Soft or Work Skills for Employment and Society

Soft skills for work and employment to complement technical skills have been recently highlighted, again, by a Deloitte Australia media release, following is a summary.

Soft Skills for Work (Image copyright Pexels)

‘While the future of work is human, Australia faces a major skills crisis - The right response can deliver a $36 billion economic bonus

12 June 2019: With skills increasingly becoming the job currency of the future, a new Deloitte report finds that the future of work has a very human face. Yet Australia is challenged by a worsening skills shortage that requires an urgent response from business leaders and policy makers.

The path to prosperity: Why the future of work is human, the latest report in the firm’s Building the Lucky Country series:

• Dispels some commonly held myths around the future of work
• Uncovers some big shifts in the skills that will be needed by the jobs of the future
• Reveals that many key skills are already in shortage – and the national skills deficit is set to grow to 29 million by 2030
• Recommends that businesses embrace, and invest in, on-the-job learning and skills enhancement
• Finds that getting Australia’s approach to the future of work right could deliver a $36 billion national prosperity dividend.

Employment Myths busted

The report dispels three myths that tend to dominate discussions around the future of work.

1. Myth 1: Robots will take the jobs. Technology-driven change is accelerating around the world, yet unemployment is close to record lows, including in Australia (where it’s around the lowest since 2011).
2. Myth 2: People will have lots of jobs over their careers. Despite horror headlines, work is becoming more secure, not less, and Australians are staying in their jobs longer than ever.
3. Myth 3: People will work anywhere but the office. The office isn’t going away any time soon, and city CBDs will remain a focal point for workers.

The big skills shift ahead: from hands…to heads…to hearts

“That today’s jobs are increasingly likely to require cognitive skills of the head rather than the manual skills of the hands won’t be a surprise,” Rumbens said. “But there’s another factor at play. Employment has been growing fastest among less routine jobs, because these are the ones that are hardest to automate.”

More than 80% of the jobs created between now and 2030 will be for knowledge workers, and two-thirds of jobs will be strongly reliant on soft skills.

Critical skills and the multi-million gap

As work shifts to skills of the heart, Rumbens said the research reveals that Australia already faces skills shortages across a range of key areas critical to the future of work.

“These new trends are happening so fast they’re catching workers, businesses and governments by surprise,” Rumbens said.

At the start of this decade, the typical worker lacked 1.2 of the critical skills needed by employers seeking to fill a given position. Today, the average worker is missing nearly two of the 18 critical skills advertised for a job, equating to 23 million skills shortages across the economy.

The business response?

Rumbens said that getting ahead of the game will require concerted action.

The report includes a series of checkpoints business leaders and policy makers, can use to inform, and drive action. These include:

• Identify the human value – Identify which jobs can be automated, outsourced to technology such as AI, and which are uniquely human. Use technology to improve efficiency, and increase the bounds of what’s possible.
• Forecast future skills needs – Understand the skills, knowledge, abilities and personal characteristics of your employees.
• Re-train, re-skill, and re-deploy – People represent competitive advantage. Consider alternatives to redundancy such as re-training, re-skilling or re-deploying as options to support existing workers reach for new opportunities.
• Involve people – The people who do the work are often the best placed to identify the skills they require to succeed. Find ways to involve employees in the design and implementation of learning programs.
• Talk about technology honestly – Engage in an honest dialogue about the impacts of technology to support staff and generate new ideas for managing change.
• Manage the robots – Introduce digital governance roles to evaluate the ethics of AI and machine learning, alongside existing frameworks.
• Use mentoring and apprenticeships – Micro-credentialing holds the key to unlocking the value of emerging job skills, while apprenticeship models are re-emerging as an effective way for business to develop a future-ready workforce.
• Recruit and develop social and creative skills – Recognise and reward social skills such as empathy, judgement, and collaboration when recruiting and developing workers.

For more articles and blogs about soft skills and adult learning click through.

Andragogy for Adult Learning Design in Education and Training

Adult Learning in Context for English Teaching and Digital or e-Marketing for Small Business

How to teach English as a Foreign Language in the UK, teacher trainers designed a good quality program with right mix of theoretical input, teaching, learning and assessment activities, discussion, observations of practice, lesson plan design and observed practice lessons with immediate feedback.

The issues were then going onto work in the English teaching sector in Turkey for over a year, but missed the essential post course development from qualified native speaking DELTA director of studies e.g. expert  and/or peer observations.

Andragogy for Adult Education and Training

1. Adult Learning Theory:

Andragogy includes need for knowledge, motivation, willingness, experience, self-direction and task based learning.  Transformational Learning is exemplified by identification of an issue, personally relevant and application of critical thinking or reflection. Experiential learning, via Kolb, revolves round concrete experience, reflective observation, abstract conceptualization and active experimentation (Gutierrez, 2016 & Pappas, 2013).

CELTA trainee teachers are motivated, must be self-managing after training when they may not have expert support.  Teaching adults, one can use their input to guide lessons for local needs and ‘personalise’.  Kolb’s experiential learning theory is most relevant in English language learners taking on new language structures or functions in the classroom through presentation, practice and production or fluency, then applying outside the class room.

2. Principles of Andragogy:

In the (Australian) international education sector marketing, need for ‘Introduction to Digital or e-Marketing'; few if any related personnel are motivated to learn.  Many international education marketing managers dismiss digital marketing as ‘technical’ for web team, in favour of ‘approved’ travel to international student events.

The solution is to find a senior institution leader who can support the same CPD in digital marketing with marketing managers i.e. motivated marketing managers being involved in planning and evaluation, informed by experience, relevant and problem centred, which can then be applied in the field (Ibid.).

Reference List:

Gutierrez, K. (2016) Adult Learning Theories Every Instructional Designer Must Know. Available at: https://www.shiftelearning.com/blog/adult-learning-theories-instructional-design (Accessed on: 20 November 2017).

Pappas, C. (2013) Instructional Design: The Adult Learning Theory - Andragogy of Malcolm Knowles. Available at: https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles (Accessed on: 20 November 2017).