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FUTURE-PROOFING THE WORKFORCE ACCELERATING SKILLS ACQUISITION TO MATCH THE PACE OF CHANGE The Adecco Group The Adecco Group is a worlds leading workforce solutions partner. We provide more than 700,000 people with permanent and flexible em- ployment every day. With more than 34,000 employees in 60 countries, we transform the world of work one job at a time. Our colleagues serve more than 100,000 organisations with the talent, HR services and cut- ting-edge technology they need to succeed in an ever-changing global economy. As a Fortune Global 500 company, we lead by example, creating shared value that meets social needs while driving business innovation. Our culture of inclusivity, fairness and teamwork empowers individuals and organisations, fuels economies, and builds better socie- ties. These values resonate with our employees, who voted us in the top 5 in the Great Place to Work - Worlds Best Workplaces 2018 list for the second year running. The group is powered by nine global brands: Adecco, Modis, Badenoch BCG, To See Where Retail Stores Are Heading, Look to China, 2018; BCG, Going Digital: Five Strategies for Corporate Banks, 2018; BCG, The 2018 Insurance Value Creators Report: A New Boldness Pays Off, 2018 | 7 Our study looks at nine countries that are globally representative (large and small, de- veloped and developing) and that represent key hubs of activity for the industries being examined: China, France, India, Italy, Japan, Singapore, Switzerland, the UK and the US. To address the role of all stake- holders, our research is built on a survey and interviews from three key perspectives: workers, compa- nies and public institutions The acquisition of new skills is often posi- tioned as one of the must dos in adapt- ing to the advance of technology and the growing speed of change in the workplace. Yet today much uncertainty surrounds what will be required to close future skill gaps. We therefore need to explore the barriers to acquiring new skills fast enough to match the speed of change. To offer a multifaceted view of the chal- lenges, our research examines the skills challenge through three lenses. To fully understand the workers perspective, we surveyed approximately 4,700 white-col- lar workers across the two focus industries and nine focus countries, and conduct- ed follow-up interviews with some of the respondents. To understand the corporate mindset, we conducted a series of inter- views across the two industries with senior executives who have reached different levels of maturity in their approaches to closing the skills gaps. (In addition, we have referenced some interesting examples from outside our two industries, given that the changes are not limited to our two indus- tries). Finally, to find out what public insti- tutions are doing to accelerate new skills acquisition and what actions they are prior- itising, we conducted interviews with gov- ernments, educational institutions, labour and economic organizations and others. 8 | For workers, the profound impact of technological changes on the nature (and existence) of their job is creating a wide range of concerns Workers see advances such as artificial intelligence (AI), automation or digitalization as having a major impact on their current and future jobs. Two-thirds of survey re- spondents see their job changing signifi- cantly at least every five years because of technological advances. Of this group, 10% believe the frequency of changes to their jobs will make it hard to keep up, expecting changes to their jobs to be more frequent than every two years, while one quarter expect changes in their jobs every two-to- three years. Differences in the expectations of the speed of change are seen between the finance and insurance industries (where 70% anticipate significant change at least every five years) and the consumer goods/ retail industries (61%). Unsurprisingly, young- er people expect faster rates of change than their older peers (72% of the 25-34-years- olds expect their job to change significantly at least every five years, versus 58% of the 54-65-year-olds). Even in Japan, where workers are experiencing changes the slow- est, 42% of respondents see their job chang- ing significantly at least every five years. We also observe a difference between hierar- chy levels: the more senior the worker, the faster the changes experienced (77% of the middle management level expect their job to change significantly at least every five years, versus 53% of unskilled office workers). In both consumer goods/retail and finance/ insurance a significant minority (one-third) of respondents are not confident that they can adapt to these changes and are concerned (either somewhat or very) about losing their job because of technological changes (see exhibit 1). Workers in India and Singapore are especially concerned (54% are either somewhat or very concerned). While work- ers in Japan are seeing less rapid change, they are as worried about losing their job as their global peers (25% are either somewhat or very concerned). While there is concern about the impact of technological changes on jobs across age groups, older age groups are less con- cerned about losing their job because of technological changes than younger age groups. The most worried age group are 25-34-year-olds, with 37% somewhat/very concerned, whereas 23% of 55-65-year-olds and 3% of those over 65 are somewhat/very concerned. This is likely explained by the fact that they are coming closer to the age of retirement. But many workers are optimistic about their ability to acquire new skills Even if the skills that need to be acquired vary depending on the objective for the worker (for example, management skills are needed to take on responsibility for larger teams while technical skills are needed to build specific expertise), acquiring new skills is seen as important for all career chang- es, whether through internal moves or by changing jobs. Some 71% of respondents consider the acquisition of new or up- grade skills important, while 68% want this to acquire a new job in a current field and 72% believe it is important to be promoted. Acquiring new skills is also considered as a way to secure a pay raise, to increase busi- THE WORKER PERSPECTIVE | 9 ness and to boost personal satisfaction a phenomenon seen across our two target industries. Across countries, too, a significant share of respondents has considered acquiring new skills: some 87% of respondents have considered acquiring new skills in the past 10 years. (We notice a divergence in Japan compared to other focus countries, where only 63% of respondents have acquired new skills.) When it comes to the consideration of skills acquisition, similar divergences be- tween industries emerge as with the speed of change experienced by workers. Slightly more workers in the finance and insurance industry (89%) have considered the acqui- sition of new skills in the past 10 years than those in the consumer goods/retail indus- try (84%). Younger age groups consider more the acquisition of new skills (95% for 18-24-year-olds) than older age groups (83% of 45-54-year-olds). In addition, the higher the hierarchy level, the greater the acquisition of new skills (93% acquired new skills in middle management versus 74% in unskilled office workers). Not enough is being done to eval- uate skills gaps or prepare workers for the upcoming changes Today, skills are evaluated through per- formance reviews (44%), through workers own research (38%) or through feedback from peers (25%). However, the survey re- sults reveal a lack of systematic evaluation of potential gaps between the skills that workers now possess and those they would need to be fit for the future.In addition, even if most workers have acquired some new skills in the past 10 years, this appears to be limited, with the skills acquired often insuf- 11 10 25 31 23 20 7 25 21 27 Exhibit 1: Workers perception of the speed of change and concerns about its impact How quickly are technology trends (e.g., artificial intelligence, automation, digitization) changing your job? 2 Very quickly, some aspects of my job are in constant flux and it is challenging to keep up Slowly, I expect some aspects of my job to change 1-2 times over the course of my career Quickly, I expect some aspects of my job to change every 2-3 years for the rest of my career Somewhat quickly, I expect some aspects of my job to change every 5 years for the rest of my career Not at all, my job will not change long-term Very concerned Somewhat unconcerned Somewhat concerned Neutral Not at all concerned 2 Question asked only to people currently working, therefore excluding the retired, homemaker, student, not employed and other respondents, n=4,494 How concerned are you about losing your job because of technological changes (e.g., artificial intelligence, automation, digitization)? 1 % replying % replying How employees learn today, what they hope for in the future and what companies and governments are planning to develop as part of their skills strategies Employees are generally satisfied by their learning experience, with 80% of respondents across the nine focus countries and two focus industries rating their experience as somewhat good or very good. Most strongly agreed that their learning experience made a difference, offered them a new perspective, was a source of moti- vation and was fun. To continue having a good learning experience, respondents consider hands-on training (34%), easy content access (18%) and flexible timing (17%) to be most important. In France, significant value is also given to regular updates (22% versus 12% globally) and customized offering (17% versus 11% globally) Workers in different countries focus on different types of skills. While the majority of skills acquired are around ways of working 3 , with 64% of respondents globally saying they acquired these types of skills, China, India, Italy and Singapore have a strong focus on data and analytics (57%, 63% 52% and 42% respectively versus 39% as the global average). Switzerland and Japan are lagging behind other countries in the acquisition of digital skills (19% and 18% re- spectively versus 39% globally). Overall, the younger the population, the more likely that the skills acquired during significant skilling are digital skills, with 56% of 25-34-year-olds having acquired digital skills while 40% of 45-54-year-olds have. On the contrary, the older the gener- ation, the more ways-of-working skills acquired, with 66% of 25-34-year-olds having acquired ways-of-working skills while 78% of 45-54-year-olds have. Today, more than 50% of the acquisition of new skills is organised by companies and government. Universities and pro- fessional associations do not play a large role in the acquisition of new skills (only 5% and 9% of respondents respectively have experienced sessions organised by universities and professional associations). Overall, the expectation for companies and institutions is that learning will become increasingly based on data and technology as a means of offering personalized training. For example, the govern- ment of Singapore is looking into the development of voice- activated devices that will provide career and skills development advice. And in order to adapt and personalize its offering, ING is planning on using IBM Watson to analyse the training that is most requested. 3 For example: management, computer literacy, self-management, team working, project management tool, collaboration tool, agile | 11 ficiently different from existing skills. While three-quarters of respondents have ac- quired new job-related skills in the past 10 years, only 13% spent the equivalent of three days or more in training and only slightly more than half (54%) acquired skills some- what or entirely different from their previous skill set. This means only a tenth of respond- ents have undertaken what we classify as significant skilling (that is, acquiring skills that are somewhat or entirely different and undertaking at least three days of training). While the level of significant skilling expe- rience is lower in the US, China, France and Japan (5%, 6%, 7% and 8% respectively), the share is higher in India and Italy with 19% and 22% of respondents respectively having undertaken significant skilling. This differ- ence could be due to respondents in India and Italy experiencing faster change than in most other countries in the survey and/or to the recent introduction of government pro- grammes to develop the skills needed at a country level. For example in India, which is concerned about outsourced jobs becoming automated, the governments Skill India pro- gramme, set up in 2015, aims to train more than 400 million people in different sectors by 2022 and focuses on younger age groups (the focus of our Indian sample). More re- cently, a commitment was made to achieve mutual recognition of UK and Indian qualifica- tions and to facilitate exchanges for students to experience other learning methods. Employees are not taking own- ership of their skillsa particular concern for employees who need to transition to new roles The survey reveals a disconnect between employees perceived responsibility for acquiring new skills and the degree to which they act on that responsibility. Some 62% of employees consider themselves as primar- ily responsible for acquiring the right skill set. In addition, 48% would like their com- panies to run the sessions while 28% expect to take on the training themselves through, for example, self-service content. There are interesting country differences here: 78% and 72% of employees in the US and UK respectively see themselves as primarily responsible, compared to 58%, 53%, 51% and 50% in France, Italy, India and China, where employers or universities are expected to take more responsibility. (See appendix for more details). In even larger numbers, older people see their company as responsible. Among 45-54-year-olds, 62% consider their em- Exhibit 2: Difference in responsibilities for re/upskilling between skill set, developing opportunities and running the sessions 62 22 6 6 4 0 10 20 30 40 50 60 59 47 22 22 14 0 0 10 20 30 40 50 46 37 28 25 12 1 Who is the most responsible for your acquisition of new skills? 4 Who should be responsible to develop training opportunities? 4 (Multiple selection) Who should be responsible to run the training sessions? 4 (Multiple selection) % of respondents who said yes % of respondents who said yes% of respondents who said yes Myself Governments Companies Universities Public institutions My employer/company Online course provider Myself (i.e. look for interesting training independently) Specialized reskilling provider Government institution My employer/company Online course provider Specialized skilling provider Myself (i.e. self-service content) Government institution Other Other 4 Sample size: all respondents 12
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