The future of work defines the future of learning

To look at the future of work means to look at the future of learning, or at least of occupational learning. This is what I have in mind wheDEKRA Arbeitsmartreportn I think about the statements about work today and in the future made by experts from business and science in the current DEKRA labour market report.

The 2017 edition of the DEKRA labour market report is an anniversary edition, which is why it includes a special section providing a glimpse into the future of work by means of expert statements.

Among others, the experts predict that:

  • company hierarchies will level out, a process that will go hand in hand with increased creative leeway and responsibility for individual employees
  • robotics will become more and more important in everyday work
  • skills such as working interconnectedly and thinking in terms of systems and processes will become more important, in addition to social and communicative skills that are already in high demand
  • subject-specific competencies will change or be complemented by (or even merge with) IT competencies
  • the diversity of generations in companies will pose a challenge to all employees
  • the job market will at least partially change into an employee market

This means that we all have to

  • adjust to a work environment in which the pace of change keeps accelerating
  • be able to gain subject-specific knowledge just in time
  • keep developing our extra-functional or soft skills autonomously
  • be capable of successfully developing our careers in an increasingly complex world environment
  • and more

These are all necessary requirements that help people to not get lost in an increasingly digitized world of work. And at the same time, they are learning objectives that can hardly be reached without using or incorporating digital training formats without which the necessary differentiation and individualization would not be possible.

DEKRA Arbeitsmarktreport (German)


The future of work defines the future of learning

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Peter Littig
About The Author
- Dr. Peter Littig, born 1948, is a mathematician, physicist and educational scientist. He used to teach at public and private schools and has been working in adult education since 1984. He was trainer, consultant and head of department at Control Data Institut. From 1995 on, he was head of education at DEKRA Akademie GmbH. He is now retired, but still serves as advisor on educational policy to the board of directors.He has published numerous papers and books on further education, human resource development and digitization in learning and training.


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