HR Leaders Summit talk- October 2019
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Slides for the talk at HR Leaders Summit at Hilton Hotel in Singapore in October 2019 (Digital Technologies and Future of Work)
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HR Leaders Summit talk- October 2019
- 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
- 2. Quiz time www.britishcouncil.org Go to menti.com and use the following code:
- 4. Industrial Revolutions The four stages of industrial revolutions Source: Demandbase, 2017 www.britishcouncil.org 3
- 5. Key Future Skills www.britishcouncil.org 4 World Economic Forum (2016)
- 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
- 10. Key Future Skills www.britishcouncil.org 9 World Economic Forum (2022 Skills Outlook) Source: Future of Jobs Report 2018, World Economic Forum
- 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/
- 12. Key Future Skills www.britishcouncil.org 11 World Economic Forum (2022 Skills Outlook)
- 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
- 15. Future Core Competencies www.britishcouncil.org 14 Communication Collaboration Creativity “This is an opportunity to automate the work and humanise the job.” 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
- 19. The Future www.britishcouncil.org Social isolation, The Law of Accelerating Returns and the 6Ds of Exponentials
- 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
- 25. Radical Technologies www.britishcouncil.org 24 We shape our tools and then our tools shape us. John Culkin, 1967 Affordances of technology
- 26. Learning & Development www.britishcouncil.org in the digital age
- 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)
- 34. Connectivism www.britishcouncil.org 33 learner-generated contexts Contexts created by people interacting together with a common, self-defined learning goal. production vs usage produsage (Axel Bruns, 2006) Knowledge exists everywhere and is accessed and organised by individuals.
- 35. Connectivist L&D ecologies www.britishcouncil.org 34 An environment that • supports learning • is dynamic • is self-organising & individually directed • is structured informally • is alive (promotes communication, collaboration, creativity)
- 36. Amin Neghavati amin.neghavati@britishcouncil.org HR Leaders Summit- Asia www.britishcouncil.sg/corporate Singapore- October 2019 #hrleadersasia #pdcsg @neghavati www.linkedin.com/in/AminNeghavati
Editor's Notes
- “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.