Welke concrete veranderingen hebben plaatsgevonden op het werk en welke 21st century skills zijn of worden essentieel om het werk te kunnen blijven uitvoeren? Deze vraag stelden lectoren Petra Biemans (Hogeschool Inholland) en Ellen Sjoer (De Haagse Hogeschool) zichzelf. Het antwoord op deze vraag is te vinden in het boek ‘Werk verandert. 21st century skills in de praktijk'. Spelen onderwijsinstellingen voldoende en tijdig in op de vaardigheden die toekomstbestendige werknemers en ondernemers nodig hebben? Of krijgen studenten zodra ze de arbeidsmarkt betreden een cultuurshock omdat het onderwijs achterblijft? Hoe en welke van de 21st century skills effectief in het onderwijs geïmplementeerd kunnen worden vereist volgens de lectoren nog vervolgonderzoek.
DOCUMENT
This study provides a comprehensive analysis of the AI-related skills and roles needed to bridge the AI skills gap in Europe. Using a mixed-method research approach, this study investigated the most in-demand AI expertise areas and roles by surveying 409 organizations in Europe, analyzing 2,563 AI-related job advertisements, and conducting 24 focus group sessions with 145 industry and policy experts. The findings underscore the importance of both general technical skills in AI related to big data, machine learning and deep learning, cyber and data security, large language models as well as AI soft skills such as problemsolving and effective communication. This study sets the foundation for future research directions, emphasizing the importance of upskilling initiatives and the evolving nature of AI skills demand, contributing to an EU-wide strategy for future AI skills development.
MULTIFILE
Introduction: Digital technologies , such as big AI and cloud computing are driving digital transformation (DT) in organizations. The World Economic Forum ( reports that over 75% of organizations plan to adopt these technologies within five years, leading to a skills disruption as employees lack the necessary skills for DT. HRM departments are responsible for preparing their workforce for DT through reand upskilling initiatives (Ivaldi et al., 2022; Vereycken et al., To adapt HRM’s strategic talent management for tailored re and upskilling, insight is needed in workforce DT skills mastery. The objective of this study is to develop a validated instrument for measuring workforce DT skills mastery, building upon the Digital Transformations Skills Framework ( (Bouwmans et al., 2022, 2024). The instrument is a self assessment tool, allowing individuals to evaluate their proficiency across various skill dimensions.
DOCUMENT
Substantial and continuous shifts in skills demands urge us to rethink education, labour market and reintegration policies and practices. In this article, we argue for a more skills based approach to (re)integration. This skills based (re)integration practice is based more on up-to-date, complete and validated skills sets of candidates, than on diplomas and other, more or less, outdated and incomplete proxies to one’s current skills. Such a new reintegration practice seems feasible if the actual and complete skills set of an individual becomes the starting point for both matching, guidance and (up/re)skilling efforts. Intersectoral mobility, alternative career pathways and suitable training and development routes can be designed on a more fine-grained skills basis, with occupations considered more as dynamic sets of tasks requiring specific skills. This new (re)integration practice presupposes a common skills language, which is being developed in the Netherlands, Competent NL. Sectoral and intersectoral experiments with skills instruments using this language, such as skills passports, are conducted to optimize their quality and effectiveness. Since first experiments with skills instruments seem promising, we argue that more room for experiment is required. So that integration in the labor market can be sustained and reintegration practices can be prevented.
DOCUMENT
Technology, data use, and digitisation are based on mathematical structures, and this permeates many aspects of our daily lives: apps, online activities, and all kinds of communication. Equipping people to deal with this mathematisation of society is a big challenge. Which competences are needed, which skills must be mastered? Which dispositions are helpful? These are the questions that matter in the development of adult education. The concept of numeracy is mentioned already for many years as a possible useful approach to equip adults with the necessary skills. In this paper we will argue that is only true when numeracy is defined as a multifaceted concept which combines knowledges, skills, higher order skills, context and dispositions.
DOCUMENT
In today’s dynamic business landscape, the continuous development of employee skills is an important driver for innovation and performance in the workplace. However, employee skillsets are often inadequate, posing a challenge for organisational innovativeness and performance. Although concepts and instruments at the organisational level are helpful, organisations need additional methods to facilitate continuous skill development. Interorganisational skills learning communities (ISLCs) have recently emerged in Europe to address this need, presenting a promising approach to enhance employee skill development. Nevertheless, designers and employees face significant challenges in ensuring long-term skill development through ISLCs. Treating ISLCs as dynamic interorganisational ecosystems that must adapt to changing contexts is essential, but learning community literature currently lacks specification on how adaptive and effective ISLCs can be designed. In the present paper, we present a novel and comprehensive ISLC design framework underpinned by modern-sociotechnical systems theory (MSTS), network theory, and state-of-the-art literature on skills learning communities. Accordingly, an adaptable and effective ISLC can be achieved through (1) distinction of different design levels, (2) distinction between design of a learning structure and governance structure, (3) pursuit of a specific design sequence, (4) clusters of micro learning communities (LCs), and (5) an iterative, interactive and multi-level design of feedback loops. The resulting design framework breaks new ground for interorganisational learning community theory-building and offers a novel direction for researchers, HRD practitioners and policy makers to address HRD problems in today’s changing business environment. More research should be conducted on the validation of this conceptual design framework. Keywords: interorganisational skills learning communities (ISLC), ecosystems, modernsociotechnicalsystems (MSTS), network theory, workplace innovation, continuous skill development, Industry 5.0.
MULTIFILE
A presentation focusing on digital disruptions in tourism and the effects on future skills needs for employees in the industry.
DOCUMENT
Purpose: This paper aims to present the findings from a European study on the digital skills gaps in tourism and hospitality companies. Design/methodology/approach: Mixed methods research was adopted. The sample includes 1,668 respondents (1,404 survey respondents and 264 interviewees) in 5 tourism sectors (accommodation establishments, tour operators and travel agents, food and beverage, visitor attractions and destination management organisations) in 8 European countries (UK, Italy, Ireland, Spain, Hungary, Germany, the Netherlands and Bulgaria). Findings: The most important future digital skills include online marketing and communication skills, social media skills, MS Office skills, operating systems use skills and skills to monitor online reviews. The largest gaps between the current and the future skill levels were identified for artificial intelligence and robotics skills and augmented reality and virtual reality skills, but these skills, together with computer programming skills, were considered also as the least important digital skills. Three clusters were identified on the basis of their reported gaps between the current level and the future needs of digital skills. The country of registration, sector and size shape respondents’ answers regarding the current and future skills levels and the skills gap between them. Originality/value: The paper discusses the digital skills gap of tourism and hospitality employees and identifies the most important digital skills they would need in the future.
MULTIFILE
This chapter considers the use of haptics for learning fundamental rhythm skills, including skills that depend on multi-limb coordination. Different sensory modalities have different strengths and weaknesses for the development of skills related to rhythm. For example, vision has low temporal resolution and performs poorly for tracking rhythms in real time, whereas hearing is highly accurate. However, in the case of multi-limbed rhythms, neither hearing nor sight is particularly well suited to communicating exactly which limb does what and when, or how the limbs coordinate. By contrast, haptics can work especially well in this area, by applying haptic signals independently to each limb. We review relevant theories, including embodied interaction and biological entrainment. We present a range of applications of the Haptic Bracelets, which are computer-controlled wireless vibrotactile devices, one attached to each wrist and ankle. Haptic pulses are used to guide users in playing rhythmic patterns that require multi-limb coordination. One immediate aim of the system is to support the development of practical rhythm skills and multi-limb coordination. A longer-term goal is to aid the development of a wider range of fundamental rhythm skills including recognising, identifying, memorising, retaining, analysing, reproducing, coordinating, modifying and creating rhythms—particularly multi-stream (i.e. polyphonic) rhythmic sequences. Empirical results are presented. We reflect on related work and discuss design issues for using haptics to support rhythm skills. Skills of this kind are essential not just to drummers and percussionists but also to keyboards’ players and more generally to all musicians who need a firm grasp of rhythm.
DOCUMENT
Conducting large calculations manually with pen and paper following prescribed procedures or algorithms has been diminishing in significance for some time. In most cultures, and for many years already, individuals employ digital instruments for such computational tasks, when confronted with them in daily life. Yet, a closer examination of prevalent practices in the teaching of basic numeracy skills in adult education reveals a persistent emphasis on mastering standardized manual calculation techniques, especially with abstract and decontextualized numbers. This emphasis predominantly stems from the belief that mastering these manual procedures forms the cornerstone of all numeracy abilities. Contrastingly, our research indicates that the numeracy skills most frequently utilized and required in contemporary professions and daily activities encompass higher-order capabilities (Hoogland and Stoker, 2021; Boels et al., 2022; Hoogland and Díez-Palomar, 2022). These include interpretation, reasoning, mathematizing, estimation, critical reflection on quantitative data, and the application of digital instruments for computation. It is imperative, therefore, that numeracy education for adults prioritizes these competencies to achieve efficacy.
LINK
