Voditelji bi se morali začeti več ukvarjati z branjem klasikov

Follow up na moj sobotni komentar o tem kakšne ekonomiste naj vzgajamo. The Economist piše o tem, da bi se morali sodobni poslovni liderji namesto z analitiko, menedžerskimi tehnikami in različnimi zunanjimi aktivnostmi začeti več ukvarjati z branjem klasikov. Od grških filozofov do velikih literatov. To bi jim – namesto analiz včerajšnjega sveta – prineslo intelektualno širino in odprtost za nove ideje glede prihodnosti. Kdor želi biti dva koraka pred konkurenco in sprejemati prave odločitve mora stopiti ven iz predvidljivega sveta miselnih šablon, golega računstva in modelčkov ter dati prostor intuiciji. To loči velike in uspešne od povprečnih in neuspešnih.

It is time to replace this rite of managerial passage with something much more powerful: inward-bound courses. Rather than grappling with nature, business leaders would grapple with big ideas. Rather than proving their leadership abilities by leading people across a ravine, they would do so by leading them across an intellectual chasm. The format would be simple. A handful of future leaders would gather in an isolated hotel and devote themselves to studying great books. They would be deprived of electronic distractions. During the day a tutor would ensure their noses stay in their tomes; in the evening the inward-bounders would be encouraged to relate what they had read to their lives.

Inward-bound courses would do wonders for “thought leadership”. There are good reasons why the business world is so preoccupied by that notion at the moment: the only way to prevent your products from being commoditised or your markets from being disrupted is to think further ahead than your competitors. But companies that pose as thought leaders are often “thought laggards”: risk analysts who recycle yesterday’s newspapers, and management consultants who champion yesterday’s successes just as they are about to go out of business.

The only way to become a real thought leader is to ignore all this noise and listen to a few great thinkers. You will learn far more about leadership from reading Thucydides’s hymn to Pericles than you will from a thousand leadership experts. You will learn far more about doing business in China from reading Confucius than by listening to “culture consultants”. Peter Drucker remained top dog among management gurus for 50 years not because he attended more conferences but because he marinated his mind in great books: for example, he wrote about business alliances with reference to marriage alliances in Jane Austen.

Inward-bound courses would do something even more important than this: they would provide high-flyers with both an anchor and a refuge. High-flyers risk becoming so obsessed with material success that they ignore their families or break the law. Philosophy-based courses would help executives overcome their obsession with status symbols. It is difficult to measure your worth in terms of how many toys you accumulate when you have immersed yourself in Plato. Distracted bosses would also benefit from leaving aside all those e-mails, tweets and LinkedIn updates to focus on a few things that truly matter.

Vir: Preberite več v The Economistu

En odgovor

  1. Vse lepo in prav. Ampak osnova za široko znanje se začne v osnovni in srednji šoli. Predvsem v kvalitetni gimnaziji.

    Drugo je poznavanje politekonomije. Nekaj kar se je naši generaciji študentov ekonomije (80 leta) zdela politična navlaka, je (vsaj za tiste, ki nas je zanimalo) primerjalna prednost. Verjamem, da bi študij ob dobri pedagogiki in zgodovniskih, socialnih in filozofskih paralelah bil še kako zanimiv.

    Všeč mi je

  2. Se močno strinjam. Na žalost pa je v Sloveniji tako, da se na mnogih programih, ki vzgajajo bodoče “leaderje” takšne in podobne vsebine izločajo iz programov. Tako lahko npr. iz “prve roke” povem, da je bila iz študija prava in ekonomije (UN) na UM ukinjena sociologija (kot edina predmetna vsebina, ki se je vsaj približno ukvarjala s temami, ki so omenjene zgoraj). Pri tem je bil uporabljen argument, “da študenti potrebujejo več praktičnih znanj, vezanih na njihovo študijsko usmeritev”.

    In potem se čudimo, da imamo probleme z vodenjem, z upravljanjem. Seveda, če vzgajamo zgolj uradnike brez vizije/razumevanja in/ali “egomane” brez občutka za skupnost.

    Všeč mi je