Process ◽  
Fourth Industrial Revolution ◽  
Human Effort ◽  
The University

For centuries, education has remained largely intact being the most conservative space of human effort. Things are evolving and the situation has changed dramatically with the entry of humanity into the digital age. The competitiveness of graduates-specialists that are trained during the university period begins to be achieved during work process, in interaction with employers and is expressed in the success of the workforce according to the acquired and additional specialty. The plunge into the age of digital technologies in almost in all areas of social and economic life and allows economists, politicians, sociologists and scientists to talk about the emergence of the fourth industrial revolution. The purpose of the study is to investigate the requirements of employers towards graduates and specialists in the labor market.

scholarly journals PENGUATAN LITERASI BARU PADA GURU MADRASAH IBTIDAIYAH DALAM MENJAWAB TANTANGAN ERA REVOLUSI INDUSTRI 4.0

2018 ◽  
Vol 1 (1) ◽  
pp. 1-21 ◽  
Author(s):  
Hamidulloh Ibda
Keyword(s):  
Elementary Education ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Literacy Skills ◽  
Islamic Education ◽  
Technology Literacy ◽  
New Literacy ◽  
Fourth Industrial Revolution ◽  
Challenges And Opportunities ◽  
High Level

Abstract: In answering the fourth industrial revolution era, basic Islamic education institutions did not adequately apply old literacy (reading, writing, arithmetic), but had to apply new literacy (data literacy, technology literacy and human resource literacy or humanism). This article discusses the challenges and opportunities of basic Islamic education in the era of the fourth industrial revolution. Strengthening new literacy in Islamic elementary education teachers as a key to change, revitalizing literacy-based curriculum and strengthening the role of teachers who have digital competencies. The teacher plays a role in building competency generation, character, having new literacy skills, and high-level thinking skills. Islamic elementary education as a basis for determining intellectual, spiritual, and emotional intelligence in children must strengthen 21st century literacy skills. Start creative aspects, critical thinking, communicative, and collaborative. Islamic elementary education is urgently needed to strengthen new literacy and revitalize digital-based curriculum. Curriculum revitalization refers to five basic values of good students, namely resilience, adaptability, integrity, competence, and continuous improvement. Islamic elementary education educators must be digital teachers, understand computers, and be free from academic illness. The goal is to realize high competency generation, character and literacy to answer the challenges of the fourth industrial revolution era. Abstrak: Dalam menjawab era Revolusi Industri 4.0, lembaga pendidikan dasar Islam tidak cukup menerapkan literasi lama (membaca, menulis, berhitung), tetapi harus menerapkan literasi baru (literasi data, literasi teknologi dan literasi sumber daya manusia atau humanisme). Artikel ini membahas tantangan dan peluang pendidikan dasar Islam di era Revolusi Industri 4.0. Penguatan literasi baru pada guru pendidikan dasar Islam sebagai kunci perubahan, revitalisasi kurikulum berbasis literasi dan penguatan peran guru yang memiliki kompetensi digital. Guru berperan membangun generasi berkompetensi, berkarakter, memiliki kemampuan literasi baru, dan keterampilan berpikir tingkat tinggi. Pendidikan dasar Islam sebagai dasar penentu kecerdasan intelektual, spiritual, dan emosional pada anak, harus memperkuat keterampilan literasi abad 21. Mulai aspek kreatif, pemikiran kritis, komunikatif, dan kolaboratif. Pendidikan dasar Islam urgen memperkuat literasi baru dan revitalisasi kurikulum berbasis digital. Revitalisasi kurikulum mengacu pada lima nilai dasar dari peserta didik yang baik, yaitu ketahanan, kemampuan beradaptasi, integritas, kompetensi, dan peningkatan berkelanjutan. Pendidik pendidikan dasar Islam harus menjadi guru digital, paham komputer, dan bebas dari penyakit akademis. Tujuannya mewujudkan generasi berkompetensi tingkat tinggi, karakter dan literasi untuk menjawab tantangan era Revolusi Industri 4.0.

ECOSYSTEM "INDUSTRY 4.0" OF AUTOMOTIVE INDUSTRY IN THE CONDITIONS OF WORLD CHALLENGES

2020 ◽  
Vol 1 (6) ◽  
pp. 101-110
Author(s):  
E. S. PODBORNOVA ◽  
Keyword(s):  
Automotive Industry ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Statistical Data ◽  
Digital Technologies ◽  
Automotive Sector ◽  
Innovation Ecosystem ◽  
Fourth Industrial Revolution ◽  
World Industry ◽  
Main Component

The article is devoted to a review of the current problems of the fourth industrial revolution, namely, the development of the Industry 4.0 ecosystem in the automotive sector. The following issues were considered: globalization of world industry; digital technologies as the main component in industrial competition; innovation ecosystem; analysis of statistical data of the world's largest consulting audit companies; directions of modernization of the existing system in the context of the identified problems, as well as recommendations in connection with the current situation with COVID-19.

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