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Five ways to transform your career in 2022

For many, the rapidly evolving events of the last two years have meant that they have been given the opportunity to pause, reflect and decide where they want their career to go next.

Five ways to transform your career in 2022
Start your journey towards success with HEC Paris. Photo: MadeToShow Photography

The journey of self-discovery, particularly within a business context, is never straightforward. 

Together with French business school HEC Paris, we highlight some key areas to consider in taking your career forward in 2022. 

Centre Yourself 

Two years of working from home and disrupted business conditions mean that many are considering what brings fulfillment to their careers. Importantly, they are learning what they could do without. It’s a great opportunity to take stock and evaluate where they are in their career.

You might ask yourself, ‘What could I lose from my daily work and not miss? What is unnecessary and drains me?’ This kind of exercise can identify what could be holding you back, and lead to a more productive self. 

Taking the time to articulate the areas in which you could be upskilling, and closing knowledge gaps, is another good exercise for ‘centring yourself’. It can also lead to realisations that can not only take your career forward, but can help develop innovative solutions which can be spun into new ventures. 

An Executive MBA (EMBA), such as the one offered at HEC Paris, can be a good way of highlighting and closing knowledge gaps. They offer a number of specialised subjects that suit almost every industry and area of business, and are constantly updated to reflect the latest practice. 

For a perspective on how this kind of reflection can provide lasting benefit, Julie Allison, VP of Sustainability and Transformation at ACCOR and HEC Paris EMBA alumni, recently spoke about how ‘asking the right questions is vital. 

Learn more about how you can take the next step in your career at HEC Paris

Get updated 

If nothing else, the events of the last two years and the global pandemic led to a wealth of new research, innovations and ways of doing business. Changes to working conditions, delivery infrastructures and app-based services are examples of how the way business is done has fundamentally changed. 

That is why understanding the latest in business acumen and innovation is vital to taking your career forward. The world is moving faster than ever and the next generation of business giants will be those that understand that constant education is key.

Those pursuing an EMBA will be exposed to the latest business trends, in an environment where they will meet business leaders and fellow executives from across the world. Programmes, such as HEC Paris, also regularly feature some of the world’s most exciting business innovators, who will share their stories and ways of working. 

Change your scenery

No matter how old you are, nothing spurs new understanding and a greater appreciation for things than a change of scenery. Not only will you be placed into an environment where you are required to pay attention and focus on detail, but you will be exposed to new ways of doing things and different cultural sensibilities. 

Studying in a world capital can make all the difference. These places not only have a proud history of business and industry, but are centres of learning, attracting innovators from around the globe. Paris, for example, is not only the birthplace of some of the world’s most recognisable brands and cultural movements, but is a constant magnet for those wanting to make their mark – where better to learn? 

Transform your career in one of the world’s business and culture capitals. HEC Paris EMBA courses begin each March and November in Paris

A change of scenery is one of the best ways in which we learn. Photo: Getty Images

Connect with others

To quote the poet and playwright John Donne, ‘No man is an island’. We are only able to grow and develop when we are exposed to the ideas of those around us. Our preconceptions are challenged, our ideas are tested and we are able to use each other as a sounding board for the messaging we want from our endeavours. Therefore, anybody seeking to refocus their career in 2022 should consider their personal network. 

An EMBA is an ideal way of fostering growth, thanks to sprawling networks of alumni. These networks ensure that connecting with other EMBA participants promotes lifelong growth and learning.

HEC Paris EMBA alumni Bola Bardet credits the breadth of the alumni network she found at the school as an integral part of her success as founder of Susu, a digital health service for the African diaspora

Hone your leadership skills

You may have had leadership positions before, but leadership in business does not consist of a static set of qualities. New trends in business mean that different skills and knowledge are required to lead effectively over the course of time. What worked pre-pandemic may not necessarily be the best way of leading now.

EMBA participants, through the course of their subjects and projects, are brought into contact with a variety of business leaders and leadership styles. Many HEC Paris EMBA alumni, such as 37-year-old Christofle CEO Émilie Viargues Metge, have spoken about how some of the most useful and long-lasting insights she gained were from interactions with thought leaders who both taught at and visited the school. 

Deciding on one’s future career path is never easy. It takes a lot of hard work, dedication and time. That is why when embarking on such a journey, it’s important to have the tools you need to make up your mind. For some, such tools can be found in the course of an EMBA at HEC Paris. 

Ready to revitalise your professional career, or venture down a new and exciting path? Discover how HEC Paris offers a world-class experience for mid-career executives. New intakes begin in Paris in March, September and November

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EDUCATION

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

Children between ages 6-9 years should be allowed admittance to after-school recreation centers free of charge, according to a report submitted to Sweden’s Minister of Education Lotta Edholm (L).

Inquiry calls for free after-school care for 6-9 year-olds in Sweden

“If this reform is implemented, after-school recreation centers will be accessible to the children who may have the greatest need for the activities,” said Kerstin Andersson, who was appointed to lead a government inquiry into expanding access to after-school recreation by the former Social Democrat government. 

More than half a million primary- and middle-school-aged children spend a large part of their school days and holidays in after-school centres.

But the right to after-school care is not freely available to all children. In most municipalities, it is conditional on the parent’s occupational status of working or studying. Thus, attendance varies and is significantly lower in areas where unemployment is high and family finances weak.

In this context, the previous government formally began to inquire into expanding rights to leisure. The report was recently handed over to Sweden’s education minister, Lotta Edholm, on Monday.

Andersson proposed that after-school activities should be made available free of charge to all children between the ages of six and nine in the same way that preschool has been for children between the ages of three and five. This would mean that children whose parents are unemployed, on parental leave or long-term sick leave will no longer be excluded. 

“The biggest benefit is that after-school recreation centres will be made available to all children,” Andersson said. “Today, participation is highest in areas with very good conditions, while it is lower in sparsely populated areas and in areas with socio-economic challenges.” 

Enforcing this proposal could cause a need for about 10,200 more places in after-school centre, would cost the state just over half a billion kronor a year, and would require more adults to work in after-school centres. 

Andersson recommends recruiting staff more broadly, and not insisting that so many staff are specialised after-school activities teachers, or fritidspedagod

“The Education Act states that qualified teachers are responsible for teaching, but that other staff may participate,” Andersson said. “This is sometimes interpreted as meaning that other staff may be used, but preferably not’. We propose that recognition be given to so-called ‘other staff’, and that they should be given a clear role in the work.”

She suggested that people who have studied in the “children’s teaching and recreational programmes” at gymnasium level,  people who have studied recreational training, and social educators might be used. 

“People trained to work with children can contribute with many different skills. Right now, it might be an uncertain work situation for many who work for a few months while the employer is looking for qualified teachers”, Andersson said. 

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