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They surveyed 350 executives across 9 industries in 15 of the world's biggest economies ... and the answers may surprise you.

Professional development: it's not always clear what to focus on. Should you go to a coding bootcamp? Invest in a social media marketing course? Attend a communications training? What should you do to help you excel in your current job -- or prepare you for your next one?

According to the World Economic Forum (WEF), the answer is simple.

The WEF recently surveyed 350 executives across 9 industries in 15 of the world's biggest economies to generate The Future of Jobs. The report's intention was to predict how technological advancement will transform labor markets. In other words, how will technology impact employers, and therefore what they'll want from employees?

In a world increasingly dominated by robots, artificial intelligence, and virtual reality, having a firm grasp of what employers will be looking for is smart. Interestingly, more than 33% of the skill sets listed are not yet considered important by employers. They may not be on their radar now--but they will be.

The top 10 skills that will be most desired by employers by 2020:

10. Cognitive flexibility

This involves creativity, logical reasoning, and problem sensitivity. It also means being able to adapt how you communicate based on who you're talking to. Employers want to know you don't just say the same thing to everyone -- that you think critically about who you're talking to, deeply listen, and tailor communication to that person.

9. Negotiation skills

This will be in especially high demand in computer and math jobs, such as data analysis and software development. It will also be critical in the arts and design (including commercial and industrial designers).

8. Service orientation

This was defined as actively seeking ways to help others. How much do you assist those on your team, your superiors, and people across your industry? How much are you known for that?

7. Judgment and decision-making

As organizations collect more and more data, there will be an even greater need for workers who can analyze it and use it to make intelligent decisions. Good judgment also involves knowing how to get buy-in from a colleague, or making a strong suggestion to a manager (even if it might not make you popular).

6. Emotional intelligence

Robots can do a lot, but they still can't read people the way other humans can (at least not yet). Employers will place a strong emphasis on hiring those who are aware of others' reactions, as well as their own impact on others.

5. Coordinating with others

Again, this falls under the social skills umbrella (sensing a trend?). It involves being able to collaborate, adjust in relation to others, and be sensitive to the needs of others.

4. People management

In the report, this included being able to motivate people, develop the talents and skills of employees, and pick the best people for a job. This will be especially in demand for managers in the media and energy industries.

3. Creativity

In 2015, creativity ranked 10th on the list. It's now one of the top three skills employers will seek. Why? Because as we're bombarded by new technologies, employers want creative people who can apply that tech to new products and services.

2. Critical thinking

As automation increases, the need for humans who can employ logic and reasoning increases. This is, in part, because machines must be directed ethically and optimally. Employers want people with critical minds who can evaluate the uses or abuses of the power of technology, and use them to benefit the company, the people in it, and the future.

1. Complex problem-solving

Technology can make life easier, but it can also make things more complicated. For example, you could use wearables to help map the walking patterns of nurses and doctors in a hospital to see how to make things more efficient. But without a human being analyzing those results while also having intelligent conversations with nurses, doctors, and patients, you will likely end up with a wrong or even dangerous result.

The report shows that 36% of all jobs across all industries will require complex problem-solving abilities as a core skill by 2020.

Take a look at this list in aggregate, and it's clear that if you want to prepare for 2020 and beyond, you should develop your social skills. Substantially.

This is backed up by David J. Deming, research fellow at the National Bureau of Economic Research. The title of his paper isn't even subtle: The Growing Importance of Social Skills in the Labor Market. He argues that strong social skills will only increase in importance as robots and automation take more jobs.

So if you're wondering about what to focus on when it comes to professional development in 2018 and beyond, consider things like:

Authentic Leadership Intensive, a 3-day training on social intelligence, trust, and authentic communication, led by EQ expert Amy Silverman ($350-435; coming up in January in NYC and February in Miami)

Dealing With Difficult People and Problems, a course out of Harvard Law School's Program on Negotiation (~$3,000 for 3 days; Cambridge, Massachusetts)

Search Inside Yourself, a leadership program based on the 5 primary components of emotional intelligence, originally given as a wildly popular course at Google (~$650-$1,350; all over the world, including Paris in January and SF in April)

Far from robots taking over the world, their rise seems to mean that it is the very things that make you human -- your willingness to cover for a coworker whose mother is sick; your desire to help two radically different teammates work together; your heartfelt appreciation of a manager who had our backs -- that will make you the most valuable.

Professional development: it's not always clear what to focus on. Should you go to a coding bootcamp? Invest in a social media marketing course? Attend a communications training? What should you do to help you excel in your current job -- or prepare you for your next one?

According to the World Economic Forum (WEF), the answer is simple.

The WEF recently surveyed 350 executives across 9 industries in 15 of the world's biggest economies to generate The Future of Jobs. The report's intention was to predict how technological advancement will transform labor markets. In other words, how will technology impact employers, and therefore what they'll want from employees?

In a world increasingly dominated by robots, artificial intelligence, and virtual reality, having a firm grasp of what employers will be looking for is smart. Interestingly, more than 33% of the skill sets listed are not yet considered important by employers. They may not be on their radar now--but they will be.

The top 10 skills that will be most desired by employers by 2020:

10. Cognitive flexibility

This involves creativity, logical reasoning, and problem sensitivity. It also means being able to adapt how you communicate based on who you're talking to. Employers want to know you don't just say the same thing to everyone -- that you think critically about who you're talking to, deeply listen, and tailor communication to that person.

9. Negotiation skills

This will be in especially high demand in computer and math jobs, such as data analysis and software development. It will also be critical in the arts and design (including commercial and industrial designers).

8. Service orientation

This was defined as actively seeking ways to help others. How much do you assist those on your team, your superiors, and people across your industry? How much are you known for that?

7. Judgment and decision-making

As organizations collect more and more data, there will be an even greater need for workers who can analyze it and use it to make intelligent decisions. Good judgment also involves knowing how to get buy-in from a colleague, or making a strong suggestion to a manager (even if it might not make you popular).

6. Emotional intelligence

Robots can do a lot, but they still can't read people the way other humans can (at least not yet). Employers will place a strong emphasis on hiring those who are aware of others' reactions, as well as their own impact on others.

5. Coordinating with others

Again, this falls under the social skills umbrella (sensing a trend?). It involves being able to collaborate, adjust in relation to others, and be sensitive to the needs of others.

4. People management

In the report, this included being able to motivate people, develop the talents and skills of employees, and pick the best people for a job. This will be especially in demand for managers in the media and energy industries.

3. Creativity

In 2015, creativity ranked 10th on the list. It's now one of the top three skills employers will seek. Why? Because as we're bombarded by new technologies, employers want creative people who can apply that tech to new products and services.

2. Critical thinking

As automation increases, the need for humans who can employ logic and reasoning increases. This is, in part, because machines must be directed ethically and optimally. Employers want people with critical minds who can evaluate the uses or abuses of the power of technology, and use them to benefit the company, the people in it, and the future.

1. Complex problem-solving

Technology can make life easier, but it can also make things more complicated. For example, you could use wearables to help map the walking patterns of nurses and doctors in a hospital to see how to make things more efficient. But without a human being analyzing those results while also having intelligent conversations with nurses, doctors, and patients, you will likely end up with a wrong or even dangerous result.

The report shows that 36% of all jobs across all industries will require complex problem-solving abilities as a core skill by 2020.

Take a look at this list in aggregate, and it's clear that if you want to prepare for 2020 and beyond, you should develop your social skills. Substantially.

This is backed up by David J. Deming, research fellow at the National Bureau of Economic Research. The title of his paper isn't even subtle: The Growing Importance of Social Skills in the Labor Market. He argues that strong social skills will only increase in importance as robots and automation take more jobs.

So if you're wondering about what to focus on when it comes to professional development in 2018 and beyond, consider things like:

Authentic Leadership Intensive, a 3-day training on social intelligence, trust, and authentic communication, led by EQ expert Amy Silverman ($350-435; coming up in January in NYC and February in Miami)

Dealing With Difficult People and Problems, a course out of Harvard Law School's Program on Negotiation (~$3,000 for 3 days; Cambridge, Massachusetts)

Search Inside Yourself, a leadership program based on the 5 primary components of emotional intelligence, originally given as a wildly popular course at Google (~$650-$1,350; all over the world, including Paris in January and SF in April)

Far from robots taking over the world, their rise seems to mean that it is the very things that make you human -- your willingness to cover for a coworker whose mother is sick; your desire to help two radically different teammates work together; your heartfelt appreciation of a manager who had our backs -- that will make you the most valuable.

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The 10 Top Skills That Will Land You High-Paying Jobs by 2020, According to the World Economic Forum

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They surveyed 350 executives across 9 industries in 15 of the world's biggest economies ... and the answers may surprise you. Professional development: it's not always clear what to focus on. Should you go to a coding bootcamp? Invest in a social media marketing course? Attend a communications training?

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from The Power of Inquiry

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In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: "I wish my teacher knew . . . " The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours. Teachers everywhere asked their students the same question, learning in late spring things that had troubled their kids all year:

"I wish my teacher knew how much I miss my Dad because he got deported to Mexico when I was 3 years old and I haven't seen him in 6 years."
"I wish my teacher knew that I've been having trouble balancing
my homework and sports lately."
"I wish my teacher knew I don't have pencils at home."

The overwhelming response to this idea illustrates a significant gap in the data we collect on our students. Despite our efforts to carefully examine student performance and choose instructional interventions that best meet their needs, the truth is, we need to be collecting, organizing, and analyzing more robust data on our students-facts about their home lives, their likes and dislikes, their learning preferences-the things that really matter.
THE HACK: COLLECT DATA ON THE WHOLE CHILD
Most teachers make an effort to get to know their students, and many regularly distribute surveys at the start of each school year to speed up that process. The problem is, most teachers read these surveys once, then file them away. Sure, they might have every intention of returning to the surveys and reviewing them later, but far too often, that time never comes. We rely on our day-to-day interactions for relationship building, and although we get to know some students quite well this way, others just fade into the background.

A 360 Spreadsheet is a place for teachers to store and access the "other" data we collect on our students, giving us a more complete, 360-degree view of each student. It's a single chart that organizes it all and lets us see, at a glance, things we might otherwise forget. Many teachers already keep track of students' birthdays. Think of this as a birthday chart on steroids. Figure 10-1 is just one possible version of a 360 Spreadsheet:

Because the 360 Spreadsheet is a single document, teachers can access it much more easily than they could a whole folder of surveys. Having the information formatted this way also makes it immediately clear which students a teacher needs to get to know better.

The chart in Figure 10-1 sorts student information into the following suggested categories:

* Passions: What is the student really into? Keeping track of things like hobbies, collections, and other hard-to categorize obsessions will help you connect with your students. This information will boost your ability to help students select books for independent reading, choose topics for writing or research projects, or even better understand math or history concepts by placing them in the context of things they are just crazy about.

* Family: The home environment plays a major role in how well a student performs academically. This category can include information about whether a student lives in one home or travels between the homes of two parents.

It might ask about the number of people who live in the household. It can also include other family-related facts, like whether anyone at home is dealing with an illness, is currently incarcerated, has special needs, travels frequently, or has a noteworthy profession or skill set (Mom is a circus performer? Probably worth noting.)

* Activities: This category will help you better understand what outside activities fill up a student's schedule when they are not in school. Are they on a sports team? Do they have a part-time job? Will they be busier on certain days of the week or at certain times of the year? Not only will this information give you a more complete picture of who your students are, it will build your awareness of the other demands placed on their time.

* Academics: Here's where you can put things a standardized test won't tell you about a student's academic needs and preferences: If a student struggles with handwriting, expresses a strong desire to work alone, has a strong interest in a particular subject area, or lights up during certain types of activities, record this information; it will help you individualize instruction later.

* Food & Drink: No, you are not a caterer. But why not keep a list of each child's favorite candy or snack? While you're at it, record food allergies on this chart as well-the information is probably in the school paperwork already; might as well add it here.

* Physical: Along with conditions that are already listed on students' official paperwork, this category can include others that are not, but are still important, like needing to use the restroom frequently or the tendency to get cold easily.

* Skills: Our students bring with them talents and skills we may not even be aware of if we don't ask, so when you find these things out, include them in your chart. Has a student been taking violin lessons for years? Add that. Do they know a lot about dairy farming? Origami? Photography? Put it all in there. Not only will knowing about these skills further develop your knowledge of the student, they may also come in handy when you need help or information about an area where you lack expertise.

* Other: This seems like it could be a throw-away category, but making room for miscellaneous information is a good idea. Things like sensitivities to loud noises, religious practices, or random facts about student histories (e.g., "Lived in China") should also be recorded, even if they don't necessarily fit into any broad category. Although these categories offer vital information, they are just suggestions.

Teachers can and should collect whatever information is most relevant to them, information that will help you connect to your students as whole people and build strong relationships with them.
.....
THE HACK IN ACTION
Lisa Tremonte, a special education teacher at Apshawa Elementary School in West Milford, New Jersey, began using a 360 Spreadsheet in the fall of 2014. After giving students a survey, she entered their responses into the chart, then stored the spreadsheet in the front of her planning binder, which made it accessible at all times and enabled her to add to it over the school year as she learned more about her students. "In a quick glance," she says, "I can access a wealth of information that really matters about my students. I use it to talk to my students about their lives outside of school when we're saying hello or during lunch and snack time."

Although the spreadsheet does serve an academic purpose, offering ideas when students struggle to come up with topics for writing assignments, its greater value is that it makes students feel seen. "It enables me to ask students direct questions about the sports they play, teams they love, their pets, siblings, and passions," Tremonte says. "When I do, the look on their faces says it all. They know that I listen to them, care about them, and think their lives are important. The chart has given me the tools I need to ensure that each child feels loved, safe, and at home in my classroom every day."

Although education has no silver bullets, building strong relationships with our students comes pretty close. It cuts back on classroom management problems, motivates students to work harder, helps us more effectively differentiate instruction, and generally makes school a better place to be for everyone. The easier you can make it to build those relationships, the more they will pay off for you and your students.
Mark Barnes is a veteran teacher, author, speaker and creator of the Hack Learning Series for teachers and the Hack Learning mobile app. He is the author of six education books, including "Role Reversal." His book, "Assessment 3.0," encourages teachers to eliminate traditional grades and build an ongoing conversation about learning. He is the publisher of the Brilliant or Insane blog and can be found on Twitter at @markbarnes19 . Jennifer Gonzalez is a National Board Certified Teacher with more than 10 years of classroom experience. She has taught English language arts to middle school students and teaching methodology to pre-service teachers at the college level. On her website, Cult of Pedagogy , she devotes herself full-time to helping teachers do their work better. Her first book, "The Teacher's Guide to Tech ," was published in March. Follow her on Twitter @cultofpedagogy .

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Rethinking Data: How to Create a Holistic View of Students

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In the spring of 2015, Denver elementary teacher Kyle Schwartz asked her students to complete this sentence in writing: "I wish my teacher knew . . . " The student responses were so unexpected, so moving, Schwartz shared some of them online, igniting a movement that went viral within hours.

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Initial inspiration

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One of the most interesting projects I have been involved in this year, is the introduction of personal inquiry routines into several of my partner schools. We've been keen to look at ways to open up more opportunities for regular inquiry into personal passions. Most of the teachers who have implemented some form of personal inquiry time already use a model that allows for 'student led' inquiry but this has tended to be within the scope of the 'big idea' the class is investigating. While maintaining this, we have also been keen to explore the benefits of investigations that cater more specifically for the particular interests, ways of thinking, ideas, passions and curiosities. We have not been alone in this venture! Increasing reference is made worldwide to such approaches -20% time, innovations days, passion projects, oasis time, genius hour - whatever we choose to call it, the intention is similar. The term 'I-time' (which I first heard used by some teachers in the Sandhurst Diocese of Victoria, Melbourne) appealed to me - the letter 'I" turned out to have a lot of potential being the initial letter for many of our favourite words...inquiry, independence, investigations, inspiration, initiative...as well as the obvious digital reference. itime wordle

Providing opportunities for personal inquiry has been an instructive experience for us all and has required teachers to have a strong inquiry mindset as we reflect on and strengthen the structures and strategies to ensure learning is rigorous and purposeful as well as truly owned by the students. Students' feedback and reflections have been the most useful source of learning for teachers.

Recently, Michele Martin - Inquiry learning leader and year 3 teacher at Elsternwick Primary school, asked her students to reflect on how their views of 'itime' had changed since the beginning of the year. Their honest and thoughtful comments show a growing insight into the nature of quality inquiry itself. It reminded me of just how powerful learning can be when we allow time and space to 're-think' and when we give them opportunities to express their thinking about the process learning itself.
Here's what some of them had to say...

I know I have a big choice and even though I like making, it's much more challenging if I ask questions and do research.

70% I am totally focused and it's increasing! I think about what I need to do, like going to the library or bringing something from home to help me.

We should regularly check in with students about how their views of themselves and their learning is growing and changing. And what better context for exploring the self as learner then open, personal inquiry! Do your students have a similar opportunity? Do they have the time and permission to change their thinking?
Just wondering....

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One of the most interesting projects I have been involved in this year, is the introduction of personal inquiry routines into several of my partner schools. We've been keen to look at ways to open up more opportunities for regular inquiry into personal passions.