In she was ranked by The Times as one of the top 15 Business Thinkers in the world today. The book is available at: Amazon. Nothing Official About It! They may not even be the official views of the author of this post Your email address will not be published. Notify me of follow-up comments by email. Notify me of new posts by email.
About the author Lynda Gratton, an organizational theorist, consultant, and Professor of Management Practice at London Business School, is known for her work on organisational behavior. Please use the comment feature below to send in your responses.
Notes: Nothing Official About It! A mindset of persistence and the necessary passion to succeed are also critical. Some who are pessimistic about the future of human work due to advances in capable AI and robotics mocked the current push in the U. An anonymous program director for a major U. The jobs of the future will not need large numbers of workers with a fixed set of skills — most things that we can train large numbers of workers for, we will also be able to train computers to do better.
Among the many other skills mentioned were: process-oriented and system-oriented thinking; journalistic skills, including research, evaluation of multiple sources, writing and speaking; understanding algorithms, computational thinking , networking and programming; grasping law and policy; an evidence-based way of looking at the world; time management; conflict resolution; decision-making; locating information in the flood of data; storytelling using data; and influencing and consensus building.
This will include open, online learning experiences e. We will identify opportunities to build a digital version of the apprenticeship learning models that have existed in the past.
Alternative credentials and digital badges will provide more granular opportunities to document and archive learning over time from traditional and nontraditional learning sources. Through evolving technologies e. You may get a degree in computer software development, but the truth is that you still need to be taught how to write software for, say, the mortgage company or insurance company that hires you. The key to the future will be flexibility and personal motivation to learn and tinker with new things.
Some predict that many more workers will begin using online and app-based learning systems. Employers will accept these more as they prove probative. And online learning will be more prevalent, even as an adjunct to formal classroom learning. New industries such as green energy and telemedicine will increase new employment opportunities. Despite all of these measures, the loss of jobs from artificial intelligence and robotics will exceed any retraining program, at least in the short run. William J. Online and credentialing systems are more transparent and do a better job on delivering skills.
People with new types of credentialing systems are seen as more qualified than traditional four-year and graduate programs. Some respondents hope to see change. Schools today turn out widget makers who can make widgets all the same. They are built on producing single right answers rather than creative solutions.
Jeff Jarvis. The unfortunate reality is that many HR departments still post job listings saying degrees and certifications are required, as a way of screening candidates. Thus, the educational and training programs of the future will become in their best incarnations sophisticated combinations of classroom and hands-on training programs.
The specific models will necessarily be responding to individual industry requirements. They are built on an outmoded attention economy: Pay us for 45 hours of your attention and we will certify your knowledge.
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I believe that many — not all — areas of instruction should shift to competency-based education in which the outcomes needed are made clear and students are given multiple paths to achieve those outcomes, and they are certified not based on tests and grades but instead on portfolios of their work demonstrating their knowledge. Some even say the future of jobs for humans is so baleful that capitalism may fail as an economic system. The next themes and subthemes examine these responses.
A large share of respondents predicted that online formats for knowledge transfer will not advance significantly in the next decade. Interestingly, being able to adapt and respond to looming challenges was seen by nearly everyone in this canvassing as one of the most highly prized future capabilities; these respondents especially agree that it is important, and they say that our human institutions — government, business, education — are not adapting efficiently and are letting us down.
Many of them say that current K or K education programs are incapable of making adjustments within the next decade to serve the shifting needs of future jobs markets. Among the other reasons listed by people who do not expect these kinds of transformative advances in job creation and job skill upgrading:. Following are representative statements tied to these points and more from all respondents. Traditional models train people to equate what they do with who they are i.
source Pamela Rutledge. Learning takes time and practice, which means it requires money, lots of money, to significantly change the skill set of a large cohort. As manufacturing and many labor-intensive jobs move overseas or are fully mechanized, we will see a bulge in service jobs. These require good people skills, something that is often hard to train online.
Individual training — like programming or learning how to cook — may not be what will be needed. The most important skills are advanced critical thinking and knowledge of globalization affecting diverse societies — culturally, religiously and politically.
We have traditional institutions invested in learning as a supply-side model rather [than] demand-side that would create proactive, self-directed learners. This bias impacts the entire process, from educators to employers. It is changing, but beliefs are sticky and institutions are cumbersome bureaucracies that are slow to adapt. New delivery systems for skills related to technology will be more readily accepted than traditional ones because they avoid much of the embedded bias. I have zero confidence in us having the political will to address the socio-economic factors that are underpinning skill training.
Furthermore, we have serious geographic mismatches, underlying discriminatory attitudes, and limited opportunities for lower- [to] mid-level career advancement. It just sounds nice. Many respondents emphasized that the most crucial skill is that people have to learn how to learn and be self-motivated to keep learning.
My biggest concern with self-directed learning is that it requires a great deal of internal motivation. And I am not confident that individuals will find their way … David Berstein. So everyone will still need some basic skills interpersonal communications, basic arithmetic, along with some general culture awareness [so] they can have that flexibility. What I worry about is how well they will adapt when they are 35 or This ability to adapt is what distinguished Homo sapiens from other species through natural selection. As the rate of technological innovation intensifies, the workforce of the future will need to adapt to new technology and new markets.
The people who can adapt the best and fastest will win. This view means that any given set of skills will become obsolete quickly as innovations change the various economic sectors: precision agriculture, manufacturing 4. Therefore, the challenge is not only to teach skills, but also how to adapt and learn new skills. Whether the traditional programs or new programs will be better at teaching adaptive learning remains to be seen.
Many ambitious federal and state programs have fizzled, to produce dismal to no statistical change in the caliber of K education. Online mediums and self-directed approaches may be limited in effectiveness with certain labor segments unless supplemented by human coaching and support systems. It is true that most online courses require self-direction.
But in-person courses may also be self-directed. This works well for some students but not others. Students who are self-directed often have had a very good foundational education and supportive parents. They have been taught to think critically and they know that the most important thing you can learn is how to learn. And they are also are more likely to come from economic privilege. So, not only does the self-direction factor pose a problem for teaching at scale, the fact that a high degree of self-direction may be required for successful completion of coursework towards the new workforce means that existing structures of inequality will be replicated in the future if we rely on these large-scale programs.
The problem of future jobs is not one of skills training — it is one of diminishing jobs. How will we cope with a workforce that is simply irrelevant? Jennifer Zickerman. But in the next decade or two, there is likely to be a significant amount of technological innovation in machine intelligence and personal assistants that takes a real swipe out of the jobs we want humans to have in education, health care, transportation, agriculture and public safety.
As for the skills for the employed fraction of advanced countries, I think they will be difficult to teach. Nathaniel Borenstein. Algorithms, automation and robotics will result in capital no longer needing labor to progress the economic agenda. Labor becomes, in many ways, surplus to economic requirements. By the time the training programs are widely available, the required skills will no longer be required.
The whole emphasis of training must now be directed towards personal life skills development rather than the traditional working career-based approach.