Ways Digitalization Has Changed Low-Skill Level Jobs

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Digital skills are needed for occupations in virtually every industry. Fewer occupations require people to engage in manual labor and routine tasks, and these tasks are most vulnerable to augmentation or replacement by digital technologies. Sanz (2023) commented that “even occupations traditionally far from technology are increasingly incorporating technology in their daily and basic activities” (Sanz, 2023, para. 1). 

It is easy to associate digital jobs with highly skilled computer programmers and software developers; however, many low-skill jobs require digital skills, including warehouse workers, mechanics, personal-care aids, janitors and housekeeping staff, food-service workers, and retail sales staff. While the jobs may be considered low-skilled, proficiency in digital skills is increasingly important for efficiency, accuracy, and effective communication in the workplace. These digital skills enhance productivity and enable employees to perform tasks more effectively in today's technology-driven workplace. People who develop their digital skills can access new employment opportunities (Sanz, 2023).

Categorization of Jobs Employing Digital Skills

In Digitalization and the American Workforce, Muro et al. (2017) categorize occupations that need digital skills that range from low to medium to high. Within each level, there are increasing requirements for digital skills. For example, personal care aides, construction laborers, restaurant cooks, and security guards are all categorized as low-skilled occupations, but the need for digital skills is higher for security guards than it is for personal care aides.

Image Credit: Muro et al., 2017

The World Bank (2018) describes a categorization of digital jobs that use information and communication technologies (ICT) as ICT-Intensive in which occupations would not exist without technology, ICT-dependent that use digital technologies but require other skills, and ICT-enhanced in which the jobs can be performed without using digital technologies, but not as well. The table below provides more detailed definitions and examples of occupations for each category.

Image credit: Sanz, 2023

Examples of Digital Skills Used in “Low-Skilled” Occupations

Entry-level workers are expected, at minimum, to be able to:

·       Use a computer.

·       Navigate the internet.

·       Stay safe online.

·       Communicate online.

·       Create and edit online documents.

·       Manage basic devices to connect to the internet or install software updates.

·       Screen share during a video call.

·       Use online calendars and efficiently manage work schedules. (Ghoshal, 2023)

In addition to these general requirements, different occupations may require more specific skills. What follows is a list of supposedly low-skilled jobs and the digital skills they require.

Retail Sales Associate

• Operate point-of-sale (POS) systems to process transactions, including handling cash and credit card payments.
• Use handheld devices or tablets to check inventory levels, locate products, and provide product information to customers.
• Employ basic data entry skills to update customer information, process returns, and track sales metrics.
• Use email or internal communication platforms to communicate with colleagues and managers regarding inventory, customer inquiries, and scheduling.

 

Restaurant Server

• Enter orders into digital order management systems or POS terminals accurately.
• Use handheld devices or tablets for tableside ordering and payment processing.
• Access online reservation systems to manage table assignments and reservations.
• Communicate with kitchen staff and other servers via digital communication tools for order coordination and customer service.

 

Hospitality Front Desk Clerk

• Use hotel management software for guest check-ins, check-outs, and room assignments.
• Handle reservations and cancellations through online booking systems or hotel-specific software.
• Use email and digital messaging systems to communicate with guests regarding reservations, requests, and inquiries.
• Process payments and handling credit card transactions using electronic payment systems.

 

Delivery Drivers

• Use GPS to locate delivery destinations and reduce delivery time.
• Ensure that customers receive the right items in a timely manner using barcode scanners.
• Coordinate with warehouse, delivery drivers, and customers using mobile technologies.
• Employ durable devices that can support barcode systems, software, applications, and communications in one device.

 

Warehouse Worker

• Use handheld scanners or barcode readers to track inventory movement and update stock levels in inventory management systems.
• Access digital inventory databases to locate and retrieve products for shipping or stocking.
• Utilizing email or internal communication platforms for coordinating with colleagues and supervisors regarding inventory levels, shipments, and receiving.

 

Cleaning and Janitorial Staff

• Use mobile applications or digital scheduling systems to manage cleaning schedules and tasks.
• Access digital checklists or work orders for cleaning instructions and requirements.
• Communicate with supervisors or clients via email or messaging apps for updates, instructions, and feedback.
• Employ basic proficiency in using digital devices for clocking in/out and tracking work hours.

 

Hospital Receptionist

• Use electronic medical records (EMR) systems to register patients, schedule appointments, and update patient information.
• Access digital databases to verify insurance coverage, process billing information, and handle patient inquiries.
• Use email or internal communication platforms to coordinate with medical staff, relay messages, and manage administrative tasks.

 

Patient Care Assistant/Nursing Assistant

• Use computerized charting systems to record vital signs, patient observations, and care activities.
• Access patient care plans and medical records through electronic health record (EHR) systems.
• Use handheld devices or tablets to receive and acknowledge patient care tasks and updates from nursing staff.
• Communicate with nurses and other healthcare professionals via digital communication tools for patient care coordination.

 

Hospital Housekeeping Staff

• Use digital scheduling systems to access work assignments, track task completion, and report maintenance issues.
• Access digital checklists or cleaning protocols for patient rooms, common areas, and medical equipment.
• Use email or internal communication platforms for communication with supervisors regarding cleaning schedules, supply requests, and safety concerns.

 

Food Service Worker

• Use digital ordering systems or meal management software to process patient meal orders and dietary restrictions.
• Access digital inventory systems to track food supplies, manage stock levels, and order supplies as needed.
• Use email or internal communication platforms for communication with kitchen staff regarding meal preparation, delivery schedules, and special requests.

 

Security Personnel

• Monitor security cameras and access control systems using digital interfaces.
• Use digital incident reporting systems to document and report security incidents or breaches.
• Access digital logs and databases to verify visitor credentials, track personnel movements, and maintain security protocols.

 

The occupations in this list can be categorized as ICT-enhanced jobs that can be, and have been, performed, without the use of digital tools. This blog post verifies the pervasiveness of digital tools in the workplace, and the digital skillsets needed to obtain what once would have been considered a low-skilled job.

 

References

Flip (2023, August 25). 8 digital workplace examples to inspire your digital transformation. Retrieved https://www.getflip.com/blog/digital-workplace-examples/

 Ghoshal, P. (2023, July 11). 6 essential digital skills for a modern career. FDM Group. Retrieved https://www.fdmgroup.com/blog/essential-digital-skills/

Muro, M., Liu, S., Whiton, J., & Kulkarni (2017, November). Digitalization and the American workforce. Metropolitan Policy Program at Brookings. Retrieved https://www.brookings.edu/wp-content/uploads/2017/11/mpp_2017nov15_digitalization_full_report.pdf

Sanz, L. F. (2023, July ). Digital jobs: A deep-dive. Digital skills and jobs platform. Retrieved https://digital-skills-jobs.europa.eu/en/latest/briefs/digital-jobs-deep-dive

Digital and Workplace Literacies are Interrelated Skills

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Employers require employees to have vital digital and workplace literacy skills, and they expect new employees to have developed these skills before being hired. Beyond basic computer skills, digital literacy encompasses using digital tools and technologies effectively. Christian (2022) indicates that it “means being able to work adaptably and strategically across tools, devices, and platforms” (para. 1). Individuals who lack these skills are in danger of being left behind.

 

This blog post (a) provides definitions of digital and workplace literacies, (b) explains how digitalization has permeated employment settings and activities, and (c) then describes how digital and workplace literacies are interrelated.  

 

Digital literacy means having the skills you need to live, learn, and work in a society where communication and access to information is increasingly mediated through digital technologies like internet platforms, social media, and mobile devices. Digital literacy involves a “spectrum of skills that run from operational (device use) to navigational (understanding structures) to informational (searching and interpreting) to strategic (meeting personally meaningful objectives)” (Oliver & Williams-Duncan, 2019, p. 123). Given the pervasiveness of digital tools in daily life, digital literacy has become a vital skill for seeking and maintaining employment.

 

Workplace literacy can be defined as skills employees need to be competent in work.

Given the twin industrial revolutions of digitalization and artificial intelligence, workplace literacy inextricably involves the skills needed to use digital tools efficiently to perform tasks, communicate effectively, and collaborate with colleagues. It also means that employees must be adaptable and willing to learn new skills. Digital and workplace literacies are closely intertwined in today's digital age, where technology permeates almost every aspect of work environments. Understanding their relationship helps individuals and organizations navigate the demands of modern workplaces effectively.

 

Digitalization and Artificial Intelligence in the Workplace

We are amid what has been called a fourth industrial revolution, referring to the digitalization of the workplace and the proliferation of artificial intelligence tools (Briggs et al., 2023). Digitization and digitalization may seem like interchangeable terms; however, digitization focuses on converting information into data, while digitalization is about developing processes and changing workflows to improve manual systems (Monton, 2022). Muro et al. (2017) state that “Digitalization is the process of employing digital technologies and information to transform business operations” (p. 5), a conversion so thorough that it continuously reorients work and daily life.  Muro et al. indicate that over the past 50 years, digital technologies are pervasive in most businesses and workplaces.

 

Digitalization is changing the skills needed to access economic opportunity. It has permeated most industries. For example, healthcare workers at all levels, from janitorial services to highly skilled surgeons to upper management, use digital technologies. Auto mechanics use laptops to diagnose car problems, and salespeople use cloud-based artificial intelligence applications to schedule meetings. These are only a few examples of how the workplace has changed.  Knowing how to use these digital and artificial intelligence tools has become a workforce requirement.

 

Employees and business owners must use multiple digital tools such as email, word processors, spreadsheets, project management software, and specialized industry-specific applications. Klassen (2019) reports that workers report the need to use multiple digital tools simultaneously and are often assigned multiple computer monitors so that they can organize digital tools to suit their needs. Employees report experiencing anxiety and information overload. Employees with lower literacy need help with non-linear reading tasks and may find the volume of information overwhelming.

Image credit: Tranmautritan, Pexels

Digital and Workplace Literacies

The influence of digitalization on work in our society has led to emergence of digital jobs. Therefore, digital and workplace literacies are interrelated. Seven skill categories for the digital workplace are suggested below.

 

1.     Information Management

Digital literacy includes skills related to finding, evaluating, and managing information online. In the workplace, employees need to be able to navigate through vast amounts of digital information to find relevant data for their tasks, projects, or decision-making processes. Workplace literacy involves understanding how to assess the credibility of online sources, manage digital files, and organize information effectively to enhance productivity and decision-making (Law et al., 2017; Vuorikari Rina, 2022).

 

2.     Communication and Collaboration

Digital literacy is essential for effective communication and collaboration in the workplace. This includes using email, instant messaging, video conferencing, and other digital communication tools to interact with colleagues, clients, and stakeholders. Workplace literacy extends beyond basic communication skills to encompass understanding digital etiquette, managing online meetings, and leveraging collaborative teamwork and knowledge-sharing platforms (Law et al., 2017; Vuorikari Rina, 2022).

 

3.     Problem-Solving

Digital literacy fosters problem-solving skills and adaptability in the workplace. Employees need to be able to troubleshoot technical issues, learn new digital tools and technologies quickly, and adapt to changing digital environments. Workplace literacy involves developing critical thinking skills to analyze problems, identify solutions, and leverage digital resources effectively to achieve organizational goals (Law et al., 2017; Vuorikari Rina, 2022).

 

4.     Data-Informed Decision Making

In today's data-driven workplaces, digital literacy includes understanding basic data concepts, interpreting data visualizations, and making data-informed decisions. Workplace literacy involves applying data analysis skills to extract insights from large datasets, create reports and presentations, and communicate findings to relevant stakeholders (Law et al., 2017; Vuorikari Rina, 2022).

 

5.     Cybersecurity and Privacy Management

Digital literacy encompasses knowledge of cybersecurity best practices and understanding privacy issues related to digital technologies. In the workplace, employees must be aware of cybersecurity threats such as phishing attacks, malware, and data breaches, and understand how to protect sensitive information and adhere to privacy regulations (Law et al., 2017; Vuorikari Rina, 2022).

 

6.     Artificial Intelligence Usage

AI technologies are becoming pervasive in many digital tools and platforms that individuals interact with daily. Understanding AI is thus becoming a crucial component of digital literacy. Users must comprehend how AI works, its capabilities, limitations, and ethical considerations to make informed decisions about its use.

 

7.    Lifelong Learning and Professional Development

Digital and workplace literacies are not static skills but require continuous learning and professional development. Employees must stay updated with evolving digital trends, acquire new digital skills, and adapt to emerging technologies to remain competitive (Law et al., 2017).

 

In summary, digital and workplace literacies are deeply intertwined, with digital skills playing a crucial role in enhancing productivity, communication, problem-solving, and adaptability in modern work environments. Organizations can foster a culture of continuous learning and provide training and development opportunities to empower employees with the digital and workplace literacy skills needed to succeed in today's digital economy.

 

References

Briggs, X. D., Johnson, C. C., & Katz, B. (2023, October 13). There’s an industrial revolution underway. Unless we act, it will make the racial wealth gap even worse. Metropolitan Policy Program at Brookings. Retrieved https://www.brookings.edu/articles/theres-an-industrial-revolution-underway-unless-we-act-it-will-make-the-racial-wealth-gap-even-worse/

Christian, A. (2022, September 26). Why ‘digital literacy’ is now a workplace non-negotiable. BBC. Retrieved https://www.bbc.com/worklife/article/20220923-why-digital-literacy-is-now-a-workplace-non-negotiable

Klassen, A. (2019). Deconstructing paper-lined cubicles: Digital literacy and information technology resources in the workplace. International Journal of Advanced Corporate Learning, 12(3), 5–13. https://doi-org.lynx.lib.usm.edu/10.3991/ijac.v12i3.11170

Law, N. W. Y., Woo, D. J., de la Torre, J., & Wong, K. W. G. (2018). A global framework of reference on digital literacy skills for indicator 4.4. 2.

Monton, A. (2022, March 2022). Difference and similarities: Digitization, digitalization, and digital transformation. Retrieved https://www.globalsign.com/en-sg/blog/difference-and-similarities-digitization-digitalization-and-digital-transformation#:~:text=While%20digitization%20focuses%20on%20converting,generate%20insights%20from%20their%20behaviour.

Muro, M., Liu, S., Whiton, J., & Kulkarni (2017, November). Digitalization and the American workforce. Metropolitan Policy Program at Brookings. Retrieved https://www.brookings.edu/wp-content/uploads/2017/11/mpp_2017nov15_digitalization_full_report.pdf

Oliver, K. M., & Williams-Duncan, S. (2019). Faith leaders developing digital literacies: Demands and resources across career stages according to theological educators. Journal of Media Literacy Education, 11(2), 122–145. https://doi-org/10.23860/JMLE-2019-11-2-7

Vuorikari Rina, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The Digital Competence Framework for Citizens-With new examples of knowledge, skills and attitudes (No. JRC128415). Joint Research Centre (Seville site).

Evaluating Information Found Online: Seven Questions to Ask

 

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As you search online, you will likely find websites for many agencies and organizations that could be more well-known. By answering the following questions, you should be able to evaluate the quality of the posted information. Many of these details may be under the website heading “About Us” or “Contact Us.” Below are questions that you should ask yourself when evaluating online information.
 

1. Who sponsors the website?

Can you quickly identify the sponsor? Websites cost money—is the funding source readily apparent?

 

2. Is it obvious how you can reach the sponsor?

Trustworthy websites will have contact information for you to use. They may have a toll-free telephone number. The website home page should list an e-mail address, phone number, or mailing address where the sponsor and/or the authors of the information can be reached.

 

3. What type of website is it?

Sometimes, the website address itself may help—for example:

• .gov identifies a government agency.
• .edu identifies an educational institution.
• .org identifies professional organizations (e.g., scientific or research societies, advocacy groups).
• .com identifies commercial websites.

 

4. Who wrote the information?

Authors and contributors should be identified. Their affiliation and any financial interest in the content should also be clear. Be careful about testimonials. Personal stories may be helpful, but advice offered in a case history should be considered with a healthy dose of skepticism. There is a big difference between a website developed by a person with a financial interest in a topic and one developed from an objective viewpoint.

5. Who reviews the information? Does the website have an editorial board?

Click on the “About Us” page to see if an editorial board checks the information before putting it online. Find out if the editorial board members are experts in your research subject. Some websites have a section called “About Our Writers” instead of an editorial policy. Dependable websites will tell you where the information came from and how it has been reviewed.

6. When was the information written?

It’s important to find out when the information you are reading was written. Look carefully on the home page to find out when the website was last updated. The date is often found at the bottom of the home page. Remember: older information isn’t useless. Many websites provide older articles so readers can get an historical view of the information.

7. Does the website make claims that seem too good to be true? Are quick, miraculous problem fixes offered?

Be skeptical of sensational writing, or easy and quick problem fixes. Make sure you can find other websites with the same information. Don’t be fooled by a long list of links—any website can link to another, so no endorsement can be implied from a shared link. Take the “too good to be true” test—information that sounds unbelievable probably is unbelievable.

A final note

Use your common sense and good judgment when evaluating information online. There are websites on nearly every conceivable topic and no rules overseeing the quality of the information. Take a deep breath and think a bit before acting on any information you find on the web. Don’t count on any one website. If possible, check with several sources to confirm the accuracy of your results.