Name: BABY JINKY A.

ZINAMPAN
Course Title: Investment Theory and Analysis

REGIONAL SEMINAR ON TRANSFORMATIVE LEADERSHIP AND

GOVERNANCE

Theme: “Transformative Leadership in the 4th Industrial Revolution”

Date: June 7-9, 2019
Venue: Mother Madeleine Hall, Learning Resource Center

With the onset of accelerated globalization and the emerging new technologies,
education has to respond to global perspectives for sustained leadership and
governance.

In this regard, Saint Paul University Philippines has taken the initiative of
enhancing graduate school students’ transformative leadership competencies through
the conduct of a Regional Seminar with the theme: ““Transformative Leadership in
the 4th Industrial Revolution”. The seminar aims to deepen understanding on
transformative leadership, familiarize the participants on the requirements,
opportunities, challenges and impact of the Fourth Industrial Revolution, and enhance
participants’ transformative leadership competencies.

What is Fourth Industrial Revolution?

The Fourth Industrial Revolution presents an unparalleled opportunity to

develop a more interconnected, efficient and environmentally responsible global
industry landscape. Remarkable innovations in technology and digitalization can yield
amazing advances in manufacturing possibilities. At the core of this exciting era of
transformation, however, lies the most important resource of all: people. Responsible
leadership of the production workforce (now and in the future) is predicated upon a
human-centric mindset. Unlocking the true potential of the Fourth Industrial
Revolution depends on constantly recognizing human potential – and keeping people
at the center.

Unlike the innovations of the past industrial revolution, the one we have now
is changing more than the way we do things. Its all-encompassing impact is also
challenging our ideas about what it means to be human. As such, we need to redesign
existing processes and institutions to face it, as well as to leverage the abundance of
new opportunities. But first, we need a clear grasp of the transformative force of the
Fourth Industrial Revolution.

Undoubtedly, the Fourth Industrial Revolution can make lives better. On the
other hand, the Fourth Industrial Revolution brings pitfalls along with it. Some
companies might fail to adapt. Socio-economic changes can increase social tensions.
Shifting power can lead to critical security concerns. Governments might be unable to
implement regulations properly. Jobs will become obsolete.

Educating for the Fourth Industrial Revolution

“Virtually, the only predictable trend is continuing change”. This is a statement

that could encapsulate the discussions of the first speaker. She had emphasized that
the Anno Domini Era had marked extreme educational advancements in all aspects of
humankind. The world is changing but the schools are not, in a way that there is
educational competency gap and our current learners are not able to maximize their
full potentials.

With technology rapidly changing our economic, cultural and social realities,
the question of how to prepare the younger, and even the current, generation for the
fourth industrial revolution has been a pressing issue for contemporary higher
education. How do we educate for the fourth industrial revolution? Are our education
systems and programs relevant to the fourth industrial revolution? And if not, how do
we reconstruct our education systems so that they are?

There is a need to ensure that the world’s population, and not just the younger
generation, has the ability to continuously learn, adapt and apply rapidly changing
technologies to the rapidly changing learning and work environment and adapt to
cultural, economic, political and social developments. There is a need to redesign
contemporary education systems to create an adaptable and flexible system that
supports educating for the fourth and future industrial revolutions. In order to educate
for the fourth and future industrial revolutions, there is a need to embrace the
technologies associated with them.

Of course, teachers, who are the primary facilitators of learning, should also be
continuously learning so they can acquire the necessary skills and competencies to
adapt and use current and new technologies into the continuously changing required
learning process and environment. In short, there is a need to focus on ICT and future
technologies, teacher education and lifelong learning for an adaptable and flexible
education system.

If not now, when; if not us, who? If we don’t do it now, it may be too late.
Higher education institutions may lose their role as educators of both young people
and the adult population and national governments may decide to further reduce
higher education funding. Last but not the least, the world’s future population and
citizens will not be prepared for a rapidly changing society which will not be limited to
the world of work.

The conclusion is for us to be responsive to the needs of the changing times,

be connected of the demands of globalizations and be attuned to the opportunities of
the 21st century, our curriculum has to be changed. And it shouldn’t just end to the
documents and idealistic point of views but practical facilitation of seed of
understanding among educators.
Spirituality in the Fourth Industrial Revolution Workplace

Technology has made our lives easier and comfortable, further, it brought
education into a whole new level where sensible information can be accessed within
few clicks. But Fr. Adalbert mentioned the vital role of spirituality in the fourth
industrial revolution. Technology is good but with proper moderation of its usage. But
if value of temperance isn’t observed, it can actually dehumanize us.

Perhaps the most important today, however, is the need for inspired
intelligence—nourishing our spiritual and creative faculties to ensure that we retain
and build a collective moral consciousness that allows us to work together to overcome
both common and individual challenges. We must therefore take every opportunity to
draw on the power of faith to catalyze a new cultural renaissance that will enable us
to be part of something much larger than ourselves—a global, connected civilization.

As agents of change, we should find time to discern and have a deeper

introspection of our individualities as educators. Lastly, we should see our work as an
apostolate, so that everything goes smoothly amidst intervening factors and stressors.

Transformational Leadership in the Fourth Industrial Revolution

I agree that it is an advantage and a desire for an organization to have someone

with a transformational leadership style. The reason is these leaders have the ability
to assess company strength, opportunities, weakness and treat. They are highly
capable to deal with challenges and move faster with a commitment to the set the
vision. As they communicate well and able to convince the followers to work together
to achieve the company goal.

Transformational leadership promotes high motivation and inspiration behavior

to the employees. They constantly plans for success in their work as well as for the
employee. Thus, the leaders emphasize the importance of teamwork and spend the
effort to develop employee skillset and knowledge. They constantly train the
employees and develop talented workers to become the next leader of the company
in their succession plan.

On the hands, transformational leadership is passionate, creative and highly

energetic to work for achieving the best performance for the company. However, not
every worker share the same level of energy and skillset. Thus, the leaders should
acknowledge individual strength and weakness in order to apply the right employee
career development strategy plan and time.

Leadership is essential leading the change successfully in an organization. In

general, transformational leadership is a leadership style that leads to influence the
people to follow and ability to change the individual attitude, the team and
organization culture.
Leadership and Governance Challenges and Opportunities in the Fourth
Industrial Revolution

The Fourth Industrial Revolution will increasingly give citizens the ability to use
technology to seek greater autonomy, which will challenge the power of government
and institutions in disruptive ways.

If government agencies are too slow to adopt new technologies, they will both
fail to generate the efficiency gains needed to keep public services going, and damage
the reputation of government. If the disruptive effects of technology are too great and
too rapid, or if governments fail to mitigate them, rising employment and inequality
could lead to serious social unrest, especially if the middle classes, which have a vested
interest in the status quo, suddenly find that the status quo is working against them.

What Can Be Done?

Governments need to address four key areas if they hope to harness the full
potential of 4IR.

First, governments must cultivate as full an understanding of the future as

possible, knowing what the opportunities and risks ahead are, as well as what their
applications would be to the world, to individual countries, and to the specific workings
of government. Governments also need to be smart when scanning the horizon; the
advent of the Fourth Industrial Revolution adds to the pressure on governments to
become future-savvy.

Second, they need to ensure their countries have the infrastructure in place to
benefit from the enormous advantages of technological change, and they need to
address the risks of cybersecurity, whether criminally or politically motivated.
Government needs to be an enabler of change, even if it does not itself seek to “pick
winners” or manage the market.

Third, they must develop an understanding of the potential impact of change

on the role of government, the relationship between individual citizens and companies,
and other organizations, in the future. It is critical that this includes the scope for
government to raise revenue through taxation. They must ask the question: What
should digital government for a digital age look like?

Fourth, governments need to maintain a social cohesion in an era of potentially

major disruption, such as instability in the labor market and significant changes in
wealth distribution.

In any of these cases, governments will need to plan an approach to managing

the impact of the transition to new technology. Even in the most optimistic scenario,
where new technology leads to the creation of as many, or more, new jobs than the
old ones it destroys, there will be a transition to manage. In a negative scenario, there
will be the problem of chronic unemployment or underemployment, which will lead to
an accompanying fall in tax revenues, and thus constrain the ability of government to
mitigate the problem.
Leadership Principles for the Fourth Industrial Revolution

For a prosperous future, we must ask how all of us, and the technological
systems we design and build, can serve the proper ends and not be confined to the
means. Our efforts must focus on the impact of the Fourth Industrial Revolution on
human beings, society and the environment, and not just focus on technological
progress or economic productivity.

I see four principles which should guide our policy and practice as we progress
further into this revolution.

Firstly, we must focus on systems rather than technologies, because the

important considerations will be on the wide-reaching changes to business, society
and politics rather than technologies for their own sake.

Secondly, we must empower our societies to master technologies and act to

counter a fatalistic and deterministic view of progress. Otherwise, there is no room for
optimism and positive transformation, and society’s agency is nullified.

Thirdly, we need to prioritize futures by design rather than default.

Collaboration between all stakeholders must play a central role in how we integrate
these transformative technologies. Otherwise, our future will be delivered by default.

And lastly, we must focus on key values as a feature of new technologies, rather
than as a bug. Technologies used in a way that increase disparity, poverty,
discrimination and environmental damage work against the future we seek. For the
investment in these technologies to be justifiable, they must bring us a better world,
not one of increased insecurity and dislocation.

We need new ways of working together to tackle issues that arise faster than
ever, provide clarity of operating environment for business, and provide society with
confidence that it is moving forward into a technological future where the
opportunities and benefits outweigh risks and unknowns. Leadership in these complex
times requires nothing less than a wholesale shift of our mental models, a step change
in collaborative engagement, and the ability to collectively envisage the futures that
we want to create, and manage ourselves away from the dystopias which
technological progress can conjure.

We can only meaningfully address the challenges of the Fourth Industrial

Revolution if we draw on the collective wisdom of our minds, hearts, and souls. This
includes all of us, across all sectors taking responsibility for shaping a future that
reflects common objectives, values, and ethical principles. We must ensure that we
develop and use technologies to empower and strengthen communities rather than
disempower and divide them.

Furthermore, we should reflect on the everyday choices we make that shape

the role of technology in society. The more we think about how best to harness the
technology revolution, the more we will engage in self-reflection and examine the
underlying social models that technologies embody and enable, and the more we will
have an opportunity to shape the revolution to serve the global public interest.