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I think like a...
I can think about...
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We know that digital and AI technologies are transforming the world of work and that today's workforce will need to learn new skills and learn to continually adapt as new occupations emerge. We also know that the COVID-19 crisis has accelerated this transformation. We are less clear, however, about the specific skills tomorrow's workers will require.

Governments are keen to help their citizens develop in these areas, but it is hard to devise curricula and the best learning strategies without being more precise about the skills needed. It is difficult to teach what is not well defined.

We, therefore, conducted research that we hope will help definitions take shape and could contribute to future-proof citizens' skills for the world of work. The research identified a set of 56 foundational skills that will benefit all citizens and showed that higher proficiency in them is already associated with a higher likelihood of employment, higher incomes, and job satisfaction.

Defining foundational skills for citizens

Some work will, of course, be specialized. But in a labor market that is more automated, digital, and dynamic, all citizens will benefit from having a set of foundational skills that help them fulfill the following three criteria, no matter the sector in which they work or their occupation:

add value beyond what can be done by automated systems and intelligent machines

operate in a digital environment

continually adapt to new ways of working and new occupations

DELTA proficiency and outcomes

From here, we conducted two further pieces of research. First, we sought to gauge the level of proficiency in the 56 DELTAs among today's workers compared with the level we believe will be required to future-proof citizens' ability to work. Second, we sought to gauge whether proficiency in these DELTAs was already associated with certain work-related outcomes.

Proficiency

To ascertain proficiency levels, we defined a desirable level of proficiency in each of the 56 DELTAs, then devised a psychometric questionnaire to assess respondents' proficiency against this bar. Eighteen thousand people from 15 countries completed the online questionnaire and were given a score on a scale of 0 to 100 for each DELTA (see the sidebar "Example: Evaluating proficiency levels for DELTAs").

The results showed respondents' proficiency was lowest in two skill groups in the digital category-software use and development and understanding digital systems. Proficiency in the skill groups for communication and planning and ways of working-both in the cognitive category-was also lower than average (Exhibit 2).

Overall, survey participants with a university degree had higher average proficiency scores across 56 distinct elements of talent, suggesting that those with higher levels of education are better prepared for changes in the workplace.

Exhibit 3 lists the DELTAs where proficiency has the highest and lowest correlation with the level of education. (Some have a negative coefficient.)

Outcomes

We went on to test whether proficiency in the DELTAs was already helping people in the world of work; the results showed that survey respondents with higher DELTA proficiencies were, on average, more likely to be those that were employed, with higher incomes, and higher job satisfaction. Different DELTAs were more strongly associated with these three work-related outcomes, however.

Notably, proficiency in two self-leadership DELTAs-"self-confidence" and "coping with uncertainty"-ranked among the top three most predictive DELTAs for two out of the three outcomes (Exhibit 5).

How DELTAs could help shape education and adult training

Our findings help define the particular skills citizens are likely to require in the future world of work and suggest how proficiency in them can influence work-related outcomes, namely employment, income, and job satisfaction. This, in turn, suggests three actions governments may wish to take.

Reform education systems

Our research suggests governments could consider reviewing and updating curricula to focus more strongly on the DELTAs. Given the weak correlation between proficiency in self-leadership and interpersonal DELTAs and higher levels of education, a strong curricula focus on these soft skills may be appropriate.

Governments could also consider leading further research. Many governments and academics have started to define the taxonomies of the skills citizens will require, but few have done so at the level described here. Moreover, few, if any, have undertaken the considerable amount of research required to identify how best to develop and assess such skills. For instance, for each DELTA within the curriculum, research would be required to define progression and proficiency levels achievable at different ages and to design and test developmental strategies and assessment models. The solutions for different DELTAs are likely to differ widely. For example, the solutions to develop and assess "self-awareness and self-management" would differ from those required for "work-plan development or "data analysis."

In addition, governments could consider setting up institutions for research and innovation in education to fund the research, facilitate researchers' access to schools to test innovative solutions, and establish which methods work for which DELTAs. They could also make the emerging data and insights available to researchers and educators in the private sector.

Reform adult-training systems

The majority of respondents we surveyed-like the majority of people in society at large-were no longer in national education systems. Raising proficiency in the DELTAs would therefore require continuous adult training. The fact that proficiency in digital DELTAs-shown to improve the chances of achieving higher incomes-was lower among older survey respondents who had left the national educational system illustrates this point.

The curricula of adult-training courses may also have to change. For example, our research has shown that self-leadership DELTAs may be particularly important for employment outcomes, yet these are not commonly covered by adult-training programs. For example, in an online scan of adult-training programs, we found that courses or modules to develop DELTAs within the skill groups of goal achievement or self-awareness and self-management were 20 times less common than those to develop communication DELTAs. That could be an urgent gap to fill to adequately respond to the wave of unemployment caused by the COVID-19 pandemic.

Specific actions that might encourage relevant adult learning include the following:

Establish an AI aggregator of training programs to attract adult learners and encourage lifelong learning. AI algorithms could guide users on whether they need to upskill or reskill for a new profession and shortlist relevant training programs. To develop accurate algorithms, governments would need to collect and organize data on market demand for jobs and skills, as well as data on training programs. Programs listed should include those that teach DELTAs correlated to work-related outcomes. Self-leadership DELTAs could be particularly important given their link to employment.

Introduce a skill-based certification system. Occupation-based qualifications risk becoming outdated rapidly as occupations requiring new skills emerge. Hence, skills-based accreditation may better suit employers' needs. Providers could develop programs that cover the practical skills and DELTAs required to perform a certain occupation, but add new components or remove old ones as those occupations evolved. Several AI start-ups have developed algorithms capable of identifying and updating the skill sets required for different occupations. Governments could adapt these to enable a dynamic, skill-based certification system.

Fund schemes that encourage a higher focus on DELTAs. Some governments award lifelong learning grants to their citizens, who can enroll in training programs within a national aggregator. To help equip citizens for the future world of work, governments could funnel funds toward programs that include the DELTAs associated with employment. For example, trainees could be offered spending vouchers for particular programs only, while funding to program providers could be conditional upon employment outcomes or the provision of training modules that include certain DELTAs.

Ensure affordability of lifelong education

Most children around the world have access to primary and secondary schooling, but not all of it is of high quality, and early education for the very young-the best age at which to develop certain mindsets and attitudes-is unaffordable for most people in most countries. In addition, very few countries have worked out a system to provide affordable access to quality adult training.

Hence, just as the Industrial Revolution in the 19th century drove an expansion of access to education, today's technological revolution should drive further expansion to ensure universal, high-quality, affordable access to education from early childhood to retirement and to ensure that curricula include the DELTAs that will future-proof citizens' skills in the world of work.

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Defining the skills citizens will need in the future world of work

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We know that digital and AI technologies are transforming the world of work and that today's workforce will need to learn new skills and learn to continually adapt as new occupations emerge. We also know that the COVID-19 crisis has accelerated this transformation. We are less clear, however, about the specific skills tomorrow's workers will require.

# data[].attributes.body
I think about...
I think like a...
I can think about...
I wonder...
etc.

# data[].attributes.body
I think about...
I think like a...
I can think about...
I wonder...
etc.

# data[].attributes.body
need to see everyone, not just themselves and their friends

# data[].attributes.body
Responsible to future generations.
Interpersonal relationships
Empathy
Trust
Humility
Sociability
Compassion

# data[].attributes.body
Asking the right questions.
Giving meaningful feedback.
Multilingualism.
Communication, public speaking.
Delegating.

# data[].attributes.body
Survivalists - ready to be on the move.
Balanced lifestyle
Walk the walk (Principled)
Honesty

# data[].attributes.body
listening with care and understanding (active listening)

openness to hearing and listening to diverse languages and cultures

# data[].attributes.body
Multilingal - using all languages to connect with people
Confident communicators digital and real world

# data[].attributes.body
Sustainable stomach - how we feed ourselves
Healthy balance
Conflict resolution
adaptability
risk-taker
grit/persistence
resilience
tolerance

# data[].attributes.body
Humility.
Trust.
Caring & Empathy.
Kindness & Sociability.
Integrity.

# data[].attributes.body
Using voice
Asking the right questions

# data[].attributes.body
heart needs to 'beat' for the good of all

# data[].attributes.body
Critical thinking.
Problem-solving.
Seeking relevant information.
Understanding bias.
Creativity.
Self-management.
Adaptability.
Negotiating.
Life-long learning.

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Operating in a digital environment
Optimism
Mental flexibility
Curiousity
agile thinking
analysis
higher cognitive skills

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The heart is literally at the heart of the rest of this.  It comes from here, as opposed to the brain.  We need to think from the heart:
Empathy
Gratitude
Appreciation
Care
Valued
Compassion
Wisdom

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I am curious about what I see and wonder about it

# data[].attributes.body
Helping & Encouraging others.
Support & Inclusivity.
Digital citizenship.

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I listen carefully and question respectfully

# data[].attributes.body
- solution oriented
- creative urge to tinker
- life hacks
- taking action
- teamwork
- networker

# data[].attributes.body
Problem solving
Adaptabile and flexible thinking
Perspective taking
Critical thinking and uncovering bias
testing out ideas
question posers and solvers

# data[].attributes.body
Balance.
Self-confidence.
Being true to yourself & trusting your instincts.
Risk-taking.
Self-regulation/self-management.

# data[].attributes.body
Independence.
Groundedness.
Empowerment.
Change-making.
Risk-taking.
Perseverance.
Self-motivation.

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See opportunities (life hacks)
other realities (meta verse)
Seeing themselves as people who....can help, be helped and prepared to change.
Vision or visualize their future
Identify barriers/obstacles/ challenges to their learning. (Self directed learner)

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I use kind words. I am responsible for the words I say to others.
My words express empathy for others
I communicate to collaborate.
I am multilingual and respectful of other languages

# data[].attributes.body
Seeing the best in others.
Seeing different perspectives.
Mindfulness.

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I understand the impact of my own words and speak with kindness

I share my ideas, stories and experiences

I recognise that there are appropriate times to share and times to listen

I am learning to ask the  right questions

I use all of my languages to connect and include everyone

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Seeing different perspectives.
reflection
digital literacy

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feeling empowered to actively tackle big world problems

learns through experimentation, mentorship and international network

# data[].attributes.body
Actve listening
Deciphering info
Recognise bias

# data[].attributes.body
My hands are creative tools to manipulate the world around me through making and expresseing.
My hands are commuication tool that I can use with resposnibility.
I respect my own body space and that of others.

# data[].attributes.body
Active listening.
Acceptance of different viewpoints.

# data[].attributes.body
strong connection to community

# data[].attributes.body
I am beginning to understand myself and my emotions

I enjoy connecting with other people and developing relationships

I am beginning to develop empathy for the world around me

# data[].attributes.body
My heart helps me to feel empathy for others.
My heart brings passion and energy to my world.

# data[].attributes.body
active listening
receive feedback
hear others perspective
Self talk or inner self: revolved around growth mindset "i can"

# data[].attributes.body
My ears are actively listening to others.
My ears are sensitive to the sounds of the natural and built world around me, from which I can build undertsanding and empathy.

# data[].attributes.body
I can work with my friends to create

I value the collaboration and process

# data[].attributes.body
moving through life experiences with confidence and open mindedness

walking towards potential challenges with constructive solutions for change in mind

# data[].attributes.body
My eyes are obsrving to build awareness of others and my world.
My eyes communictae my feeling for others.

# data[].attributes.body
In the community meeting, collaborating, learning with and from others

# data[].attributes.body
We persevere and we are resilient. We have creative and critical thinking skills. We are problem solvers and are adaptable. We are logical and can use our reasoning skills. We are able to focus and concentrate.

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positive thinking, innovative and informed by the past

# data[].attributes.body
I am learning to engage with uncomfortable situations and take safe risks

I listen to my instincts and trusts

I notice when I am worried and am learning to manage it and who to ask for help

# data[].attributes.body
I am feeling.
I am building resilience

# data[].attributes.body
We are on a journey. We have balance and stability

# data[].attributes.body
I think of my own ideas and know that they are valued and worthwhile

I questions what I hear and trust my own thinking

# data[].attributes.body
I am persistent, I am resilient and I keep going :)