8 minute read
Harnessing Ambiguity
BY RON CARUSO, HTS PARENT AND BOARD MEMBER
To suggest that 2020 was a year of unprecedented change would be an understatement. Seemingly overnight, we were forced out of our comfort zones and, out of necessity, had to try new things and exist in a new world. For many families, this required learning skills that allowed us to adapt to working and learning from home, interacting with friends and family over Zoom, shopping online and even enjoying the latest movie releases in our living rooms. Many of us might have already considered ourselves tech-savvy, but this year certainly has accelerated the adoption of digital tools. Over the last number of years, however, the rapid growth of technology has resulted in an increased focus on and thinking about the future of work. The COVID-19 pandemic has not only accelerated the pace at which we adopt technology and different ways of working by ourselves and with one another, but it has also solidified the notion that the future is ambiguous. In my workplace, we have adopted a program called “New World, New Skills” to address the reality that 30 per cent of all jobs are at risk of being automated by the mid-2030s. The business community is now confronted with the problem it has feared, and to some extent ignored, for years – many people do not have the digital skills needed to perform the work of the future.
Ron Caruso, Partner in Consulting and Deals at PwC Canada Ron Caruso is a Partner in Consulting and Deals at PwC Canada, where he leads a national technology team with a specialized focus in the areas of digital customer experience and front office transformation. Throughout his career, Ron has led complex transformation programs that drive increased business performance through technologybased innovation. His experience spans strategy, through to value realization with large, highly visible programs and initiatives. He drives enterprise value in organizations by reinventing the experience for his clients’ customers and employees. Ron has served on the HTS Strategy Committee since 2017, and joined the Board of Governors in 2019. Ron and his wife, Antoinette, are residents of King City and have two children who attend HTS.
Workers will need different skills to thrive in the workplace of the future. With the unprecedented pace of technological advancement across industries, lifelong learning and continuous upskilling are becoming commonplace. Demand for advanced technological and basic digital skills will increase, requiring the need for more STEM (science, technology, engineering and mathematics) knowledge. Cognitive skills such as emotional intelligence, curiosity, creativity and critical and flexible thinking will also be highly valued. In order to achieve this, how might the “look” of education need to change? This was a question explored by the Future of Work and Micro-credentialing Advisory Board, part of the Strategy Committee of the Board of Governors, as we worked to inform the HTS strategic planning process. Here are some of our findings:
Interdisciplinary Approach Research shows that interdisciplinary teaching helps students to integrate concepts into broader frameworks, thus developing their cognitive skills. Designing courses and experiences that require skill sets from different fields enhances a student’s ability to demonstrate skill attainment, which is increasingly desirable by employers.
Personalized Learning Recognizing that learner demographics are dramatically shifting, education systems need to adapt to the reality of a post-traditional learner. Today’s student body requires personalized programming that is designed to be learner-centric – delivered to them when they need it, where they are and in a form they can best utilize and access. Innovative models, including competency-based education, blended learning and online education, are proven systems that can respond to the growing demographic of working learners.
Online Learning Advances in augmented reality, virtual reality and artificial intelligence will allow great progress in online learning. It is a cost-efficient way to allow personalized and accelerated learning across a broad range of fields.
Student Internships The opportunities to pursue practical experiential learning through internships with industry or community leaders provide real-life experiences and the chance to develop the critical skills and competencies required of today’s learners and leaders.
Micro-credentialing Micro-credentialing programs support students to respond to the ever-changing and increasing automated service sector. They leverage the strength of industry partners (such as government, universities, private corporations and professional associations) in their design and implementation.
Align Programs and Credentials to University Needs A dialogue with universities regarding not just academic requirements but learning models as well, will provide continuity and connection to ensure the development of lifelong learners from JK to post-secondary.
Align Programs and Credentials to Labour Market Needs Education must use labour market information (such as essential skills in demand, employment statistics, unemployment rates, and wages and salaries) to inform a regular examination of the relevance of programming. From the students’ perspectives, this can prove an invaluable asset in academic counselling and advising services, allowing for informed decision-making by students as they chart their paths into the workforce.
In an unpredictable future where most occupations will undergo fundamental transformation, these are ways that schools can best prepare our children for the changing nature of work. But what about parents and families – what might we be able to do? For my family, with one child preparing to enter Senior School and considering course selection for Grade 9 and beyond, and another son nearing the end of his time in Lower School, we find ourselves questioning what we thought we knew about how to prepare for success in the workplace. There no longer exists a clear map of coursework or academic progression, given many of the careers our children will go on to have are ones in areas that do not yet exist. Where we may have expected a single university degree to prepare us for our careers, we now know that as the gig economy grows, ongoing, lifelong learning and reskilling will be essential for our children to be successful. As children of immigrant parents, my siblings and I were the first generation in our family to go to university. My parents felt that a degree would better our chances of getting a “good” job and, ultimately, financial security. As counterintuitive as it seems, parents today may need to unlearn what we were taught was the recipe for success: apply to a school, identify a major, get a degree, find a job and live happily ever after working for the same employer throughout our entire career. Given how the world has changed and continues to evolve, we strive to be open to our children having a variety of experiences including hybrid programs, internships and
micro-credentials; they will need a collective set of skills from a variety of institutions. Perhaps we, as parents, can support them in attaining the once overlooked “soft skills” of problem solving, collaboration and adaptability, so they can continue their journey as lifelong learners, better equipped for the ambiguity and unpredictability of the future of work. HTS is leading the way by embracing innovative instructional delivery models that are learner-centric, flexible, responsive and adaptive. Along with the school, parents and families can also re-examine perspectives and embrace the unknown to better support our children in navigating whatever lies ahead. After all, we have been living examples this past year of reimagining the way we work and becoming comfortable in ambiguity.
Robbie Cotton
HTS has transformed me because all of the opportunities that I have access to have stretched me, and I have gained so much confidence. For example, I have been part of an HTS podcast, public speaking and drama. These help me get better as a learner because they help me be more comfortable when talking out in the real world.
I think that the teachers really push you outside your comfort zone a lot, which I love. HTS has such supportive teachers who encourage students to grow. This helps me to feel confident about myself, even when I am a bit uncertain. And this is so important because taking risks is a life skill that you need to develop and one that you can use in all aspects of life. Sometimes I used to think, “I don’t really want to do this.” But now I think, “Why not? I might as well do it. What do I have to lose?”
I also like how HTS gives us such a wide variety of choices. We have so many co-curriculars. There are athletics and clubs to learn more about the world. This is so important because if we enjoy something that we didn’t know anything about, we might pursue a career in it. I think the choice that the school gives us is unbelievable because the world is our oyster. It’s incredible.
Frank Oshodi
From the very first day I stepped onto Holy Trinity School’s premises, I knew my future in the school would be a new and very promising chapter in my life. HTS has certainly helped shape me into the young man I am today, as I have made some unbelievable memories over the years and these experiences have truly transformed me. I’ve participated in many diverse activities in the HTS community, and it all started once I decided to put myself out there in my first year back in Grade 9. I became class representative, and this helped with my ability to communicate with others.
Over the years, I also did my best in representing our Hawks by participating in athletics, and I developed many leadership skills being the captain of various teams. What truly transformed me was being a camp counsellor for younger students, as this amazing experience allowed me to be a role model for them. With the love and care that HTS showed me, I promised myself to serve in the community, and the lessons I’ve learned over the years will undeniably be cherished.
