Dear Students: The World will Change
College students need a “continuous improvement” mentality
Robin Capehart
Sep 23
True Story
A dedicated college professor assigned a challenging project to their students, hoping to foster critical thinking and research skills. As the due date approached, an ambitious student approached the professor to discuss their project idea and the expected outcomes.
Listening attentively, the professor recognized the student’s enthusiasm and effort. Aiming to encourage the student’s progress, the professor replied, “That sounds good. Keep up the great work!”
Feeling validated by the professor’s praise, the student submitted a draft of the project on the due date, confident in their work. However, upon reviewing the draft, the professor noticed areas that could be improved to elevate the quality of the project. The professor provided the student with constructive feedback and suggestions for refinement.
To the professor’s surprise, the student reacted with frustration and confusion. “I don’t understand,” the student protested. “You said it sounded fine! All I want is to get a high grade, and now you’re telling me it needs improvement.”
The professor realized that the student’s focus was solely on obtaining a high grade rather than truly engaging with the subject matter and striving for academic growth. The professor found themselves in a difficult position, trying to balance the need for academic rigor with the student’s fixation on grades.
Continuous Improvement
The concept of “continuous improvement” is a mindset that emphasizes the importance of ongoing learning, self-reflection, and personal growth (Juran, 1992). In the context of higher education, this mindset is crucial for students to develop, as it prepares them for the challenges and opportunities they will face after graduation.
However, the “art of college management” mentality, which prioritizes earning grades and credentials over genuine learning, often undermines the development of a continuous improvement mindset. When students focus solely on short-term goals, such as passing exams or completing assignments, they may fail to recognize the importance of ongoing learning and growth (Arum & Roksa, 2011).
The consequences of this shortsighted approach can be significant. In a rapidly changing world, where new technologies, industries, and social challenges emerge regularly, the ability to adapt and continuously improve one’s skills and knowledge is essential for long-term success (Drucker, 1999). Graduates who lack this mindset may find themselves ill-equipped to navigate the complexities of their personal and professional lives.
To foster a continuous improvement mindset, colleges and universities must create learning environments that encourage students to embrace challenges, learn from failures, and seek out new opportunities for growth (Dweck, 2006). This can be achieved through experiential learning, project-based assignments, and opportunities for self-reflection and feedback.
Furthermore, institutions should emphasize the importance of lifelong learning and provide resources and support for students to continue their education and development beyond graduation. This can include alumni networking events, professional development workshops, and access to online learning platforms (Kuh, 2008).
By prioritizing the development of a continuous improvement mindset, colleges and universities can better prepare students for the challenges and opportunities they will face in their personal and professional lives. Graduates who embrace this mindset will be better equipped to adapt, grow, and succeed in an ever-changing world.
Colleges Falling Short
Continuous improvement, a crucial skill for long-term success, is often overlooked in college instruction. Despite its importance, many college curricula fail to explicitly teach or foster this mindset, leaving students ill-prepared for the challenges they will face after graduation.
A study by the Association of American Colleges and Universities found that only 22% of employers believe that recent college graduates are well-prepared in the area of “continuous learning and adaptability” (Hart Research Associates, 2015). This suggests that college instruction may not be adequately emphasizing the importance of continuous improvement and equipping students with the necessary skills to embrace this mindset.
One reason for this gap in college instruction may be the focus on content knowledge over skill development. A survey of college faculty revealed that 79% believe it is their primary role to teach students specific content, while only 28% believe it is their role to help students develop skills such as continuous learning (Arum & Roksa, 2011). This emphasis on content over skills may lead to a neglect of important competencies like continuous improvement.
Furthermore, traditional college assessments often prioritize short-term knowledge retention over long-term skill development. A study of college course syllabi found that 85% of assessments were focused on testing students’ ability to recall information, while only 15% assessed higher-order thinking skills (Momsen et al., 2010). This focus on memorization and recall may not adequately prepare students to engage in continuous improvement, which requires critical thinking, self-reflection, and adaptability.
The lack of explicit instruction in continuous improvement may also be attributed to the limited professional development opportunities for college faculty. A survey by the Chronicle of Higher Education found that only 27% of faculty members believe their institutions provide adequate support for improving teaching practices (Chronicle of Higher Education, 2018). Without proper training and support, faculty may struggle to incorporate continuous improvement principles into their teaching.
To address this gap in college instruction, institutions must prioritize the development of continuous improvement skills in their curricula. This can be achieved through the integration of experiential learning opportunities, project-based assignments, and self-reflection exercises (Kuh, 2008). Additionally, faculty professional development programs should emphasize the importance of teaching continuous improvement and provide strategies for incorporating this mindset into classroom instruction.
Beyond the Classroom
In higher education, a “continuous improvement” mindset extends beyond the classroom and in to the cabinet room. The anecdote about Henry Kissinger and his approach to reviewing reports from subordinates is a powerful example of fostering a mindset of continuous improvement. By repeatedly asking his staff if the report they submitted was the best they could do, Kissinger encouraged them to reflect on their work and strive for excellence.
The Power of Self-Reflection
Kissinger’s approach compelled his subordinates to engage in self-reflection, a key component of continuous improvement. By questioning whether they had truly done their best work, the staff members were forced to critically evaluate their efforts and identify areas for improvement. This process of introspection is essential for personal and professional growth, as it allows individuals to recognize their strengths and weaknesses and take steps to address them.
Embracing Iterative Improvement
The iterative nature of the report submission process in the anecdote highlights another crucial aspect of continuous improvement: the willingness to refine and revise one’s work. By taking back the report and reworking it multiple times, Kissinger’s subordinates demonstrated a commitment to iterative improvement. They understood that their initial efforts, while perhaps adequate, could be further enhanced through additional effort and refinement.
Developing a Growth Mindset
Kissinger’s approach also helped his staff develop a growth mindset, which is closely linked to the concept of continuous improvement. A growth mindset, as described by psychologist Carol Dweck, is the belief that one’s abilities and intelligence can be developed through dedication and hard work (Dweck, 2006). By pushing his subordinates to strive for their best, Kissinger encouraged them to embrace challenges, learn from setbacks, and continuously seek opportunities for growth and development.
Implications for Leadership and Organizational Culture
The anecdote about Henry Kissinger’s leadership style has important implications for leaders and organizations seeking to foster a culture of continuous improvement. Leaders who challenge their team members to reflect on their work and strive for excellence can help cultivate a mindset of continuous improvement throughout the organization. By setting high expectations and encouraging iterative refinement, leaders can create an environment where employees feel motivated to continuously learn, grow, and improve.
Higher Education
The anecdote about Henry Kissinger’s leadership style can be applied to the relationship between college professors and their students to foster a mindset of continuous improvement in the academic setting.
Encouraging Self-Reflection
Just as Kissinger asked his subordinates if their work was the best they could do, professors can encourage students to reflect on their academic performance and the quality of their work. By asking probing questions and providing constructive feedback, professors can help students identify areas for improvement and develop a more critical approach to their own learning. This self-reflection process is crucial for students to develop a deeper understanding of their strengths and weaknesses, enabling them to take ownership of their academic growth.
Promoting Iterative Improvement
In the Kissinger anecdote, subordinates were encouraged to revise and refine their reports until they could confidently state that it was their best work. Similarly, professors can promote iterative improvement by providing students with opportunities to revise and resubmit their assignments. This approach emphasizes the importance of the learning process over the final product and encourages students to view their work as an ongoing endeavor rather than a one-time event. By embracing iterative improvement, students can develop a growth mindset and learn to view challenges as opportunities for learning and development.
Setting High Expectations
Kissinger’s persistent questioning of his subordinates’ work set a high standard for quality and excellence. College professors can adopt a similar approach by setting high expectations for their students’ academic performance. By challenging students to push beyond their comfort zones and strive for their best, professors can help cultivate a culture of continuous improvement in the classroom. High expectations, coupled with support and guidance, can motivate students to take risks, explore new ideas, and develop a deeper understanding of the subject matter.
Providing Meaningful Feedback
In the anecdote, Kissinger’s questioning served as a form of feedback, prompting his subordinates to reassess and improve their work. Likewise, college professors can foster a mindset of continuous improvement by providing students with regular, meaningful feedback on their academic performance. This feedback should be specific, actionable, timely and focused on the learning process rather than just the final grade. By offering guidance and support, professors can help students identify areas for growth and develop strategies for improvement.
Modeling Continuous Improvement
Finally, college professors can model the mindset of continuous improvement for their students. By demonstrating a commitment to ongoing learning, self-reflection, and professional growth, professors can inspire students to adopt a similar approach to their own education. This can be achieved through sharing personal experiences, discussing new developments in the field, and actively seeking feedback from students to improve teaching practices.
The Henry Kissinger anecdote provides a valuable framework for college professors to foster a mindset of continuous improvement among their students. By encouraging self-reflection, promoting iterative improvement, setting high expectations, providing meaningful feedback, and modeling continuous improvement, professors can help students develop the skills and attitudes necessary for long-term academic and professional success. By prioritizing continuous improvement in higher education, we can better prepare students to adapt, grow, and thrive in an ever-changing world.
References:
Arum, R., & Roksa, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press.
Chronicle of Higher Education. (2018). The future of learning: How colleges can transform the educational experience. Chronicle of Higher Education.
Drucker, P. F. (1999). Management challenges for the 21st century. Harper Business.
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
Hart Research Associates. (2015). Falling short? College learning and career success. Association of American Colleges and Universities.
Juran, J. M. (1992). Juran on quality by design: The new steps for planning quality into goods and services. Simon and Schuster.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Association of American Colleges and Universities.
Momsen, J. L., Long, T. M., Wyse, S. A., & Ebert-May, D. (2010). Just the facts? Introductory undergraduate biology courses focus on low-level cognitive skills. CBE—Life Sciences Education, 9(4), 435-440.
Dear Students: The World will Change – by Robin Capehart (substack.com)