The Future of Work booklet

Future of work

A GUIDE TO THE

FUTURE OF WORK

The publication, The Future of Work, serves as a short introduction to the entire project along with the process that led to its creation.

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THE FUTURE OF WORK

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Introduction

THE FUTURE OF WORK

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ABOUT

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HAT DOES THE FUTURE

of work hold? What is driving the change? And

what will it mean for businesses, organizations and individuals? This folder presents a brief overview of some of the key insights and drivers behind the future of work.

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CREATING SOM

DIFFER This project is part of Innovation Centre Denmark’s (ICDK) global innovation project about the future of work. This publication is the culmination of a year-long project that started in January 2018.

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METHING

RENT T

HIS SILICON VALLEY project focused on

Other challenges and exciting cases were

identifying the area’s most prevalent

considered but ultimately these three

and varied social and technological

participating partners were the ones ready to

drivers for the future of work. Multiple experts

invest their organization and labor into the

and industry leaders from a wide range of

partnership.

fields in Silicon Valley were interviewed on their perspectives of the future of work.

This ultimately led to a project, consisting of eight American perspectives, three Danish

After the initial knowledge gathering, two

challenges and an analysis of higher education

workshops were held in Denmark in order to

in the U.S. The project also includes two visual

include Danish challenges and perspectives.

representations that illustrate key concepts and

Within these workshops, our three Danish

themes of the folders.

partners, HKLab, Finansforbundet and IME, proposed individual challenges pertaining to their organizations.

The research sought to answer these challenges in two ways; by mapping key developments in Silicon Valley and understanding how these developments and solutions might apply to a Danish context.

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American perspectives ...is a closer look at eight select organizations from Silicon Valley that point toward what the future of work holds for us. Become inspired by these innovative companies that are creating waves with some of the latest methods, technologies and approaches while trying to help both companies and institutions prepare for the future of work.

Danish challenges ...is a deep dive into the many facets of the future of work, based on current challenges faced by Danish partners. All of them take unique approaches to the challenges posed by the future of work. These insights help better to understand the coming challenges, and how the U.S. perspectives might serve as possible solutions to these encounters. Moreover, these challenges can be used as a starting point for discussion about how best to structure organizations in the future.

The future of education ...is an exploration of a variety of new actors within the educational space that are challenging the traditional models of education.

It outlines a few of the key signs, cases and drivers for change in higher education and how they might reshape education reforms.

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The illustrations ...present a short overview of specific knowledge obtained from the project. The Road to the Future presents a narrative that concretizes the possible application of American perspectives in the future to overcome the challenges, some of which many will be exposed to over a lifetime of learning, working and living. The Tensions of the Future summarizes the core trends of the future of learning, work and leadership, presented throughout the project. Tensions are not a value judgment from ICDK’s side, but rather should only serve to showcase the depth and width of the debate and the kaleidoscopic interpretations for the future of work and education.

ICDK do not try to predict exactly how the future of work will look or the complete extent of its impact. However, it attempts to advise how to interpret the perspectives and challenges as ideas, signals and overall concepts of what the future of work could hold. It might well serve as a foundation for discussion and reflection for individuals, organizations and institutions – and help those groups to start asking the correct, upcoming questions.

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ORK IS CONTINUOUSLY SHAPED

Since the invention of the modern work routine,

and redefined by a broad

life is generally separated into three stages;

range of factors that push

education, work and retirement. However,

the boundaries of work capacity. Technology is a

this approach to life is at odds with a steadily

powerful driver that influences human activity at

increasing life expectancy and a more rapidly

every level of society and culture. Cheap and fast

changing job market. An education gained in

computing devices supported by advanced high-

one’s 20’s no longer sustains a person for more

speed networks promise to link every person,

than 60 years of working.

institution and object together regardless of time or place.

The jobs of tomorrow will look vastly different from those that are known and educated toward

This relatively recent interconnectedness has

today. Just as work life changes, so will the

brought the world closer together and has

workers – a change that will have a major impact

created innovative accessibility to international

on the leaders who guide them. Traditional

talent, marketplaces and knowledge. A more

leadership models will become less relevant or,

global access is creating new possibilities for

perhaps, obsolete due to this ever-changing

both businesses, individuals and organizations,

future of work.

while also representing new, as yet unaddressed, challenges for action.

THE FUTURE OF WORK

THE FUTURE OF

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LEARNI T

ECHNOLOGY ENABLES a wide range

of online learning platforms and education that exist outside the

accredited educational system. Many of these unfamiliar alternatives specialize in specific components of traditional bundled education.

They challenge formal institutions’ hold on education by offering the individual units that make up traditional degrees. What used to be part of years-long degrees is now accessible through online platforms at any time or place. The unbundled units are used either as supplementary learning or rebundled and implemented as a direct substitute for formal education.

Many of these platforms approach learning in excitingly different ways in order to further incentivize learning – rather than relying on merely the value of learning itself. These platforms are creating more social, online environments that employ gamification, active and participatory learning to motivate and guide learners. The models enable users to better tailor their own learning experience while being paced by the platform’s sociability.

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ING

These innovative players in the learning space offer people more choices, allowing them to shape learning to their individual needs. The flexible nature of these platforms allows learning to integrate better within a constant work routine that helps accommodate job changes and career shifts due to technological, social and personal modifications. It becomes a flexible tool for overcoming new challenges in and outside of one’s job.

Rapid technological disruptions require that both leaders and workers adapt and continue to learn in order to maintain relevance to the job market.

Continuous education or lifelong learning is a major path toward improving relevance and employability for all parties. The emergence of flexible learning tools presents an opportunity for leaders and businesses to utilize these developing tools for upskilling and reskilling, thereby ensuring better qualified employees. Learning – no longer just a personal experience – is a

Annie Spratt @anniespratt — Unsplash

joint responsibility.

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Johannes Plenio @jplenio — Unsplash

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T

ECHNOLOGICAL ADVANCEMENTS have

As machines integrate more with everyday

removed the obstacles and shortened

tasks, this allows for more freedom in the work

distances between manufacturers,

environment. Employees can now augment their

products and services, and consumers. These

work, increase flexibility and function both online

transforming conditions will force businesses to

and internationally.

change and adapt to rapidly shifting markets in an ever-changing era of business and competition.

These technological displacements will require

While emerging technologies, such as automation,

that workers upskill and learn to work with

robotics and AI are proving beneficial, they also

machines in order to remain significant to the

raise difficult questions because they disrupt entire

job market. Workers of the future can no longer

industries, automate jobs and affect the nature of

rely solely on quantifiable skills that are easily

work itself.

automated. Rather than learning how to solve a specific problem, workers must learn how to

These technologies can automate a large amount

approach problem-solving in general. Individuals

of predictive, routine jobs, yet are in large part still

are already under pressure to acquire knowledge

merely sophisticated, algorithmic systems that

in new, previously unfamiliar areas and build non-

rely on human input and interaction in order to

traditional skills to enable continuous adaptation

function correctly.

and forward movement in our rapidly changing world.

Specialized equipment allow humans to increase their productivity many times over by outsourcing tasks that require precision and speed to machines, leaving the more human chores for people to complete. Relegating the mundane tasks to technology complements rather than replaces human workers and enables augmented work.

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LOBALIZATION IS OPENING

new markets, bringing increased competition and

improving access to international talent.

Disruptive technologies only add to a more rapidly shifting workforce and an uncertain job market. Leaders will soon need to increase their awareness

Bringing in more diverse talent poses challenges

of approaching cultural challenges and

to cultural awareness and different workplace

adjust to a more agile, global workforce

expectations. Embracing cultural diversity and

powered by new technologies.

thinking globally are goals for leaders at all levels

Leadership can no longer afford to

to strive for in order to thrive and lead workers

remain locally anchored but must utilize

confidently into the future workplace.

broader options to maintain relevance in an increasingly global world.

A fragmentation of organizational structures can bring unknown conditions for leadership which

The lower entry barriers for global

create even more demanding environments

talent increase worker mobility and

for front-runners. Industry leaders will have

allow for a more dynamic workforce.

to draw on innovative skills while familiarizing

Workers can move more freely between

themselves with a broader set of disciplines

jobs and industries in short-term

in order to sufficiently encompass more areas

engagements in what is often referred

of their organization. Leading an increasingly

to as the gig-economy. The emergence

multifaceted organization requires an in-depth

of such fluid work relations allows

knowledge of the complex layers within a

for more fragmented organizational

business along with an awareness of associated

structures, with temporary workers

strengths and needs. Leaders must be equipped

from a wide range of cultural

with the necessary tools and skills to lead

backgrounds available across numerous

effectively and connect seamlessly to a multitude

geographical locations.

of inter-related layers.

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Campaign Creators @campaign_creators — Unsplash

THE FUTURE OF WORK

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THE FUTURE OF LEARNING

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THE FUTURE OF LEARNING

The Future of Learning is based on a case collaboration with HKLab.

THE FUTURE OF LEARNING

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ABOUT

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HIS FOLDER PROVIDES a brief

overview of the growing focus on upskilling and reskilling in

Silicon Valley, and the tools used to educate and equip workers for the future of work. This focus explores some of the possible technological and organizational solutions available to the growing skills gap based on interviews with leading tech companies in that learning sphere.

The Future of Learning takes a closer look at some of the current trends in the American educational and learning space and how these might apply to a Danish context. The U.S. based institutions and organizations mentioned below are described more in-depth in the folders, American Perspectives. The Future of Learning folder concludes with recommendations on how businesses and organizations can improve learning accessibility while helping to incorporate new knowledge to better meet current and future upskilling and reskilling needs.

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Changing tim new opportu In an even more demanding and changing job market, the need for additional workers with relevant skills and a contemporary education is steadily increasing.

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CCORDING TO Dell Technology

This skill gap is increasingly filled by a wide range

Research, upward of 85 percent of

of online learning platforms that operate outside

jobs in 2030 have yet to be invented

the accredited educational system. E-learning

and will require completely new skillsets. Whether

and long-distance learning have existed for

that applies entirely to the Danish job market or

many years, but have recently gained renewed

not is debatable; however, it is a clear indication

attention with massive open online courses

of and warning about tremendous change for

(MOOCs), gamification, adaptive learning and

innumerable individuals and families, if changes

digital learning communities.

are not made and gaps not bridged.

The questions then become: Which skills, Formal educational institutions are the central

opinions, values and knowledge are necessary to

component of education and learning in modern

remain relevant in the future? How is it possible

society. The future changes might challenge

to help foster continuous learning throughout

this dominance as skills and knowledge become

a lifetime? Which skills are needed to sustain

outdated at a faster pace than traditionally taught.

lifelong learning?

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mes and unities

Filip Bunkens @the_beard — Unsplash

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Annie Spratt @anniespratt — Unsplash

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HERE IS AN INCREASING need for a

continuous, faster and more agile upskilling or reskilling of the workforce,

which has led to a renewed focus on the value of situational learning and informal skills development – both in the private and public sectors. The workforce is in need of an expanded skill set that reaches beyond mere immediate professional and practical needs. According to the Institute for the Future, the next generation of workers needs to learn and develop core skills, such as curiosity, creativity, critical thinking and flexibility in order to adapt to the future workplace.

The following topics take a closer look at some of the latest educational tools and how companies are using these methods to foster learning and bridging the skills gap.

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LEARNING HAS ALWAYS EXISTED WITHIN EDUCATIONAL INSTITUTIONS AS AN OCCURRENCE THAT TOOK PLACE ON CERTAIN DAYS AND AT FIXED LOCATIONS. EDUCATION AND LEARNING HAVE EXISTED AS SOMETHING APART FROM WORK AND, IN GENERAL, HAVE BEEN INCOMPATIBLE WITH A WORKING LIFE.

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ECENTLY, AS AN EXPERIMENT, a few

companies in the USA have taken education out of the classroom in order

to better enable lifelong learning. These frontrunners have recognized the need for education that is usable by anyone anywhere – without disruption to the day-to-day lifecycle.

Online learning platforms such as Udemy and Udacity offer users the option to learn thousands of new skills, relevant to a multitude of different industries. These platforms offer more than 100,000 courses which range widely in scope – anywhere from learning how to change a tire to developing the software used in autonomous cars.

These platforms are accessible anywhere, and customizable to best suit the user’s learning speed and style.

Not only do these platforms function around the corporate workday – they also operate directly within them to promote and foster learning in the workplace. This was the case when Booking. com partnered with Udemy in order to upskill their young employees with technical and leadership abilities. The program’s flexibility allowed employees to spend more than five hours each on learning new skills – a sharp increase in learning compared to their former use of external educational providers.

While these new learning platforms and MOOCs are gaining in popularity, the quality of this type of learning is still debatable. Where traditional education has stood the test of time, these unaccredited platforms are still in the early phases of establishing their offerings.

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Meriç Dağlı @meric — Unsplash

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T

HE FUTURE OF LEARNING is not only

Udacity is working closely with tech companies to

shaped by the technologies empowering

create degrees that fit the immediate and future

it, but also by a new awareness from

needs of the tech industry. These nanodegrees

both employers and employees. Learning does not

exist outside the values of the traditional

happen individually, but rather, in the context of

educational system and are not backed or

comparison to one’s peers.

accredited by governments.

LinkedIn Learning facilitates a simple and

These informal degrees are still struggling for

easy way for workers to share and absorb new

recognition on par with the customary likes of

knowledge through its online library of more than

Stanford or Berkeley. While these smaller degrees

8,000 courses offered by professional educators.

slowly gain recognition and strive to improve

Completed courses automatically display

their reputation in the tech world, they are still

certificates on users’ LinkedIn profiles, thereby

a long way from widespread adoption in the

presenting their achieved learning credentials to

workplace.

both a user’s network and future employers.

Several companies in Silicon Valley are pushing to move away from a focus on degrees earned, and instead heightening the value placed on acquired skills.

THE FUTURE OF LEARNING

Lucrezia Carnelos @ciabattespugnose — Unsplash

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In order to motivate students, some learning platforms are further incentivizing learning, rather than just relying on the value of learning itself.

P

LATFORMS ARE creating environments

that employ learning tools such as gamification to motivate and guide

students to complete more courses more quickly.

Gamification is the use of game mechanics, such as levels, points and badges in a non-game context to reward users for completing tasks.

This process, also called dopamine hacking, manipulates the reward center located in the brain. The effect of how this physically measurable response translates to a psychological one is still contested.

Institutions such as 42, a tuition-free coding school without teachers, presents an alternative approach to learning that is also built around gamification. 42 requires students to play and have fun with learning objectives that earn students levels and propel them a step closer to graduating. Students can follow their fellow students’ improvements and, as a team, compete against other schools.

The coding website, HackerRank, uses similar gamification elements to increase motivation among users to solve traditional coding problems.

Furthermore, HackerRank has added monetary incentives to their competitions, which adds an ethical dimension, if it ever achieves incorporation into a more traditional education.

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COMMON FOR MANY OF THESE INNOVATIVE

The coding school 42 highlights the importance

education platforms is their focus on not just

of using collaborative tools where peers rely on

alternative ways of learning, but also the content.

each other to improve learning output. 42 bases

These platforms often seek to foster such options

their curriculum on a more inclusive learning

by focusing on a different area of skills not

style to acquaint and prepare students for real-

typical to most traditional educations, and their

life situations such as work-life readiness. By

alternative approaches to learning.

giving students a high degree of autonomy, they are expected to choose their own projects.

Rather than teaching students how to solve a problem, many platforms teach students how to approach any problem. Students are taught to attack problems with soft skills, such as critical thinking, creativity, leadership, flexibility and the ability to collaborate with others.

At Minerva University, students travel to seven cities across the world during the four-year program although all lectures are available online.

The stays at the international locations are meant to challenge the students’ core beliefs and ideas through exposure to a wide variety of cultures and the related foreign schools of thought. The extended stays encourage students to adapt to unfamiliar social and cultural contexts and expand their perspective on the world – creating a global citizens for a future workplace.

THIS PUSHES STUDENTS TO THINK OUTSIDE MORE TRADITIONAL PROBLEM-SOLVING METHODS. THEIR SOLUTIONS ARE THEN GRADED BY PEERS IN ORDER TO PROMOTE AND IMPROVE COLLABORATION AND SOCIAL SKILLS AMONG STUDENTS.

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W

HEN ENTIRE industries instigate change due to technology or globalization, it creates

disruptions among large groups of workers in a short period of time. Such an uncertain future puts increased pressure on all stakeholders of the Danish job market, such as workers, organizations, unions and institutions.

Overcoming these challenges is no longer just the responsibility of the individual, but requires a collaborative effort to ensure a sustainable and robust transition to the future of work.

Learning is one of the key traditions to transition into new areas of responsibility and meet future requirements. Upskilling, reskilling and lifelong learning within organizations – and as a more natural extension of one’s working life – ensures a job market that is more resilient toward emerging, future disruptions. Based on the insights gathered from Silicon Valley, Innovation Centre Denmark (ICDK) proposes two possible ways for businesses and institutions to increase the organizational focus on learning. Both through more globally focused, knowledge gathering and through exploratory experimentation with learning technologies and education.

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KNOWLEDGE BRIDGES

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RGANIZATIONS MUST seek even further

This type of inter-connectivity could create a

afield for original ways to gather and

continuously developing knowledge bridge,

create valuable knowledge. The need

ensuring a global-sharing platform of the latest

is for knowledge and insights that stem from

insights about relevant developments and related

beyond one’s own industry and national borders

discussions.

in order to gain a deeper understanding of how to address specific Danish challenges through a

Such a cluster could act as a suitable platform

more global perspective.

on which to articulate ideas and create a deeper understanding of upcoming signs and changes.

In order to do this, organizations should

Similar clusters could serve as an ideal stage on

establish dialogue and possible collaboration

which to involve both local experts from the arena,

with international partners to improve the bridge

as well as Danish stakeholders to ensure global

between global knowledge and know-how that

focus as well as Danish relevance.

pertain to those Danish challenges and needs. It is imperative to actively seek out and work toward maintaining and strengthening this knowledge bridge to ensure a continued and sustainable

THE RELATED GOAL COULD CREATE A

relationship.

STRONG KNOWLEDGE FOUNDATION FOR ORGANIZATIONS TO DISCUSS DANISH

One way to ensure a strong link and bond to

PERSPECTIVES AND ESTABLISH A CONTINUOUS

include international insights could occur through

DIALOGUE WITH POSSIBLE PARTNERS THAT

a learning cluster with experts anchored in critical

CAN PROVIDE ORIGINAL YET RELATABLE AND

points around the world, such as Silicon Valley,

INSIGHTFUL KNOWLEDGE.

Shanghai and other global hotspots.

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Marjan Grabowski @knaggit — Unsplash

THE FUTURE OF LEARNING

EXPLORATORY EXPERIMENTATION

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RINGING HOME NEW, exciting knowledge

holds very little value without the ability to apply it. Silicon Valley is built

upon the willingness to experiment with new and different concepts – especially in the world of upskilling, continuing education and learning.

There is great relevance and value in applying some of this exploratory approach in Denmark in order to test and evaluate which projects could work within a Danish context or even for specific professions.

It is difficult to predict which specific initiative or technology could work best in Denmark. Rather than broadly adopting one concept, organizations could benefit from running several small-scale tests as part of a larger iterative process. This approach allows for a refinement of these international proof-of-concepts in order to better meet Danish needs. It is probably necessary to test several ideas in order to identify which hold the potential to provide major positive effects.

The following four concepts can serve as a basis of inspiration for new ideas that build on existing, accessible technology.

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TEST ONLINE COURSES ON SELECT professions among employees to measure the effect of online learning.

Explore how to optimize the use of a flexible platform and how it might encourage greater learning. When creating online learning it is important to focus on the curation of content, as an uncritical access to a completely open library of online learning is not necessarily an ideal solution.

Curating the content to suit both the organizational learning needs and the current and future skill needs of individuals is the best way forward.

DEVELOP LEARNING MATERIAL THAT focuses on how employees can learn most effectively by applying a wide range of learning tactics. A concept should allow companies or organization to create personalized learning experiences that focus on concrete skill gaps and employee needs. Focusing on how an organization learns can increase the effectiveness of learning both in regards to time as well as output.

TEST DIFFERENT BUSINESS MODELS AND earning platforms that employ gamification and social learning as core concepts. Through gamification, organizations can guide and incentivize learning, upskilling or reskilling in original and innovative ways. Furthermore, it allows for the testing of such new learning strategies and the evaluation of their effect on employees.

DRAW INSPIRATION FROM NANODEGREES and digital diplomas by developing a system of accreditation, identifying and promoting learning goals – motivating both employers and employees to further invest in learning. Participation in learning is an investment both in time and motivation and poses a real challenge to corporations. Creating easily accessible recognition with a clear path and goal, as well as producing motivational badges, can assist organizations with employee motivation to upskill and reskill.

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Marvin Meyer @marvelous — Unsplash

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While technology enables new ways of learning, it is not the only forward-looking path for organizations in Denmark. The opportunities to prepare employees for the future are vast, yet complex. To create success through new learning paradigms, every small step forward counts.

ICDK suggests the first of these steps is to recognize lifelong learning as an opportunity not only for employees but also for the future of the entire organization. Fostering learning and the continuous adoption of new skills are instrumental to ensure sustainable, beneficial growth for the entire organization.

THE FUTURE OF EDUCATION

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THE FUTURE OF EDUCATION

A more extensive version of this folder is contained in the ICDK Outlook: The Future of Education. The ICDK Outlook reports collect knowledge about a range of issues from all the ICDK countries. The reports are found on www.ufm.dk

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ABOUT

T

HIS FOLDER EXPLORES the poten-

tially immense impact on the educational landscape as it zooms

in on some of the trends and signs of change that are currently present in education and, specifically, the higher education available in Silicon Valley. The Future of Education focuses on one possible impact new educational alternatives might have on the shape of education.

These new alternatives are the primary focus of this report for outlining signs, cases and drivers of change in education.

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THE END UNIVERS T

HROUGHOUT THE last decade in particular,

technological improvements have had a radical impact on traditional industries.

Whether by replacing typewriters with computers, bank tellers with ATMs, or factory workers with robots, all these changes were enabled by technology and allowed humans to do more advanced work. But what do this have to do with education?

The emergence of technological improvements influences education both directly and indirectly.

Modern day education is now delivered using new technologies and the tech skills taught in the current educational system are ready for implementation in near-future job markets.

IN SILICON VALLEY, NEW ACTORS WITHIN THE EDUCATION REALM ARE EMERGING TO SHAKE UP THE TRADITIONAL TEACHING MODEL

BY UTILIZING TECHNOLOGY TO EITHER DELIVER EDUCATION IN INNOVATIVE WAYS (E.G. ONLINE) OR CHANGE UP THE CONTENT OF CLASSIC EDUCATION TO REFLECT A MORE DIGITAL FOCUS.

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OF SITY?

Nathan Dumlao @nathan_dumlao — Unsplash

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ONSIDER THE COMPONENTS of a typical

university education. Higher education today is bundled with lectures, exams,

feedback, research and social activities existing as one package within the on-campus experience.

However, this is about to change, as technology gains ground in the field of education. As technologies advance, innovative educational institutions are forming to offer students more choice as well as flexibility compared to customary offerings from traditional educational institutions. In some cases, these alternatives remove the need for classrooms by using online platforms, which enable students to obtain a degree from their home

Unbundling has historically occurred in specific industries as a consequence of technological development. A well-known example is the music industry, where streaming services made single songs widely accessible and replaced the need to buy albums. A variety of startups and companies is emerging to specialize in specific segments of

or on the go.

education that are envisioned to change in the

What do all these newly arrived alternatives have

operate as regular profit-maximizing companies,

in common? They specialize in specific components of education, to offer students more choice and flexibility instead of the, at times, inflexible, bundled university package. In other words, we are witnessing the unbundling of the traditional model of higher education. The phenomenon of unbundling is defined as – the process through which products previously sold together are separated into their constituent parts – and the trend could pose a serious challenge to traditional universities.

short term. Some are non-profit while others but all share the vision of how to alter the shape of education to service students in new ways.

Some cutting edge education-related companies might also serve as a supplement to the existing university model when considering study methods or administrative tools. Others, however, act as actual degree-offering institutions that include most of the essential components of university study and thus act as a substitute or an alternative to educational institutions.

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Figure 1. Unbundling of higher education

Note: Drawn up by ICDK, Silicon Valley. Examples of companies supplying components of the bundled university model.

Unbundling of education is, therefore, a matter

With tuition fees on the rise, the alternatives

of separating the units comprising the traditional

make a business case for competing with existing

model into independent components as sellable

institutions. One suggested alternative case

elements or deliverables to students. However,

might offer lower tuition costs or free university

it is important to keep in mind, that the U.S. ed-

admission on the condition that, students repay

ucational system resembles a business industry

a percentage of their salary to the institution to

to a higher degree than the Danish educational

offset those lower cost or no cost arrangements.

system, making it easier to capitalize on education in America.

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David Iskander @diskander — Unsplash

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NE OBVIOUS SIGN of unbundling that

is present in Silicon Valley is the massive interest within the EdTech

space as well as the vast number of educational alternatives and tools. Looking at massive open online courses (MOOCs) alone, the growth in the supply of courses has been – and with the number of supplied courses approaching 10,000 – MOOCs are definitely still on the rise.

MOOCs are criticized for not ensuring active learning and are not necessarily an alternative to existing universities. Considering the numbers and the fact that top universities such as MIT and Harvard are supplying courses on MOOC platforms, MOOCs may still be considered a sign of change in the shape of education.

The drivers of change are considered as two-fold.

On one side, students are more tech-savvy than ever, and Millennials are familiar with and presumably, attentive to changes in technology. At the same time, industry demands an upskilling of workers in a more lean and cost-efficient manner.

Combined, these two drivers are described as a pull-effect.

On the other side, a push-effect from startups and companies exists, as these groups view the trend as a business opportunity and/or a prospect to bring a vision of a different educational experience to fruition. The following section looks into these two effects to outline cases and the signs of driving change.

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PULL EFFECT Tech-savvy students and industry demand With Millennials more tech-savvy and tech-interested than ever before, there are opportunities to strengthen the use of learning through digital devices and software platforms.

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HE NEW GENERATION of students has

This also means that companies can outsource

simply introduced innovative ways of

their upskilling and reskilling of workers to the

engagement and learning. A recent

new online platforms, e.g. LinkedIn Learning,

poll among U.S. adults revealed that 69 percent

instead of using internal resources or subcon-

of the 18-34 age group learn more from technolo-

tracting to facilitators. Unsurprisingly, one of the

gy than from other people. That number is just 50

keys for workforce reskilling, according to the

percent among the +45 age group. Looking at the

World Economic Forum, is to: “Harness the power

appeal of online learning as an isolated segment

and scalability of blended online courses, en-

gives students the flexibility to structure their

hanced with virtual and augmented reality when

own time and eliminates the need for proximity

relevant.� Technology has potential as a valuable

to learning centers. It is likely that the pull from

business tool and is increasingly recognized as a

Millennials is part of what is driving the new alter-

path to lifelong learning.

natives and unbundling trends in education.

On the industry side, MOOCs and unbundled degrees provide outcome-focused and cost-efficient ways of reskilling workers, vastly different from a classic Learning and Development method.

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PUSH EFFECT Business opportunities and visions of change On the push-side, an increasing set of companies has seized the opportunity to transform student and industry demand into business models to supply alternatives to existing, typical educational institutions.

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ECHNOLOGY OFFERS companies an ability

to create a leaner educational experience that provides the flexibility and

choice that is now in demand. These educational alternatives change the traditional models of education while lowering tuition costs, by stripping away elements in the bundled university experience.

Some of the alternatives present in the U.S. are non-profit and provide a tuition-free training driven by a vision to change education norms.

This renders the push-effect not only driven by capital incentives but also an inherent vision to change traditional education models, and that fact poses a strong case that the alternatives are here to stay.

THE FUTURE OF EDUCATION

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The barriers and friction of change:

CV with an onl Accreditation and breaking through company barriers

O

However, it might only be a matter of time before such barriers change. The tech industry in Silicon Valley already demonstrates the willingness to hire candidates with non-traditional backgrounds.

Leaders in other areas are taking notice and following the lead from Silicon Valley’s tech industry.

Testing as part of the interview process is becoming more routine with companies because it

NE OF THE KEY barriers addressed by

affords individuals from a variety of backgrounds

most educational alternatives to the

the ability to demonstrate their skills.

need for traditional accreditation.

In a typical recruiting process, companies need

Furthermore, startups such as Degreed (a com-

to verify a candidate’s competencies. Applicants

pany which evaluates competencies and offers

holding non-accredited degrees cannot widely

degrees based on that assessment) are changing

compete with candidates holding degrees from

the concept of accreditation and the ability to cer-

established universities and, especially, those

tify specific skills. Such innovations and approach-

from specific elite universities. Without custom-

es might become an even more powerful tool in

ary accreditation, it is difficult for recruiters to

the future than traditional accreditation.

verify a candidate’s skills.

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line degree Priscilla Du Preez @priscilladupreez — Unsplash

Student motivation

A

In other cases where learning is not necessarily online-based (such as 42, a gamified on-campus computer science education without instructors), the innovative models actually ensure increased

NOTHER BARRIER to consider is the

student motivation since students are enabled to

potential loss of student motivation.

tailor their learning experience while being paced

In the case of online learning, for

by their environment.

example, it is harder to keep students engaged in a passive learning environment. One of the main

This concept of rebundling by retaining some

critiques of MOOCs has indeed been the relative-

essential parts, such as maintaining a social life

ly high dropout rate. The critique maintains that

and having access to mentors or faculty, while

completing an online course or degree is simply

removing other parts, brings a new dimension

not as motivating when compared to a more

to the discussion surrounding MOOC dropouts.

active learning forum, such as a classroom-based

Such rebundling models might present a future

education.

alternative to the traditional university.

THE FUTURE OF EDUCATION

The Future of Bundled Education So, what is a likely scenario for the future of bundled education?

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T

HE MENTIONED SIGNS and drivers show

Taken together, however, the unbundling trend

some of the current trends present in

could provide a sign of an increasing drift for

Silicon Valley when considering diverse

choice among students wishing to tailor their

alternatives and the future of bundled education.

own educational experience, based on modules

The new alternatives pose a case for an unbun-

and courses instead of bundles. One critical test

dling trend in higher education. Established

is whether employers give the same kind of value

institutions in Silicon Valley are trying to adapt

to an unbundled education as to that from an

to a future where digital media and online-based

established institution which historically ensures

learning are gaining ground. These bodies have

specific quality standards.

increasingly started to supply online courses of their own (for example, through EdX, an online education platform), but are also increasingly focused on the use of digital learning tools. It is, however, hard to tell at this stage whether unbundled alternatives have the ability to perform as a direct substitute to the traditional university in the future or merely as a supplement in most cases, such as with MOOCs.

CONTINUED

THE FUTURE OF EDUCATION

TO REVERT TO THE INITIAL QUESTION:

T

58

IS THIS THE END OF THE TRADITIONAL UNIVERSITY?

HE SHORT ANSWER is no – at least not in

The mentioned alternative cases nevertheless

the short or middle term. Student num-

demonstrate different ways of unbundling or

bers enrolling in educational platforms

re-bundling that, in some instances, resemble the

are still small and most often supplement rather

traditional university to a large degree. No matter

than substitute the existing model. To most stu-

which side the discussion is on, it is interesting

dents, the university degree is still a way to create

that emerging education institutions resemble

in-depth knowledge of a variety of topics.

segments of the unbundling trend, which among others was sparked by MOOCs more than 10

From this metric alone, it is arguable that a bundled educational experience is still superior under existing circumstances. Concurrently, traditional universities are taking notice of the trends; both Stanford and UC Berkeley offer substantial material online – at least for continuing and professional education course loads.

years ago.

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EVEN THOUGH IT IS HARD TO COMPARE EDUCATION TO THE MUSIC INDUSTRY, IT MAY PROVIDE FOOD FOR THOUGHT THAT IT TOOK NOT 10, BUT MORE THAN

FOR STREAMING SERVICES TO UNBUNDLE THE MUSIC ALBUM.

THE FUTURE WORKFORCE

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THE FUTURE WORKFORCE

The Future Workforce folder is based on a case collaboration with Finansforbundet.

THE FUTURE WORKFORCE

62

63

ABOUT

T

HIS FOLDER TAKES a closer look

at some of the current trends influencing middle management in

the financial sector. The future workforce begins by outlining the debate concerning automation and augmentation, which serves as an important backdrop to these questions: How are middle managers in the financial sector best supported so that they ready for a new world? Which skills are identified as most important? And what are the best learning methods for acquiring those skills? While related to the financial sector, these trends are also applicable to a wide variety of industries and the challenges of middle management overall.

This folder concludes with a suggestion of how an organization in the financial sector can navigate the changing realities facing the future workforce.

THE FUTURE WORKFORCE

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NCREASED GLOBALIZATION and an ever-ac-

Middle managers must, therefore, possess both

celerating technological development

leadership capability and domain expertise

pose challenges that affect a multitude

to fulfill their part, which even under normal

of industries, sectors and the job market as a

circumstances is a substantially challenging role.

whole. The financial sector will be impacted at

Technological developments and a new agile

many levels.

culture add to the complexity of the position. In this context, management is under pressure to

The expected transformation of the financial

acquire knowledge in innovative areas and build

sector requires a new kind of readiness to

new skills to enable continuous adaptation and

adapt, innovate and develop both organizational

forward movement in a rapidly changing world.

structures and business models in terms of skills development and learning among employees.

Innovation Centre Denmark (ICDK) in Silicon Valley has collaborated with Finansforbundet to further explore a few of the emerging trends and potential challenges impacting the financial sector. To focus the analysis, it was decided to pay particular attention to the concerns facing middle management.

Middle managers are generally required to secure both the execution of strategies and applicable employee coaching to ensure that business priorities and cultural changes support the realization of the organization’s goals.

IN THIS CONTEXT, MANAGEMENT IS UNDER PRESSURE TO ACQUIRE KNOWLEDGE IN INNOVATIVE AREAS AND BUILD HIT-THE-GROUND-RUNNING SKILLS TO ENABLE CONTINUOUS ADAPTATION AND FORWARD MOVEMENT IN A RAPIDLY CHANGING WORLD.

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NASA @nasa — Unsplash

THE FUTURE WORKFORCE

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Middle management replaced by software?

Transforming roles in an age shaped by technology

C

ONSIDER UBER – a leading technology

While this seems far from universally practical

innovator valued at more than US$70B

or even possible, it appears that business across

and a trendsetter for the transfor-

industries is adopting part of this logic – includ-

mation of an industry. Using the Uber app, the

ing the financial sector. From this development, it

customer enters a destination, and a human

could indicate that the position of middle manag-

driver takes the order from the app and fulfills

er is changing radically.

the request. There is no involvement of middle management in the service delivery process –

While many have made predictions about the

instead, software handles all human task routing.

thickening layer of software and the potential

Over time and with a thickening layer of software,

crowding out of human activity in traditional

non-service delivery business processes will also

work processes, no one really knows what the

become automated. The need for employees,

future holds. Factors depend on how a company

including middle managers, will diminish even

balances the mix of man and machine and how it

further, eventually also replacing the drivers. A

prioritizes efficiency versus the human touch.

similar scenario faces employees in other industries, such as financial institutions.

The spectrum is wide and the future will most likely hold value propositions going from full au-

The future of middle management is often de-

tomation to pure human, with solutions based on

scribed in dystopian terms, with articles proclaim-

augmented humans and augmented machines

ing the death of middle management and that

somewhere in between.

middle management is miserable.

Taking the logic behind Uber’s approach to an extreme, companies would ultimately only need to employ executives to set strategy and developers to create and test software.

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A

CENTRAL THEME for the future of work

For example, bankers deciding whether or not

is the difference between automa-

to grant a loan to a small business owner use a

tion and augmentation. It holds an

variety of well-structured data, including income

important strategic distinction and is relevant

statements, liquidity and tax accounts. To a large

for all levels of management across multiple

extent, a machine can run the assessment of this

industries. UC Berkeley’s Center for Information

important data.

Technology Research in the Interest of Society (CITRIS) describes augmentation as occurring

However, in the presence of a customer, a banker

when artificial intelligence (AI) or a machine com-

contextualizes this data; relying on a slew of sub-

plements rather than replaces human work.

liminal signals and contextual information, such as tone of conversation, body language and back-

Augmentation can be both physical (such as an

ground knowledge, to make a decision on wheth-

AI-enabled exoskeleton to assist in physical work

er or not to approve the loan. These human skills

tasks) and virtual (such as AI-enabled software

are difficult for a machine to perform. Therefore,

that performs or mediates a sub-task).

if all tasks such as scheduling, following-up, data entry, calculations of recommendations are auto-

Companies that may have cracked the augmen-

mated, the banking advisor can be augmented to

tation code are those that can assign repetitive,

create valuable human work.

precise tasks to machines, freeing human workers to undertake empathetic, creative duties that machines still don’t excel at.

THE FUTURE WORKFORCE

68

V

ENTURE CAPITAL funded, wealth

management startups provide an example of how the balance between

man and machine-based offerings could evolve in the financial industry.

A few years ago, a great deal of hype surrounded the use of robo-advisors – AI enabled digital solutions serving banking customers with optimal investment portfolios yet having no or very little human interaction. Leading startups in the wealth management sector such as Wealthfront and Betterment, with over US$200M in venture funding, started out with pure robo-plays, which used algorithms to provide optimal investment solutions. There was an ongoing debate about who would win the battle between humans and robots with Betterment and Wealthfront representing companies on the side cheering for robots to win the war.

69

Since then, the global fintech market has seen a

Another indicator that the hybrid model is here to

fast growth of hybrid models with human advi-

stay, is the US$200M in venture funding invested

sors augmented by software and AI. The success

in the company Personal Capital, which start-

of the hybrid model is supported by the fact that

ed out with a hybrid model. Personal Capital is

Betterment recently added human advisers to

now rumored to be the first of the three leading

their offerings.

wealth manager startups on track for an IPO. Looking at wealth management startups beyond

Nick Holemann from Betterment provided the

the large ones, a wide variety of go-to market

following explanation:

models now exists with different ways of balancing humans and robots.

This is documented by the more than 400 differ-

“WHILE WE ARE STRONG BELIEVERS IN

ent, global wealth management startups catering

TECHNOLOGY’S ABILITY TO PROVIDE

to diverse and segmented needs. These needs

FINANCIAL ADVICE, THERE ARE SOME

indicate a continued role for humans until AI is

AREAS THAT TECHNOLOGY HASN’T BEEN

able to replace humans in dealing with emotions.

ABLE TO SOLVE YET. MONEY IS ALSO AN

Commentators now say that the war between

EMOTIONAL THING.”

robo-advisors and human wealth managers has ended with a truce.

THE FUTURE WORKFORCE

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W

HILE A PLETHORA of business

models will continue to exist – at least for a long while, it is

probably safe to say that the role of middle management, implementing executive strategies and turning cultural directions into action, is not likely to become easier in the future. And it is arguable that the individuals who master the role of middle management will become more important in managing those increasingly complex and agile business environments, while at the same time coaching employees and navigating transformational change. The importance of the role is, however, conditional upon middle managers’ acquisition of the correct skill set.

Preparing a company for the future of work requires a thoughtful balancing of reskilling and upskilling of middle managers. A key issue is a readiness to consider career progression in a different light. Often, careers are thought of as linear albeit changing business models, work patterns with a generally longer lifespan that warrant a change in perspective. People need to contemplate multiple and more flexible career paths. Another key issue is a readiness for lifelong learning to offset the predicted disruptions to career paths.

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Lucas Sankey @lucassankey — Unsplash

THE FUTURE WORKFORCE

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T

ECHNOLOGICAL DEVELOPMENTS are

paving the way for new methods of learning that support the trend toward

lifelong learning. Learning has become more accessible and user-friendly. Most individuals have experience with excellent user interfaces, such as Facetime video, and expect the same intuitive and appealing use in daily work applications. Additionally, new software solutions, such as Slack, are often used by company employees even before the IT department has decided to purchase the program for implementation.

It is generally believed that employees’ learning experiences at work should mirror the manner in which they learn in their daily lives. More simply put: the world people live in is also the world people work in – and now – learn in for a lifetime.

Furthermore, as in our consumer lives, the marketing and availability of learning offerings become critical, including the ability to consume it in small bites.

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Scott Webb @scottwebb — Unsplash

An example of a relevant learning technology

An advantage of digital tutors is that like human

coming from the consumer space is Virtual

tutors – but unlike classroom instructors – they

Reality (VR). The company STRIVR has proven that

can tailor instruction in real time to the back-

VR is a beneficial training tool for organizations,

ground needs and capabilities of each learner.

helping to improve employee training and, in

Another advantage is the immense store of

turn, receive better engagement results.

information and data immediately accessible to digital tutors via cloud or local storage. Machine

ACCORDING TO ACCENTURE, THE U.S. NATION-

intelligence is needed to quickly choose which

AL TRAINING LABORATORY FOUND THAT RE-

information and data to provide for which learner

TENTION RATES FOR TRAINING THROUGH VR

and how to optimize it for presentation.

ARE 75 PERCENT, FAR ABOVE THE 10 PERCENT FOR READING-BASED LEARNING AND THE 5

Based on a digital tutor developed by the U.S.

PERCENT FOR LECTURE-STYLE LEARNING.

Defense Advanced Research Projects Agency (DARPA), the U.S. Department of Veterans Affairs

Today, it’s easy to look for answers in the exact

provided IT training for 100 veterans of which

moment of need. Think of learning as a search –

97 completed an 18-week IT course, and the

ideally adapted to the user’s specific need. New

86 participants who sought IT jobs afterward

technologies are taking learning from a con-

averaged annual entry salaries of US$73,000 in

tent-orientation toward an employee-centered

confirmed IT positions. This salary is equivalent

learning experience, which – with the use of AI or

to that typically received by IT techs with 3-5

a digital tutor – is easily accelerated.

years’ experience.

THE FUTURE WORKFORCE

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I

N A WORLD OF hybrid business models,

Many would expect that coding skills are a min-

all levels of an organization or company

imum requirement in the future labor market,

need to consider new skills. For middle

but according to IFTF, this is not necessarily

managers, a substantial understanding of the

so. The demand for manual coding will, in fact,

possibilities of innovative technology will likely

diminish as will, for example, the direct building

be a key requirement. As most elements of the

of AI systems. Translation, legal research and

banking sector are undergoing change, middle

driving, as well as planning and decision-making,

managers not only need an understanding of the

are further examples of skills predicted to have

technologies but also of business model innova-

reduced demand in the future.

tions – broadly speaking and specifically – within their domain. Additionally, the qualities of the

Increased demand is expected for skills such

actual learning experience are key. The capabili-

as designing AI systems using quantitative and

ties must include user-friendly operation and the

algorithmic thinking, understanding how AI sys-

identification of learning opportunities and needs

tems operate and how to augment high-skilled

plus tutoring – ideally supported by the latest

physical tasks with AI. Other examples, include

technologies.

storytelling, building a personal brand, adaptability, trust seeking and emotional intelligence.

Importantly for middle managers on a reskilling

These skills mapped by IFTF will have general

learning path, it is generally believed that foun-

importance for learners and employees of the

dational skills, such as basically learning to learn,

future.

are – in the future – more important than specific skills.

Institute for the Future (IFTF) is an independent, non-profit strategic research and educational organization identifying emerging trends and discontinuities that will transform global society and the global marketplace. IFTF has conducted analysis on future work skills which are expected to be more, and some less, in demand in the future.

THE FUTURE WORKFORCE

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76

or a financial sector organization seeking to navigate the changing realities, there are

many issues to consider including, as a first step, organizational readiness and management support for change.

ICDK propose pursuing an experimental course, designed to ensure that visible results are brought to life immediately. The following three ideas can serve as an inspiration for areas of future investigation:

CONDUCT FORESIGHT STUDIES focusing on the future of the financial sector in Denmark.

Conduct the studies with a variety of time perspectives in order to make more precise decisions for the future today.

EXPLORE NEW LEADERSHIP disciplines and methods to design leadership and learning programs; see the recommendations in The Future of Leadership folder. A spin-off program could further focus on exploring new trends in Fintech, such as augmentation, introducing new technologies; AI or deep dive into business models redesign; adjacent industries’ focus as the competition of tomorrow will not resemble today’s competition. It could also involve the development of foundational skills such as learning to learn or introduce the use of modern methods and platforms giving middle managers first-hand experience with tools expected to be prevalent in the future.

77

FOCUS ON NEW METHODS TO upskill, reskill and educate current and future (middle) managers in the financial sector. An initial launch of new methods could invite groups of (middle) managers from selected companies to design a new type of learning process, tailored to the needs of the financial sector; see further recommendations in The Future of Learning folder.

CREATING SUCCESSFUL CHANGE WITHIN AN ORGANIZATION, INDUSTRY AND ESPECIALLY WITHIN PEOPLE IS, BY DEFINITION, A LONG AND ARDUOUS TASK. THE METHODS ARE NUMEROUS AND EXPECTATIONS ARE THAT CREATING THE MIDDLE MANAGER OF THE FUTURE CAN BE DONE IN SEVERAL WAYS. APPLYING AN EXPERIMENTAL COURSE AND TESTING DIFFERENT APPROACHES COULD OFFER ONE SOLUTION AND THESE RECOMMENDATIONS MIGHT EVEN APPLY TO ANY SERVICE PROVIDER INDUSTRY DEEP IN THE MIDST OF A REDEFINITION.

THE FUTURE OF LEADERSHIP

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THE FUTURE OF LEADERSHIP

The Future of Leadership folder is based on a case collaboration with IME.

THE FUTURE OF LEADERSHIP

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81

ABOUT

T

HIS FOLDER ANALYZES the rapidly

changing conditions for leadership in a world shaped by technolog-

ical transformation and globalization, creating a more demanding environment for leaders.

Through in-depth interviews and conversations with experts in leadership, this folder explores what leadership experts and practitioners from Silicon Valley view as critical success factors for the future of leadership. Through their insights and experience, this section delves deeper into the current organizational challenges and how they can affect business leaders of the future.

The folder also identifies key areas and characteristics that will one day form the basis of important leadership skills that are necessary for success and how they might be taught through new approaches to leadership education.

THE FUTURE OF LEADERSHIP

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HE WORLD IS characterized by change

Innovation Centre Denmark (ICDK) in Silicon Val-

and uncertainty for many people and

ley has collaborated with IME to further explore

organizations, where drivers such as

some of the emerging trends and potential chal-

technology, big data, digitalization, gig-economy,

lenges for leaders in the future and to provide

sharing economy and globalization are playing an

answers to alternative, leadership development

increasingly important role in development and

measures.

transformation of business and society in general. One prevalent and urgent question pertaining to this characterization is: How will these driving forces come to affect the role of leaders?

It is equally important to consider what impact these drivers have on leadership itself. Traditional leadership models based on an industrial or knowledge-worker era will become less relevant or obsolete due to these new challenges. What will leadership mean in the future and how can we transform current beliefs into a more modern and contemporary leadership paradigm?

THE FOLLOWING ANALYSIS WILL PROVIDE THE READER WITH AMERICAN CULTURAL PERSPECTIVES AND BUSINESS TRENDS WITHIN LEADERSHIP AS WELL AS A SUGGESTION FOR HOW TO CREATE A FUTURE LEADERSHIP DEVELOPMENT PROGRAM.

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Randy Fath @randyfath — Unsplash

THE FUTURE OF LEADERSHIP

L

EADERSHIP IS RAPIDLY CHANGING as the

mentioned drivers create the option for brand new markets and increased com-

petition from entirely new business models and more diverse, complex organizations. Leaders will have to move faster to stay ahead. The older, hierarchical leadership models and corresponding decision-making processes are becoming too slow, bureaucratic and obstructive for the fastpaced reality of now – and the future.

In this ICDK analysis, readers can explore how leaders could change to stay ahead of this new reality. Silicon Valley based subject matter experts in leadership explain their perception of the roles that future leaders are evolving toward and which particular areas are critical for organizations and leaders to master in the future.

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EMBRACE THE AUGMENTED HUMAN

“

The leader of the future will only be able to take an organization to new heights of both human and economic growth, if he/she is able to help people understand, critique and guide intelligent machines while enabling them to master innately inter-human, non-linear, non-routine capabilities, such as empathy, inspiration, ideation, motivation, etc. By so empowering a new kind of symbio-intelligence between humans and machines, leaders can harness the formidable transformational potential of the emerging cognitive era for society overall.

— Dr. Olaf J. Groth, Ph.D. Professor of Strategy, Innovation, Economics and Futures at HULT International Business School, Visiting Scholar at UC Berkeley, Founder and CEO of Cambrian.ai

T

HE CURRENT GLOBAL transformation

These displacements will require that a func-

is largely driven by technological

tional facet of workers’ upskilling is learning to

advancements – both by connecting

work with and allowing machines to augment

organizations internally and externally, but also

their work in order to remain relevant to the job

through growth brought on by automation. The

market. Leaders must help integrate and utilize

job market is changing, and intelligent machines

the possibilities of technology in order to bring

will change workers’ roles by automating tasks

employees into a more interconnected world and

and, as their complexity increases, will encroach

ensure continuous, unhindered growth for an

even more upon tasks we today consider as

organization. Leaders who fail to acknowledge

strictly human jobs. Leaders as well as industry

these possibilities are at risk of falling behind

stakeholders will have to play a key, intermedi-

and failing their organization. It is imperative

ary role in driving and guiding these large scale

for future leaders to seek innovative solutions to

transitions between emerging technologies and

ever-changing organizational challenges.

disrupted workers.

THE FUTURE OF LEADERSHIP

“

An organization consists of multiple layers, built by history and time. It is necessary to develop leaders who can lead across multiple layers or have leaders who can work in one layer but still know enough about the other layers to be able to work with them. In the future, it will be urgent that leaders build skills to understand business and engineering to successfully bridge different layers. — Fred Turner Harry and Norman Chandler Professor of Communication, Stanford University

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Andrew Stutesman @drewmark — Unsplash

LOBALIZATION HAS broadened both

They must understand the history of leadership

markets and talent masses for or-

culture and replicate development within their

ganizations who can no longer only

organization, while simultaneously, and with se-

exist locally or in the physical world alone.

rious intent, look forward and stay up to date on the changing responsibilities of future leadership.

This creates the possibility and the need for more fragmented, organizational structures with work-

To succeed, organizations must equip leaders

ers from a wide range of cultural backgrounds

with the necessary tools and skills to coordinate

situated across many different geographical loca-

and lead a multitude of layers within organiza-

tions and with varying levels of affiliation within

tions. This includes continuously readjusting

the organization.

and employing a number of leadership styles while maintaining a keen awareness of the entire

Leaders at all levels will need to embrace cultural

organization’s needs and challenges. To success-

diversity and think globally in order to thrive and

fully lead their organization, leaders cannot only

lead workers into the future. Future leaders must

rely on just their own skills, but will increasingly

acquire and master pertinent skills and habituate

include and depend on their teams and employ-

a broader set of disciplines in order to encompass

ees for specific areas of support.

more areas and nuances of the organization.

THE FUTURE OF LEADERSHIP

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Matteo Vistocco @biscuits94 — Unsplash

89

“

Integrity is everything, and your track record for honesty must be impeccable. Learn immediately, if you have not already, to have tough, honest conversations with your team. Invest in their development with total commitment. You need their growth to sustain the challenges and rate of change ahead. Stay fresh, commit to learning, take advantage of all educational media, and pursue your curiosity. — Brad Freitag Vice President of Worldwide/Global Sales

F

UTURE LEADERS must embrace learning

at all levels of an organization, and work toward a culture of continuous learning.

Globalization and new technologies bring an ever-increasing amount of data and knowledge into an organization. One leader alone simply does not have the corporate resources to apply all of this incoming knowledge in order to drive an organization toward the future. An organization’s leader must rely on their team and truly

Organizations must commit to the professional

commit to a collective effort. Leaders must foster

and personal development of its employees.

confident ownership of self-development and

Leaders should feel encouraged to explore and

growth among their subordinates. Organizational

experiment with reliably functional methods to

growth depends on and is a reflection of employ-

enable and accelerate continuous learning. Just

ee growth, which stems from learning and the

as employees need to upskill and adapt with the

adoption of innovative, proven skills across the

changing marketplace, leaders must also toe

organization.

the line.

THE FUTURE OF LEADERSHIP

“

Three traits I believe will truly distinguish leaders of the future: a desire to continually learn, a global perspective and strengths-based leadership. In an ambiguous and uncertain environment, leadership needs evolve over time and leaders need to continually evolve themselves to keep up with the changes they face. Having an insatiable appetite to learn and grow is therefore key. Leaders also need a truly global perspective to lead in the future.

THIS HELPS THEM: 1) understand at a macro level how their businesses fit into larger global systems, 2) create products that cater to a global audience and 3) effectively and inclusively lead a global workforce. Finally, leaders of the future will increasingly need to be strengths-focused. Our best leaders know their own strengths and choose paths that enable their best form of leadership – whether that is being a highly strategic/visionary leader or a best-in-class operational leader. They also find ways to bring out the strengths of others to achieve results.

— Kate Berardo Head of Leadership Development, Facebook

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Whatever changes and transformations leaders

While it is increasingly necessary for a leader to

face, an important focus is still an awareness of

take control of their own personal growth, main-

their own strengths and weaknesses in order to

taining global orientation as a leader is critical.

act as great leaders in the future. As challenges

It poses a great threat to organizations if future

grow, so too must leaders. To grow and bring

leaders lack curiousity and fail to benefit from

out their greatest strengths, leaders must seek

global developments and the broad willingness

out new ways to learn. Before leading others, a

to learn and grow.

ground-breaking corporate head must first lead by example – both professionally and personally.

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92

A

S NEW, DISRUPTIVE technologies

change jobs and, by extension, the skills needed to fulfill them, leaders

will need to learn to transform as an essential skill. To thrive in a more global and changing world it is necessary for leaders to rethink and innovate their own leadership strategy. Based on current leadership trends in Silicon Valley, ICDK proposes that businesses, institutions and the leaders within approach leadership in a variety of novel means.

RELATED CONSIDERATIONS ARE:

What role should a leader play in the future? and How can leaders grow into these new responsibilities?

93

ADAPT AND ADJUST

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HILE LEADERS of the future need

In the future, leaders need to lead, as seamlessly

to master multiple divergent

as possible, more complex structures in grow-

skills, three dimensions of

ing organizations and in challenging markets.

leadership are changing dramatically; leading

Adopting a creative and critical mindset will

self, leading others and leading complexity.

enable leaders to gain unique insights and utilize

Better leading self-helps front-runners to craft

targeted tools and customized techniques from

coping strategies for both their personal and

multiple disciplines to provide the required level

professional lives. Increasing self-understand-

of leadership.

ing, self-awareness and improving the ability to influence thoughts and behaviors of others is

A willingness to learn and encourage experi-

critical. Leaders should actively seek out learning

mental growth are important considerations for

opportunities to grow themselves and master a

future leaders. But leaders must also understand

wide range of leadership tools and strategies.

how to implement and adapt these skills to best suit a particular scenario. This customization

The world is becoming more interconnected and

requires a targeted investment in both time and

fragmented, so leaders face new challenges in

resources, not only from leaders themselves

directing increasingly diverse teams. The next

but also the corporate organization. It will take

generations are bringing new expectations of

a transformative, tailored journey to change

their leaders to the workplace, requiring a trans-

organizational leadership – where knowledge,

formation of the sometimes outdated traditional

foresight and insight are continuously adapted

skills taught in conventional leadership educa-

and reapplied.

tion. Self-improvement and the ability to spearhead others is not enough for a future leader.

THE FUTURE OF LEADERSHIP

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To optimize the task of shaping an innovative type of leader, organizations must explore new approaches that challenge, provoke, stimulate and educate future leaders.

O

NE SUCH APPROACH is through origi-

To enable motivation, such an education should

nal leadership programs that adopt

place significant emphasis on facilitating an

active learning and embrace the many

exploratory learning process and challenge

new-fangled technological possibilities. These

participants to construct and design educational

programs could develop leadership skills needed

elements founded in contemporary and relevant

for the future, without being anchored in a tra-

challenges that are currently defined in the global

ditional classroom. The educational focus could

agenda.

shift toward seeking to educate new leaders with softer skills such as self-awareness, foresight,

This customized education could include the

collaboration, critical, creative and integrative

newest and most relevant knowledge about

thinking.

the world and utilize the seminal technologies that are shaping the future. Leaders will need

In next-level leadership development, curriculum

to deeply understand what influences world

and format might steer away from traditional

markets – ranging from technology to foreign

thinking. Instead of experts providing knowl-

politics and culture. To deeply understand global

edge and teaching easily obtainable solutions,

development, education must include a diverse

the format should adopt a more participatory,

group of educated thinkers from all parts of the

exploratory approach whereby leaders learn to-

world, who will contribute different aspects and

gether in collaboration. Future leaders will need

inventive ideas as well as create groundbreaking

learning and transformation sources anchored

approaches. Diversity can foster unusual perspec-

in real-world issues and challenges, which reflect

tives that a future leader cannot expect to obtain

a global and international mindset by actively

alone or together with a group of equals.

seeking global insights.

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Helloquence @helloquence — Unsplash

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Future of work

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The FUTUR

RE OF WORK

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