The Wind Beneath Their Wings: Why Struggle is Crucial in Early Work Experiences
John Qualls
Executive Director at Blaizing Academy | Championing AI Literacy in Underserved Communities | Human Analytics at PurposeHQ | President of Big Intel Group | Innovating the Future of AI and Organizational Development
In the early 1990s, scientists embarked on an audacious experiment called Biosphere 2. The goal was to create a self-sustaining ecological system, a miniature Earth sealed off from the outside world. While the project faced numerous challenges, one unexpected outcome provides a powerful metaphor for our approach to education and early work experiences.
Inside Biosphere 2, trees grew quickly in the perfect, controlled environment. However, after reaching a certain height, they would suddenly topple over. The scientists were baffled. They had provided ideal soil, perfect temperatures, nutrients, water, and sunlight. What could possibly be wrong?
The answer came from an unexpected source. An old farmer, overhearing the scientists discuss their predicament in a local diner, offered a simple explanation: "The trees are falling over because they don't have any wind."
In nature, he explained, trees are constantly exposed to wind, which creates stress. This stress causes the trees to develop reaction wood and grow stronger, more robust root systems. Without this challenge, the trees in Biosphere 2 grew tall quickly but lacked the strength to support themselves.
This story serves as a powerful analogy for our current educational system and its approach to preparing young people for the workforce. In our well-intentioned efforts to provide the best for our children, we may be creating an educational "biosphere" – a controlled environment that, like the trees in Biosphere 2, fails to prepare them for the realities of the outside world.
By shielding young people from challenges and struggles, particularly in their formative years, we may be unknowingly setting them up for failure when they enter the workforce. The "wind" of early work experiences – be it a demanding boss, a difficult customer, or a challenging task – creates the microfractures that ultimately strengthen our youth.
Consider Alex, a bright 22-year-old recent college graduate. Despite excellent grades and a prestigious degree, Alex struggles in his first job. Simple tasks like showing up on time, managing workload, and dealing with criticism prove challenging. His managers are baffled – how can someone so educated be so unprepared for work life?
Alex's story is not unique. Employers across industries report similar experiences with young hires. The root of the problem? A lack of early exposure to the "winds" of work environments and the soft skills they cultivate.
This is where work-based learning (WBL) and apprenticeship programs in high schools become crucial. Like the wind for trees, these programs provide the necessary stress and challenge that help young people develop strength, resilience, and adaptability.
WBL programs offer several critical "winds" that strengthen our youth:
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Countries like Germany and Switzerland, with their robust apprenticeship systems, have long understood this principle. They consistently produce highly skilled workers and maintain low youth unemployment rates. It's time we took notes.
As artificial intelligence continues to reshape the job market, the need for these uniquely human skills becomes even more crucial. AI can perform tasks and process information, but it can't replicate work ethic, interpersonal skills, or the ability to navigate complex social dynamics. In an AI-driven future, those who have developed strength through early work experiences will have a significant advantage.
We need to recognize that the educational system can't be the sole owner of preparing youth for the workforce. Parents and employers must re-engage in this process. It's a collaborative effort to shape the next generation of workers.
Remember when "summer job" didn't mean "summer internship at a Fortune 500 company"? There's something to be said for the character-building experience of flipping burgers or lifeguarding at the local pool. These jobs may not have been glamorous, but they were crash courses in Adulting 101.
It's time to recalibrate our approach to preparing young people for the workforce:
We stand at a crossroads. We can continue down the path of extended adolescence, producing a workforce ill-prepared for the challenges ahead. Or we can reclaim the value of early work experiences, fostering a generation of resilient, skilled, and adaptable workers.
Like the trees in Biosphere 2, our youth need the wind to grow strong. Work-based learning initiatives in high school provide that crucial resistance, creating the microfractures that ultimately build resilience, adaptability, and strength of character.
Remember, we're not just preparing students for their first job; we're laying the groundwork for lifelong career success and personal fulfilment. By embracing work-based learning in high schools, we're not just building better workers; we're cultivating more capable, confident, and self-reliant individuals.
It's time to open our educational biosphere and let the wind in. After all, in the race to prepare for tomorrow's challenges, the rearview mirror is not the best navigation tool. Let's give our youth the "wind" they need to grow strong and tall, ready to weather any storm in their professional lives.