PROF. DR. NICK H.M. VAN DAM AND

ASST. PROF. DR. J. BRASSEY

STAYING RELEVANT
IN THE WORKPLACE:
DEVELOP LIFELONG
LEARNING MINDSETS

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Staying Relevant in The Workplace: Develop Lifelong Learning Mindsets
1st edition
© 2017 Prof. Dr. Nick H.M. van Dam, Dr. J. Brassey & bookboon.com
ISBN 978-87-403-1882-1

All rights reserved. No part of this book may be reproduced, stored, or transmitted by any
means—whether auditory, graphic, mechanical, or electronic—without written permission of
both publisher and author, except in the case of brief excerpts used in articles and reviews
and/or the re-usage of illustrations as long as the source is cited.

The book doesn’t include citations but all sources used are included in the reference
section of the book.
Neither the publisher nor author assume any liability for any errors or omission or for how
this book or its content are used or interpreted or for any consequences resulting directly
or indirectly from the use of this book.

The author will donate all royalties to the e-Learning for Kids Foundation.
This organization provides free digital learning for underserved elementary school children:
Website: www.e-learningforkids.org

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Books from the Authors 30

CONTENTS
About the authors 5

1 Lifelong Learning 8

2 individuals: become lifelong learners 9

3 Mindset: Focus on growth 10

4 Mindset: Become a serial master 14

5 Mindset: Stretch 17

6 Mindset: Build your personal brand & network 23

7 Mindset: Own your development 25

8 Mindset: Do what you love 27

Books from the Authors 30

The e-Learning for Kids Foundation 32

References 34

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ABOUT THE AUTHORS
PROF. DR. NICK VAN DAM is full professor CORPORATE
LEARNING & LEADERSHIP DEVELOPMENT.

Nick has a passion for people development and is excited

about helping individuals to reach their full potential. He
strongly believes that lifelong learners are more successful
professionally and lead happier, more fulfilling lives. Nick is
keenly interested in the emerging insights from the fields of
positive development including: Psychology, Sociology, Cognitive Neuroscience, Andragogy
and Philosophy. These all have enormous potential to transform people development and to
lead to the creation of healthy, humanly sustainable organizations. Nick studied Economics,
Business Economics and Pedagogy (Vrije Leergangen – Vrije Universiteit van Amsterdam),
Organizational Sociology (Universiteit van Amsterdam) and earned his Doctorate of Philosophy
(Ph.D., Human Capital Development).

He started his career in 1986 as a training consultant at (Siemens-) Nixdorf. In 1995, he

joined Deloitte Consulting in the USA and served for 19 years in international Consulting/
Learning & Development/Human Resources executive roles. Currently he is a partner,
Global Chief Learning Officer and Client Advisor at McKinsey & Company. Nick is a
visiting professor and advisory board member at the University of Pennsylvania’s, PennCLO
Executive Doctorate Program. In 2016, he joined the Corporate Advisory Board of edX
which is a non-profit organization founded by Harvard and MIT, with a mission to bridge
the gap between education and employment.

Nick has (co)authored 17 books and is an internationally known thought leader in Human
Capital Development. His latest book: YOU! The Positive Force in Change. Nick has
written many articles and has been quoted by The Financial Times, The Wall Street Journal,
Fortune Magazine, Business Week, Harvard Business Review, The India Times, Information
Week, Management Consulting, CLO Magazine, and T+D Magazine. Under the patrons
of the European Parliament Federal Ministry of Education & Research, he received ‘The
2013 Leonardo European Corporate Learning Award’ for shaping the future of organizational
learning and leadership development.

He is the Founder and Chairman of e-Learning for Kids (www.e-learningforkids.org), a

global non-profit foundation that offers free, digital lessons for underserved elementary
school aged children worldwide.

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DR. JACQUI BRASSEY
Jacqui considers herself very fortunate to be a true Lifelong
Learner – throughout her professional career she has been
working on quite a few ‘Greenfield’ projects, building a strong
‘M-profile’ within her overall field of expertise as ‘practitioner-
academic’, living and working in multiple countries experiencing
many different cultures and organizations.

She brings about 20 years of professional experience in Human

Resources (Org. Effectiveness, Leadership Development and
Learning, Employee Engagement, Diversity & Inclusion and HR Analytics), Customer
Development, Sustainability (NGO) and Academia.

A large part of her business career she has been in global HR Expertise roles at Unilever,
leading Employee Engagement, People & Organization Insight, Organizational Diagnostics,
Learning and Leadership Development.

Following her passion for leadership and talent development, she also has been a career
development advisor and a lecturer in Diversity and Inclusion for International MBA
students at Luiss Business School in Rome, Italy.

She joined McKinsey & Company in 2013 as an Expert Consultant in the Organization
Practice where she specialized in Transformational Change, Diversity and Inclusion, Human
Capital and Leadership Development; Currently she is responsible for the Leadership
Development and Learning of their most Senior Partners and is Client Advisor. Over her
career, she has been based in the Netherlands, Belgium, Italy and the UK.

She holds a B.C. in International Business & Languages (Avans University of Applied Sciences),
a Cum Laude M.A in Organization Studies (Tilburg University) and has complemented
her business experience with related applied academic research through her Ph.D. study in
Economics & Business at Groningen University.

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Next to her role at McKinsey & Company, she also an Assistant Professor at the School
of Governance of Tilburg University. In her current research she focuses on Authentic
Confidence and Emotional Flexibility in leaders and organizations. Together with other
senior business professionals, she founded ‘The Confidence Project’ in January 2016 to
raise awareness on this topic in the professional context.

Last but not least, she is a very passionate and proud member of the Supervisory Board of
Save the Children in the Netherlands.

She has (Co-)authored a number of scientific and practitioner books and articles.

Dr. Nick van Dam and Dr. Jacqui Brassey are continuously developing, through their
research and experience, the following diagnostic instruments to help you grow and develop:

A. MINDSETS FOR LIFELONG LEARNERS and

B. AUTHENTIC PROFESSIONAL CONFIDENCE.

Take our free assessments at: www.reachingyourpotential.org

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Lifelong Learning

1 LIFELONG LEARNING
Organizations around the world are experiencing sweeping, rapid changes in what they do,
how they do it, and even why they do it. Mastering current and future realities requires
deep learning capabilities. The people who will thrive and flourish in the 21st century are
those who embrace lifelong learning and are motivated to up-skill and re-skill themselves
during their lifetime.

Lifelong learning can be defined as: lifelong, voluntary and self-motivated pursuit of knowledge
for personal or professional reasons. The overall aim of learning is to improve knowledge,
skills and competencies.

One motivator for a need to keep learning are the changes in pension policies around the
world caused by a continuing growth in life expectancy. Existing data suggests that since
1840 there has been an increase in life expectancy of three months for every year.

US 104

UK 103

Japan 107

Italy 104

Germany 102

France 104

Canada 104

FIGURE 1: OLDEST AGE AT WHICH 50% OF BABIES BORN IN 2007 ARE PREDICTED TO
STILL BE ALIVE
Source: Gratton, 2016.

Nick van Dam’s son, Yannick, who was born in 1997, has a 50 percent probability of
reaching the age of 100 or 101. The factors behind the increase of life expectancy are:
better health; earlier diagnoses; better nutrition; better medical care; better education; and
tackling the diseases of old age.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS individuals: become lifelong learners

2 INDIVIDUALS: BECOME
LIFELONG LEARNERS
Studies show that people who maintain their ability to learn, outpace others professionally.
When people are learning they feel the effects of dopamine (which is a neurotransmitter)
in their brain which give them a good feeling and makes them want to engage in more of
these learning experiences. It is noticed that people flourish when they learn and connect
with other people.

Lifelong learning starts and ends with the individual. In the following section we will
introduce and discuss six distinctive mindsets and practices which support people in
becoming lifelong learners.

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FIGURE 2: MINDSETS FOR LIFELONG LEARNERS

Source: van Dam, 2016.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Focus on growth

3 MINDSET: FOCUS ON GROWTH

Learning starts and ends with the individual, and this takes us to an important question: Is
intelligence static and fixed at birth or can it be developed? One way to answer this question
is to compare people’s Intelligence Quotients (IQ) test scores over a longer period of time.

An illustration of this is a research study which started in 1932. The entire population of
Scottish 11-year olds (87,498) children took an IQ test which was repeated over 60 years
later and included 500 people of the original population.

IQ at age 80 years
140
130
120
110
100
90
80
70
60
50
40
40 45 50 55 60 65 70 75 80 85 90 95 100105110115120125130135140
IQ at age 11 years

FIGURE 3: IQ TEST SCOTTISH PEOPLE AT AGE 11 AND 80

Source: Deary, Whalley, Mackintoch et al., 2011.

The vertical line in the visual shows the perfect positive (1.0) correlation between IQ scores
at age of 11 compared with IQ scores at 80. The results show a high (0.66), but not a
perfect, positive correlation. All people who are plotted above the line have increased their
IQ during their lifetime, versus the people plotted below the line who have experienced a
decline in their IQ test scores.

There are many possible reasons for this, including health-related reasons like dementia.
However on average, individual scores at age 80 are much higher than scores at age 11.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Focus on growth

In 2008, researchers asked the 10 best chess players in the world to take an IQ test. They
discovered that 3 out of 10 had a below-average IQ. Since playing chess at the top level in
the world is undoubtedly commonly associated with highest levels of IQ – they wondered
how this was possible. They learned that those people had played between 10.000 and 50.000
hours of chess. Many studies have confirmed that it is not necessarily intelligence that makes
people experts but it is all about effort and practice (= hard work). The most successful
people devote the most hours to deliberate practice, practice that focuses on tasks beyond
one’s current level of competence and comfort. This means continually observing results
of your practice and making appropriate adjustments, and doing that for hours every day.

In summary, many studies have confirmed that intelligence can definitely be developed and
that there are no limitations in what people can learn throughout their lives. According to
the psychologist Jesper Mogensen, “our brain is like a muscle that gets stronger with use and
that learning prompts neurons in the brain to grow new connections.”

Over the last 30 years, Carol Dweck, a psychologist from Stanford University, has studied
learners intensively. She concluded that people’s mindset about learning will have a significant
impact on how much they will learn. Dweck has defined a mindset as: “how people view
their own intelligence and abilities to learn.” This view will affect the effort put forward,
the risk taken, how failures and criticism are perceived and willingness to accept and learn
from these.

Dweck differentiates mindsets into fixed mindsets and growth mindsets.

People with fixed mindsets believe that their potential is fixed based on their genes or
heritage, socio-economic background, or opportunities available to them. Those people tell
themselves and others, e.g.: “I can’t do public speaking so I should avoid it” or “I am not a
good learner and therefore I should not take courses offered by my company.”

People with a growth mindset believe that their true potential is unknown because it is
impossible to foresee what can happen over the years as a result of passion, effort and practice.
They love challenges because they see this as an opportunity for tremendous personal growth.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Focus on growth

TWO MINDSETS

CHARACTERISTIC/ BELIEF FIXED MINDSET GROWTH MINDSET

Intelligence can be
Believe that intelligence
developed. Don’t see
is static. In their view
their self-image tied to
Self- Image you are smart or not and
their abilities. They want
there is nothing you can
to learn and accept failure
or should do about this.
is part of learning.

Embrace challenges because

Avoid challenges because the they believe they will emerge
Challenges potential to failure presents stronger and discover
a risk to their self-image. valuable things by engaging
in a challenging effort.

Persist in the face of

setbacks: An obstacle is
Give up or get defensive.
Obstacles just one more of many
Try to avoid obstacles.
things on the road toward
learning and improving.

See effort as a way to

See effort as unpleasant mastery. It is viewed as
Effort
and unrewarding. the natural path of the
learning process.

View criticism of their abilities They don’t take criticism

as criticism of themselves personally but believe that it
as individuals. This leads to is meant to help them grow
Criticism less chance of improvement and develop. They also see
because they are not open to criticism as directed at their
use any of the feedback that current level of abilities,
could help them to improve. which they know will change.

See other’s success as

making them look bad. Is seen as inspiration and
Success of others
Feel threatened by something to learn from.
success of others.

As a result – people with a fixed mindset may plateau early and achieve less of their full
potential, whereas people with a growth mindset reach even higher levels of achievement.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Focus on growth

Dweck suggests that minds are context specific. For example a person can have a growth
mindset in one area and a fixed mindset in another area. Nearly everyone has at least one
fixed mindset but there is a lot one can do about this, including:

Become aware of fixed mindsets and understand what has triggered this.

• Learn to hear and reject the fixed mindset voice.

• Recognize that there is a choice.
• Refocus with a growth mindset voice
• Take growth mindset actions.

In conclusion, in order to become lifelong learners – people need to focus on a growth

mindset.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Become a serial master

4 MINDSET: BECOME A
SERIAL MASTER
Many forces are currently having an impact on employability including: digitization;
automation; robotization; globalization; demographic changes; legislation; changing relationship
between employer and employee; competitive forces; climate changes; complexity of work;
etc., which makes it challenging to predict the future of work.

Although a number of trends in workforce can be identified. A 2016 McKinsey research

report concluded that 20–30 percent of the working age population in Europe and the US
engage in some kind of independent work. US employers indicate that they plan to increase
the number of contingent or part-time workers. Sociologist Richard Greenwald estimates
that up to half of all workers in the US may become freelancers in the next decade.

In the 19th century, work was done by craftsman from home and by people in agriculture.
Workers (skilled and unskilled) moved to factories at the end of the 19th and early 20th
century to work on assembly lines. The work was broken down in smaller tasks and could be
done with an unskilled workforce. Over the last 80 years organizations have employed more
and more non-specialist managers who understood the culture; how decisions were made;
and had unique insights on how their company functioned. Their skills and competencies
where unique to the organization and this worked well because they were rewarded with a
lifetime of employment.

In her book The Shift, London Business School professor Lynda Gratton argues that the age
of the shallow generalist, who knows a little about lots of different topics, is over. Being a
jack of all trades and master of none means jack (little or nothing) in a world of Wikipedia
with instant accessible information at our fingertips. It is not a surprise that the number of
managers with generic expertise has declined in many countries around the world.

The 21st century depends on people’s ability to build intellectual capital as this will be the
foundation for value. People need to master multiple domains over the lifespan of their
careers and become serial masters. We suggest that a T-profile or T-Shape, in which people
develop deep expertise in one discipline early in their career and supplement this with on-
the-job development of integrative competencies, is not sustainable.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Become a serial master

Broad competencies

Deep
expertise

25 Age 75

FIGURE 4: TRADITIONAL T-PROFILE KNOWLEDGE WORKER

Source: Guest, 1991.

Generations who might live over 100 years and won’t retire until their late 70s or early
80s, need to develop different deep areas of expertise during their life supplemented with
targeted on the-job-development.

Broad competencies

Deep Deep Deep

expertise expertise expertise

25 Age 75

FIGURE 5: M-PROFILE OF THE NEW KNOWLEDGE WORKER

Source: van Dam, 2016

For example – you may start in the workforce as a journalist with a master’s degree in
journalism. Later on you might specialize in financial journalism and pursue a master’s
degree in Business Economics during your thirties. And you may continue to develop by
taking various in-depth masterclasses on related topics, such as digitization, etc., throughout
your 40s, 50s and 60s.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Become a serial master

Achieving excellence in any field requires developing higher levels of expertise. Willyerd and
Mistick have defined five levels of expertise:

1. Initiate : Minimal or no exposure.

2. Novice : Some introductory instruction; may have taken formal courses, but little
applied experience.
3. Competent : Actively learning and working in the field; usually has five or fewer
years’ experience; in complex fields may take up to 12 years; relies on others for
complex problem solving advice.
4. Professional : Able to work with little or no direction at a high level; recognized
with awards and recognition for outstanding contribution in the field; often has
assumed substantial responsibility for decision making.
5. Expert or Master : Highly regarded by others; can handle difficult, rare situations;
skilled across subdomains; offers ground breaking solutions; rarely has less than a
decade working in the field.

Relevant skills have become the currency in the workplace. It is obvious that contractors
only get work due to the fact that they have deep skillsets and expertise for jobs which are
in high demand. People need to develop these skillsets that create value and are noticed by
others. Because these skillsets are rare, the demand for these skills exceeds supply, and it is
difficult for others to develop or imitate this.

In conclusion, the 21st Century worker must develop new expertise and become a serial
master. This requires a continuous reflection and evaluation of personal skills due to the
fact that certain skillsets have a sell by date and other skillsets become more valued.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

5 MINDSET: STRETCH
As discussed, the world is changing fast and it is mandatory to continue developing new
competencies. Many researchers have suggested that learning only takes place outside of
people’s so called comfort zone, it happens when they stretch themselves. The comfort zone can
be defined as “a behavioral space where people’s activities and behaviors fit a routine and pattern
that minimize stress and risk, which provide mental security and typically steady performance”.
People who stay in their comfort zone hold themselves back instead of challenging themselves
to try new things and grow.

Tasks outside of people’s comfort zone move people into their learning zone, where they
acquire new knowledge, develop and practice new skills. After a while people develop a
new level of proficiency, and their learning zone becomes part of their comfort zone. At
this stage people can pursue developing new skills by moving into a new learning zone.

FIGURE 6: COMFORT AND LEARNING ZONE

Source: Yerkes & Dodson.

People are exposed to risk and more stress when they are executing tasks in the learning
zone. Research on comfort zones from the Harvard Psychologists Robert Yerkes and John
Dodson suggest that there is a strong relationship between an increase in stress and the
enhancement of performance (the Yerkes-Dodson Law). Initially, executing new tasks will
increase (good) stress which will lead to a higher level of performance. However, an increase
of stress beyond a certain level can cause anxiety (bad stress) and will have a negative impact
on performance.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

Optimal stress
High

Performance

Low
Low Medium High

Stress
FIGURE 7: YERKES – DODSON LAW
Source: Yerkes & Dodson, 1908.

Their research shows that performance will increase with a moderate amount of stress but
if stress gets too high, performance will suffer. Therefore, it is important to expand one’s
comfort zone with the right new tasks and at the right pace, which differs by person.

People have opportunities to stretch themselves while doing their work but it depends on
the kind of work that they have been assigned.

New work assignments can be assessed based on two criteria:

1. To what extent the new tasks are outside their comfort zone
2. To what extent the new tasks are relevant to one’s development for a (potential)
future role

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

Extensive
"Skill deepening" "Skill growth"

Relevance of
development
for a future role

"Skill freeze" "Skill enhancement"

Limited

Limited Extensive
Tasks outside your comfort zone

FIGURE 8: ASSESSING WORK ASSIGNMENTS

Source: van Dam, revised 2016.

• Skill Growth: work that challenges people to complete tasks outside of their comfort
zone and can develop them for a potential future role.
• Skill Enhancement: work that places people outside their comfort zone. The new
tasks are part of the scope of their existing role and therefore doesn’t provide
the opportunity to develop them for a different future role. For example, an
administrative assistant learns to work with new technologies to support his/her
daily work. This is important for the existing role but doesn’t position the person
for a very different role.
• Skill Deepening: work that is within peoples’ comfort zone but can be relevant in
a future role. This is typically a deepening of an existing skill- set. For example, a
computer programmer deepens his/her programming skills and could be promoted
in the future as senior computer specialist.
• Skills Freeze: work is completely in one’s comfort zone and can be done almost on
autopilot. This work doesn’t help the person to get ready for a potential future role.

Finally, we would like to introduce the so-called S-curve model which is a career model
that can be used to drive reflection on personal growth and development. The S-Curve
guides people on the timing of personal renewal. This model is used by McKinsey as an
instrument to support the learning and development agenda, the performance dialogue, as
well as the career progression of its consultants and partners globally. The S-curve model
was developed in the 60s and shows how, why, and at what rate ideas and products spread
throughout societies.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

Saturation
Development/impact

Tipping point

Hyper growth Time

FIGURE 9: S-CURVE
Source: Johnson, 2015.

When people try something new such as starting a new job, or receiving a promotion, or
making a lateral move, they start their next S-curve and are faced with many new demands
in the role such as leadership, colleagues, stakeholders, processes, information systems,
organization culture, expectations, etc. At the beginning of the new curve, people are going
through a steep learning curve in which they rapidly increase their knowledge and skills.
Their progress and the business impact of their performance during this first stage of the
S-curve is limited.

This stage reaches an inflection point where people’s understanding, competence and
confidence in the role suddenly accelerate very quickly and in which they have progressive
impact on the business.

After being in a role for a certain time, people reach the upper flat part of the S-curve. At
this stage, people have lost the excitement of the challenges of the role, personal learning and
development has stalled, tasks and activities have become habits or are completed automatically,
boredom has kicked in and their impact on the business has slowed down significantly.

If people continue to stay in a role where they are no longer emotionally charged and
motivated, there is a risk that they start doing a poor job, and as a consequence might
be replaced.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

The S-model suggests that people need to reflect on where they are in their S-curve and
determine when it is time to move on and launch their new S-Curve, or catch the next wave.

Seven variables have been identified that can speed up or slow down the movement of
individuals along the S-curve, including:

• Take the right risks

• Play to your distinctive strengths
• Embrace constraints
• Battle entitlement
• Step back to grow
• Give failure its due
• Be discovery-driven

Mastery

Development/
impact
7
6
5

Start 2
1

Time

FIGURE 10: VARIABLES THAT IMPACT MOVEMENT ON THE S-CURVE

Source: Johnson, 2015.

Finally, a number of barriers may exist that might hinder people from stretching and as a
consequence prevent them from unlocking their full potential. For example a low level of
self-confidence will have a huge negative impact on people’s ability to grow or learn. Low
confidence is caused by a combination of harsh self-judgement, excessive expectations, a
preoccupation with fear, or through a lack of experience or skills. The key to authentic
confidence is building emotional flexibility which can be increased by practicing dimensions
from an emotional flexibility model  based on ACT (Acceptance and Commitment Theory
based on work from Steven C. Hayes et al.) which includes: mindfulness; purpose and
values; committed action; self in context/self-compassion; defusion; and acceptance.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Stretch

Wharton professor Peter Cappelli suggests that companies invest in people’s development
when they are new in their role. As a result the productivity of people will grow and the
value of human capital will increase. However, if the costs of labour grow out of line with
growth in productivity – companies will experience losses and try to offer lower salaries or
replace people with lower cost individuals.

Individuals will consider changing jobs if their human capital value exceeds the level of
compensation or choose to stay in a role if their human capital value in the market is lower
than their current compensation level.

Euro Costs

Value/
productivity

Time
FIGURE 11: COSTS AND PRODUCTIVITY WITHIN AN S-CURVE
Source: Cappelli, 2013.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Build your personal brand & network

6 MINDSET: BUILD YOUR

PERSONAL BRAND & NETWORK
Having a brand that defines a person’s best elements and identifies what differentiates them
from others in a positive way, is key to achieving career goals and aspirations.

Everybody has a professional brand based on the impressions they leave behind. Brands
communicate the value a person offers. Key elements of a personal brand include: authenticity;
clear value proposition; your story; expertise; consistency; visibility; and connections.

In their book, Leadership Brand: Developing Customer-Focused Leaders to Drive Performance

and Build Lasting Value, authors Dave Ulrich and Norm Smallwood describe 5 steps for
shaping people’s brand:

1. Determine the results you want to achieve in the next year

2. Decide what you wish to be known for
3. Define your identity
4. Construct your personal brand statement and test it
5. Make your brand identity real

Personal brands are everything but static and should evolve during people’s careers. One
of the challenges is that “others judge us by what we have done, versus we judge ourselves by
what we feel capable of doing.” As it is expected that many people will develop different
skillsets and play different professional roles in their life, they need to rebrand themselves
multiple times. Since expertise has become the new currency, people increasingly display
their qualifications on social media sites such as LinkedIn through the use of digital badges.
These are the electronic equivalent of paper certificates. Valuable digital badges can be earned
from online learning vendors such as Coursera, edX, Linda.com, and Udemy, among others.

It is suggested that the hidden job market accounts for nearly 80 percent of total vacancies.
Typically, before a job gets advertised, hiring managers have reached out to their network
whether they know of anyone who is a good fit. Thus, finding a future job or new assignment
is one of the reasons why people are building strong networks often supported by social
media platforms like LinkedIn which has over 450 million members.

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Build your personal brand & network

In addition, good networks are beneficial in keeping people informed, make them more
innovative, and provide a platform where they can learn new things and gain a sounding
board, among others.

It is argued that people should develop diverse networks because diverse people can provide
different connections, insights and career opportunities.

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24
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Own your development

7 MINDSET: OWN YOUR

DEVELOPMENT
The relationship between the employer and employee has been redefined in the 21st Century.
The days of job security and lifelong employment don’t exist anymore and it is expected
that people will work for many organizations and/or will be self-employed. Also gone are
the days that an employer would prescribe people’s personal development paths and careers.

As stated before – investing in personal development and growth make people more valuable,
set them up for future roles, and provide pay-offs that will enrich people’s lives.

Create and execute

learning goals

Make personal Work with

investments mentors and
(time and money) Own your seek feedback
development

Measure progress Stay vital

FIGURE 12: OWN YOUR DEVELOPMENT

Source: van Dam, 2016.

Conditions for owning your development include:

• Create and execute learning goals

In order to become continually successful, people need to ask themselves: “How can I
ensure that I am more valuable at the end of a year than I was at the beginning?” When
creating your learning goals, you start by assessing your current knowledge and expertise,
and identify competency gaps. Second, people should plan to execute relentlessly on the
most important learning goals because this is a competitive advantage. Unfortunately, too
many people focus only on quick wins.

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25
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Own your development

• Work with mentors and seek feedback

Mentors are mostly people who guide a less experienced person by building trust and
modeling positive behaviors. Mentors are interested in one’s long-term personal and
professional development and it is critical to have mentors inside and outside of a company.
Additionally, feedback from supervisors, peers, direct reports, customers/clients is a critical
component of professional development. Mention to different stakeholders that you are
open for feedback and set up formal check-ins to review your work and collect feedback.

• Stay vital
One important component that can contribute significantly to people’s development
is their ability to stay vital and make this a priority. It is strongly recommended that
people should start early in life to pay attention to: exercise; nutrition; relaxation (e.g.
mindfulness, yoga, etc.); and sleep. Sufficient sleep has a huge impact on our ability to
acquire, retain and retrieve knowledge. Other areas that sleep affects include: attention and
concentration; creativity; development of insight; pattern recognition; decision making;
emotional reactivity; socio-emotional processing; and developing trusted relationships.

• Measure progress
It is important that people periodically reflect and assess the progress that they are making
periodically. Learning journals or logs where people track what they are learning has been
found to be extremely valuable.

• Make personal investments

As discussed in this book, there is a lot of evidence that the required learning for individuals,
who want to retain a market relevant skillset, exceeds the amount of funded formal and
informal learning hours that most people receive from many organizations. Therefore, we
argue that people need to make (more) personal time and financial investments in their
growth and development.

In their book, Immunity to Change: How to Overcome It and Unlock Potential in Yourself
and Your Organization (1996), Harvard Professor Robert Kegan and Lisa Lahey suggest
that you will know that people are taking ownership of their development if they can tell
you: “What is one thing you are working on that will require that you grow to accomplish it?” :

• How they are working on it?

• Who else knows and cares about it?
• Why does this matter to them?

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26
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Do what you love

8 MINDSET: DO WHAT YOU LOVE

“Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by
dogma – which is living with the results of other people’s thinking. Don’t let the noise of
others opinions drown out your own inner voice. And most important, have the courage to
follow your heart and intuition.”
– Steve Jobs

People spend a large portion of their day at work and will be active in the workforce for
40–50 years. It is invaluable that people do what they love because this has a huge impact
on their health and well-being.

Ikigai is a Japanese concept meaning a reason for being or a life worth living, which represents
all elements of life including: work; career; hobbies; relationships; friendships; spirituality;
and so on. The discovery of one’s ikigai brings satisfaction and provides a meaning to live.
A study among 43,391 Japanese adults showed that the risk from all-cause mortality was
significantly higher among people who did not find a sense of ikigai as compared with
people who found a sense of ikigai.

What you
LOVE

Passion Mission
What What
you are the world
IKIGAI
GOOD NEEDS
AT
Profession Vocation

What you can

be PAID FOR

FIGURE 13: IKIGAI: THE REASON YOU GET UP IN THE MORNING

Source: Sone et al., 2008.

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27
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Do what you love

Ikigai can be achieved by answering four distinctive questions:

1. What do you love?

Irrespective of all other factors, what are the things you love to do? You probably are aware
of these already, though you may not know what to do about it quite yet.
2. What does the world needs?
A lot when you think about it. There are many problems across the world that need to
be solved. If you can find one that interests you, it will guide you.
3. What can you be paid for?
Pretty much anything. You just need to find people who need what you are selling. You
may need to get a bit creative, but there is something of value within the things you love
and what the world needs.
4. What are you good at?
Finally, everyone typically has some traits or skills they excel at. It is critical to know your
unique strengths as well as areas for personal growth and development.

The intersection of all these insights is where people achieve ikigai. Of course, this is a journey
in itself and it may take quite some time for people to realize their passion. The meaning of
work depends on how we view our work, our motivation for work as well as the objective
of the work. The following table shows three different ways to look at meaning of work.

MEANING OF
MOTIVATION OBJECTIVE
WORK

Financial and Obtain financial resources to engage in another

A Job
material rewards activity e.g. “I want to purchase a new car.”

Achieve personal growth recognition, and

A Career Success capability development, e.g. “I want to publish
a book.”

Work for a great good or cause beyond personal

A Calling The work itself benefit or reward, e.g. “I care deeply about what
I am doing.”

Although organizations have a great responsibility to provide a context for meaning, there
is so much an individual can do by creating a calling for themselves.

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28
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Mindset: Do what you love

As suggested, exploring our career purpose, meaning and passion is not easy. Stanford
faculty Dave Adams and Bill Burnell (2016) have been applying the popular design thinking
approach to lives and careers in their book Design Your Life. The content of this book has
been taught and researched at Stanford. They have identified five things that people can
do to better design their life.

1. Be curious – Studies have shown that curiosity primes our brain for learning
new things.
2. Try stuff – Experimentation of prototyping will test assumptions.
3. Reframe problems – Cognitive biases can limit people’s thinking and as a consequence
restrict choices. By reframing problems people can often look at situations in a new
light and come up with better solutions.
4. Know it is a process – A focus on process versus outcome will allow people to gain
something from every eventuality, good or bad.
5. Ask for help – Design and invention are increasingly collaborative processes, and
designing your life is not different.

Empathize Ideate

Define Prototype

Test

FIGURE 14: DESIGN THINKING METHODOLOGY

Source: dschool.stanford.edu.

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29
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Books from the Authors

BOOKS FROM THE AUTHORS

There is no friend as loyal as a book

– Ernest Hemingway

Books in English
Van Dam, N.H.M. (2017). Staying Relevant In the Workforce: Developing Lifelong Learning
Mindsets; The Fourth Industrial Revolution and The Future of Jobs; 21st Century Corporate
L&D Practices. Copenhagen, Bookboon.

Iñiguez de Onzoño, S. (2016) Cosmopolitan Managers: Executive Education that Works.

Chapter: The Future of Leadership Development (pp. vii– xiii). London: Palgrave Macmillan.

Rogers, E., & van Dam, N.H.M. (2015). You: The Positive Force in Change. Raleigh
(NC): Lulu

Marcus, J.A., & van Dam, N.H.M. (2015). Organisation & Management, an International
Approach. 3rd Edition. (520 p.) Groningen: Noordhoff.

Rademakers, M.F., editor. (2014). Corporate Universities, Drivers of the Learning Organization
(Chapter: Deloitte University: pp. 68–76) London: Routledge.

van Dam, N.H.M. (2012). Next Learning Unwrapped. Raleigh (NC): Lulu Publishing.
Mandarin edition by Shanghai Jiao Tong University Press, 2012.

van Dam, N.H.M. (2008). 25 Best Practices In Learning & Talent Development. Raleigh
(NC): Lulu Publishing. Mandarin edition by Shanghai Jiao Tong University Press, 2008.
Portuguese edition by Qualitymark Editora, Sao Paulo 2009.

van Dam, N.H.M. (2005). The Business Impact of e-Learning. Nyenrode Business Universiteit.

van Dam, N.H.M. (2003). The e-Learning Fieldbook. New York: McGraw Hill. Mandarin
edition by Shanghai Jiao Tong University Press, 2004.

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30
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Books from the Authors

Brassey, J. (2011). Leadership and Diversity Effectiveness in a Large Multinational

Organisation. PhD dissertation series of the Research School SOM, Faculty of Economics and
Business, University of Groningen, the Netherlands.

Dutch Ministry of Economic Affairs and McKinsey & Company (2014). Stimulating
Post-crisis Growth in the Dutch SME Segment, Perspective. Presented to the Minister of
Economic Affairs in 2014.

Witteloostuijn, Arjen van, Dejardin, M., Hermans, J., Ramdani, D., Vanderstraeten, J.,
Schouten, Jacqueline, & Slabbinck, H. (2015). Ajuster les Complexités Entrepreneuriales
Pour De Meilleures Performances: Résultats d’études Sur Données Belges.: Belspo

van Witteloostuijn, A., M. Dejardin, J. Hermans, D. Ramdani, J. Vanderstraeten, J. Brassey

and H. Slabbinck (2015), Fitting entrepreneurial, firm-level and environmental contingencies
for better performance, Universiteit Antwerpen, 253 p. ISBN: 978-9057-284-70-0

Van Dam, N., Brassey, J. (2016). Designing the next generation of corporate academies.
Published in the September edition of TVOO (a Dutch journal for Development in
Organizations).

BOOKS IN DUTCH
Garten, D., Grimbergen, J., Sherman, P., van Dam, N.H.M. (2017). Ga doen wat je echt
belangrijk vindt! Positieve Psychologie in de Praktijk. Deventer, Vakmedianet.

Rogers, E., & van Dam, N.H.M. (July 2015). De verandering begint bij jou! Meer succes
in je werk met positieve psychologie. Amsterdam: Business Contact.

Marcus, J.A., & van Dam, N.H.M (2015). Een praktijkgerichte benadering van Organisatie
& Management, 8e editie. (536 p.) Groningen: Noordhoff.

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31
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Books from the Authors

THE E-LEARNING FOR KIDS FOUNDATION

You must give some time to your fellow men. Even if it’s a little thing, do something for
others – something for which you get not pay but the privilege of doing it.

– Albert Schweitzer

All royalties from this book will be donated by the author to the e-learning for kids
foundation. A non-profit , global foundation that provides free, high quality digital learning
to all children around the world.

e-Learning for Kids is dedicated to fun and free learning on the internet or offline for
children ages 5–12. The foundation offers best in class digital lessons in math, science,
language arts, health and computer skills. Over 17 million children in 190 countries have
benefitted from our digital lessons.

Fee access: www.e-learningforkids.org

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STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS Books from the Authors

HELP US TO OPEN MORE DOORS FOR CHILDREN

e-Learning for Kids is actively seeking collaboration with organizations and individuals who
can help us to accelerate our vision to provide more children with high quality education.

How can you help?

-- Visit our website and learning and introduce your children to our digital lessons
-- Tell others about e-learning for kids: parents; teachers, schools and organizations
-- Offer your support: make a financial donation through our website
-- -Become a corporate sponsor: fund the translation of a curriculum or the development
of new digital lessons.

For more information

Visit our learning portal: www.e-learningforkids.org or send an email to:
[email protected]

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33
STAYING RELEVANT IN THE WORKPLACE:
DEVELOP LIFELONG LEARNING MINDSETS References

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