The Future of Work

The future of work should be on the top of everyone’s mind as it is smacking us right now in the face.  As I have previously written, we are in the midst of the 4th Industrial Revolution, where rampant innovation and exponential advances in technology are changing the societal landscape.  We are seeing professions being redefined or outright eradicated.  Here is a fact.  Millions of jobs are and will continue to be, lost as a result of artificial intelligence, advanced robotics, and automation.  So, what does this all mean? Below is a synopsis from the World Economic Forum (WEF):

As technological breakthroughs rapidly shift the frontier between the work tasks performed by humans and those performed by machines and algorithms, global labor markets are likely to undergo significant transformations. These transformations, if managed wisely, could lead to a new age of good work, good jobs and improved quality of life for all, but if managed poorly, pose the risk of widening skills gaps, greater inequality, and broader polarization. In many ways, the time to shape the future of work is now. 

The WEF goes on to summarize five trends that everyone needs to know about to be ready for this paradigm shift.

1. Automation, robotization, and digitization look different across different industries
2. There is a net positive outlook for jobs – amid significant job disruption
3. The division of labor between humans, machines, and algorithms is shifting fast
4. New tasks at work are driving demand for new skills
5. We will all need to become lifelong learners

There is a great deal to unpack here.  To begin, let’s focus on the most critical overreaching element. Change is not only on our doorstep, but it is about to kick the darn door in.  As a parent, this terrifies me as both my children will be thrust into this world very soon. There is some good news, however.  In the midst of the 4th and eventually the 5th Industrial Revolution, there will be millions of new jobs.  Will our learners be ready?

The question above is meant as a catalyst for reflection.  The future of work requires new skills, and it is up to K-12 education to lead the charge in this area.  Skills are not enough, in my opinion.  Yes, we want learners to have the requisite skills to meet the needs and demands inherent in the 4th Industrial Revolution. More importantly, it is our duty and the role of education to ensure that they are competent. Here are some of the thoughts I shared on this in a previous post:

Competencies outline "how" the goals and objectives will be accomplished. They are more detailed and define the requirements for success in broader, more inclusive terms than skills do. There is also an increased level of depth that considers skills, knowledge, and abilities. To succeed in the new world of work, students will need to demonstrate the right mix of skills, knowledge, and on-the-job ability. A skill is a practical or cognitive demonstration of what a student can do. Competency is the proven use of skills, knowledge, and abilities to illustrate mastery of learning by solving problems. 

The image below outlines the critical competencies (left side) that students will need in the future of work and how educators can make sure they develop them (right side).

Empowering our learners to think critically and solve real-world problems is paramount. However, as the WEF notes, lifelong learning is a must for all of us, not just the kids we serve. To meet the demands and expectations for work now and in the future, we must commit to professional growth. It is vital to make the time to learn and grow as opposed to finding the time. If we rely on the latter, chances are it will never happen.  Lifelong learning can come in many forms, but in my opinion, the most practical and time-friendly option is the creation and use of a Personal Learning Network (PLN). Using social media allows all of us real-time access to the most relevant ideas and knowledge that can be immediately implemented into practice to prepare learners for their future better.

The time is now to move the needle on needed change. The longer we wait, the greater the risk for those we serve – our kids. 

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Competencies vs. Skills

The 21st Century skills discussion and debate has waged on even prior to the onset of this century.  The ensuing conversations have provided an opportunity for schools, districts, and organizations to critically evaluate what students need to know and be able to do in order to succeed in the new world of work.  As we have moved further into this century the number 21 has less of a meaning, but the skills are still important.  Thus, many educators, including myself, now refer to these as essential skills.  Over time they have evolved beyond just communication, collaboration, creativity, and global awareness to include entrepreneurship and emerging technological proficiency.

The other day I was speaking with Rose Else-Mitchell, a wickedly smart educational leader, who pushed my thinking on the whole skills conversation. As I was reviewing a talking point for a webinar that I was to facilitate later in the day, I brought up this image and discussed the skills that students needed to be critical thinkers in the 21st Century and beyond. After looking at what I had on the slide and listening to my analysis, she commented that I was (or should be) referencing and explaining competencies, not just skills, which students will need. This really got me thinking. 

As I reflected on her feedback I began to dive deeper into what the difference is between competencies and skills as well as their implications on learning.  Below is an image that until my conversation with Rose I would have just viewed as another catchy way to visualize digital skills that students (and adults) need. However, I am now more focused on how we can begin to address these as competencies to really prepare students for success in a disruptive world.

Image credit: www.weforum.org/agenda/2016/06/8-digital-skills-we-must-teach-our-children/

While skills are an important part of learning and career paths, they’re not rich or nuanced enough to guide students towards true mastery and success. Skills focus on the “what” in terms of the abilities a student needs to perform a specific task or activity. They don’t provide enough connection to the how. Competencies take this to the next level by translating skills into behaviors that demonstrate what has been learned and mastered in a competent fashion. In short, skills identify what the goal is to accomplish. 

Competencies outline "how" the goals and objectives will be accomplished. They are more detailed and define the requirements for success in broader, more inclusive terms than skills do. There is also an increased level of depth that takes into account skills, knowledge and abilities. To succeed in the new world of work, students will need to demonstrate the right mix of skills, knowledge, and on-the-job ability. A skill is a practical or cognitive demonstration of what a student can do. Competency is the proven use of skills, knowledge, and abilities to illustrate mastery of learning by solving problems. 

In order to really see the difference between a skill and competency I came across this great communication example provided by HRTMS. 

A person can become a good presenter through practice, learning from others, and education but in order to be a strong communicator one must rely on a combination of skills PLUS behavior and knowledge.  A person can learn how to be a good presenter but only a strong communicator has advanced language skills, the knowledge of diverse cultures, and behaves patiently when communicating.   In short, skills are specific learned activities like mopping the floor, using a computer, and stocking merchandise, while competencies are skills + knowledge  + behavior like problem solving, communication, or professionalism.

Competencies, therefore, may incorporate a skill, but are much more than the skill.  They include a dynamic combination of abilities, attitudes, and behaviors, as well as knowledge that is fundamental to the use of a skill aligned to a learning outcome. The Rigor/ Relevance Framework helps us move from a focus on skills to competency-based learning. The acquisition and application of diverse skills is foundational, but moving to Quad D requires the use of skills, knowledge, and abilities to illustrate cognitive growth and authenticity through solving real-world problems that are unpredictable in nature. 

Success in a digital world will rely on much more than skills.  It's time to shift our focus an energy on developing and assessing core and innovative competencies that will serve all students now and in the future. 

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