Class Disrupted Is Back—with Job Moves

Diane Tavenner and I have launched a sixth season of Class Disrupted! In our welcome back episode, we talked through my newest book, the bestseller Job Moves: 9 Steps for Making Progress in Your Career. We also mapped its implications back to K12 schools and students through Diane's startup, Futre.me.

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Here’s what ChatGPT thought were the top 5 takeaways. We look forward to your thoughts!

* Schools must prioritize agency and self-discovery for students rather than seeing colleges or careers as something "chosen" for them

* Help students identify what drives their energy and the capabilities they are developing as part of their education

* Treat career exploration like a learning and design process

* Teach students to evaluate return on investment of different pathways—in terms of money and time

* Leverage tools that support lifelong career navigation, not just in-school navigation

Diane Tavenner:

Hey, Michael.

Michael Horn:

Hey, Diane.

Diane Tavenner:

It is really good to be back for a sixth season, and it's especially good because I'm recording in person with you.

Michael Horn:

We always treasure those times when we actually get to be face to face, not in front of the video cameras. And that's another perk because, Diane, the other people in the audience listening to us, they don't have to see us. That's a good thing.

Diane Tavenner:

So some folks have been wondering if we were coming back for the sixth season, given how late it is in the school year. We wanted to just be transparent about what's going on. And so two things. First, we've always wanted to come back. We get tons of feedback and questions and suggestions that are totally awesome and interesting, and it just suggests to us that there's a lot of people across the education spectrum who are listening and getting some value. So we want to be here. And our roles have been changing and our schedules have been changing, and they're a little bit less predictable. And so there are just some logistics we've run into.

But here we are. And excited to be here.

Michael Horn:

Yes, indeed. We're figuring it out. You have taken a new job over the last couple years, which will be directly applicable to today's episode, obviously. I teach in the fall, and then I've learned teaching while putting out a new book that we're going to talk about. It's just really busy, and I don't know if I would have repeated that if I had the chance, but now we're here in person, we're doing this, so let's talk.

I would say our curiosity is really leading us to focus on some books that not just me, but other folks have coming out. And also artificial intelligence. AI is everywhere in the education landscape. People are asking a lot of big questions. Frankly, we are asking a lot of big questions. There are a lot of hot, polarized takes, and I think that's never been our thing, Diane.

Diane Tavenner:

No, I mean, you know we've always talked about our original motivation. And the reason we started this podcast is because we wanted to think about third way solutions. We wanted to think about bringing groups together for really meaningful, purposeful engagement and education and solutions - things that would move us forward. And so, you know, I think that combined with the fact that we both share a very strong belief that schools are in desperate need of redesign, I think maybe growing more desperate every day.

Michael Horn:

Maybe that is our hot take. But we're different from the poles in that way…

Diane Tavenner:

Right, right. And, you know, they have to change in order to meet the needs of today's learners as well as our society. And when the pandemic began, we both thought it would be finally this catalyst that we needed to accelerate the change. We thought we could maybe contribute to that by highlighting what learning could look like and elevating sort of third way perspectives and solutions for how to get there. I don't think either of us are satisfied with the progress that's been made since we started this several years ago. But we remain optimists and determined and so here we are.

Michael Horn:

Those are good words to use, I think, to describe how we both feel. It's also one of the reasons AI is so interesting to us, because we do think it's an important tool. And I'll say that again. It's a tool, not the ends. So do not expect us to talk about AI for AI's sake, but rather in the context of learning and the learning environments we create. And I'll say in all candor, as we start this season, like I don't think anyone really knows its ultimate impact. Anyone who does, they're lying because it's a lot of theorizing right now. I remain incredibly curious about it. I would say I'm very malleable still in my thinking.

Michael Horn:

Maybe "Malcolm Gladwellian," if you will, if that's a phrase. I don't know if I'm going to reverse everything I've ever thought, but I'm really curious about where it will and won't have impact. What's positive and negative about that, the timeframe over which it will happen and want to learn a lot about that. I will also say I think it's important to note because it's on the minds of a lot of folks. We are obviously statement of the obvious about to have a change in federal leadership and the President and the administration. And there are a lot of questions, of course, about how that might influence or impact what's happening in education as well.

Diane Tavenner:

Yeah, and I think one of the things we do is we lean into topics that arise and certainly, you know, there's stuff that's going to be coming our way and when we think that we can bring a useful perspective or make a contribution, we, we get together and talk about it. And so I think we can expect some of that over the next year. We're not exactly sure what it will be, but I think we can expect it. And then I think finally, you've always spanned K-12 higher ed and workforce. My work continues to expand as well. And so I think we'll always or continue to center K-12.

You know, we hope to help folks see all of the connections between these, you know, sometimes siloed elements of education and learning, because there really is a bigger, broader picture and set of connections.

Michael Horn:

I'm glad you've come over to the dark side of not just K-12, but, you know, look, K-12 at some level is a dependent system on higher ed in the workforce, and those are extraneous macro conditions that impact what K-12 is preparing students for. So it's a really important conversation to frankly set the context for our schools.

Diane Tavenner:

Totally. And so with all of that context studying as we launch this new season, I am really excited for this first conversation. Michael, your new book came out literally yesterday as of recording time, and I really wanted the opportunity to interview you about it. We had such a fun interview this summer with David Yeager around his. His book that came out 10 to 25.

And I just wanted to do a reprise, you know, like, how do we do that again with your book? You being you, when I suggested this, you said it should be a co-interview. And I was like, I don't have a book coming out.

But you rightly pointed out that your book is so related to the work that I'm doing and this is new work for me. At first I thought, you know, well, I don't know. And then I really read the book and I was like, okay, this. This could be interesting. Usual. You were right. So we're going to have this kind of hybrid book talk today.

Michael Horn:

Well, you actually were showing me a version of the product platform that you're building. And I was like, holy cow, we did it again! Unintentionally. We have wound up with a lot of similar insights. We come there different ways. We do, but we often find ourselves in these places of convergence.

Diane Tavenner:

Yes, indeed. It’s awesome.

Well, let's start with some basics. Your newest book is called "Job Moves: 9 Steps for Making Progress in your Career." You have two co-authors on this one, so Ethan Bernstein and Bob Moesta. And the book was released on November 19th. And so I guess my first question to you is, why? Why do you decide to write this book and why is it so important, especially given this moment that we're living in? Like even more important than when you started writing it, I think.

Michael Horn:

Yeah so I will say there's a personal story to that and then there's like the story of why we think this is the right book for the moment. And I'll lean into that second one for a moment because what we saw obviously during the COVID pandemic was the great resignation in the United States. We saw literally unprecedented numbers of people leaving jobs, trying to make progress in their lives and then frankly, unprecedented numbers of them really dissatisfied with the moves that they had just made. And I'll say 1 billion people roughly every year worldwide switch jobs. In the US we switch jobs every four years. And we have a lot of evidence, according to Gallup, Pew others that at least 2/3 of the workforce in the jobs they are presently are completely disengaged, quiet quitting, whatever you want to call it. And so our basic sense, I think is that we make progress at some level by switching jobs, but it does not line up with how companies think about progression.

And we want to help empower people to realize you get to hire your next job, treat it like product development, prototype what you could be doing and figure out the trade offs you're going to make. Like what's a better or worse fit for you so that you can get the progress that you're really prioritizing. So that's where we've landed and why I think it's so important. And we've obviously pitched. You know, we talked last year on this, on this season about your own switch. But like, just to remind folks, you started thinking, "Hey, college for all is not the narrative either." Careers in K-12 schools and the jobs and what people like doing is a really important thing to start figuring out. So maybe talk about that as well.

Diane Tavenner:

Well, first of all, all that really resonates for me and it's just, it's stuff I know, but when you just lay down all those stats that way, it just is a really profound, it's so important. That's why we're doing this work. So here's what I would say. One of the fun parts of being in a startup is that I get to spend a lot more time with young people than I did when I leading a much bigger organization. And you know, over the last year we've been working directly with high schools and their students to build Future, the Future Platform, which is a life navigation platform and it's really designed for right now, young people, ages 15 to 25. And you know, our small team is made up of college interns and recent college grads. We're building for this group.

We need to, you know, be this group, except for a couple of us sort of older and grayer folks. And working with them has been so fun and inspiring and enlightening. And you know, we set out to build Future because we didn't think anything like it existed. So as you're going through your list, you're like, there's all this reality and we don't think, you know, when we look around we're like, how do high school and college students figure out what life they want to lead and what careers will enable that life and how to connect that to the day to day decisions and activities they're engaged in. Which, by the way, may very well be college. But college is a means to that end. It is not the end. And I think that's where we went wrong or went sideways for quite a while.

And I'm saying "we" in the, you know, grander sense there. And so currently there's a bunch of technology that's designed to manage the process of applying to college. There's a bunch of websites, you can search for information on careers, but there's nothing that meets you where you are and kind of walks beside you for a decade plus as you figure out you are what you want, what the world has to offer, and where those two things intersect and meet. And so even though your job moves and future are focused on people at different ages and stages, one of the things I noticed immediately was that you identify four primary questions for why people seek to change jobs. And those seem to be so similar to the motivations of young people who I'm talking to and working with. And so let's talk about those four. Will you tell us about those four motivations and what you learned?

Michael Horn:

Yeah, absolutely. So we did the Jobs To Be Done methodology, I should say that, which is like, explains why people switch behavior. One of the big things is "Bitchin' ain't switchin." Just because you're complaining about something doesn't mean you're going to actually switch behavior. We want to see people who've actually made switches and then we code for the pushes and pulls. So the things that are driving them away from the status quo and I'm pulling you toward this new future. And then we cluster them. Okay, so four quests.

First one, get out. These are people who are like, just ain't good. It's going nowhere fast. Managers, you know, we're not vibing. The job description is not working. I want to reset how my energy is being used and how my capabilities are being used. I need to find some place better and quick. The second quest is what we call regain control.

And these are people who are really like. I actually like a lot of what I get to do on a daily basis, like how it uses my capabilities. But I don't like how it energizes or makes use of my time. I feel like that's out of control. This could be like I need more work life balance. It could be I actually want to figure out how or where I do like hybrid work. Right?

Has become a big deal remote work. It could be that micromanaging boss. My energy's out of whack. The third one is what we call regain alignment. So these are people who basically say the opposite. I really like how my energy is being used in my time. But I'm feeling disrespected for the skills that I bring to the table and what they're being what I'm being asked to do. And then the last one, we call these folks to take the next steppers.

This is I would say the closest thing to sort of climbing the career ladder or in our choosing college book, like get into the best college for its own sake. I have no idea why but like I just. That's what I'm supposed to do. And these are people that like actually I like my how my energy is being used. I like what I'm doing. Let's take that next step. I will say there's like U turns in this one as well. We profile some people where that is but it really is fundamentally for all these quests.

And we'll get into this something that I've learned from you which is the “ings”—what you're doing, not what the title is and the perks in the surface level. Like does what you do on a daily basis really line up with the things that give you energy and are the skill sets that you're good at? And as you know, those are interdependent.

Diane Tavenner:

Totally. For those people who work in K-12 and specifically in high school, I and specifically with seniors in high school, I suspect they recognize a lot of connection there. So when I read these motivations I was like, oh my gosh. This is is describing high school kids. They want to get out. They're maybe not regaining or real control or realigning. They're doing it for the first time, really.

Michael Horn:

I think that's right. And we also, you've noted to me we don't really give high school students in our present design of schools the opportunity to, like, go deep in something and then be like, "Oh, I actually want to regain alignment because I've gone off somewhere." Right? Like, we don't actually give them those choices.

Diane Tavenner:

Right, right. But as you describe the energy, so many kids in high school are like, my energy is not here. This is not feeding me. Like, I. I could be out doing things, making money, you know, and I don't feel respected. There's tons of high school kids who don't feel like what they can do and are capable of doing are being illuminated or highlighted. So I just saw so many connections there, and I thought it was such a great way to start the book. We're going to get very practical here, but let's spend a couple of moments on the research.

There's a ton of research. Oh, my go, gosh, buckets of research underlying your book. And the same is true for our platform as well. So let's just spend a couple of minutes on some of those key points that really matter to you and connect to those nine steps with the, you know, journey. And again, I'll. I'll point out, I bet there's going to be some intersections there. But let's do that for a few moments.

Michael Horn:

Sounds good. So I'll just say, like, we actually... Ethan's a qualitative researcher. He's a professor at the Harvard Business School. Bob Moesta is the "Jobs to be Done" guy. He created the theory. He loves to do interviews. Over the course of a decade plus, we collected data on over a thousand individuals making the choice to switch jobs.

And then Ethan designed an entire course around it, which allowed him to coach literally hundreds of people in lots of different career walks. Not just like your HBS students, because it was an exec online course. So, you know, they're construction workers. Like, it's a pretty wide range to actually start to build processes and protocols. And then Bob actually, when the pandemic hit, Clay Christensen died. This is the personal side of the story. And the three of us agreed within a few weeks to write the book with each other. Bob started prototyping with cohorts, actually coaching them through the process.

And so we built a first process. He then improved it in a second step. Then a third step. He tried to break it by seeing how fast. What if we limited time? Like, how are all the ways we can purposely break it and then the fourth and fifth were like, let's put it back together with what we've learned. And that's what's in the book.

Diane Tavenner:

Yeah. That's awesome. And again, so parallels. You're doing this in a more analog version.

Michael Horn:

Yes. And you get to do it in a digital.

Diane Tavenner:

I'm doing it in a digital. But so, so, so similar. And, you know, I think what I'm drawing on is the research around how young people develop, the learning science behind that. The power of purpose in driving. You know, the striving for a good and fulfilled life. And that's all present in what you're doing.

Michael Horn:

And I would. Yeah. On that front. Right? Like, I would say, we pulled in a lot of those unintentionally throughout or maybe intentionally. Of purpose was a big one. Progress is really what jobs to be done is all about. That's connected.

And then Ethan, obviously, being a professor at HBS and sort of the HR person has a mountain of research on a lot of stuff around. Like he's the transparency paradox guy. Like, when is that actually a good idea, when is it a bad idea and things of that nature. And so we got to pull all of that in as we were building these.

Diane Tavenner:

Yeah. Yeah. And I think what's cool is that, and this is a thing we're both committed to is that research for its own purpose is not useful.

Michael Horn:

Not very useful.

Diane Tavenner:

So we want it to always be applied. And so, you know, what we have, what we are building is the app is embodies the application of that research. And so we're very committed to the research, but in that real way. So let's just jump into a few of the steps. I'm not sure we'll get through all nine.

Michael Horn:

Let's not do all nine. Let's focus on the ones that are interesting for your purposes as well.

Diane Tavenner:

Okay. So I love this [second] step. Energy drivers and drains. And you just sort of alluded to it. But let's dig in a little bit more. It addresses so many of the challenges I have with traditional career coaching. So. Yeah.

Michael Horn:

Oh, boy. So I want to hear this on the back end because it occurred to me we wrote a book, for people, frankly, who've had at least one job and then the backward mapping of into the K-12 and higher ed processes I actually think is your platform does it pretty naturally. But this big first one is not a new idea. A lot of people have written about understand what energizes you, what drains your energy, how that changes based on context. You know, Bill Burnett, design your life like a lot of this stuff. Right? But what I think we did uniquely here is we want you to look at your. Your actual experiences and reflect on times when you were in flow and your energy was really turned on and it was building and so forth.

And at past work where it was draining that energy. Now, for someone in the job market, we're looking at past jobs, past roles you've had. My sense is if you're a K-12 student, it's looking at the projects you do, the times you're in classes, the extracurricular activities you're involved with. And then I think this is where your ings come into Diane, and where you've built around this a little bit.

Diane Tavenner:

Yeah, yeah. I mean, so I think you're exactly right. So one of the things I notice and observe both in K-12, but also in anytime people are sort of coaching or helping people figure out career paths is it's a pretty common practice that they give people sort of this, what I would call a black box assessment that is somehow going to figure out what your aptitudes are or, you know, what you're going to like. But ED is a black box. People don't understand what's going on in that assessment. And what it usually spits out is either some very high level things like, you know, you're a whatever, or I'm not even thinking I'm a good whatever because I never pay attention to these things. But you know what I'm talking about.

Michael Horn:

Yeah. No, you said you ship to my class. Right? Like, you know, these. This is your fixed personality, so to speak. Or this is your fixed, you know, aptitudes.

Diane Tavenner:

Right?

Michael Horn:

And therefore you should be, you know, communicator. Right? Or you should be. Mine is like writer, private equity, like three others. Right? And you're like, what careers?

And I mean writer. I guess it landed. But you know, when I might.

Diane Tavenner:

Well, when they get mortician, they're like, what? What are you talking about? For the most part. And so I don't like that black boxiness because the whole point is we're empowering individuals to figure out the life they want. And so what I love about this is they're actually reflecting on and thinking about things they've already done to apply them to the future.

Michael Horn:

Well, stay with it. Right? This is the big flip in the book, which is that most places think of job seekers as the supply side, like the, the available pool of talent and the jobs out there as the demand side. Companies demanding workers. Our notion is you flip that. That the individuals, right, have to actually learn about themselves so they can figure out what they are demanding.

Diane Tavenner:

Yes.

Michael Horn:

As they go seek out work and that they are the demand side. So it's a flip from labor economists, but it's what I've learned from you about the importance of agency, frankly, building this metacognition about what really makes you tick and then being able to pattern match well.

Diane Tavenner:

And this is exactly the flip I want high school students to have is I want them to, whether it be applying to college or the career they're thinking about, I want them to see themselves as the people who are making the choice. And I think one of the, you know, challenges that the College For All movement and exclusive colleges have created is that young people feel like they're just trying to get someone to pick them and that it's very arbitrary. And they don't, you know, they're. It's not clear what to do versus feeling totally empowered to be like, no, I'm gonna decide who I am and what I care about and then I'm gonna go find the fit for that. Totally. So I love this. Let's. Let's talk about another one.

So there's this idea, and it's very connected, this idea of the career balance sheet and the assets and liabilities, which in my view is such a positive kind of flip from what we normally hear, which is like strengths and weaknesses. So talk about that contrast and what you're doing here.

Michael Horn:

Yeah, absolutely. So, you know, the big thing, right, is that again, this sort of strengths and weaknesses, which I like, I think is useful input and data, but it's a very fixed perspective on what an individual is. How many of you have taken Myers Briggs and like come out with a pro personality type and then realized, actually, in this situation I'm quite extroverted, and in this situation I get a little withdrawn and like, my introverted side comes out. And context is really important. Todd Rose talks about the context principle, right? And so our big thing. And then there's Carol Dweck's work around growth mindset that you can actually build capabilities over time. And so this is the big idea, right, is that we actually have these career balance sheets. Boris Groysberg, the professor at HBS, there's that research, came up with that idea.

And basically what he said is that assets from an accounting perspective are resources that have future economic value that are acquired at cost. And so your capabilities, if you will, your assets are skills, your knowledge, your ability to do things, also your credentials and degrees and things of that nature that have value and they're acquired at a cost. And that's the liability side. What's the time and money it takes to actually learn that third language, if you will, to actually become a coder? These things don't happen magically, which is, I think, frankly, another weakness of a lot of these things is like, oh, you'll just learn these skills and do it and no one asks you, what's the trade off in terms of the time you have to invest. Oh, go be a doctor. Well, you gotta get through organic chemistry, at least in our present system.

So is that gonna work for you, that investment? And so that, that's basically the idea. And then I guess the last thing I would say is we also want people to realize that these assets you build, they have a shelf life. They depreciate over time. Your degree will be a lot less valuable 30 years from now than it is when you first perhaps come out of college. Your technical coding skills, we know those are eroding faster than ever, thanks to AI, maybe even faster than that. And so what's the useful life of each of these assets you've built? And be like brutally honest with that and then really understand what are the trade offs of, like, where you want to go in developing your further assets? The last one, I'll say this, we talk a lot about the importance of social capital and network. It is, but those have shelf lives as well. Unless you're consciously reinvesting in them to build them up in the directions you want to go.

Diane Tavenner:

Totally. This is so aligned with how I have experienced some of the best folks across the country starting to talk to and engage with young people about their futures. And they're framing it in the language of ROI or return on investment. I think we're talking about the exact same thing here, which is this idea of like, we need young people to realize, like, whatever you're doing post high school, you are making an investment that is a liability.

Michael Horn:

When I saw that on your, in your platform, I was like, oh my gosh, like, alarm bell. I was like, this is the same thing. It's just a different age and stage.

Diane Tavenner:

It is. And so what we're trying to show them is like, think about not only your, your money, but your time, because that is your most precious resource.

Michael Horn:

That is your most precious resource. I mean, right when people talk a lot of times, and I'm now talking about adult learners, for example, about their lack of resources to, you know, they're working three jobs and they're trying to get the degree to get ahead. Time poverty is the biggest poverty they face.

Diane Tavenner:

Totally. Well, I mean, I feel that right now.

Michael Horn:

Right? We feel it right now. Yeah.

Diane Tavenner:

Literally. So we talk about that return on investment, like what do you, what can you spend and how quickly do you need to have that start paying off? Like what is it actually going to buy you? Buy a good return. Right? Like you've got to invest in assets that are going to get you the return you want. And I, I fear that a lot of young people don't even think about their time or their money into college as investments. And so there is no sort of plan to get a return on that. And as a result, so many are not getting a return on that investment. And so they're, they have massive debt, not just financial debt, but, but this sort of more skill, knowledge.

Michael Horn:

Yeah, I mean we call it like this is how careers go bankrupt when the liability side is bigger than the assets you've built and frankly are misaligned. And this is where these things are interconnected; misaligned to what gives you energy.

Diane Tavenner:

Yeah. This is so interesting. We could have a long conversation about how I feel like in education we've gone so far away from thinking about money and business that we've actually done a really significant disservice to everyone who's in it. And I kind of know why we maybe sort of went that way, but we went way too far. And I think we've got to, we've got to pull it back.

Michael Horn:

Yeah, yeah, I think that's right. I think it probably also explains some of the populations that have become more disaffected with schooling over the years. I'm thinking of males at the moment as one example, but I think these are all factors.

Diane Tavenner:

Yeah. One of the things I love about the book is that of course you're asking people to prototype the jobs and the careers that they want. And you know, you and I are both pretty obsessed with prototyping. We talk about it all the time. I was in your class yesterday, we were talking about prototyping and I think we're obsessed with it because it's so much smarter to spend time, you know, in a low stakes way, figuring out options and ideas and really sort of digging into them before you actually spend all this time and energy to get into them. And so talk about how you, how this comes to be and what it looks like in the job moves world.

Michael Horn:

Yeah, yeah, absolutely. And I think that's exactly right. What you just said is prototyping is how we learn. And so what we really want you to do in the book is get away from one of the biggest mistakes I think people who are looking for new jobs make is they think like, "Oh, I'm chasing the one job." And instead we want you to create divergent prototypes, like really far afield. You know, next role, same company, totally different company, same role. And then like different careers. Things I've always dreamed about, like, really go spread them wide, A so that you can start to understand and learn about many different careers and how what drives your energy and your capabilities, like back to those ing is what you like doing actually maps onto these different types of roles and start to flush them out.

And I, I guess this is the next piece of it. We really want to help people learn before they switch, not afterwards.

Diane Tavenner:

Yes.

Michael Horn:

And to do so, as you know, there's all sorts of things you could do. Job shadowing, you know, the expeditions. Right? You had in Summit, right? Where you're actually spending real time with real professionals. All that is great. It's not always accessible to people. And so the other way we do it is suggest is informational interviewing. And this is a very different kind of informational interview from the one at least as a kid I went on where like, you know, my parents would say, like, "Oh, here's a friend of mine, you know, they're a journalist. Like, go do an informational interview with them." I had no idea what to say or ask in those conversations. But here what we want to say is like, you've done the reflection on what you want to do and what drives your energy. So figure out is what they do on a day-to-day, week-to-week basis. Where does it align and where does it not align? So you get a real sense of what it would be like to be in this job.

And then the contrasts between these things start to create meaning about where do you want to go next? We, I guess we could talk about how to funnel it down. But I'm curious, like, you've built this out a little bit as well. Right? So how do you think about it?

Diane Tavenner:

Yeah, I mean, very aligned with what you're saying. And I think a key point I want to pick up on is like, people are really, you know, attuned to and focused on. And I think you're seeing more in high schools where people are trying to do More shadow days, more job fairs, more, you know, company visits or employer visits, more informational interviewing. And I think you just made a really important point that we're focused on, which is those things are all great, but they're not nearly as good if you go into them cold and not knowing what to ask or not what you want to learn for them from them.

It's not as good for you. It's not as good for the people who you are with. And so one of the things we're doing in the platform is helping young people really do exploration before they get into those experiences so they can make the most of them. And I think your whole steps, your sequence, really helps people get ready for those experiences so they make the most of them. And in our case, you know, we have 868 careers that. And there are all these really thoughtful ways to explore them and figure out, like, what parts of this career are you going to like that match up with who you are and your ings and what you like doing. And so you go into those, those experiences and conversations with a lot more knowledge and with, with what you actually want to figure out coming out the other side and then reflect on. And I think then you talk about moving into ranking those prototypes, which is, which we're moving towards as well.

And I'm curious, like, what, what does that look like? And then, you know, if people open up really wide, how do they then, you know, bring that back and converge, which is another concept you've got in here.

Michael Horn:

Yeah, absolutely. And I'll try to cover it quickly and then ask like, how you guys do it. But also one of the questions that's always on my mind about doing this in the K-12 environment versus where we are doing it, where like someone's theoretically anyway going to try to find a job within the next few weeks or month or something like that. So the way we do it is you have these energy drivers and you have these capabilities and we've had you bucket them right into the must have the ideally would have and like, okay, I can live without. But, you know, all things being equal, it'd be pretty sweet if it did this too. And then we have you rank these different prototypes and your current job on all of these dimensions. You can think about it of a scale to 1 to 10. And then we've got on jobmoves.com, this really simple Google sheet that will literally multiply it out to give you a mathematical answer.

But I think a lot of people frankly have a gut feeling after they've gone through this and you start to realize one of these prototypes or maybe your current role really is hitting most of these critical must have things that you'll be doing. Again, emphasis on the doing, right? That is so important to you and that's how you learn to your point, I love that point. This learning agenda, that's how you start to learn, is you start to use the rank your prototypes so that you can converge and say, this is the one or two things I'd really love to get out in the market now and go find for what I could do next. So we hope the math helps. The force ranking of, you know, I'm on an, I'm an eight on working with people, but I'm a two on leading meetings. You're probably pretty high on leading meetings, I suspect.

And so right? And we understand how that role, you know, fills in against it. You know, people should check it out. I didn't explain that correctly, but I think when they check it out, you'll start to see how it works and gives you information about yourself at this moment in time because it changes. So that's the question I want to ask you is like, how do you do the convergence but also how do you do the fact that like people are changing quite a bit when they're still in high school? And also the world of jobs is changing so rapidly. Like we have it easy, right? Because that job, presumably it exists. Yours, like it could be totally different in five years from now because of AI and automation.

Diane Tavenner:

It could be. And so that's why I think knowing yourself and who you are and what you care about will always matter a lot because then it's a matter of matching up with what a world is offering today, tomorrow, in the future. And so that underlying piece of knowing who you are and in a really granular level, like what gives you energy or what doesn't, or what do you like doing or, you know, all those things is so critical. But we've got a experience we call Compare. One of the things we heard is just let us take two careers side by side after we've done some exploration and then compare them to each other. And there's a couple of things going on here. You know, we're, we're sort of showing a framework for how you can do analysis about the exploration you've done, which it sounds like, you know, you're using some math and some ranking. We're doing something similar. And then the sort of head to head of one versus the other really does illuminate what is more important to me than other things.

And it sort of gives some, some credibility to those gut instincts, like you said, or at least makes you talk through them and, and articulate what's going on for you there.

Michael Horn:

And so I think that's right. And this is, I think, the big thing that our book does. Like there's other books that have a lot of these notions in them. "Design your Life" is, I think, both of our, you know, one of our favorites. But I think what we really want to help people do is figure out how you make the trade offs because there's no job that's perfect. And so we want you to visibly see, oh man, if I take this job, I'm going to have to lead some meetings. But you know what? I'm willing to trade off on that because of all these amazing things I got that are at the top of my list. That's a trade off I'm willing to make.

Or the one that Bob loves to always say is, man, I'm going to have to have an hour and a half commute, but it's more money or do I want less money and like it's five minutes from my door. These are real tradeoffs that like you've got to figure out and you have to do it relative to the things that you most want to get in your next role.

Diane Tavenner:

Totally. And so Michael, where do they go from there in your process after we're sort of converging and we've done this analysis, just bring us home.

Michael Horn:

Yeah, I'll try, I'll try to whip through the final few steps quickly for our, for our audience, Diane. But essentially this is all the demand side, right? We're doing a ton of demand side work around what you want and the trade offs you're willing to make. So now we switch to the supply side. What jobs actually exist. We're going to start looking at postings, we're going to use those interviewing techniques to actually talk to real people and use our network because it turns out 70% of jobs are filled by a network, someone in your network. And the reality, I think, with AI is that's going to become more in the years ahead. I think social capital is going to get more important.

And so we then help you find those jobs, unpack what they really mean. Are they actually what you think they are? We teach you to tell your story through Pixar. All this reflection you've done you need to be able to explain it in an elevator pitch. We help you with that and then we help you. The final step is just a personal cheat sheet so that you know in a really easy way what makes you tick, the work environments where you're most likely to be successful. But it's also something that if it's not too Millennial or Gen Z, you can share with people around you so they know where you're excellent. And frankly, like, you know, you know, a bunch of my weaknesses, we all have them.

Like, let's be honest with them. This is where I'm not as good. And can you build other people on the team that are awesome at it? Because frankly, my energy is such that I'm probably never going to really lean into that. Let's be asset based as opposed to deficit minded.

Diane Tavenner:

Yeah, I love so much about that. The, the last quick thing, I had an amazing mentor who always says, like, you know, people spend all this time trying to improve the things that they're not good at, rather than doubling down on the things that they are good at and being great at that, you know,? So I favor that approach.

I will just say, you know, for those who've listened for a long time, you know that my son graduated from college in the spring and he spent the summer working for the Aspen Institute, and then he joined as a field organizer of the Presidential campaign. So he's just coming off of that. And I ordered the book for him, Michael, because I think it's like such a perfect moment and way for him to approach this. And it's funny because so many people really respect what he did. I mean, field organizing is no joke. And they're like, wow, he probably has a lot of skills and a lot of knowledge, and it's just like swimming around there.

And I think this process is going to be really amazing for him to make sense of it and figure out where he wants to go next. And so I'll report back, but I'm excited to see how he progresses through that.

Michael Horn:

Well, thank you. I hope it's a positive one. And I hope for folks listening also that if they check it out for themselves or frankly, if they're trying to retain a team at a school or a nonprofit, they can use it that way. Or frankly, that they get to see how it maps onto what you've built at Futre at Futre.Me right? Because it's an incredible resource. Obviously, you are architecting for kids that they get to keep with them as they leave high school, which is so important. So let's use that as a segue.

You bought the book for Rhett. I appreciate that. What are you reading or listening to or watching? Let's wrap us up there.

Diane Tavenner:

That's great. Well, I have read a ton since we last talked, but the thing I'm immersed in right now is "Nexus" by Yuval Harari. And I will say that I am a big fan of his writing. And because it really provokes me to think differently. I feel like he tells stories and that are very relevant and very current in a way that I'm like, "Oh, I hadn't really thought about it that way or looked at it that way. And this is no different. It feels like very appropriate to this moment in time. And then you burst my bubble a little bit and told me about how he was being brutally attacked for his research.

And so I did some looking at that as well, and, you know, that's a longer conversation, but I'm going to stick with it. I think the book is really provocative, especially in this moment as we are coming off an election and into a new administration. And thinking about social media and the media in general and information. Super, super!

Yeah. Making me think a lot. Yeah. How about you?

Michael Horn:

No, that makes sense. That makes sense. And look, I think at the very least, he helps us ask big questions.

And that's the theme of what I was going to bring to you, which is that I've been trying to ask better questions, to listen, better not interrupt as much. It's sort of been a New Year's resolution of mine. And so I've read a trio of books around that. First is "Ask: Tap into the Hidden Wisdom of People Around You." You have it there for unexpected breakthroughs in leadership in life by our good friend Jeff Wetzler at Transcend. This is not about his work at Transcend, but it's an incredibly good book around asking questions and approaching problems with curiosity.

And then I read Hal Gregerson's book from, I think it was 2018, where it's called "Questions Are the Answer: A Breakthrough Approach to Your Most Vexing Problems at Work and in Life." Great book as well.

And then I'm rereading the book that I suspect you like as well, which is "Never Split the Difference" by Chris Voss.

Diane Tavenner:

Love, Chris.

Michael Horn:

So good. So good. And I felt like his Masterclass is amazing. I just felt like, okay, I need a refresher on this, because a lot of the stuff that, like Amanda Ripley and others write about in terms of deep listening and frankly, the jobs to be done approach that underpins job moves is all around that deep listening of, like, what is someone really saying and really understand on their terms. So that's what I've been reading.

Diane Tavenner:

So cool. I like how you got those all piled in. You know, you, you, you slipped three into one.

Michael Horn:

I'm going thematic, which gives me license. And, hey, it's our show, so we get to do what we want. But for all you tuning in, thank you for doing so. We look forward to the season to come, and we'll see you next time on Class Disrupted.

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