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⚠️ "toxic confidence" when we are building people to "dare" on the basis of "ignorance."

As the Ser Leaf era flourished... but the working world increasingly lacked "working people."

In recent years, the working world has been talking widely about the term Lifelong Learning.

Online study platforms occur virtually every week. Certificate leaves become a new collectible on LinkedIn, and many younger generations carry full pockets of confidence into the labor market.

It seems that everything is going in a positive direction. Everyone has easier access to knowledge, can study anywhere, anytime, and can update new skills throughout. But on the one hand, echoes from executives and HR in many organizations raise similar questions:

"Why do more people study, have more good-looking certificates, but harder to find workers?"

Many organizations find a similar situation.

* Applicants have many certificates, but can't solve the job page problem.

* New employees are highly confident but can't handle real complexity.

* The team speaks fancy words but cannot work with others.

* Some people are good at offering ideas but can't do them.

* Many people understand the theory, but when they find real limitations, they can't.

The answer may not be that the younger generation excels less, but rather that the learning system is creating what it calls

"A confidence that doesn't go through the real world."

Or as many people began to call ⚠️ Toxic Confidence, or confidence that became toxic to work.

This kind of confidence is not due to real excellence, but to obtaining a lot of information without passing the test in real situations. So many people believe that they are "ready" when they have not yet passed the pressure of the real world, and when they enter real situations, their expectations collide with reality violently.

1) Illusion of brilliance = when Content is separated from Context

The key problem begins with learning that separates "content" from "context." Many courses are taught through case studies of global companies. Learners have visualized organizations that dare to experiment, dare to fail, be open to opinions, and make early decisions.

But when they come back to the real world in Thai organizations, or small and medium companies, they find that

* The power structure also has a clear hierarchy.

* Resources are limited

* The crash could hit revenue immediately.

* Corporate culture is not always open to challenges, for example.

For example, what I learned = "Dare to argue with the boss to create innovation," but the truth of the task page is that "a dispute without the art of communication can become an accidental enemy," or in many organizations, change must be gradual, not immediate, as in the case study told in the classroom. Learners are not wrong, but wrong to be taught to believe that

"The only way works for all organizations."

In the real world, each organization has different conditions, so knowledge has to come with a context understanding, otherwise what it has learned can become a misused tool at the wrong time.

2) The Dunning-Kruger phenomenon in the interview room?

This is clearly reflected in job interview rooms. Not many candidates take a few hours of online courses and believe they are well versed.

In Resume is full of words

* Data Analysis

* Strategic Thinking

* Digital Transformation

* Business Development

* AI Adoption

* Agile Transformation

But when asked about a real situation, such as, "If the main customer disappears 30% within three months, what do you do?" or, "If the sales team and the production team fight about production, how do you solve it?" Many people meet in front of no AI or chapter prepared, cannot answer or explain only the theoretical level.

What happened was

* Skills are at the "remember" level, but not yet at the "applicable" level.

* Know the term but don't know the real solution

* Highly confident but not yet immune from experience.

The result is that "organizations waste almost all their training time, or in some cases, have to separate from each other during the trial period." These costs not only cost the same team, but also cost the same team more work and cost the team more energy to start again.

3) Trap of a "dozen shirts" -style course

Another major problem is that using the One Size Fits All curriculum, many organizations invite speakers or mentors to teach the same course to all teams.

But the truth is, each organization has different problems.

* Some organizations need creativity to escape competition.

* Some organizations need accuracy to reduce mistakes.

* Some organizations need speed.

* Some organizations need discipline.

* Some organizations need better cross-team work.

If we take the same course everywhere, the result is "people learn but do not work," knowledge becomes a burden, not a tool, and people in the organization begin to debate, "Why do texts say one thing, but the head says the other?"

Instead of development, there is confusion, some employees do not dare to try what they have learned because they fear that it will not match the corporate culture.

4) The deeper problem is "learning that is not connected to real results."

Another problem that became apparent was that many organizations sent a large number of employees to train.

But after coming back, no one asked,

* Does studying improve the job?

* Can it really reduce costs?

* Can optimize the team?

So learning becomes a symbolic activity rather than a real change. Many people go to training just to complete KPI, personnel development, but when they come back to work, everything is the same.

5) The solution is to build confidence based on the real world.

"The solution is not to stop learning, but to change the way you learn."

For Instructors and Counselors

* Stop selling the ready-made course and start understanding the actual context of the organization.

* A good course must connect the theory to the actual situation in that area, not just the narrative of foreign achievements, or the principles seized on by the instructor.

For learners

* Don't be passionate about just the Certificate, but check your knowledge with real workers.

* Always ask yourself, "If I encounter a problem that is not in the texts, how will I solve it?"

* And don't be afraid to admit that you don't know yet, because those who learn quickly are not those who know everything, but those who ask well.

For the Organization

* Don't expect new employees to Plug & Play right away.

* Organizations must help new employees convert their knowledge to the actual context of the company through coaching, teaching, and giving opportunities to experiment because real learning occurs at work, not at school.

6) Examples when theory must be paired with action

* Many countries have long solved this problem, such as education systems that combine classroom study with real apprenticeships in enterprises.

* Or workforce skills development projects that connect industry needs to the education system.

* The common ground of these models is that "learning must always be monitored by the real world," not studied in a room and then believed to be ready to work immediately.

7) What modern organizations should create is an "experimental but learning fast" culture.

Well-adapted organizations often have cultures that allow employees to try, but at the same time, they need systems to help them learn from mistakes quickly, such as:

* After Action Review after the project

* Summing up lessons from failure

* Uniform sharing of knowledge among teams, etc.

These allow the confidence of people in an organization to gradually grow on the basis of practical experience, not just knowledge from texts.

🎯 So confidence comes with responsibility.

Teaching people to be assertive is good, but courage must not be the courage of ignorance. The development of the next generation may have to change the definition of "learning to feel good" to "learning to feel good."

"Learn to know that there is still a lot to know."

Because in the real working world, knowledge that does not match the context can be priceless and sometimes becomes a risk to the organization. In the end, the organization does not need the most confident people, but people who do not know what to do.

"Confident enough to act and humble enough to learn."

Because in a world where competition is increasing every year, the survivors are not the best at talking, but the fastest at learning and adapting, and in an age when knowledge changes faster than the age of employment, the long-term survivors are the ones who do not stop questioning and do not stop learning from the real world.

# LifelongLearningReality

⚠️ "Toxic confidence."