Reskilling and Upskilling: Adapting to Changing Workplace Responsibilities

By Lilian H. Hill 

The digital revolution is changing how we work, consume, communicate, and access information, goods, and services. The digital revolution has imposed new business models, new payment methods, and new ways of buying, finding information, communicating, and relating. Hall (2023) indicates that as “technologies and organizational requirements evolve, in-demand skills will do the same” (para. 1). The World Economic Forum indicates that the Fourth Industrial Revolution is “creating demand for millions of new jobs, with vast opportunities for fulfilling people’s aspirations and potential. Yet, at present, the dominant trend and narrative remains one of unequal opportunity, job displacement and widening inequality. In the job market, half the global labour force might need reskilling by 2025” (2023, para. 4).

The Future of Jobs report (World Economic Forum, 2023) estimates that:

• 23% of jobs are expected to change by 2027, with 69 million new jobs created and 83 million eliminated.
• Over two-thirds of skills considered important in today’s job requirements will change five years from now.
• A third of the essential skills in 2025 will consist of technological competencies not yet considered crucial to today's job requirements.
• Among the 10 fastest-growing jobs, these include AI and machine learning specialists, information security analysts, data analytics and scientists, and digital transformational specialists.
• Among the 10 rapidly declining jobs include bank tellers, data entry clerks, cashiers, and material reporting and inventory managers.  

 

Jobs that are growing the fastest did not exist in the past, while demand for familiar clerical roles is declining because that type of role will be replaced by digital technologies and artificial intelligence. According to Li (2022), “These new jobs are more adapted to the new division of labor between humans, machines, and algorithms” (p. 10). He concludes that “nearly every job will change, and the overwhelming majority of today’s employees will need to learn new skills” (p. 11). The result of the rapid transformation of business is that many industries, such as technology, data analysis, cybersecurity, and healthcare, are contending with skills shortages in critical areas.

 

Reskilling and Upskilling

 

Reskilling and upskilling for digital work environments have become increasingly crucial as technology reshapes industries and job requirements. Workforce training initiatives will help to address skills gaps by providing individuals with the training and education necessary to fill high-demand roles and support industry growth. 

 

 

Reskilling involves learning new skills or acquiring knowledge in a different field or industry to transition into a new job role or career path. It typically occurs when individuals need to pivot their careers due to changes in the job market, technological advancements, or shifts in industry demand. Reskilling allows individuals to leverage their existing skills while developing new competencies that align with emerging opportunities and market demands.

 

 

 

Upskilling refers to the process of acquiring new skills or enhancing existing skills to perform better in one's current job role or to prepare for advancement within the same field or industry. It involves gaining additional knowledge, competencies, or certifications related to one's profession or area of expertise. Upskilling enables individuals to stay relevant in their roles and adapt to changes in technology, industry trends, and job requirements.

 

 

Need for Reskilling and Upskilling

Many industries face skill shortages in data analysis, cybersecurity, programming, and digital marketing. Reskilling and upskilling programs help bridge these skill gaps by providing workers with the necessary knowledge and expertise to succeed in today's dynamic and rapidly evolving work environment.

Factors prompting the need for reskilling and upskilling include:

• Rapid Technological Advancement: Technology is evolving at an unprecedented pace, leading to the emergence of new tools, platforms, and systems. Reskilling and upskilling are necessary for individuals to keep up with these advancements and remain competitive in the job market.
• Changing Job Requirements: Automation and artificial intelligence are replacing or augmenting many traditional jobs. Reskilling and upskilling enable workers to adapt to changing job roles and requirements, ensuring continued relevance.
• Globalization and Digitalization of Work: The digital age has transformed how we work, with many tasks now being conducted remotely and collaboratively across borders. Digital literacy skills are essential for effectively navigating this globalized and digitalized work environment.
• Promoting Innovation and Creativity: Digital literacy skills enable individuals to explore new ideas, experiment with different technologies, and innovate in their respective fields. Reskilling and upskilling foster a culture of creativity and innovation within organizations.
• Future-Proofing Careers: In a rapidly changing job market, individuals need to future-proof their careers by continuously updating their skills and knowledge. Reskilling and upskilling ensure that workers remain adaptable and resilient in the face of technological disruptions and economic changes.

Responsibility for Reskilling and Upskilling

The responsibility for reskilling and upskilling in the context of digital literacy can be shared between employers and employees, and it often depends on the specific circumstances and dynamics of the organization. Many employers recognize the importance of having a digitally literate workforce and investing in training programs to upskill and reskill their employees.

Employers can provide access to online courses, workshops, seminars, and other resources aimed at enhancing digital literacy skills. They can also create a supportive environment that encourages employees to continuously learn and develop their digital skills.

 

Employees should take ownership of their professional development and actively seek opportunities to improve their digital literacy skills. They can proactively identify areas where they need to reskill or upskill and take advantage of available resources to acquire new knowledge and abilities. Employees can also seek feedback from supervisors and colleagues to gauge their proficiency in digital literacy and identify areas for improvement.

 

Ideally, employers and employees should collaborate to promote reskilling and upskilling in digital literacy. Employers can provide employees with the necessary resources, support, and incentives to enhance their digital skills. Employees, in turn, should demonstrate a commitment to lifelong learning and actively engage in opportunities to develop their digital literacy capabilities. Ultimately, both employers and employees benefit from a proficient workforce in digital literacy, as it enhances productivity, innovation, and competitiveness in today's digital economy.

Overall, reskilling and upskilling in the digital age are essential for individuals and organizations to thrive in an increasingly digital and interconnected world. By investing in continuous learning and professional development, individuals can unlock new opportunities and contribute to advancing their careers and industries.

 

Education for the Future of Work

Failure to address workers' educational needs will lead to millions of displaced workers and business entities being hampered by a lack of suitably prepared employees. Obstacles to creating reskilling and upskilling education include business leaders who lack vision or the skills to address workforce training needs and individuals who are unwilling to change because they do not understand the need or are fearful of learning new skills.

 

To prepare workers for Industry 4.0, Li (2022) proposed a collaborative educational ecosystem that would engage early childhood education, K-12 education, technical and vocational education, higher education, continuing education, workplace training, and nontraditional learning options, including self-study, certification programs, and seminars or conferences. To execute this initiative, unprecedented cooperation among business, education, government, and policy makers will be required.

 

 

References

Hall, J. (2023, February 24). Why Upskilling and Reskilling Are Essential In 2023. Forbes. Available https://www.forbes.com/sites/johnhall/2023/02/24/why-upskilling-and-reskilling-are-essential-in-2023/?sh=7fddaf7e4088

Li. L. (2022). Reskilling and Upskilling the Future‑ready Workforce for Industry 4.0 and Beyond. Information System Frontiers, https://doi.org/10.1007/s10796-022-10308-y

World Economic Forum (2023, May). The Future of Jobs Report 2023. Available https://www3.weforum.org/docs/WEF_Future_of_Jobs_2023.pdf

World Economic Forum (n.d.). Reskilling Revolution. Available https://initiatives.weforum.org/reskilling-revolution/home

Industry 4.0 and 5.0, Literacy 4.0, Education 4.0, and Society 5.0: The Future is Here

Image credit: Microsoft Stock Images

By Lilian H. Hill

Industry 4.0, Literacy 4.0, Education 4.0, and Society 5.0 are interrelated concepts, all depicting changes in industry, literacy, education, and society. The nomenclature is reminiscent of technology version updates.

Industry 4.0 is based on the idea that we are experiencing a fourth industrial revolution fundamentally altering how we live, work, and relate to one another. The first industrial revolution was based on steam power, the second on electricity, the third on automated production and digital technologies, and the fourth on a “fusion of technologies that is blurring the lines between the physical, digital, and biological spheres” (Schwab, 2015, p. 8). Technological inventions will prompt profound shifts in how business is conducted, change ways people communicate, and reshape how government, education, healthcare, and transportation operate. Schwab (2015) commented that the changes are “historic in their size, speed, and scope” (p. 2). Improved automation, artificial intelligence (AI), and continued technological improvements will have a pervasive influence on workers, businesses, and society. Industry 4.0, also known as 4IR, is characterized as the manufacturing technology transforming global business practices. de Boer et al. (2022)  identified four foundational types of disruptive technologies:

1.  connectivity, data, and computational power: cloud technology, the Internet, blockchain, sensors.

2.  analytics and intelligence: advanced analytics, machine learning, artificial intelligence. 

3.  human–machine interaction: virtual reality (VR) and augmented reality (AR), robotics and automation, autonomous guided vehicles.

4.  advanced engineering: additive manufacturing (such as, 3-D printing), renewable energy, nanoparticles. (para. 4)

Industry 5.0 will shift the focus from economic value to a focus on societal value and shift the focus from welfare to well-being. Kraaijenbrink (2022) indicates that it has three core values: human-centric, resilient, and sustainable. It is congruent with Society 5.0, which is discussed later. 

 

Literacy 4.0 reflects the evolving nature of literacy in the context of Industry 4.0. Work has become more digitized and globally interconnected, meaning literacy practices are undergoing significant transformations. Farrell (2019) conceptualizes Literacy 4.0 as a “core social technology of work that is changing as rapidly and radically as the digital technologies that are reshaping work, workers and working” (para. 8). In addition to traditional literacy skills, Literacy 4.0 encompasses a range of skills and competencies required to navigate the complexities of the fourth industrial revolution. Its development ensures individuals can thrive in the rapidly changing technological landscape that defines our current and future societies. Effective participation in work means engaging with advanced technologies such as artificial intelligence (AI), robotics, the Internet of Things (IoT), the Internet of Services (IoS), quantum computing, and biotechnology.

Literacy 4.0 competencies include digital literacy, data literacy, information literacy, media literacy, visual literacy, and technological literacy. However, mastering technological skills is only part of what individuals need to adapt to Industry 4.0. Other necessary competencies include critical thinking, problem-solving, collaboration and communication, ethics and responsible use, and lifelong learning. To thrive in the Fourth Industrial Revolution, individuals must ensure their employability through upskilling and reskilling. Upskilling means learning new skills as the requirements of their current position evolve. Reskilling refers to retraining that will enable individuals to fill different types of positions with their current or a new employer. Literacy 4.0 competencies are vital for individuals to thrive in the rapidly evolving digital world, ensuring they can adapt to new job requirements, engage in lifelong learning, and participate fully in society.

Education 4.0 is viewed as crucial for developing skills to meet the demands of Industry 4.0. Education systems around the world are increasingly recognizing the importance of equipping students with Literacy 4.0 skills to prepare them for the future. Education 4.0 aims to teach competencies needed for the workplace, including mastering information and communication technologies, cross-cultural communication, innovation management, organizational learning, software and interface management, simulation systems, employee skill development, and creativity.

The challenges and opportunities presented by Industry 4.0 necessitate reevaluating educational models to ensure they equip students with the skills needed for future success. This involves integrating 21st-century skills frameworks into education systems, focusing on character, meta-learning, and the application of active learning strategies. Such approaches aim to develop competencies that enable individuals to solve complex problems and address social needs effectively​. Updating educational systems will mean incorporating new technologies, curriculum reorganization, and professional development (González-Pérez & Ramírez-Montoya, 2022). This will involve creating responsive educational models that ensure inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. The goal is to develop future skills through 21st-century skills frameworks, incorporating components of Education 4.0 that are largely oriented toward students but also need to address the needs of adults​​.

Society 5.0 envisages a "super-smart" society in which technology and AI play a central role, a concept that emphasizes the need for Literacy 4.0. and Education 4.0. This future society will require new forms of literacy that enable humans to communicate with each other and with technology and AI, necessitating skills in understanding technological principles, developing solutions, and collaborating effectively​​. The concept was introduced by Japan in 2016. Fukuyama (2018) explained that the goal of Society 5.0 is to create a human-centric society in which both economic development and the resolution of societal challenges are achieved, and people can enjoy a high quality of life that is fully active and comfortable. It is a society that will attend in detail to the various needs of people, regardless of region, age, sex, and language, by providing necessary items and services. The key to its realization is the fusion of cyberspace and the real world (physical space) to generate quality data and, from there, create new values and solutions to resolve challenges (p. 48).

Aberšek and Aberšek (2020) suggest that given human beings limited memory capacity and processing power compared to current technologies, the society of the future will be increasingly reliant on technology and artificial intelligence. Therefore, it will be vital for humans to understand technologies and artificial intelligence, communicate with one another, and effectively interface with technology and artificial intelligence.

Conclusion

I am of the generation when digital technologies were first introduced in the workplace. My first job required using punch cards for data entry and the computer took up a large office. Next, I learned word processing on a mainframe computer, then transferred that knowledge to a personal computer, using WordPerfect and then Microsoft Word. Now, more computing power is available in a smartwatch than in early mainframe computers. These changes occurred over decades, and there was adequate time to learn. In the future, technological innovations are occurring much more rapidly and require individuals to use advanced learning skills and educators to use adaptive pedagogical skills. Generative AI can address the global skills gap and make training more accessible to people through natural language commands. Adult learners and educators must engage with AI tools so that individuals, educational systems, and society adapt and thrive.

References

Aberšek and Aberšek, B. (2020). Society 5.0 and Literacy 4.0 for the 21^st century. Nova Publishers. https://doi.org/10.52305/ZJBJ8012

 de Boer, E., Ellingrud, K., Richter, G., & Swan, D. (2022, August 17). What are Industry 4.0, the Fourth Industrial Revolution, and 4IR? Retrieved from https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-are-industry-4-0-the-fourth-industrial-revolution-and-4ir#/  

Farrell,  (2019). Workplace Literacy in the Fourth Industrial Revolution: The Literacy 4.0 Project. The University of Melbourne. Retrieved https://education.unimelb.edu.au/research/projects/workplace-literacy-in-the-fourth-industrial-revolution-the-literacy-4.0-project 

Fukuyama, M. (2018). Society 5.0: Aiming for a new human-centered society. Japan Spotlight. Retrieved soc_5.020200227-84216-1291i85-libre.pdf  

González-Pérez LI, Ramírez-Montoya MS. Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 2022, 14(3):1493. https://doi.org/10.3390/su14031493 

Kraaijenbrink, J. (2022, May 24). What Is Industry 5.0 And How It Will Radically Change Your Business Strategy? Forbes. Retrieved https://www.forbes.com/sites/jeroenkraaijenbrink/2022/05/24/what-is-industry-50-and-how-it-will-radically-change-your-business-strategy/?sh=571c085620bd  

Schwab, K. (2015). The Fourth Industrial Revolution. World Economic Forum.