Advancements in technology continue to make leadership skills more valuable than ever.  

Technology continues to transform every aspect of society with no signs of slowing down. In just the past twenty-five years, human interaction has been forever altered by social media and entire industries have been disrupted by the development of the Internet and the rise of more agile competitors. Looking forward, further disruption of the economy is all but assured with advancements in automation, artificial intelligence, blockchain technology, and virtual reality. Anticipating these changes, today’s younger generations need to prepare for a future job market that is vastly different than the one that exists today. Those who are prepared will be in the best position to capitalize when opportunities arise.

The advancement of technology has coincided with the democratization of information. With information so readily available via the Internet and education apps, the accumulation of knowledge is no longer just a privilege. With this barrier to entry reduced, knowledge alone no longer offers the same competitive advantage. Increasingly, creativity, adaptability, strong communication skills, advanced problem solving, and the ability to apply knowledge are among the qualities that offer a competitive advantage. Improving these qualities requires dedication and practice. Schools continue to focus on mastering mathematics, science, reading and writing, but overlook the development of soft skills and the growth of emotional intelligence.

The Ten seeks to position students to succeed in an ever-changing world. Leadership development is a proactive step in asserting one’s place in the world and resisting the casual acceptance of the status quo. As the value of leadership and its associated skills continues to rise, discovering one’s inner leader through self-discovery is no longer just a noble cause, it is also a worthwhile investment. 

Everyone has the capacity to be a leader but most fail to realize that potential.

Within each person exists a proprietary leader but too few ever find and reveal that leader to the world. Any number of internal and external factors coalesce to keep hidden generations of leaders: fear, self-doubt, lack of mentors, and systemic barriers. This is an unnecessary reality given that leadership does not require permission, it comes from within.  

Defining the word leader to encompass all of the ways in which individuals have earned the label would be a monumental task. To be called a leader, on its own, is relatively nondescript yet its positive connotations are undeniable. In this way, leadership is like art. There is no one way to be a leader, just as there is no set criteria to qualify as art. The skill and discipline required for both are undeniable; but when put into practice, the possible final forms presented to the world are innumerable.

The Ten seeks to spark in the students a recognition that true leadership comes from within and takes many forms. With this recognition as a grounding principle, the interactions among participants in The Ten can be aspirational and personal. Time is dedicated to facilitating each student’s search to find and then develop his or her own inner leader and considering how leadership interplays with short and long term goals.

There are teachers willing to teach and there are students wanting to learn, but they have yet to meet.

For many, but especially young students, learning is institutionalized. Math is learned from the math teacher during math class and through the assigned homework. Basketball is learned from the basketball coach during basketball practice and through the assigned drills. There is value in structure, but all learning does not need to occur so formally.

The Ten subscribes to the Ubuntu philosophy—I am; because of you. Teaching and learning is a fluid social experience. The role of teacher is derived from interactions with those wanting to learn. The role of student is derived from interactions with those willing to teach. In this way, these roles are never fixed. One moment a person may be a teacher, the next moment a student. The fluidity of this experience is to be embraced as there is much to learn from those around us.

The business executives participating in The Ten may be initially positioned as the teachers, but from session to session those roles may change. For as much as the high school students have the opportunity to learn about leadership development and the inward search for truth, the executives have the opportunity to learn about the world from the perspective of a younger generation. For the executives already on their lifelong leadership development journeys, new experiences necessitate reflection, reassessments of previously held assumptions about the world, and, if necessary, the correction of misjudgments. The Ten is a platform that facilitates teaching and learning in all its forms.