Academic ability and productivity are the same Hideo Kumano (Chief Economist, Dai-ichi Life Economic Research Institute)|電経新聞

Academic ability and productivity are the same Hideo Kumano (Chief Economist, Dai-ichi Life Economic Research Institute)

As I research a wide range of fields, I am sometimes struck by a strange feeling.
It was an experience that made me realize that research conducted in completely different fields may actually be exploring the same thing.
First, research in cognitive psychology in the field of education suggests that ”academic ability,” a quantified ability, is supported by a variety of non-quantified abilities.
For example, it is common to measure academic ability by test scores, but in order to improve academic ability, it is not enough to just keep solving practice problems.
When you go to school and study by competing or collaborating with peers who are better than you, you acquire abilities that cannot be quantified. These include communication skills, cooperativeness, and a desire to learn. These are called non-cognitive skills.
Non-cognitive abilities that cannot be quantified lead to indirectly increasing academic ability that can be quantified. In order to improve academic ability, it is necessary to improve non-cognitive skills over the years in the school community.

Another thing is that if you look at students who have succeeded in improving their academic ability, they all have their own method of how to improve their academic ability.
People who improve their academic ability know how to improve their academic ability. This is called metacognitive ability. Meta means “a way of doing something.” It is a rule of thumb that those who know how to improve their academic ability are the ones who improve their academic ability.
This framework overlaps perfectly with the labor productivity that I am researching.
In economics, there is no formalized method for increasing productivity. Many studies often work backwards from measured outcomes to determine what caused the productivity increase. However, even if we apply what seems to be the cause to another situation, we cannot reproduce the productivity increase.
I have long felt that business administration is a better method for increasing productivity. However, I was still not satisfied and continued to search for methods to increase productivity. Then he came across cognitive psychology and thought this was it.

Highly productive office workers know how to achieve high productivity. On the other hand, office workers with low productivity never think about such things. The productivity of a company’s organization is largely determined by non-cognitive skills.
Charismatic managers use their strong communication skills to win over employees and increase productivity in their organizations. However, when a mediocre manager is replaced and strange reforms are started, employees turn away and the organization’s productivity declines.
There is a lot of wisdom hidden within a company’s traditions that can enhance non-cognitive skills. When new management promotes random reforms, traditions are broken and non-cognitive skills are lost.
As mentioned above, the principles of academic ability and productivity are very similar.