2016 - jadenet.org · presented during the event as an introduction to both sessions. The...

JADE-European Confederation of Junior Enterprises | Address: Avenue du Frioul 51, Evere, 1140, Belgium | E-mail: mail @jadenet.org | Tel: +32 2 420 17 52

www.jadenet.org @JADEnetwork facebook.com/JADE.network

1

2016



2

What is Generations Club?

Since the first edition of Generations

Club in 2007, the event has aimed to

build bridges between the senior and

the junior generation in order to

foster an entrepreneurial society. This

has been achieved through

knowledge exchange and dialogue

on relevant challenges in education,

youth entrepreneurship and

employability.

This invitation-only event brings

senior representatives of the private

and public sector and entrepreneurs

together with young entrepreneurial

students in order to elaborate high

quality recommendations for policy

makers, business leaders and young

people in Europe.

In the past, Junior Entrepreneurs and

seniors were able to discuss

challenging issues such as: “The

Generation gap & knowledge

transfer”, “The Battle for knowledge”,

“How is technology changing the

workplace of today?”, “What do you

believe will be the biggest change we

will see in the workplace of 2025?”.

For the 2016 edition, in comparison,

Generations Club aims to invite even

more representatives as we truly

believe that Together we grow. We

will welcome seniors of the corporate

and public sector, as well as

representatives of some of the

largest youth organizations in Europe

in order to combine the view of a

truly representative sample of

Europe’s young people.

This year’s event follows furthermore

a distinctive format in terms of

roundtable and group discussions

which combine the opinion of many

highly motivated and exceptional

participants, guaranteeing

inspirational and fruitful discussions,

innovative ideas and high-quality

outcomes.

JADE believes that for today’s

challenges, such as high level of

youth unemployment and skill

mismatch, we need to create a

sustainable solution that can help

transform Europe into an

entrepreneurial society.



3



4

The Objective JADE’s Generations Club, a very well-known project of JADE since 2007, went in its

10th round on the 9th of December 2016.

This invitation-only event brings senior representatives of the private and public

sector and entrepreneurs together with young entrepreneurial students in order to

elaborate high-quality recommendations for policy makers, business leaders and

young people in Europe.

The main theme this year was “Build the future by growing employability“.

The Methodology Following on the editions of 2014 (“Youth perspective on entrepreneurial skills”) and

2015 (“An Intergenerational Action Plan on the Entrepreneurial Education & Skill Gap

Challenge in Europe”), several representatives of each sector were invited to take part

in the event: private, public and civil society both at local, national and international

levels.

As always, there was also a focus on having a group representing different

generations, in order to transfer knowledge but also to represent the diversity of

ideas and visions, thus enabling new ideas to emerge.

Prior to the event, a survey was sent to the participants with specific questions on the

topic, with the aim of preparing a pre-report. This pre-report and its findings were

presented during the event as an introduction to both sessions.

The methodology of the event was developed by JADE and Steven Price, a member of

the Advisory Board and Executive Director of the European Institute for Industrial

Leadership (EIIL). Participants were split in different tables, representing the different

stakeholders and ensuring the right diversity at each table. A representative of JADE

was present at each table and acted as a moderator, facilitating the discussion and the

exchange of ideas. They were responsible for capturing the outcomes of the table.

Each moderator then presented the findings and the thinking process of its table with

the help of a flipchart; you can find the results below.



5

The Preliminary Survey This first stage was meant to find out which are the main skills that young people need

to develop today in order to lead the transition in our society and economy in the

upcoming years (2025-2035).

The idea was to bring together the ideas and opinions of participants beforehand so

the discussions could go deeper into the topics, since the outcomes of the survey were

presented as a brain teaser for each session.

The questions were defined based on the results and analysis of several reports from

other organizations and the latest development in those fields. You can find the

resources used at the end of the report.

The questions were the following:

▪ Which are the most important skills in your opinion? (More or less valuable)

o Emotional intelligence

o Creativity

o Know-how of learning

o Communication

o Critical thinking

o Adaptability

o Business acumen

o IT literacy

o Cross-cultural

o Teamwork

o Judgment and decision making

o Negotiation

o Complex problem solving

▪ Where should these skills be taught or learned? (Declined for each skill)

o Formal learning at university

o Officer at a student-run organization

o Employee at a big company

o Employee at a startup or SME

▪ Through what way(s) of education does your organization think that these skills

should be developed?

▪ Should all the university students work at the same time they are studying?

▪ Should all the university students have an international experience, before they

go to the labor market?

▪ Share best practices from your organization



6

You can find the outcomes of this survey below:

Which are the most important skills in your opinion?

Analysis: We can see a clear shift toward soft skills with the importance of being

flexible, able to learn new skills and adapt. This may be explained by the fact that life-

long skills are becoming increasingly important and that, due to a fast pace in

technological evolutions, hard skills need to be actualized on a more frequent basis

that they used to. Effective communication and related parts are also needed as

globalization develops.

Expectations gap?

Know-how of learning

Adaptability Creativity Critical thinking Communication Teamwork

Emotionalintelligence

Know-how of learning

IT literacy Cross-cultural Leadership

Efficient attitude Social thinking Decision-makingCrisis

management Complex

problem solving



7

Expectations gap?

Adaptability

Expectations gap?

Business Acumen

Analysis: The analysis and comparison of results between seniors and juniors showed several

gaps and underline different visions on the future of work and the skills that will be needed. In

particular, know-how of learning and adaptability that should be linked are viewed quite

differently by the juniors. We can also highlight that juniors find business acumen considerably

less important that their seniors counterparts. This may be due to the facility to access

information with internet nowadays or the easiness to follow a Mooc courses to develop one’s

knowledge.



8

Where to develop one’s skills?

Analysis: Those skills are perceived as being best developed in different environments

and we can see a role in the diversity of experiences with several skills being best

developed either in employment or in voluntary activities. This marks the clear

difference between knowledge and specific skills being best developed at university

and other skills that will rather be learned on the job or through non-formal education.

This can explain partially the skill gap between universities and the job market and

thence be one factor contributing to the high unemployment rate of young people.

Should students work while they are studying?



9

International experience before going to the labour market?

How to develop these skills?

Analysis: There is a clear trend and support for providing students with the ability to

already start working partially while being at university and so developing practical

skills. Different schemes like apprenticeship or Junior Enterprises seem to be effective

tools in this sense. There is also an increasingly interest for international exchange

through Erasmus for example, in order to promote cultural awareness and open-

mindedness. Finally, formal education doesn’t seem to be the best place to develop

life-long skills that are considered as the skills of the future. Therefore, there is a clear

need to develop the recognition of non-formal and informal learning schemes.



10

Best practices to acquire these skills

Conclusion from the pre-report findings: There is a need for soft skills that are part

of life-long learning. Knowledge is shifting with the increased availability of resources

through internet and Moocs and practical skills are searched for and need to be

acquired as soon as possible. For this, taking part in a volunteering experience or

working partially in a company, through apprenticeship or Junior Enterprises for

instance, is a clear advantage as they integrate the best practices for developing skills

through learning by doing and working in teams.

Teamprojects

Mentoring schemes

Learning by doing

International teams

Increase collaboration

Review of experiences

Working experience



11

The Event During the event, the answers of the preliminary survey were presented before both

questions. Each table then discussed the question and exchanged their views before

summarizing the discussion on a flipchart with a post-it for each key idea.

You will find below the results for each table:

Which entrepreneurial skills will be needed in the workplace?

This table was composed by Mona Herter (JADE), Denis Crowley (DG EAC), Yosu Galarza

(Mondragon University), Daniel Schaubacher (EBBF), Marcos Salles (JADE), Catarina Nobre

(EPSA) and Maria Sotiriou (EYIF).

Creativity

Spot opportunities

Business acumen

Digital skills

Interdisciplinary

understanding

Identify partnerships ->

networking

Multiply knowledge

innovatively

Project management

Ability to survive in a

rapidly changing world

through complex situations

Keep focus on technical

skills -> integration

Connect /

interaction

Communication, inspiring

people

Emotional intelligence

Cultural awareness

Teamwork

Self

Tolerance, failure is part of

the learning process

Balancing

rational/intuitive +

work/play

Focus & discipline

Pragmatic idealism

Final solutions

Open-mindedness

Emotional intelligence

Gender equality, blending

qualities and aptitudes of

men and women

Critical thinking

Leadership

Teambuilding / leading

Values and ethics



12

This table was composed by Krisztian Ivan (JADE), Nathan Pires (Nike), Felicia Cuteas (DG

Connect), Guggi Laryea (World Bank), Myrna Hausseguy (EO), Pierre Bertrand (JADE),

Francesca Falco (Digital Europe) and Gorka Guerro (JADE).

IT skills

Know-how of searching

Cloud

Data analysis

Office softwares (Microsoft

suite)

Enablers

Legal basis

Efficient presentation

Communication skills

Acceptance of failure

Multicultural knowledge

Personal qualities

Consciousness of lack of

skills

Focus on strengths

Conceptual thinking

Multidisciplinary

Curiosity

Self-awareness

Thirst for learning

Openness for ideas of

others

Ability to listen to the

market

Ability to network

Resilience

Ability to listen

Ability to take risks

The event was

hosted at the

Microsoft Center

in the heart of

Brussels, where

innovative events

often occur.

Microsoft has

been a strong

supporter of JADE

for many years.



13

This table was composed by Aflsonso Catone (JADE), Meno Barto (Adecco), Arnaldo Abruzzini

(Eurochambers), Johan Westra (Belgium Government), Justyna Lisiecka (JADE), Reka Salamon

(AEGEE) and Olivia Strzelczyk (EYIF).

Critical skills

Why attitude

Out of the box mindset

Disruptive mentality

Critical thinking

Approach

Self-starting, independent

working

Entrepreneurial mindset

Priorities planning

Management attitude and

methodical approach

Crisis management &

working under pressure

Recruitment

Job description ->

responsibility and

assignment

Recruiting for now or for

the future (growth)

Recruit to give tasks or to

help to grow?

Meaningful career

Employer branding, youth

won’t stay in a company if

it doesn’t help them

Flexibility

Both for companies and

young people

Adaptability

Digital skills

Cross-cultural

It literacy for everyone

Failing forward

Adapt to technology,

society and culture



14

This table was composed by Yann Camus (JADE), Ian Nash (Covestro), Simone Baldassari (DG

GROW), Daniel Cloquet (BusinessEurope), Liam Lynch (OECD), Karla Matic (EFPSA) and Julia

Sutru (Think Young).

Skills

Thinking skills and

capacity

EQ

How to find information

Creativity

Empathy and awareness

Analytical skills and logical

organization of facts

Problem solving

Entrepreneurial skills and

attitudes

Instruments

Knowledge

Holistic view of the world

Social media and relating

to people, networking

Values as a tool

Attitude

Adaptability

Resiliency

Proactivity

Efficient attitude

Learn how to develop,

capacity for introspection

and self-evaluation

Content

Technical skills change fast

Future challenge in mind

Customer oriented

Digital economy



15

This table was composed by Gaia Cravesana (JADE), Alexandra Toth (Microsoft), Bodgan

Ceoban (Startup Europe), Lara Egli (EIIL), Ana Iglesias (JADE), Jolien Vandeneynde (EFPSA) and

Dan Stanciu (EYIF).

Soft skills

Critical thinking

Adaptability

Cross-cultural

Crisis management

Determination

Negotiation

Time management

Skills learnt in

formal education

Chinese

IT skills

Coding

Personal

Motivation

Leadership

Creativity

Communication



16

Is the classroom an appropriate place to learn by doing?

This table was composed by Yann Camus (JADE), Ian Nash (Covestro), Simone Baldassari (DG

GROW), Daniel Cloquet (BusinessEurope), Liam Lynch (OECD), Karla Matic (EFPSA) and Julia

Sutru (Think Young).

Improving the

classroom

Flipped classroom

Teaching methods

Start at school and

continue outside

Apprenticeship

Meaning-oriented and

project-based teaching

Safe environment to fail

and learn

Connecting classroom

lessons to real-world topics

in a more effective manner

Practical experience of

entrepreneurship

Collaboration universities-

companies

Advices

Learning from others

Set of skills

Extracurricular activities

Seizing opportunities of

developing oneself

Methods

Technical skills developed

on the job

Flexibility

Before university

Learn by doing

Empower the students

Life-long learning

Exchanges

Training programs

Clever national system of

apprenticeship

Mini-companies

Junior enterprises

Student solve problems

from outside world



17

This table was composed by Gaia Cravesana (JADE), Alexandra Toth (Microsoft), Bodgan

Ceoban (Startup Europe), Lara Egli (EIIL), Ana Iglesias (JADE), Jolien Vandeneynde (EFPSA) and

Dan Stanciu (EYIF).

Problems

Soft skills definitively not in

the classroom

Traditional and aged

teaching methods

Old business model and

curriculum

Teachers are not equipped

with the right skills to

inspire students

Why not?

We are not allowed to fail

All info is already available

Extra curriculum activities

to learn by doing,

university for knowledge

learning

Why yes?

University as an incubator

Some universities are really

adding value with real

practical scenarios

What could help?

Teach teachers to transmit

soft skills

More flexibility in

classroom

Project-based learning

Workshop methodology

Encourage students to run

projects outside of

university and test their

knowledge

Universities should open

windows of opportunities

propose projects and

internships

More internships in

companies

Moocs (edx, coursera)

Test things outside of

university as extra

curriculum activities might

be perceived as less

threatening



18

This table was composed by Krisztian Ivan (JADE), Nathan Pires (Nike), Felicia Cuteas (DG

Connect), Guggi Laryea (World Bank), Myrna Hausseguy (EO), Pierre Bertrand (JADE),

Francesca Falco (Digital Europe) and Gorka Guerro (JADE).

Formal education

Trigger divergent thinking

Train the trainers

Focus on attitudes of

education

Compulsory

Making the extracurricular

activities in the curricular

Not only learn by listening

How to foster creativity

from a younger age

Teach how not t kill

creativity

Measuring the impact by

KPIs

Schools should treat

students as customers

Non formal

Students exchange

programs

More discussion & different

points of view

Need to be highlighted

Optional

Leverage on the ecosystem

Help to tackle compulsory

feeling

Engage other actors not

linked to education

Break comfort zone

Hard skills in formal and

soft skills in non-formal

Practice teaching hard

skills in non-formal setting

and soft skills in formal

setting

Schools should develop

themselves as businesses

Find connectors through

the different phases



19

This table was composed by Mona Herter (JADE), Denis Crowley (DG EAC), Yosu Galarza

(Mondragon University), Daniel Schaubacher (EBBF), Marcos Salles (JADE), Catarina Nobre

(EPSA) and Maria Sotiriou (EYIF).

Classroom

Technical skills

Include entrepreneurial

education in the

curriculum

Combination

Develop mentoring and

training programs with

companies

Combine with safe place to

try, coaching approach

Develop skills next to

studies

Academics have to build

career incentives

Student organizations and

extracurricular activities

University to follow-up on

what was learned with the

use of frameworks

Apprenticeships /

internships

Creativity

EQ

Communication

International practical

internships

Learning by doing via

apprenticeships or Junior

Enterprises

Nike was attending the

event via

videoconference with the

support of Microsoft

equipment.

Each group was a

balanced mix of seniors

and juniors and of public,

private and civil

representatives.



20

This table was composed by Aflsonso Catone (JADE), Meno Barto (Adecco), Arnaldo Abruzzini

(Eurochambers), Johan Westra (Belgium Government), Justyna Lisiecka (JADE), Reka Salamon

(AEGEE) and Olivia Strzelczyk (EYIF).

Problems

Academia delivers a

valuable product but

students don’t fail

Gap between academia

and job market

Solutions (tools)

Work-based learning

Employability criteria

Focus on vocational

education

Skills forecast to anticipate

tendencies

Role of a teacher /

academia

Teachers lack resources ->

education based on

learning-outcomes

Apply entrepreneurial skills

to teachers

Attitude to be a teacher

Teacher as a facilitator

More teachers involved in

discussions



21

Conclusion In conclusion, we can confirm the shift in the job market and in the skills, that will be

much needed in the future. As our society and economy has evolved; soft,

entrepreneurial and lifelong skills are getting an increased importance. Hard skills are

evolving at a fast pace and need to be updated on a regular basis. Therefore,

developing entrepreneurial skills and spirit will be key to successful employment, in a

company or by oneself. For this transition to be successful and guarantee full

employment, the education system needs to evolve. University needs to be combined

with practical experience and non-formal education schemes. This will enable

students to acquire a strong experience before entering the job market, thus bridging

the gap between university and employment. In addition, with the increasing speed

of change, adaptability and the ability to learn will also play key roles in the years to

come. We are at a crossroad and our society must take the right actions to ensure a

prosper future and competitivity for Europe.

Concrete policy propositions resulting from this report would be:

▪ Support the recognition of non-formal learning schemes with a European

framework. This should be directly included in Europass.

▪ Provide the enabling environments to provide more students with practical

experience through a mini company, a Junior Enterprise or an apprenticeship.

All high schools and universities in Europe should propose at least one of

those learning environments.

▪ Ensure that every student is exposed to entrepreneurship during his education

and can develop his entrepreneurial skills and mindset. This could be reached

through the initiatives mentioned above and through testimonials and

presentations from entrepreneurs.

We would like to thank all our participants for sharing their views, insights and ideas

on which skills need to be developed and how. We strongly believe that co-creation

is the way to grow together!



22

Resources These resources were used to define the survey for the pre-event survey and to gather

data and outcomes of other linked studies:

▪ JADE Generations Club Report 2014

▪ JADE Generations Club Outcomes 2015

▪ World Economic Forum

▪ Yidan Prize Forecast, Education to 2030

▪ Careers 3.0, Future Skills and Future Work, Dr. Tracey Wilen-Daugenti from the

Apollo Research Institute

▪ Future Work Skills 2020, University of Phoenix Research Institute

▪ The Future of Work: Jobs and skills in 2030, UK Commission for Employment

and Skills

▪ Delivering 21st Century Skills for Employability in Europe, Microsoft

▪ “Why should we bring entrepreneurship education to schools?”, JA Europe

▪ “What are the skills of the future?”, Skills Panorama

https://issuu.com/jadeaisbl/docs/generations_club_2014_report_1_page

https://europeansting.com/2015/12/14/jade-generations-club-2015-knowledge-vs-competences-do-not-wait-for-the-change-to-happen-but-make-it-happen/

https://www.weforum.org/agenda/2016/01/the-10-skills-you-need-to-thrive-in-the-fourth-industrial-revolution/



23

Generations Club Report

2017, Yann Camus

2016 - jadenet.org · presented during the event as an introduction to both sessions. The...

Documents

Transcript of 2016 - jadenet.org · presented during the event as an introduction to both sessions. The...