Cross-training competencies to integrate the human and virtual workplace

While everyone did their best to adjust to the sudden demand for remote work and learning during the pandemic, reports of Zoom fatigue, isolation, burnout and learning delays show that society needs to be better at merging the human and virtual worlds. While governments have provided funding for digital competency development, more thought is needed for how we upskill and reskill competencies so that they can integrate more easily into the rapidly digitalizing workforce. Government-funded competency initiatives usually focus on building the hard science; the technology, engineering, and math (STEM) skills that tech firms require but not everyone needs to become a data engineer or a machine learning specialist. Canada needs workers with foundational sector knowledge, such as agriculture, construction or design, who also have the competencies to use technology effectively and keep pace of digital change in their sectors. At the same time, we also need technology experts who understand the sector so they know how work within the field is changing and can adapt the technology appropriately. From discussions with sector representatives, it is clear that new initiatives should focus on cross-training so that those with sector or tech specific knowledge can understand each other, what is needed, and how to integrate the human and virtual. This rapid transformation requires reskill and upskill opportunities that reflect what is necessary across life stages for the extent of a person’s life— life-long learning—but also for the various contexts someone may find themselves at any given point—life-wide learning. Micro-credentials and work-integrated learning could quickly upskill and cross-train tech and sector experts to build these competencies. For example, a technology micro-credential for general construction workers could cover fundamentals, clarify the differences across tech fields, highlight communication strategies and demonstrate the practical application of technology for construction labour. Conversely, a construction sector micro-credential for those in robotics should cover construction concepts, different fields within construction, communication strategies, and identify opportunities for robotics integration, potential barriers, and possible solutions. Work-integrated learning experiences provide on-the-job opportunities to build essential human competencies, such as communication and other soft skills, while technology specific knowledge could be provided through an appropriate instructional format. A micro-credential can be awarded once a competency-based assessment has determined the individual has both the human and technical skills to reach the threshold of tech or sector-specific understanding required. If competency-based assessments are used, those with these integrated skills would receive the micro-credential without having to complete a training program. These opportunities are also easily adaptable to change, unlike full degree or diploma programs. As the technology or sector evolves, experts would only update their credentials once they achieved the base level of knowledge in their cross-training area. Such transformation requires a rethink of the broader workforce development system. Sectoral technology experts are essential to workforce discussions to highlight where technology can be beneficial and identify key competencies required. Labour market information needs to better reflect the integration of technology within sectors and the types of jobs available. Those considering future employment or individuals looking to upskill or reskill need a clear understanding of where their existing knowledge is of benefit and where they need to develop new competencies. It’s also critical that broadband access reach communities faster so everyone can keep pace with transformation and not be left behind in the race to build future-fit competencies. As the world recovers from the pandemic, society is moving toward a larger, digital disruption that will be felt across all sectors. The rush to roll out digital solutions made sense given the crisis, but leaders need to be more thoughtful and strategic for a future which will require a more complex and fulsome integration of technology than occurred over the last two years. It is only through detailed planning that systems, including workforce development, will become resilient and responsive to future disruptions. Stephany Laverty is a policy analyst at the Canada West Foundation and co-writer of the Future of Work and Learning Brief. The Hill Times