Changes in the work environment
Among the digital knowledge most demanded by companies, the Head of Innovation at The Valley includes mastering work methodologies such as design thinking, Lean or Agile, to enhance efficiency; of disruptive technologies such as artificial intelligence, blockchain, robotics or immersive reality; data science, as the key to better understanding customers and improving decision-making; and extensive knowledge of both the business models of the digital economy, as well as the strategy, operations and logistics of online sales .
The blockchain, for example, is a technology that allows replicating the physical world on the Internet: “Until recently, the Internet was an ideal medium for sharing information, but not value or property. For example, to give a ticket to a concert I could take a photo of it and share it with someone else, but whoever received that image could not be sure that I would not also use it to access the event. There was no real exchange of property ”, illustrates Alex Puig, co-founder of Caelum Labs and an expert in this technology. It is also transversal (with applications in many sectors), the demand is very high and the salaries very competitive. Of course, training depends a lot on the initiative you have: “We have reached a point where technology advances faster than training schools, and any blockchain course will probably be obsolete long before the end of it. Self-learning, collaboration with open source projects , online talks , tutorials on YouTube and specialized posts are currently the best way to train ”.
If something is clear, it is that the circumstances we live in have radically changed our lifestyle, the environment in which we work and the way we relate to other people. A new model that presents numerous challenges, such as redesigning the development of skills for leadership and working remotely; managing the welfare of workers; control of productivity (a complex issue that generates ethical and privacy conflicts) or time management, one of the points that generates greater mental health problems among workers (due to the inability to disconnect from work), according to the Strategic Trends study . The future of education and work , from EAE Business School and Nethunting. “Working remotely, you acquire a series of abilities that seemed simple but that are not, such as self-management and the ability to have cognitive energy and work remotely through a screen,” argues Requena.
The change will occur through people, and for this, skills such as critical thinking will be necessary; the capacity for analysis beyond the data; active learning (lifelong learning) ; the resilience; flexibility and stress tolerance. “For me, the big difference at the technology level is that, suddenly, we have realized that the humanities have a great weight in these technologies. That these, in themselves, are not so valid, because they are still tools, and you have to put them at the service of people, their challenges and needs. Society and legislation are demanding a response to the dehumanization of technology ”.
“There are profiles that already exist and that already appeared in the previous report, such as that of the sixth sense analyst, people capable of analyzing data by adding a series of human qualities. Or those that mix ethnography and data … And every time you will find more profiles who have studied Linguistics and work in Artificial Intelligence, because it needs the capacity of people who understand language. If we do not want this AI to be biased ”, continues the expert,“ we need people who master the language so that it is inclusive, who understands Ethics, Philosophy, Linguistics, Anthropology and Sociology. They will be careers that will gain value, perhaps not alone, but with the ability to understand the digital ecosystem ”.
Education, a liquid environment
For Requena, it is essential to understand that education has changed to the point of becoming something liquid: it is everywhere, it is relocated, and this hybridization affects both the format (face-to-face and virtual, online and offline) as well as the content, enhancing competences to the detriment of knowledge. The mobile phone is positioned as a means of access to education and the study by EAE and Nethunting reveals a phygital reality that mixes and breaks the barriers between the physical and the digital: it incorporates experiences of the more digital world within the physical and tries to emulate experiences that transcend the pure e-commerce in the digital, already permeating in other sectors such as education and work.
Looking ahead, “the main challenge is for people to know how to make the most of the possibilities and benefits of this digital landscape for their daily activities, but without generating dependence on technology, and also to be able to reduce the digital gap that in the In recent months it has been expanded by the arrival of the pandemic, ”says Moreno. In this sense, the Everis Foundation, a non-profit organization present in 12 countries in Europe and Latin America, has convened the TechGame, a free online technology Olympics for children from 7 to 10 years with the aim of reducing the digital gap and promoting digital skills through a challenge: create a video game, story or animation that makes visible and / or helps solve an environmental problem through energy saving ( registrations until May 23). Because, as Moreno concludes, “for technology to really be a benefit for society, it must be guaranteed that all people can have access to”.