1. Future of work- skills gap
and emerging technologies
Amin Neghavati
HR Leaders Summit- Asia
www.britishcouncil.sg/corporate
Singapore- October 2019
@neghavati
www.linkedin.com/in/AminNeghavati
6. Key Future Skills
www.britishcouncil.org 5
The skills that got you to where you are today
are not the skills you will need for the future.
LinkedIn Future of Skills APAC Report- June 2019
7. Key Future Skills
www.britishcouncil.org 6
“There will be an average shift of 42% in required
workforce skills over the 2018–2022 period.”
World Economic Forum- Future of Jobs Report 2018
8. Key Future Skills
www.britishcouncil.org 7
In 2017, Asia saw 319 million new mobile
connections, compared with just 5 million new
mobile connections in Europe over the same time
period.
9. A new Leader in AI Research
www.britishcouncil.org 8
Source: Harvard Business Review
11. Key Future Skills
www.britishcouncil.org 10
Socrates’s opinion on the creation of writing:
“This invention will produce forgetfulness in the
minds of those who learn to use it, because they
will not practice their memory. Their trust in it,
produced by external characters which are no part
of themselves, will discourage the use of their own
memory within them.”
Digital Amnesia
http://apt46.net/2011/05/18/socrates-was-against-writing/
13. Key Future Skills
www.britishcouncil.org 12
People who successfully combine technological and
interpersonal skills in the knowledge-based
economies of the future should find many rewarding
and lucrative opportunities.
14. Key Future Skills
www.britishcouncil.org 13
Customer Service Workers
Sales and Marketing Professionals
Training and Development
People and Culture
Organisational Development Specialists
“The jobs of the future are the ones that machines can’t do.”
Graham Brown-Martin
17. Are we going to be replaced?
www.britishcouncil.org 16
#fintech
#techlaw
#regtech
#DAO
(Decentralised Autonomous
Organisations)
#femtech
#edtech
#BUI
(Basic Universal
Income)
#heathcare vs.
# sickcare
#blockchain
#5G & #AI
#privacy vs.
#comfort
AI and data
protection
#driverless
cars
#Digital
Fabrication
#drones #deepfake
#brainimplants
#Neuralinks
#culture
#OpenInnovation
(from R&D to
C&D)
#IOT
18. The Missing Middle
www.britishcouncil.org 17
Paul Daugherty, Accenture’s Chief Technology & Innovation Officer
Jim Wilson, Managing Director of IT & Business Research
for Collaborative Intelligence in a humanised AI workplace
20. The Law of Accelerating Returns
www.britishcouncil.org 19
Ray Kurzweil (1999)
“Price performance and capacity of information technology progresses at a
predictable exponential manner.”
Image by Singularity University
21. The 6Ds of Exponential Growth
www.britishcouncil.org 20
Peter Diamandis
Image by Singularity University
23. Social risks
www.britishcouncil.org 22
Loneliness is a major risk factor for depression,
suicide, and cognitive decline.
Personal
Construct
Information
Anxiety
Cognitive
Bias
Confirmation
Bias
Social
Isolation
24. Radical Technologies
www.britishcouncil.org 23
• The Netherlands (1936)
• Persoonkaart: a personal record card
introduced in 1939
• Heritage / ethnic origin (Dutch Bureau of Statistics)
• Punched Hollerith cards (IBM cards)
• 1940 German invasion
• Lethal data in the hands of the Gestapo
• June 1942: 107,000 Dutch Jews were sent
to concentration camps
• Fewer than 5% of the deportees survived to
the end of the Second World War
Case Study
Source: https://www.dutchgenealogy.nl
27. L&D in the digital age
www.britishcouncil.org 26
What is learning?
28. L&D in the digital age
www.britishcouncil.org 27
Behaviourism black box
behaviour
change
Cognitivism
information
processing
input,
processing,
storage,
output
Constructivism
active
construction
of knowledge
experiences
29. L&D in the digital age
www.britishcouncil.org 28
What is the problem?
school career for life
Information development was slow.
The life of knowledge was measured in
decades.
30. L&D in the digital age
www.britishcouncil.org 29
How are people learning today?
• Learning is a continual process, lasting for a
lifetime.
• Learning and work related activities are no
longer separate.
• Many processes can be off-loaded to
technology.
• “know-how” & “know-what” “know-where”
31. L&D in the digital age
www.britishcouncil.org 30
How are people learning today?
We can no longer personally
experience and acquire learning that
we need to act.
We derive our competence from
forming connections.
32. L&D in the digital age
www.britishcouncil.org 31
Connectivism: a learning theory for the digital era?
“Our ability to learn what we need for
tomorrow is more important than what
we know today.”
(Siemens, 2004)
“Change won’t wait for us! Business leaders, educators and governments all need to be proactive in up-skilling and retraining people so everyone can benefit from a better future.” Alex Gray, WEF
In the Phaedrus, written circa 370 BCE, Plato recorded Socrates's discussion of the Egyptian myth of the creation of writing. In the process Socrates faulted writing for weakening the necessity and power of memory, and for allowing the pretense of understanding, rather than true understanding.
Human + Machine identifies eight new “fusion skills” that are imperative for success in an AI workplace, drawing on the blending of human and machine talents within a business process to create better outcomes than when each works independently.
https://www.accenture.com/us-en/blogs/blogs-work-reimagined-8-skills-age-ai
Rehumanising time
Responsible normalising
Judgement integration
Intelligent interrogation
Bot-based empowerment
Holistic melding
Reciprocal apprenticing
Relentless reimagining
Following Moore’s Law, integrated circuits have exponentially increased in price performance for more than a century. However, Moore’s Law is just one paradigm within a larger trend, identified by Ray Kurzweil, the Law of Accelerating Returns.
Technological change is exponential- it is not linear.
Your mobile phone today is more powerful than the computers invented 40 years ago.
And loneliness often leads to more loneliness. People who feel disconnected from others will cautiously pursue opportunities to form or restore relationships, but they also respond in ways that make connecting with people difficult. For example, studies find that when people experience social exclusion, they are less empathetic, helpful, and generous, and more hostile and aggressive. Other studies similarly show that the lonelier people feel, the less socially competent they perceive themselves to be and the more likely they are to withdraw from others.
In general, when people feel disconnected or lonely, they prioritize emotional safety over social opportunity. This explains some of the counterintuitive research showing that social exclusion and loneliness often make people less sociable. This phenomenon has even been observed at the neurological level: Using fMRI, scientists have found that when people feel socially excluded, their brains display patterns of activity, or really inactivity, consistent with a desire to avoid further social pain.
The paradox of modern social life is that the more technology affords people ways to stay connected to loved ones and make new connections with others all over the globe, the more disconnected and lonely we may be becoming. Americans today, compared with those of decades past, are far less likely to know by name and interact with their neighbors, carpool or take public transportation to work, participate in civic and religious organizations, and feel that they have close friends they can confide in.
Have these been working?
They are not anymore!
Learners as little as forty years ago would complete schooling and enter a career that would often last a lifetime.
Knowledge is growing exponentially.
The amount of knowledge in the world has doubled in the past 10 years and is doubling every 18 months. (the American Society of Training and Documentation)
Refer to “Information Obesity”.
How are people learning today?
A variety of different, possibly unrelated fields
Informal learning
Communities of practice, personal networks and work-related tasks
Meaning-making and forming connections between specialized communities.
are important activities. The capacity to form connections between sources of information, and thereby create useful information patterns, is required to learn in our knowledge economy.
Learning might reside in non-human appliances.
Capacity to know more is more critical than what is currently known.
Ability to see connections between fields, ideas, and concepts is a core skill.
Decision-making is itself a learning process.
Through being part of communities and networks, and moving through the complex information landscapes, the learner is exposed to many potential learning experiences, from which they learn when they are ready to do so.
offers a way to understand what learners do and need to do in a digital era.
Knowledge exists everywhere and is accessed and organised by individuals.
Move from creating content to creating spaces where content is explored.