A commitment to developing an individual's primary Knowledge, Process, and Behavior skills and attributes has long formed the core of the CIMBA learning and development philosophy. We have expressed the concern that while Knowledge (axioms, theorems, formulas, and principles) are important in that we all want technically competent leaders and followers, the education and training communities have overvalued their importance at the expense of the individual's critical thinking and behavior development. We have both expressed our concerns and focused our resources on providing our university and executive students with significant personal development opportunities in these key areas. However, in both expressing our concerns and in understanding our basis for those concerns, we have largely focused our attention on the present situation:

• Our students have heard us lament that while Knowledge (essentially IQ) will get them hired, they will most likely be promoted or fired on the basis of their critical thinking (RQ) and behavioral skills (EQ).  By "critical thinking" we are essentially referring to an individual's decision-making and problem-solving abilities and receptivity to the influence of cognitive biases, measured by the individual's Rational Quotient. By "behavior" we are essentially referring to an individual's self-awareness, social awareness, and self-regulation abilities, measured by the individual's Emotional Quotient (known more generally as Emotional Intelligence);

• While recognizing the benefits of technological advancements over the past 250 years, we have expressed our concerns about the detrimental impacts they are having on interpersonal skill development (See our TEDx talk here). Technology is not only changing the nature of work, it is also clearly changing us and the way we interact with others.

• We have shown, and continue to show, how that same technology can be used to develop important interpersonal skills (See our "Teaching Leadership with the Brain in Mind" here).

• Our data has shown a marked decline in empathy over the past 15 years, a finding confirmed by the research of others. We attribute this decline in empathy to Smartphone technology, a technology that is leaving many individuals virtually isolated and has carried with it dramatic increases in loneliness and depression, and decreases in important social institutions such as marriage and family. Through that technology, texting has become the dominant means of communication for many young people. Research surveys have found that more than 60 percent of young people say they text every day; only 35 percent say they socialize with friends face-to-face outside of work or school every day. Our evolved ability to sense the feelings and thoughts of others is based on seeing their faces, seeing their body language,and hearing their voices, none of which are available to us when texting or using social media. In other words, it is adversely affecting our social worlds and our ability to interact with others;

• With reading considered an important vehicle for developing empathy, nearly 30 percent of adults did not read a book in any format over the past year;

• Leading academic scholars who have placed a critical eye on the MBA have implicitly shared our concerns, but expressed it in a slightly different manner: "How many accountants do you know who do not have a degree in accounting? Virtually none, so it can easily be assumed that what is being taught is indispensable to success; it represents the 'codified knowledge' of the profession. By contrast, how many managers do you know who do not have a degree or if they have a degree it is not in management? Thousands. So, whatever is being taught in the name of management (or administration or leadership) is clearly not the 'codified knowledge' that defines success in that profession.";