The future of work: The post-COVID workplace

We live in turbulent times. As individuals, governments, and organizations, we operate in a challenging environment of change. At a macro level, many commentators suggest that the drivers of change have been accelerating in recent years and that these factors will increase in the post-COVID world. The main factors include globalization, demography and technology. An understanding of these factors is important as we plan for the post-COVID workforce.

Globalization

Globalization is apparent through the highly integrated commercial systems that drive the global economy. The Bahamas is a part of the global system of trade and the tourism sector is evidence of the importance of globalization to this country.

A recent example of globalization is related to the COVID-19 pandemic. The impact of the pandemic on world’s gross domestic product (GDP) growth is massive. The COVID-19-driven global recession is the deepest since the end of World War II. The International Monetary Fund (IMF) reports that the global economy contracted by 3.5 percent and the contraction was more pronounced in the poorest parts of the world. Countries must reassess their competitive advantage strategies in the post-COVID environment.

Demographics

Demographics is an important global factor driving change. There is an increasingly diverse workforce globally that is evident in many countries. In addition, many industrialized countries are seeing significant changes as the baby boomer generation retires from the workforce. These retirements will have impacts on organizations looking to implement succession plans as well as ensuring that the appropriate skills are available. Also, individuals must recognize the fact that employers are consistently concerned about the skill sets of existing and prospective employees. In the US, the global pandemic has accelerated the rate at which baby boomers are retiring. We live in an era called the “Big Resignation” in which many employees have resolved to step down and retire as opposed to going back to a physical and traditional job site. The experience of working remotely has accelerated the decision by many to change jobs or retire.

The demographic changes related to retirements has an impact on the skill sets available within organizations. As skilled baby boomers retire there is a need to replace the prerequisite skill sets.

Technology

Finally, digital skills have been consistently identified as a significant factor driving change. Indeed, the era of technology change has been called “the fourth industrial revolution” due to the pervasive nature of the changes that have and continue to occur. The World Economic Forum notes that the “Fourth Industrial Revolution represents a fundamental change in the way we live, work, relate to one another. It is a new chapter in human development, enabled by extraordinary technology advances commensurate with those of the first, second and third industrial revolutions”.

In terms of digital skills, research notes that the pandemic will accelerate the digitization of the economy globally. The post pandemic workforce will need to increasingly have solid digital skills that include the capacity to operate in a touch free system, which expands the concept of remote work. In that regard, organizations are using digitization to improve their delivery of services and products. There are many examples of companies adapting technology to meet the “new demands” of the pandemic and this trend will continue post-COVID. Other skills that will be in high demand include soft skills: emotional intelligence, critical thinking and technical skills. A recent report from the European Union suggests that almost nine million individuals are in need of “upskilling” to meet the new digital demands of the workplace. The education sector must be prepared to support this “upskilling” imperative.

How do we Build Skills for the Future Workforce?

Countries and organizations constantly look to improve their comparative advantage in a globally competitive marketplace that is constantly changing. There are a series of important structured steps in developing a plan to address workforce requirements of the future. A recent report highlights key recommendations for workforce development including: i) A needs analysis that assesses demand and/or need for specific skills in the future; ii) Developing an inventory of the current supply of specific skills; iii) Conducting an analysis of the skills gaps, including preparation of a clear actionable business case to close the gaps; iv) Preparing a portfolio of options and alternatives to close skills gaps; v) Designing individual enhancement plans or specific learning plans that meet the needs of different employees; vi) Establishing learning options in terms of providers and modes of delivering training including flexible, certified online or blended options; vii) Establishing a form of organizational support training and learning like a “skills hub”; viii) Utilizing an organization-wide incremental, sustainable capability-building training program to address the most critical skills needs on a priority basis and ix) Ensuring there is a tracking system linking the training to workforce outputs and impact.

Building Skills for the Future Workforce in The Bahamas

The Bahamas is not immune from the pressures driving workforce changes. Similar to the situation globally, there are numerous studies and reports that suggest there is a skills gap in The Bahamas. A recent survey developed by the Organization for Responsible Governance (ORG) and The Bahamas Technical and Vocational Institute (BTVI) confirms that more than 55 percent of respondents agree or strongly agree that the workforce is not globally competitive. Key skills gaps identified by the survey include numeracy, literacy, technical and soft skills.

To address the challenges identified with respect to the post-pandemic workforce and to address the specific skills gaps identified in the recently completed survey, will require a concerted effort of government, business and education.

At BTVI, a number of key initiatives have been identified including the use of short, focused, industry-recognized, certified courses and programs notably in the trades and in Information Technology. Also, there is an added emphasis on dual enrollment courses for high school students. In addition, software systems have been used to improve basic numeracy and literacy skills. Finally, BTVI has embraced online education as a critical component of most programs. The use of online learning is expected to continue to expand post-pandemic. The challenge is to improve the quality of online courses to address that growing demand. One example of improving digital skills is the Information Communication and Technology (ICT) dual enrollment initiative that currently serves more than 500 high school students across the entire country. This program includes industry-recognized certifications and allows students to graduate from high school with a college diploma.

Also, new courses and programs are being launched in tourism and hospitality as well as youth-at-risk. Importantly, the government of The Bahamas has identified funds to support access to high-quality, industry-recognized, career relevant programs through a comprehensive scholarship program that has generated record enrollments at the institution.

Summary

In summary, it is increasingly evident that countries, organizations and individuals are subject to significant factors of change. These change factors are fundamentally altering many of the traditional societal relations and work practices that have been pervasive from the period of the industrial revolution. Digitization is a critical part of the workforce future.

Generally, change is something that requires a structured positive approach. In terms of changes to the processes and practices within the workplace, there will be an increasing need for a structured approach to the identification of the needs associated by the firm and by employees.

– Dr. Robert W. Robertson is the president of the Bahamas Technical and Vocational Institute

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