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#1 What We Learned From Reading 1,000 Articles On Lifelong Learning

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#1 What We Learned From Reading 1,000 Articles On Lifelong Learning

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Are your skills, knowledge and experience more valuable today that they were 12 months ago?

We can all become obsolete. In itself this is nothing new but the fast pace of recent changes means we can now become obsolete faster than ever before. This is a risk not only for us personally but it is also a risk for organisations, if the skills and knowledge of their workforce becomes obsolete. The key to staying relevant and valuable is continuous or lifelong learning. However, what does this mean in reality?

To practice what we preach, we reviewed the top 1,000 most shared articles on continuous learning to see what we could learn. The articles ranged from high level research reports by leading consultancies through to advice for specific professionals from College Principals to Musicians to Developers. Here are our top 20 takeaways from the research.

There has been a steady increase in articles about continuous learning and lifelong learning published over the last five years. Data from BuzzSumo indicates there are now over 300 articles a month published about the topic. The number of articles published each month are shown below.

Learning Professionals are adopting this language too, we increasingly see Learning Platforms move away from calling themselves Learning Management Systems to referring to continuous or workplace learning platforms. More on that later.

A Pew Research survey in 2015 found that:

73% of adults consider themselves lifelong learners

74% of adults participate in activities to advance their knowledge about something that personally interests them

(yes, we don't quite know what happened to the 1% there either. Maybe they were too busy learning to answer the 2nd question).

As this data shows, formal / online courses are overshadowed by more informal and social methods of learning. We're all consuming content from multiple sources all the time.

The Pew Research study found that 81% of 18-29 year olds in the United States identified themselves as lifelong learners.

It has been argued, for example in this Forbes article, that millennials are prioritizing happiness and learning because they understand the link between the two.

As this younger cohort moves through the workforce we might expect greater demands for continuous learning opportunities. This is heartening to see, but also presents a challenge to organisations who don't promote a culture of continuous learning or are limited to fixed courses or resources. Millennials will expect a more fluid approach. These are the people who ask YouTube how to do something rather than go through 30 minutes of elearning.

John Horrigan in this Pew Research article argues one of the key drivers behind learning is "the steady advancement of the ' knowledge economy ,' in which economic value is increasingly derived from working with sources of knowledge and in which more and more jobs are built around knowledge workers who use information to 'create original knowledge products.'"
"The great majority of the new jobs require qualifications the industrial worker does not possess and is poorly equipped to acquire....they require a different approach to work and a different mind-set. Above all, they require a habit of continuous learning."
Thomas L. Friedman in New York Times argues " the accelerations set loose by Silicon Valley in technology and digital globalization have created a world where every decent job demands more skill and, now, lifelong learning."

expressed a neat equation for dealing with change: L>C:

"In a world of rapid change and increasing complexity, the winners will be those who can keep their L>C. That is their rate of learning must be greater than the rate of change and greater than the rate of their competition."

We have to both learn and unlearn. Some skills will become obsolete. This may be some years away but Brian Krzanich, the C.E.O. of Intel, recently questioned the need to learn to drive when he said "I believe my grandchildren will not drive ." Which will give them a lot of time to learn something else...

Companies increasingly recognise the need to recruit lifelong learners. Eric Schmidt, now executive chairman of Alphabet, a tech holding company which includes Google, has talked of Google's recruitment focus on 'learning animals.' Satya Nadella, CEO of Microsoft says he wants to hire "learn-it-alls, not know-it-alls".

The Canadian army operates in a fast changing technical landscape and they also specifically look for lifelong learners. In their recruitment they look for people who have "an interest in continuous learning and the ability to problem-solve."

Deloitte's Global Human Capital Trends 2016 report emphasised the importance of developing learning approaches that " enable people to develop themselves every day" . The aim is to embed learning as a day to day part of the job not as something separate.

Thus it is not enough to recruit lifelong learners, organisations also have to support continuous learning. This may mean a radical redesign of corporate learning to embed ongoing learning in the workplace. The default model for corporate learning has been to emulate school and university and provide fixed courses on familiar topics. But we don't know what we will need to know tomorrow. We need to look outside the course catalogue to discover that.

The authors stress how it important it is for CEOs to "rethink how to continuously improve the skills of employees beyond conventional training and education... insist on experimenting with new learning methods and look for approaches that are based on good evidence."

Finally the article argues that CEOs "need to model learning behaviors" as well as investing in the development of learning processes and tools.

The author argues that continuous learning is also driven by connections that exist in professional learning communities. He argues "Educators who self-organize on Twitter and other social networks to share knowledge, resources and best practices with peers around the world are pioneers in the continuous learning movement. Continuous learning platforms are now emerging that incorporate these always-on, community-based learning opportunities into more formal professional development programs."

There are many aspects but they include opening up the supply of learning to include different content formats, open resources, crowdsourced content and more virtual teaching and tutoring.

For Bersin, digital learning is really a new way of learning. In his model the LMS becomes invisible and learning takes place all the time and everywhere. A lot of this learning takes the form of micro-learning. In essence very short pieces of learning to help users complete a task immediately in the workplace.

Jeremy Auger points out how responsibility for learning is shifting. "When we are very young, our parents are responsible for our education; later that responsibility shifts to our teachers." "We need a model where individuals are supported in taking responsibility for their own lifelong education, even after graduation. And companies need to take responsibility for continually providing opportunities for their employees to develop."

Your employer has a responsibility to create a culture for continuous learning. But it's really down to you: If you want to be a lifelong employee you have to be a lifelong learner. You are responsible for your own development and self-motivation to learn and keep learning becomes one of the most important life skills.

For example, the US College Board has reshaped the PSAT and SAT exams to encourage lifelong learning. President David Coleman says "We analyzed 250,000 students from the high school graduating class of 2017 who took the new PSAT and then the new SAT. Students who took advantage of their PSAT results to launch their own free personalized improvement practice through Khan Academy advanced dramatically: 20 hours of practice was associated with an average 115-point increase from the PSAT to the SAT - double the average gain among students who did not."

The bad news for individuals is they have to take responsibility, the good news is that there are more and more opportunities to continue learning.

in order to keep current with the rapid pace of AWS releases, I study every post to the AWS What's New Blog and make sure I understand how these changes will affect my work.

to keep my practical implementation skills strong beyond natural challenges arising from Tuple's client work, I write AWS-focused open source software tools to solve common problems I have.

This focus on embedded learning in the workplace and learning on the job was echoed by many of the articles we read.

There was a time when job security came from being employed, now it comes from being employable. Those that succeed in future will be the continuous learners. People who are:

always learning something new and seeking out knowledge

learning a wide variety of things, not only those related to their current role

seeking new ways of doing things and new experiences

always up to date on current and future trends and technologies

agile, things change, stuff happens, be flexible

"I will never stop learning because I'm scared I will become obsolete or irrelevant."
John Coleman argues we all need to Make Learning a Lifelong Habit . This is not as easy as it sounds. Coleman argues " continuous and persistent learning isn't merely a decision. It must become a habit." In order to be successful he suggests:

Setting realistic goals

Develop and be part of a learning community

Avoid distractions that detract from deep learning

Use technology to supplement learning from podcasts to online courses

makes the point that building habits, not building courses is how to instil a continuous learning culture: "Continuous learning in the workplace doesn't mean providing continuous training or producing more and more stuff for workers, but helping them become independent modern lifelong learners".

Given the recent focus on artificial intelligence it is interesting to note that continuous learning is also key to artificial intelligence . A lgorithms get smarter over time by learning from experience and from new data. Increasingly AI systems are being designed to benefit from constant feedback because " continuous improvement is tied to continuous learning ."

Lifelong learning may not keep us ahead of the robots but there is plenty of evidence that it will keep us employed, healthy, independent and a valuable member of our community. Also as John Coleman points out in addition to its utility, learning is fun.

"It's a joy to engage a new topic. Having an array of interesting topics at your disposal when speaking to colleagues or friends can boost your confidence. And it's fulfilling."

There will be many more articles published on continuous and lifelong learning. But it's tough to make the time to search for them all and find the best ones. So we've trained our algorithm to find the best ones for us every day. Because we'd rather spend time learning than searching...

Here's our constantly updating feed of articles on Continuous Lifelong learning.

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What We Learned From Reading 1,000 Articles On Lifelong Learning

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Are your skills, knowledge and experience more valuable today that they were 12 months ago? We can all become obsolete. In itself this is nothing new but the fast pace of recent changes means we can now become obsolete faster than ever before.

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עבודה בצוות: שיר ויזל, אסף קנטור, אביעד אסולין.

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עבודה בצוות: שיר ויזל, אסף קנטור, אביעד אסולין.

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אינפוגרפיקה של טיעונים מופרכים

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אינפוגרפיקה של טיעונים מופרכים

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Skip to content

A complete interactive list of logical fallacies & rhetorical devices with examples.
Code by @omidpyc
Learn to Create Impactful Infographics
The word 'rhetological' is made up. A munge of two things: rhetorical techniques and logical fallacies.

Both are used heavily by institutional powers - governments, religions, political parties - across the entire spectrum to sway opinion, confuse and obfuscate. And, unfortunately, we internalise them, like bad habits, into our own decision-making and mental processes.
How many do you recognise?
Mega-thanks to 李为维, Hayanna Carvalho, Iván Galarza, Klaus-Michael Lux, Kadar Magor, Gilles Peyroux and Adriano Venditti for translation work.

Want to do a translation yourself? Get in touch.

" See the original static graphic of logical fallacies
" Read about the method & thinking behind this post
" Savour this live example - A few years back, the most senior Catholic bishop here in the UK recently outlined his argument against same-sex marriage. Here's our rhetological matrix applied to his speech. (No surprise, he was later exiled from the church over sexual misconduct, homosexual misconduct).
" See the data

You might also like:

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Rhetological Fallacies - A list of Logical Fallacies & Rhetorical Devices with examples - Information is Beautiful

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Skip to content A complete interactive list of logical fallacies & rhetorical devices with examples. Code by @omidpyc Learn to Create Impactful Infographics The word 'rhetological' is made up. A munge of two things: rhetorical techniques and logical fallacies.

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אתרים חשודים

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אתרים חשודים

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רשימת אתרים ישראליים החשודים בעיני בפרסום מידע לא מדויק

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Post | ד"ר סיגל תפארת | מיומנויות

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3 המלצות לשיפור החשיבה הביקורתית בעסקים

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3 המלצות לשיפור החשיבה הביקורתית בעסקים

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A few years ago, a CEO assured me that his company was the market leader. "Clients will not leave for competitors," he added. "It costs too much for them to switch." Within weeks, the manufacturing giant Procter & Gamble elected not to renew its contract with the firm. The CEO was shocked - but he shouldn't have been.

For more than 20 years, I've helped struggling organizations. Sometimes they reach out because they have been mismanaged. Sometimes they have not stayed in front of changing technologies. In a few cases, members of the senior team were simply negligent. But in my experience, these organizational problems shared a root cause: A lack of critical thinking.

Too many business leaders are simply not reasoning through pressing issues, taking the time to evaluate a topic from all sides. Leaders often jump to the first conclusion, whatever the evidence. Even worse, C-suite leaders will just choose the evidence that supports their prior beliefs. A lack of metacognition - or thinking about thinking - is also a major driver, making people simply overconfident.

The good news is that critical thinking is a learned skill. To help people get better at it, I recently started the nonprofit Reboot Foundation. Based on my personal experience as well some of the work of our researchers, I've pulled together three simple things that you can do to improve your critical thinking skills:

Now, you might be thinking, "I do that already." And you probably do, but just not as deliberately and thoroughly as you could. Cultivating these three key habits of mind go a long way in helping you become better at an increasingly desired skill in the job market.

Question assumptions

When I work to turn around an organization, I'll typically start by questioning the firm's assumptions. I once visited dozens of stores of a retail chain, posing as a shopper. I soon discovered that the company had presumed that its customers had far more disposable income than they really had. This erroneous belief made the company overprice its clothing. They would have made millions more each year if they had sold lower-priced shirts and pants.

Of course, it's hard to question everything. Imagine going through your day asking yourself: Is the sky really blue? What if the person next to me isn't my colleague but her twin sister? How do I really know that the economy won't implode tomorrow?

The first step in questioning assumptions, then, is figuring out to question assumptions. Turns out, a questioning approach is particularly helpful when the stakes are high.

So if you are in a discussion about long-term company strategy upon which years of effort and expense will be based, be sure to ask basic questions about your beliefs: How do you know that business will increase? What does the research say about your expectations about the future of the market? Have you taken time to step into the figurative shoes of your customers as a "secret shopper"?

Another way to question your assumptions is to consider alternatives. You might ask: What if our clients changed? What if our suppliers went out of business? These sorts of questions help you gain new and important perspectives that help hone your thinking.

Reason through logic

Years ago, I took on the task of turning around the division of a large lingerie company. The growth of one of its major product lines had been declining for years. No one could figure out why.

It turned out that the company had made the reasoning mistake of over-generalization, drawing a sweeping conclusion based on limited or insufficient evidence. Namely, the company believed that all of their international customers had similar preferences in lingerie. So it shipped the same styles of brassieres to every store across Europe.

When my team started talking to staff and consumers, we realized that customers in different countries reported very distinct tastes and preferences. British women, for example, tended to buy lacy bras in bright colors. Italian women preferred beige bras, with no lace. And those in the United States led the world in sports bra purchases.

For this lingerie company, improving their reasoning helped the firm dramatically improve its bottom line. The good news is that the formal practice of logic dates back at least 2,000 years to Aristotle. Over those two millennia, logic has demonstrated its merit by reaching sound conclusions.

So at your organization, pay close attention to the "chain" of logic constructed by a particular argument. Ask yourself: Is the argument supported at every point by evidence? Do all the pieces of evidence build on each other to produce a sound conclusion?

Being aware of common fallacies can also allow you to think more logically. For instance, people often engage in what's known as "post hoc" thinking . In this fallacy, people believe that "because event Y followed event X, event Y must have been caused by event X."

So, for instance, a manager may believe that their sales agents rack up more sales in the spring because they're fired up by the motivational speeches offered at the annual sales conference in February - but until that assumption is tested, there's no way the manager can know if their belief is correct.

Seek out diversity of thought and collaboration

For years, I was the only female partner on McKinsey's transformation team. And today, while I serve on more than a half-dozen corporate boards, I am typically the only Asian and the only woman in the room during meetings.

By virtue of my background and life experiences, I tend to see things differently from the people around me. This has often played to my advantage. But I'm not immune to groupthink, either. When I'm around people similar to me for whatever reason - age, politics, religion- I try to solicit different points of view. It makes me a better thinker.

It's natural for people to group themselves together with people who think or act like them. This happens especially readily online, where it's so easy to find a specific cultural niche. Social media algorithms can narrow our perspectives further, serving up only news that fits our individual beliefs.

This is a problem. If everyone in our social circles thinks as we do, we become more rigid in our thinking, and less likely to change our beliefs on the basis of new information. In fact, the more people listen to people who share their views, research shows the more polarized their views become .

It's crucial to get outside your personal bubble. You can start small. If you work in accounting, make friends with people in marketing. If you always go to lunch with senior staff, go to a ball game with your junior colleagues. Training yourself this way will help you escape your usual thinking and gain richer insights.

In team settings, give people the chance to give their opinions independently without the influence of the group. When I ask for advice, for instance, I typically withhold my own preferences and ask team members to email me their opinions in separate notes. This tactic helps prevent people from engaging in groupthink.

While these simple tactics may sound easy or even obvious, they're rare in practice, particularly in the business world, and too many organizations don't take the time to engage in robust forms of reasoning. But the important work of critical thinking pays off. While luck plays a role - sometimes small, sometimes large - in a company's successes, the most important business victories are achieved through thinking smart.

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3 Simple Habits to Improve Your Critical Thinking

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A few years ago, a CEO assured me that his company was the market leader. "Clients will not leave for competitors," he added. "It costs too much for them to switch." Within weeks, the manufacturing giant Procter & Gamble elected not to renew its contract with the firm.

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Talent for survival: Essential skills for humans working in the machine age

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מקצועות העתיד

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מקצועות העתיד

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סרטון

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Jobs of the future: what will yours be? I The Feed

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איך לעבוד על לוח פאדלט

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איך לעבוד על לוח פאדלט

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1. צריך להירשם כדי ששם המשתמש יופיע על גבי הפוסט. אם אתם לא נרשמים, כתבו את שמכם כהערה לטקסט, כדי שאוכל לתת לכם ציון..
2. כל עמודה מייצגת מיומנות אחרת. אפשר להוסיף מקורות לכל מיומנות וכן להוסיף עמודות למיומנויות נוספות. השתדלו להעלות רק מקורות איכותיים. אפשר גם לרשום הערות לפוסטים קיימים ולתת לייק או אנ-לייק.

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The Future of Jobs Report

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Skills for Jobs: Today and Tomorrow

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European Centre for the Development of Vocational Training

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European Centre for the Development of Vocational Training

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Skills Forecast

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You are here

Skills Forecast

​Cedefop skills forecasts offers quantitative projections of the future trends in employment by sector of economic activity and occupational group. Future trends on the level of education of the population and the labour force are also estimated. Cedefop's forecasts use harmonised international data and a common methodological approach with the aim to offer cross-country comparisons about employment trends in sectors, occupations and qualifications. The forecasts and the methodologies applied are validated by a group of national experts. Nevertheless, it is not their purpose to substitute national forecasts, which often utilise more detailed methodologies and data, while they also incorporate in-depth knowledge of the labour market of the country.

The latest round of forecasts covers the period up to 2030. The forecasts take account of global economic developments up to May 2017.Despite cross-country differences, the EU economy as a whole is expected to show modest growth, after a better than expected performance in 2017. Over 2018 and 2019, the EU economy as a whole is expected to grow, albeit at a slower pace compared to 2017, supported by increased household expenditure and falling unemployment, although wage growth remains muted. Investment is also expected to pick up given favourable financing conditions and an improved economic outlook. The key assumptions of the baseline scenario incorporate the Eurostat population forecast available in 2017 (Europop 2015) and the short-term macroeconomic forecast produced by DG ECFIN in May 2017.

The detailed estimates are subject to possibly large and uncertain margins of error. They should not be taken literally but suggestive of indicative trends and patterns. As a rough rule of thumb, any cell containing fewer than 10,000 people should be regarded with caution. Cells with fewer than 1,000 people should be regarded with considerable scepticism.

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Skills Forecast ​Cedefop skills forecasts offers quantitative projections of the future trends in employment by sector of economic activity and occupational group. Future trends on the level of education of the population and the labour force are also estimated.

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תכנון כוח-אדם לשוק העבודה העתידי

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OECD Skills Outlook 2017: Skills and Global Value Chains

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Skills and Global Value Chains

Also available in: French

Since the 1990s, the world has entered a new phase of globalisation. Information and communication technology, trade liberalisation and lower transport costs have enabled firms and countries to fragment the production process into global value chains (GVCs). Many products are now designed in one country and assembled in another country from parts manufactured in several countries. Thirty percent of the value of exports of OECD countries comes from abroad. In this new context, GVCs and skills are more closely interrelated than ever. Skills play a key role in determining countries' comparative advantages in GVCs. A lot of the opportunities and challenges brought about by GVCs are being affected by countries' skills.The OECD Skills Outlook 2017 shows how countries can make the most of global value chains, socially and economically, by investing in the skills of their populations. Applying a "whole of government" approach is crucial. Countries need to develop a consistent set of skills-related policies such as education, employment protection legislation, and migration policies, in coordination with trade and innovation policies. This report presents new analyses based on the Survey of Adult Skills and the Trade in Value Added Database. It also explains what countries would need to do to specialise in technologically advanced industries.

SUMMARIESavailable in 26 languages

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Data and research on education including skills, literacy, research, elementary schools, childhood learning, vocational training and PISA, PIACC and TALIS surveys., Since the 1990s, the world has entered a new phase of globalisation. Information and communication technology, trade liberalisation and lower transport costs have enabled firms and countries to fragment the production process into global value chains (GVCs).

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The Future of Jobs and Jobs Training

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Pew Research Center: Internet, Science & Tech

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As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools? And will market capitalism survive?

Machines are eating humans' jobs talents. And it's not just about jobs that are repetitive and low-skill. Automation, robotics, algorithms and artificial intelligence (AI) in recent times have shown they can do equal or sometimes even better work than humans who are dermatologists, insurance claims adjusters, lawyers, seismic testers in oil fields, sports journalists and financial reporters, crew members on guided-missile destroyers, hiring managers, psychological testers, retail salespeople, and border patrol agents. Moreover, there is growing anxiety that technology developments on the near horizon will crush the jobs of the millions who drive cars and trucks, analyze medical tests and data, perform middle management chores, dispense medicine, trade stocks and evaluate markets, fight on battlefields, perform government functions, and even replace those who program software - that is, the creators of algorithms.

People will create the jobs of the future, not simply train for them, and technology is already central. It will undoubtedly play a greater role in the years ahead. Jonathan Grudin

Multiple studies have documented that massive numbers of jobs are at risk as programmed devices - many of them smart, autonomous systems - continue their march into workplaces. A recent study by labor economists found that "one more robot per thousand workers reduces the employment to population ratio by about 0.18-0.34 percentage points and wages by 0.25-0.5 percent." When Pew Research Center and Elon University's Imagining the Internet Center asked experts in 2014 whether AI and robotics would create more jobs than they would destroy, the verdict was evenly split: 48% of the respondents envisioned a future where more jobs are lost than created, while 52% said more jobs would be created than lost. Since that expert canvassing, the future of jobs has been at the top of the agenda at many major conferences globally.

Several policy and market-based solutions have been promoted to address the loss of employment and wages forecast by technologists and economists. A key idea emerging from many conversations, including one of the lynchpin discussions at the World Economic Forum in 2016, is that changes in educational and learning environments are necessary to help people stay employable in the labor force of the future. Among the six overall findings in a new 184-page report from the National Academies of Sciences, the experts recommended: "The education system will need to adapt to prepare individuals for the changing labor market. At the same time, recent IT advances offer new and potentially more widely accessible ways to access education."

Jobholders themselves have internalized this insight: A 2016 Pew Research Center survey, " The State of American Jobs," found that 87% of workers believe it will be essential for them to get training and develop new job skills throughout their work life in order to keep up with changes in the workplace. This survey noted that employment is much higher among jobs that require an average or above-average level of preparation (including education, experience and job training); average or above-average interpersonal, management and communication skills; and higher levels of analytical skills, such as critical thinking and computer skills.

A central question about the future, then, is whether formal and informal learning structures will evolve to meet the changing needs of people who wish to fulfill the workplace expectations of the future. Pew Research Center and Elon's Imagining the Internet Center conducted a large-scale canvassing of technologists, scholars, practitioners, strategic thinkers and education leaders in the summer of 2016, asking them to weigh in on the likely future of workplace training.

Some 1,408 responded to the following question, sharing their expectations about what is likely to evolve by 2026:
In the next 10 years, do you think we will see the emergence of new educational and training programs that can successfully train large numbers of workers in the skills they will need to perform the jobs of the future?
The nonscientific canvassing found that 70% of these particular respondents said "yes" - such programs would emerge and be successful. A majority among the 30% who said "no" generally do not believe adaptation in teaching environments will be sufficient to teach new skills at the scale that is necessary to help workers keep abreast of the tech changes that will upend millions of jobs. (See "About this canvassing of experts" for further details about the limits of this sample.)

Participants were asked to explain their answers and offered the following prompts to consider:

What are the most important skills needed to succeed in the workforce of the future?

Which of these skills can be taught effectively via online systems - especially those that are self-directed - and other nontraditional settings?

Which skills will be most difficult to teach at scale?

Will employers be accepting of applicants who rely on new types of credentialing systems, or will they be viewed as less qualified than those who have attended traditional four-year and graduate programs?

Several common expectations were evident in these respondents' answers, no matter how hopeful or fretful they were about the future of skills- and capabilities-training efforts. (It is important to note that many respondents listed human behaviors, attributes and competencies in describing desirable work skills. Although these aspects of psychology cannot be classified as "skills" and perhaps cannot be directly taught in any sort of training environment, we include these answers under the general heading of skills, capabilities and attributes.)

A diversifying education and credentialing ecosystem: Most of these experts expect the education marketplace - especially online learning platforms - to continue to change in an effort to accommodate the widespread needs. Some predict employers will step up their own efforts to train and retrain workers. Many foresee a significant number of self-teaching efforts by jobholders themselves as they take advantage of proliferating online opportunities.

Respondents see a new education and training ecosystem emerging in which some job preparation functions are performed by formal educational institutions in fairly traditional classroom settings, some elements are offered online, some are created by for-profit firms, some are free, some exploit augmented and virtual reality elements and gaming sensibilities, and a lot of real-time learning takes place in formats that job seekers pursue on their own.

A considerable number of respondents to this canvassing focused on the likelihood that the best education programs will teach people how to be lifelong learners. Accordingly, some say alternative credentialing mechanisms will arise to assess and vouch for the skills people acquire along the way.

A focus on nurturing unique human skills that artificial intelligence (AI) and machines seem unable to replicate: Many of these experts discussed in their responses the human talents they believe machines and automation may not be able to duplicate, noting that these should be the skills developed and nurtured by education and training programs to prepare people to work successfully alongside AI. These respondents suggest that workers of the future will learn to deeply cultivate and exploit creativity, collaborative activity, abstract and systems thinking, complex communication, and the ability to thrive in diverse environments.

One such comment came from Simon Gottschalk, a professor in the department of sociology at the University of Nevada, Las Vegas: "The skills necessary at the higher echelons will include especially the ability to efficiently network, manage public relations, display intercultural sensitivity, marketing, and generally what author Dan Goleman would call 'social' and 'emotional' intelligence. [This also includes] creativity, and just enough critical thinking to move outside the box."

Another example is the response of Fredric Litto, a professor emeritus of communications and longtime distance-learning expert from the University of São Paulo: "We are now in the transitional stage of employers gradually reducing their prejudice in the hiring of those who studied at a distance, and moving in favor of such 'graduates' who, in the workplace, demonstrate greater proactiveness, initiative, discipline, collaborativeness - because they studied online."

Other respondents mentioned traits including leadership, design thinking, "human meta communication," deliberation, conflict resolution, and the capacity to motivate, mobilize and innovate. Still others spoke of more practical needs that could help workers in the medium term - to work with data and algorithms, to implement 3-D modeling and work with 3-D printers, or to implement the newly emerging capabilities in artificial intelligence and augmented and virtual reality. Jonathan Grudin, principal researcher at Microsoft, commented, "People will create the jobs of the future, not simply train for them, and technology is already central. It will undoubtedly play a greater role in the years ahead."

Seriously? You're asking about the workforce of the future? As if there's going to be one? Anonymous scientific editor

About a third of respondents expressed no confidence in training and education evolving quickly enough to match demands by 2026. Some of the bleakest answers came from some of the most respected technology analysts. For instance, Jason Hong, an associate professor at Carnegie Mellon University, wrote, "There are two major components needed for a new kind of training program at this scale: political will and a proven technology platform. Even assuming that the political will (and budget) existed, there's no platform today that can successfully train large numbers of people. MOOCs [ Massive Open Online Courses] have a high dropout rate and have serious questions about quality of instruction. They are also struggling with basic issues like identification of individuals taking the courses. So in short, we can train small numbers of individuals (tens of thousands) per year using today's community colleges and university systems, but probably not more."

Several respondents argued that job training is not a primary concern at a time when accelerating change in market economies is creating massive economic divides that seem likely to leave many people behind. An anonymous scientific editor commented, "Seriously? You're asking about the workforce of the future? As if there's going to be one? ... 'Employers' either run sweatshops abroad or hire people in the 'first world' to do jobs that they hate, while more and more unskilled and skilled people end up permanently on welfare or zero-hour contracts. And the relatively 'job-secure' qualified people who work in the 'professions' are probably a lot closer than they think they are to going over that same cliff. The details of how they earn their credentials aren't going to be an issue."

Most participants in this canvassing wrote detailed elaborations explaining their positions, though they were allowed to respond anonymously. Their well-considered comments provide insights about hopeful and concerning trends. These findings do not represent all possible points of view, but they do reveal a wide range of striking observations. Respondents collectively articulated five major themes that are introduced and briefly explained in the 29-page section below and then expanded upon in more-detailed sections. Some responses are lightly edited for style or due to length.

The following section presents a brief overview of the most evident themes extracted from the written responses, including a small selection of representative quotes supporting each point. Some responses are lightly edited for style or due to length.

Theme 1: The training ecosystem will evolve, with a mix of innovation in all education formats

These experts envision that the next decade will bring a more widely diversified world of education and training options in which various entities design and deliver different services to those who seek to learn. They expect that some innovation will be aimed at emphasizing the development of human talents that machines cannot match and at helping humans partner with technology. They say some parts of the ecosystem will concentrate on delivering real-time learning to workers, often in formats that are self-taught.

Commonly occurring ideas among the responses in this category are collected below under headings reflecting subthemes.

More learning systems will migrate online. Some will be self-directed and some offered or required by employers; others will be hybrid online/real-world classes. Workers will be expected to learn continuously

Most experts seem to have faith that rapid technological development and a rising wariness of coming impacts of the AI/robotics revolution are going to spur the public, private and governmental actions needed for education and training systems to be adapted to deliver more flexible, open, adaptable, resilient, certifiable and useful lifelong learning.

Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different. Justin Reich

Jim Hendler, a professor of computer science at Rensselaer Polytechnic Institute, predicted, "The nature of education will change to a mix of models. College education (which will still favor multi-year, residential education) will need to be more focused on teaching students to be lifelong learners, followed by more online content, in situ training, and other such [elements] to increase skills in a rapidly changing information world. As automation puts increasing numbers of low- and middle-skill workers out of work, these models will also provide for certifications and training needs to function in an increasingly automated service sector."

Michael Wollowski, an associate professor of computer science at the Rose-Hulman Institute of Technology, commented, "We will definitely see a vast increase in educational and training programs. We will also see what might be called on-demand or on-the-job kind of training programs. (We kind of have to, as with continued automation, we will need to retrain a large portion of the workforce.) I strongly believe employers will subscribe to this idea wholeheartedly; it increases the overall education of their workforce, which benefits their bottom line. Nevertheless, I am a big believer in the college experience, which I see as a way to learn what you are all about, as a person and in your field of study. The confidence in your own self and your abilities cannot be learned in a short course. It takes life experience, or four years at a tough college. At a good college, you are challenged to be your best - this is very resource-intensive and cannot be scaled at this time."

Justin Reich, executive director at the Massachusetts Institute of Technology (MIT) Teaching Systems Lab, observed, "Educators have always found new ways of training the next generation of students for the jobs of the future, and this generation will be no different. Our established systems of job training, primarily community colleges and state universities, will continue to play a crucial role, though catastrophically declining public support for these institutions will raise serious challenges."

David Karger, a professor of computer science at MIT, wrote, "Most of what we now call online learning is little more than glorified textbooks, but the future is very promising. ... No matter how good our online teaching systems become, the current four-year college model will remain dominant for quite some time. ... Online teaching will increase the reach of the top universities, which will put pressure on lesser universities to demonstrate value. One potential future would be for those universities to abandon the idea that they have faculty teaching their own courses and instead consist entirely of a cadre of (less well paid) teaching assistants who provide support for the students who are taking courses online."

A few respondents said already established institutions cannot be as fully successful as new initiatives. Jerry Michalski, founder at REX, commented, "Today's educational and training institutions are a shambles. They take too long to teach impractical skills and knowledge not connected to the real world, and when they try to tackle critical thinking for a longer time scale, they mostly fail. The sprouts of the next generation of learning tools are already visible. Within the decade, the new shoots will overtake the wilting vines, and we will see all sorts of new initiatives, mostly outside these schooling, academic and training institutions, which are mostly beyond repair. People will shift to them because they work, because they are far less expensive and because they are always available."

Barry Chudakov, founder and principal at Sertain Research and StreamFuzion Corp., says education has been liberated because, thanks to digital innovation, everyone can embed learning continuously in their everyday lives. He wrote, "The key to education in the next 10 years will be the understanding that we now live in a world without walls - and so the walls of the school (physical and conceptual) need to shatter and never go up again. In the (hopefully near) future, we will not segregate schooling from work and real-world thinking and development. They will seamlessly weave into a braid of learning, realization, exposure, hands-on experience and integration into students' own lives. And, again, the experience of being a student, now confined to grade school, secondary school and university, will expand to include workers, those looking for work, and those who want or need to retrain - as well as what we now think of as conventional education. One way we will break down these walls - we are already doing so - will be to create digital learning spaces to rival classrooms as 'places' where learning happen[s]. Via simulation, gaming, digital presentations - combined with hands-on, real-world experience - learning and re-education will move out of books and into the world. The more likely enhancement will be to take digital enhancements out into the world - again, breaking down the walls of the classroom and school - to inform and enhance experience."

An anonymous respondent echoed the sentiment of quite a few others who do not think it is possible to advance and enhance online education and training much in the next decade, writing, "These programs have a cost, and too few are willing to sacrifice for these programs." More such arguments are included in later sections of this report.

Online courses will get a big boost from advances in augmented reality (AR), virtual reality (VR) and artificial intelligence (AI)

Some respondents expressed confidence in the best of current online education and training options, saying online course options are cost-effective, evolving for the better, and game-changing because they are globally accessible. Those with the most optimism expect great progress will be made in augmented reality (AR), virtual reality (VR) and AI. While some say 2026 will still be "early days" for this tech, many are excited about its prospects for enhancing learning in the next decade.

Already, today there are quite effective online training and education systems, but they are not being implemented to their full potential. Edward Friedman

Edward Friedman, professor emeritus of technology management at the Stevens Institute of Technology, wrote, "Already, today there are quite effective online training and education systems, but they are not being implemented to their full potential. These applications will become more widely used with familiarity that is gained during the next decade. Also, populations will be more tech-savvy and be able to make use of these systems with greater personal ease. In addition, the development of virtual reality, AI assistants and other technological advances will add to the effectiveness of these systems. There will be a greater need for such systems as the needs for new expertise in the workforce [increase] and the capacity of traditional education systems proves that it is not capable of meeting the need in a cost-effective manner."

The president of a technology LLC wrote, "Training, teaching are all going online, partly because of high costs of campus education."

Richard Adler, distinguished fellow at the Institute for the Future, predicted, "AI, voice-response, telepresence VR and gamification techniques will come together to create powerful new learning environments capable of personalizing and accelerating learning across a broad range of fields."

Ray Schroeder, associate vice chancellor for online learning at the University of Illinois, Springfield, commented, "It is projected that those entering the workforce today will pursue four or five different careers (not just jobs) over their lifetime. These career changes will require retooling, training and education. The adult learners will not be able to visit physical campuses to access this learning; they will learn online. I expect that we will see the further development of artificially intelligent teaching specialists such as 'Jill Watson' at Georgia Tech, the virtual graduate assistant who was thought to be human by an entire class of computer science students. I anticipate the further development and distribution of holoportation technologies such as those developed by Microsoft using HoloLens for real-time, three-dimensional augmented reality. These teaching tools will enable highly sophisticated interactions and engagement with students at a distance. They will further fuel the scaling of learning to reach even more massive online classes."

Fredric Litto, an professor emeritus of communications and longtime distance-learning expert from the University of São Paulo, replied, "There is no field of work that cannot be learned, totally or in great part, in well-organized and administered online programs, either in traditional 'course' formats, or in self-directed, independent learning opportunities, supplemented, when appropriate, by face-to-face, hands-on, practice situations."

Tawny Schlieski, research director at Intel and president of the Oregon Story Board, explained, "New technologies of human/computer interaction like augmented and virtual reality offer the possibility of entirely new mechanisms of education. ... Augmented and virtual reality tools ... make learning more experiential, they engage students with physical movement, and they enable interactive and responsive instructional assets. As these tools evolve over the next decade, the academics we work with expect to see radical change in training and workforce development, which will roll into (although probably against a longer timeline) more traditional institutions of higher learning."

Universities still have special roles to play in preparing people for life, but some are likely to diversify and differentiate

Many respondents said real-world, campus-based higher education will continue to thrive during the next decade. They generally expect that no other educational experience can match residential universities' capabilities for fully immersive, person-to-person learning, as well as mentoring and socializing functions, before 2026. They said a residential university education helps build intangible skills that are not replicable online and thus deepens the skills base of those who can afford to pay for such an education, but they expect that job-specific training will be managed by employers on the job and via novel approaches. Some say major universities' core online course content, developed with all of the new-tech bells and whistles, will be marketed globally and adopted as baseline learning in smaller higher education locales, where online elements from major MOOCs can be optimally paired in hybrid learning with in-person mentoring activities.

The most important skills to have in life are gained through interpersonal experiences and the liberal arts. ... Human bodies in close proximity to other human bodies stimulate real compassion, empathy, vulnerability and social-emotional intelligence. Frank Elavsky

Uta Russmann, communications/marketing/sales professor at the FHWien University of Applied Sciences in Vienna, Austria, said, "In the future, more and more jobs will require highly sophisticated people whose skills cannot be trained in 'mass' online programs. Traditional four-year and graduate programs will better prepare people for jobs in the future, as such an education gives people a general understanding and knowledge about their field, and here people learn how to approach new things, ask questions and find answers, deal with new situations, etc. - all this is needed to adjust to ongoing changes in work life. Special skills for a particular job will be learned on the job."

Frank Elavsky, data and policy analyst at Acumen LLC, responded, "The most important skills to have in life are gained through interpersonal experiences and the liberal arts. ... Human bodies in close proximity to other human bodies stimulate real compassion, empathy, vulnerability and social-emotional intelligence. These skills are imperative to focus on, as the future is in danger of losing these skillsets from the workforce. Many people have gained these skills throughout history without any kind of formal schooling, but with the growing emphasis on virtual and digital mediums of production, education and commerce, people will have less and less exposure to other humans in person and other human perspectives."

Isto Huvila, professor at Uppsala University, replied, "The difference between educating to perform and educating to make the future is the difference between vocational [education] and higher (university) education. ... Spending four years at a university is not only about learning skills but about bildung (self-cultivation) and socialising in a group that is capable of fostering collaboration much better than an ad hoc group of people. But this does not mean that alternative means and paths of learning and accreditation would not be useful as ... complementary to the traditional system that has limitations as well."

Dana Klisanin, psychologist/futurist at Evolutionary Guidance Media R&D, wrote, "Educational institutions that succeed will use the tools of social media and game design to grant students' access to teachers from all over the world and increase their motivation to succeed. ... Online educational programs will influence the credentialing systems of traditional institutions, and online institutions will increasingly offer meet-ups and mingles such that a true hybrid educational approach emerges."

Theme 2: Learners must cultivate 21st‑century skills, capabilities and attributes

Will training for skills most important in the jobs of the future work well in large-scale settings by 2026? Respondents in this canvassing overwhelmingly said yes, anticipating that improvements in such education would continue. However, many believe the most vital skills are not easy to teach, learn or evaluate in any education or training setting available today.

Tough-to-teach intangible skills, capabilities and attributes such as emotional intelligence, curiosity, creativity, adaptability, resilience and critical thinking will be most highly valued

Dozens of descriptive terms were applied by respondents as they noted the skills, capabilities and attributes they see as important in workers' lives in the next decade.

The skills needed to succeed in today's world and the future are curiosity, creativity, taking initiative, multi-disciplinary thinking and empathy. These skills, interestingly, are the skills specific to human beings that machines and robots cannot do ... Tiffany Shlain

While coding and other "hard skills" were listed as being easiest to teach to a large group in an online setting, "soft," "human" skills were seen by most respondents as crucial for survival in the age of AI and robotics.

Devin Fidler, research director at the Institute for the Future, predicted, "As basic automation and machine learning move toward becoming commodities, uniquely human skills will become more valuable. There will be an increasing economic incentive to develop mass training that better unlocks this value."

Susan Price, a digital architect at Continuum Analytics, commented, "Increasingly, machines will perform tasks they are better suited to perform than humans, such as computation, data analysis and logic. Functions requiring emotional intelligence, empathy, compassion, and creative judgment and discernment will expand and be increasingly valued in our culture."

Tiffany Shlain, filmmaker and founder of the Webby Awards, wrote, "The skills needed to succeed in today's world and the future are curiosity, creativity, taking initiative, multi-disciplinary thinking and empathy. These skills, interestingly, are the skills specific to human beings that machines and robots cannot do, and you can be taught to strengthen these skills through education. I look forward to seeing innovative live and online programs that can teach these at scale."

Ben Shneiderman, professor of computer science at the University of Maryland, observed, "Students can be trained to be more innovative, creative and active initiators of novel ideas. Skills of writing, speaking and making videos are important, but fundamental skills of critical thinking, community building, teamwork, deliberation/dialogue and conflict resolution will be powerful. A mindset of persistence and the necessary passion to succeed are also critical."

Louisa Heinrich, founder at Superhuman Limited, commented, "Lateral and system-thinking skills are increasingly critical for success in an ever-changing global landscape, and these will need to be re-prioritised at all levels of education."

An anonymous technologist commented, "Programming and problem solving, learning how to work with artificial intelligence and robotics will become more important, and more and more workers will be replaced by software/hardware-based 'workers.' Automation will reduce the need for the current workforce, and the divide between the upper class and the lower class will continue to eat the middle class."

Some who are pessimistic about the future of human work due to advances in capable AI and robotics mocked the current push in the U.S. to train more people in technical skills. An anonymous respondent commented, "Teach a billion people to program and you'll end up with 900,000,000 unemployed programmers."

An anonymous program director for a major U.S. technology funding organization predicted, "We will see training for the jobs of the past, and for service jobs. The jobs of the future will not need large numbers of workers with a fixed set of skills - most things that we can train large numbers of workers for, we will also be able to train computers to do better."

Among the many other skills mentioned were: process-oriented and system-oriented thinking; journalistic skills, including research, evaluation of multiple sources, writing and speaking; understanding algorithms, computational thinking, networking and programming; grasping law and policy; an evidence-based way of looking at the world; time management; conflict resolution; decision-making; locating information in the flood of data; storytelling using data; and influencing and consensus building. A few people mentioned that young adults need to be taught how to have face-to-face interaction, including one who said they "seem to be sorely lacking in these skills and can only interact with a cellphone or laptop."

Practical experiential learning via apprenticeships and mentoring will advance

Because so many intricacies of the workplace - the human, soft and hard - are learned on the job, respondents said they expect apprenticeships and forms of mentoring will regain value and evolve along with the 21st‑century workplace.

D. Yvette Wohn, assistant professor of information systems at the New Jersey Institute of Technology, wrote, "Formalized apprenticeships that require both technical skills and interpersonal interaction will become more important."

Ian O'Byrne, an assistant professor of literacy education at the College of Charleston, replied, "In the future we'll see more opportunities for online, personalized learning. This will include open, online learning experiences (e.g., MOOCs) where individuals can lurk and build up capacity or quench interests. I also believe that we'll see a rise in the offering of premium or pay content that creates a space where one-to-one learning and interaction will allow mentors to guide learners while providing critical feedback. We will identify opportunities to build a digital version of the apprenticeship learning models that have existed in the past. Alternative credentials and digital badges will provide more granular opportunities to document and archive learning over time from traditional and nontraditional learning sources. Through evolving technologies (e.g., blockchain), this may provide opportunities for learners to document and frame their own learning pathways."

An instructional designer with 19 years of experience commented, "The pattern I'm seeing is toward individualized learning - almost on the level of tutoring or apprenticeship. We've seen again and again that the broader the audience focus, the less the course seems to deliver. As for what the skills of the future are, they'll be specialized to their fields with a university degree assumed to be a certificate in the ability to learn more about a particular subject specialty. You may get a degree in computer software development, but the truth is that you still need to be taught how to write software for, say, the mortgage company or insurance company that hires you. The key to the future will be flexibility and personal motivation to learn and tinker with new things."

Theme 3: New credentialing systems will arise as self-directed learning expands

As they anticipate the appearance of effective new learning environments and advances in digital accountability systems, many of these experts believe fresh certification programs will be created to attest to workers' participation in training programs and the mastery of skills. Some predict that many more workers will begin using online and app-based learning systems.

While the traditional college degree will still hold sway in 2026, more employers may accept alternate credentialing systems, as learning options and their measures evolve

Charlie Firestone, communications and society program executive director and vice president at The Aspen Institute, replied, "There will be a move toward more precise and better credentialing for skills and competencies, e.g., badging and similar techniques. Employers will accept these more as they prove probative. And online learning will be more prevalent, even as an adjunct to formal classroom learning. New industries such as green energy and telemedicine will increase new employment opportunities. Despite all of these measures, the loss of jobs from artificial intelligence and robotics will exceed any retraining program, at least in the short run."

Sam Punnett, research officer at TableRock Media, wrote, "I suspect employers will recognize the new credentialing systems. Particularly those certificates awarded for studies in emerging disciplines (currently data science appears 'all the rage') and those that reflect an upgrade of previously acquired skills. Traditional credentials will continue to hold value, but I believe they will be considered in light of a candidates perceived ability in 'learning how to learn.' The four-year degree and subsequent graduate studies will continue to be less of a guaranty towards employment without work experience. ... Certificates are being viewed more favourably, and many universities are lagging in their connection between their pedagogies and working-world requirements."

William J. Ward, a university communications professor, @DR4WARD, commented, "Higher Education is doing a poor job of preparing students with the skills they need to succeed in the workforce. Online and credentialing systems are more transparent and do a better job on delivering skills. People with new types of credentialing systems are seen as more qualified than traditional four-year and graduate programs."

The proof of competency may be in the real-world work portfolios

Many workplaces place a higher value on real-world work portfolios than they do on a degree or certification, yet their hiring systems - including AI bots programmed to scan resumés - still use the commonly accepted credentials as a basis for interviewing candidates. Some respondents hope to see change.

Schools today turn out widget makers who can make widgets all the same. They are built on producing single right answers rather than creative solutions. Jeff Jarvis

A software engineering and system administration professional commented, "The reliability of the traditional educational system is already being questioned - in some fields it's considered common sense that certifications and degrees mean little, and that a portfolio, references, and hands-on interviews are much more important for assessing a candidate's ability. The unfortunate reality is that many HR departments still post job listings saying degrees and certifications are required, as a way of screening candidates. Both of those cost a lot of money, and neither mean a lot for a candidate's competence. I hope this will change (both job listings and quality of degrees/certifications), but don't see it happening soon."

Meryl Krieger, career specialist at Indiana University, Bloomington's Jacobs School, replied, "Credentialing systems will involve portfolios as much as resumés - resumés simply are too two-dimensional to properly communicate someone's skillset. Three-dimensional materials - in essence, job reels - that demonstrate expertise will be the ultimate demonstration of an individual worker's skills. I see credentialing as a piece of a very complex set of criteria; these will also incorporate an individual's ability to communicate and work with teams (huge in employer requests for new employees), which can more readily be documented and tracked through online portfolio tools than through traditional resume formats. Thus, the educational and training programs of the future will become (in their best incarnations) sophisticated combinations of classroom and hands-on training programs. The specific models will necessarily be responding to individual industry requirements."

Jeff Jarvis, a professor at the City University of New York Graduate School of Journalism, wrote, "Schools today turn out widget makers who can make widgets all the same. They are built on producing single right answers rather than creative solutions. They are built on an outmoded attention economy: Pay us for 45 hours of your attention and we will certify your knowledge. I believe that many - not all - areas of instruction should shift to competency-based education in which the outcomes needed are made clear and students are given multiple paths to achieve those outcomes, and they are certified not based on tests and grades but instead on portfolios of their work demonstrating their knowledge."

While the first three themes found among the responses to this canvassing were mostly hopeful about advances in education and training for 21st‑century jobs, a large share of responses from top experts reflect a significant degree of pessimism for various reasons. Some even say the future of jobs for humans is so baleful that capitalism may fail as an economic system. The next themes and subthemes examine these responses.

Theme 4: Training and learning systems will not meet 21st‑century needs by 2026

A large share of respondents predicted that online formats for knowledge transfer will not advance significantly in the next decade. The 30% who expressed pessimism were often deeply doubtful about the capabilities of current education systems to adapt, to pivot to respond to new challenges as quickly as necessary. Interestingly, being able to adapt and respond to looming challenges was seen by nearly everyone in this canvassing as one of the most highly prized future capabilities; these respondents especially agree that it is important, and they say that our human institutions - government, business, education - are not adapting efficiently and are letting us down. Many of them say that current K-12 or K-16 education programs are incapable of making adjustments within the next decade to serve the shifting needs of future jobs markets.

Among the other reasons listed by people who do not expect these kinds of transformative advances in job creation and job skill upgrading:

It may not be possible to train workers for future skills, for many reasons, including that there will not be any jobs to train them for or that jobs change too quickly.

There is no "political will," nor is there evidence leaders will provide funding, for mass-scale improvement in training. Several observed that if education advances cannot be monetized with the appropriate profit margin, they are not moved forward.

Many workers are incapable of taking on or unwilling to make the self-directed sacrifices they must to adjust their skills.

The "soft" skills, capabilities and attitudes respondents assume will be necessary in future workers are difficult to teach en masse or at all, and they question how any teaching scheme can instill such sophisticated traits in large numbers of workers.

Some among the 70% of respondents who are mostly optimistic about the future of training for jobs also echoed one or more of the points above - mentioning these tension points while hoping for the best. Following are representative statements tied to these points and more from all respondents.

Within the next decade, education systems will not be up to the task of adapting to train or retrain people for the skills likely to be most prized in the future

Thomas Claburn, editor-at-large at Information Week, wrote, "I'm skeptical that educational and training programs can keep pace with technology."

Traditional models train people to equate what they do with who they are (i.e., what do you want to be when you grow up) rather than to acquire critical thinking and flexible skills and attitudes that fit a rapidly changing world. Pamela Rutledge

Andrew Walls, managing vice president at Gartner, wrote, "Barring a neuroscience advance that enables us to embed knowledge and skills directly into brain tissue and muscle formation, there will be no quantum leap in our ability to 'up-skill' people. Learning takes time and practice, which means it requires money, lots of money, to significantly change the skill set of a large cohort."

B. Remy Cross, assistant professor of sociology, Webster University, commented, "Lacking a significant breakthrough in machine learning that could lead to further breakthroughs in adaptive responses by a fully online system, it is too hard to adequately instruct large numbers of people in the kinds of soft skills that are anticipated as being in most demand. As manufacturing and many labor-intensive jobs move overseas or are fully mechanized, we will see a bulge in service jobs. These require good people skills, something that is often hard to train online."

John Bell, software developer and teacher at Dartmouth College, replied, "Even today, access to information is not the limiting factor in skills education for anyone who can go online. ... While there have been generational gains in the developments of online communities, a large-scale educational experience (either MOOC or on-demand broadcasts) will not be able to duplicate that."

Stowe Boyd, managing director of Another Voice and a well-known thinker on work futures, discussed the intangibles of preparing humans to partner with AI and bot systems: "While we may see the creation and rollout of new training programs," he observed, "it's unclear whether they will be able to retrain those displaced from traditional sorts of work to fit into the workforce of the near future. Many of the 'skills' that will be needed are more like personality characteristics, like curiosity, or social skills that require enculturation to take hold. Individual training - like programming or learning how to cook - may not be what will be needed. And employers may play less of a role, especially as AI- and bot-augmented independent contracting may be the best path for many, rather than 'a job.' Homesteading in exurbia may be the answer for many, with 'forty acres and a bot' as a political campaign slogan of 2024."

Luis Miron, a distinguished university professor and director of the Institute for Quality and Equity in Education at Loyola University in New Orleans, wrote, "Bluntly speaking, I have little confidence in the educational sector, K-16, having the capacity and vision to offer high-quality online educational programs capable of transforming the training needs of the wider society. The most important skills are advanced critical thinking and knowledge of globalization affecting diverse societies - culturally, religiously and politically."

Pamela Rutledge, director of the Media Psychology Research Center, wrote, "The core assumptions driving educational content are not adapting as fast as the world is changing. Traditional models train people to equate what they do with who they are (i.e., what do you want to be when you grow up) rather than to acquire critical thinking and flexible skills and attitudes that fit a rapidly changing world. We have traditional institutions invested in learning as a supply-side model rather [than] demand-side that would create proactive, self-directed learners. This bias impacts the entire process, from educators to employers. It is changing, but beliefs are sticky and institutions are cumbersome bureaucracies that are slow to adapt. New delivery systems for skills related to technology will be more readily accepted than traditional ones because they avoid much of the embedded bias. ... Successful education models will begin developing 'mixed methods' to leverage technology with traditional delivery and rewrite certification processes with practice-relevant standards."

Justin Reich, executive director at the MIT Teaching Systems Lab, observed, "There will continue to be for-profit actors in the sector, and while some may offer choice and opportunity for students, many others will be exploitative, with a great[er] focus on extracting federal grants and burdening students with debt than actually educating students and creating new opportunities."

Show me the money: Many doubts hinge upon lack of political will and necessary funding

John Paine, a business analyst, commented, "The competing desires 1) to make educational activity available to all and 2) to monetize the bejeezus out of anything related to the internet will limit the effectiveness of any online learning systems in a more widespread context."

danah boyd, founder of Data & Society, commented, "I have complete faith in the ability to identify job gaps and develop educational tools to address those gaps. I have zero confidence in us having the political will to address the socio-economic factors that are underpinning skill training. For example, companies won't pay for reskilling - and we don't have the political power to tax them at the level needed for public investment in reskilling. Furthermore, we have serious geographic mismatches, underlying discriminatory attitudes, and limited opportunities for lower- [to] mid-level career advancement. What's at stake are not simply skills gaps - it's about how we want to architect labor, benefits and social safety nets. And right now, we talk about needing to increase skills, but that's not what employers care about. It just sounds nice. When computer science graduates from CUNY and Howard University can't get a job, what's at stake is not skills training."

Some people are incapable of or uninterested in self-directed learning

Among the future worker capabilities with the highest value in these respondents' eyes are the ability to adapt, or "pivot," and the motivation to up-skill as needed. Many respondents emphasized that the most crucial skill is that people have to learn how to learn and be self-motivated to keep learning.

My biggest concern with self-directed learning is that it requires a great deal of internal motivation. And I am not confident that individuals will find their way ... David Berstein

David Bernstein, a former research director, wrote, "The most important skills needed to succeed in the workplace will be flexibility and the ability to adapt and continuously learn. ... My biggest concern with self-directed learning is that it requires a great deal of internal motivation. And I am not confident that individuals will find their way, just as those who enter college today don't know what they want to be when they grow up, often until after they graduate. So everyone will still need some basic skills (interpersonal communications, basic arithmetic, along with some general culture awareness) [so] they can have that flexibility. ... Any 3-year-old can use their parent's smartphone or tablet without reading the manual. What I worry about is how well they will adapt when they are 35 or 55."

Calton Pu, professor and junior chair in software at the Georgia Institute of Technology, wrote, "The most important skill is a meta-skill: the ability to adapt to changes. This ability to adapt is what distinguished Homo sapiens from other species through natural selection. As the rate of technological innovation intensifies, the workforce of the future will need to adapt to new technology and new markets. The people who can adapt the best (and fastest) will win. This view means that any given set of skills will become obsolete quickly as innovations change the various economic sectors: precision agriculture, manufacturing 4.0, precision medicine, just to name a few. Therefore, the challenge is not only to teach skills, but also how to adapt and learn new skills. Whether the traditional programs or new programs will be better at teaching adaptive learning remains to be seen."

Cory Salveson, learning systems and analytics lead at RSM US, responded, "The nature of work today, and in future, is such that if people want to keep increasingly scarce well-paying jobs, they will need to educate themselves in an ongoing manner for their whole lives."

Some of these experts say those who aren't motivated to continue to learn and grow will be left behind.

Scott Amyx, CEO of Amyx+, said online training is advancing and will continue to evolve, but, "The education system is at an inflection point. Many ambitious federal and state programs have fizzled, to produce dismal to no statistical change in the caliber of K-12 education. ... It's those less-educated and less-skilled who are most sensitive to technological displacement. Online mediums and self-directed approaches may be limited in effectiveness with certain labor segments unless supplemented by human coaching and support systems."

Beth Corzo-Duchardt, a professor at Muhlenberg College, replied, "Self-directed study is [a] variable that changes the alchemy of teaching and learning. It is true that most online courses require self-direction. Indeed, when I advise students, I don't recommend that students take online courses unless they have demonstrated an aptitude for self-direction. But in-person courses may also be self-directed. This works well for some students but not others. Students who are self-directed often have had a very good foundational education and supportive parents. They have been taught to think critically and they know that the most important thing you can learn is how to learn. And they are also are more likely to come from economic privilege. So, not only does the self-direction factor pose a problem for teaching at scale, the fact that a high degree of self-direction may be required for successful completion of coursework towards the new workforce means that existing structures of inequality will be replicated in the future if we rely on these large-scale programs."

Theme 5: Jobs? What jobs? Technological forces will fundamentally change work and the economic landscape

Among the 30% of respondents who said they did not think things would turn out well in the future were those who said the trajectory of technology will overwhelm labor markets, killing more jobs than it creates. They foresee a society where AI programs and machines do most of the work and raise questions about people's sense of identity, the socio-economic divisions that already distress them, their ability to pay for basic needs, their ability to use the growing amount of "leisure time" constructively and the impact of all of this on economic systems. It should also be noted that many among the 70% who expect positive change in the next decade also expressed some of these concerns.

There will be many millions more people and millions fewer jobs in the future

The problem of future jobs is not one of skills training - it is one of diminishing jobs. How will we cope with a workforce that is simply irrelevant? Jennifer Zickerman

Cory Doctorow, activist-in-residence at MIT Media Lab and co-owner of Boing Boing ( boingboing.net), responded, "It's an article of faith that automation begets more jobs [than it] displaces (in the long run); but this is a 'theory-free' observation based on previous automation booms. The current automation is based on 'general purpose' technologies - machine learning, Turing complete computers, a universal network architecture that is equally optimized for all applications - and there's good reason to believe that this will be more disruptive, and create fewer new jobs, than those that came before."

Glenn Ricart, Internet Hall of Fame member and founder and chief technology officer of US Ignite, said, "Up to the present time, automation largely has been replacing physical drudgery and repetitive motion - things that can and should improve the quality of people's work lives. But in the next decade or two, there is likely to be a significant amount of technological innovation in machine intelligence and personal assistants that takes a real swipe out of the jobs we want humans to have in education, health care, transportation, agriculture and public safety. What are the 'new jobs' we want these people to have? If we haven't been able to invent them in response to international trade pacts, why are we sure we will be able to create them in the future?"

Richard Stallman, Internet Hall of Fame member and president of the Free Software Foundation, commented, "I think this question has no answer. I think there won't be jobs for most people a few decades from now, and that's what really matters. As for the skills for the employed fraction of advanced countries, I think they will be difficult to teach. You could get better at them by practice, but you couldn't study them much."

Jennifer Zickerman, an entrepreneur, commented, "The problem of future jobs is not one of skills training - it is one of diminishing jobs. How will we cope with a workforce that is simply irrelevant?"

Capitalism itself is in real trouble

The question isn't how to train people for nonexistent jobs, it's how to share the wealth in a world where we don't need most people to work. Nathaniel Borenstein

Nathaniel Borenstein, chief scientist at Mimecast, replied, "I challenge the premise of this question [that humans will have to be trained for future jobs]. The 'jobs of the future' are likely to be performed by robots. The question isn't how to train people for nonexistent jobs, it's how to share the wealth in a world where we don't need most people to work."

Paul Davis, a director based in Australia, predicted, "Whilst such programs will be developed and rolled out on a large scale, I question their overall effectiveness. Algorithms, automation and robotics will result in capital no longer needing labor to progress the economic agenda. Labor becomes, in many ways, surplus to economic requirements. This ... shift will dramatically transform the notion of economic growth and significantly disrupt social contracts; labor's bargaining position will be dramatically weakened. The nature of this change may require the world to shift to a 'Post Economic Growth' model to avoid societal dislocation and disruption."

John Sniadowski, a systems architect, replied, "The skill sets which could have been taught will be superseded by AI and other robotic technology. By the time the training programs are widely available, the required skills will no longer be required. The whole emphasis of training must now be directed towards personal life skills development rather than the traditional working career-based approach. There is also the massive sociological economic impact of general automation and AI that must be addressed to redistribute wealth and focus life skills at lifelong learning."

Tom Sommerville, agile coach, wrote, "Our greatest economic challenges over the next decade will be climate change and the wholesale loss of most jobs to automation. We urgently need to explore how to distribute the increasing wealth of complex goods and services our civilization produces to a populace that will be increasingly jobless in the traditional sense. The current trend of concentrating wealth in the hands of a diminishing number of ultra-rich individuals is unsustainable. All of this while dealing with the destabilizing effects of climate change and the adaptations necessary to mitigate its worst impacts."

Some of these experts projected further out into the future, imagining a world where the machines themselves learn and overtake core human emotional and cognitive capacities.

Timothy C. Mack, managing principal at AAI Foresight, said, "In the area of skill-building, the wild card is the degree to which machine learning begins to supplant social, creative and emotive skill sets."

Responses from additional key experts regarding the future of jobs and jobs training

This section features responses by several more of the many top analysts who participated in this canvassing. Following this wide-ranging set of comments on the topic, a much more expansive set of quotations directly tied to the set of four themes begins on Page 40.

'There will be a parallel call for benefits, professional development and compensation that smooths out rough patches' in an 'on-demand labor life'

Baratunde Thurston, a director's fellow at MIT Media Lab, Fast Company columnist and former digital director of The Onion, replied, "Online training and certification will grow significantly in part due to the high expense of formal higher education along with its declining payoffs for certain occupations. Why go $100,000 in debt for a four-year university, when you can take a more targeted course with more guaranteed income generation potential at the end? From the employer perspective, this type of learning will only grow. We are creating a system of on-demand labor akin to 'cloud-based labor' where companies 'provision' labor resources at will and release them at will, not by the year or month but by the job, labor unit, or small time unit, including minutes. The automation of human labor will grow significantly. And having a workforce trained in discrete and atomizable bits of skills will be seen as a benefit by employers. This of course is a terrible, soulless, insecure life for the workers, but since when did that really change anything? There will also be a parallel call for benefits, professional development, and compensation that smooths out the rough patches in this on-demand labor life, but such efforts will lag behind the exploitation of said labor because big business has more resources and big tech moves too fast for human-scale responses of accountability and responsibility. To quote Donald Trump, 'Sad!' "

We will see much more personalized, adaptive forms of education

Doc Searls, journalist, speaker and director of Project VRM at Harvard University's Berkman Klein Center for Internet & Society, wrote, "I don't expect the evolution of work in the connected world to require 'new educational and training programs.' Instead, I expect we'll see much more adaptive forms of education, especially of the self-made kind. Look at Linux and open-source development. The world runs on both now, and they employ millions of human beings. Many, or most, of the new open-source programmers building and running our world today are self-taught, or teach each other, to a higher degree than they are educated by formal schooling. Look at Khan Academy and the home-schooling movement, both of which in many ways outperform formal institutional education. The main qualification for programming work isn't a degree. It's proven capability. This model for employment of self and others will also spread to other professions. (By the way, I don't like the term 'job.' It demeans work, and reduces the worker to a position in an org chart.) The great educator John Taylor Gatto, who won many awards for his teaching and rarely obeyed curricular requirements, says nearly all attempts to reform education make it worse. We are by nature learning animals. We are each also very different: both from each other and from who we were yesterday. As a society we need to take advantage of that, and nurture our natural hunger for knowledge and productive work while respecting and encouraging our diversity, a fundamental balancing feature of all nature, human and otherwise."

'We will likely see a radical economic disruption in education, using new tools and means'

Jeff Jarvis, professor at the City University of New York Graduate School of Journalism, wrote, "At a roundtable on the future convened by Union Square Ventures a few years ago, I heard this economic goal presented: We need to see the marginal cost of teaching another student fall to zero to see true innovation come to education, allowing change to occur outside the tax-based (and thus safe) confines of public education. I don't think we'll ever reach zero; MOOCs are not the solution! But we will likely see a radical economic disruption in education - using new tools and means to learn and certify learning - and that is the way by which we will manage to train many more people in many new skills."

The current education system is perpetuating the shortage of talent

Cory Doctorow, activist-in-residence at MIT Media Lab and co-owner of Boing Boing ( boingboing.net), responded, "There is, for the immediate and medium term, a huge shortage of IT talent, of course - especially security researchers and professionals. In part, this is driven by the legal and educational framework that takes a zero tolerance approach to the 'hacking' that kids historically engaged in on their way to becoming security researchers. If a kid today hacks her school's censoring firewall to look at a blocked site, she is expelled (and possibly arrested), not streamed into an [Advanced Placement] computer science class. We also have a poorly constituted math curriculum for understanding 'algorithms' (which is really understanding the statistics of machine learning models). An earlier and more enduring focus on stats and statistical literacy - which can readily be taught using current affairs, for example, analyzing the poll numbers from elections, the claims made by climate change scientists, or even the excellent oral arguments in the Supreme Court Texas abortion law case - would impart skills that transferred well into IT, programming and, especially, security."

The most important skill at the moment of the 'Cambrian Explosion of robotics' is adaptability

Amy Webb, futurist and CEO at the Future Today Institute, commented, "Gill Pratt, a former program manager of the Defense Advanced Research Projects Agency (DARPA), recently warned of a Cambrian Explosion of robotics. About 500,000 years ago, Earth experienced its first Cambrian Explosion - a period of rapid cellular evolution and diversification that resulted in the foundation of life as we know it today. We are clearly in the dawn of a new age, one that is marked not just by advanced machines but, rather, machines that are starting to learn how to think. Soon, those machines that can think will augment humankind, helping to unlock our creative and industrial potential. Some of the workforce will find itself displaced by automation. That includes anyone whose primary job functions are transactional (bank tellers, drivers, mortgage brokers). However, there are many fields that will begin to work alongside smart machines: doctors, journalists, teachers. The most important skill of any future worker will be adaptability. This current Cambrian Explosion of machines will mean diversification in our systems, our interfaces, our code. Workers who have the temperament and fortitude to quickly learn new menu screens, who can find information quickly, and the like will fare well. I do not see the wide-scale emergence of training programs during the next 10 years due to the emergence of smart machines alone. If there are unanticipated external events - environmental disasters, new pandemics and the like - that could devastate a country's economy and significantly impact its workforce, which might catalyze the development of online learning opportunities."

A lot of knowledge can be imparted by machines and doesn't require 'human interaction'

Mike Roberts, Internet Hall of Fame member and first president and CEO of the Internet Corporation for Assigned Names and Numbers (ICANN), responded, "MOOCs and related efforts are in their infancy, so 'yes,' there will [be] considerable expansion as more is learned about what works and what doesn't work. These developments are contributing to a crisis of self-confidence in higher ed, where traditional scholarship is being challenged on many fronts, including the basic definition of 'education.' Human brains are complex, and it becomes tiresome to see simplistic approaches to education issues. Generally, an 'educated' person possesses a level of knowledge about the world that allows him or her to use analytical skills - induction, deduction, probability, etc. - to arrive at conclusions that guide behavior. The jury is very much out on the extent to which acquisition of knowledge and reasoning skills requires human interaction. We now have empirical evidence that a substantial percentage - half or more - can be gained through self-study using computer-assisted techniques. The path forward for society as a whole is strewn with obstacles of self-interest, ignorance, flawed economics, etc. If one believes in 'the singularity,' it doesn't matter, because human-machine symbiosis will bury the problem!"

'What should people know to be informed participants in a democracy?'

Judith Donath of Harvard University's Berkman Klein Center for Internet & Society replied:

"A lot has been written about the need for STEM [science, technology, engineering and mathematics] education. Here I want to focus on other areas.
1) Teaching and Healing: As computers, robots and other machines take over many jobs, we need to reposition the social status of jobs that involve interpersonal care: day care, teachers, nurse, elderly, coach. The issue is not just training but cultural re-evaluation of teaching and healing as highly respected skills. While technology can assist with this work, we mustn't lose sight of the importance of human connections as an end in and of themselves.
2) Craft and Repair: For the benefit of both the individual and the environment, we need to strongly support learning design, craft, building, repair. Few of us make anything we use - from the building we live in to the objects we own - and these things are mostly manufactured as cheaply as possible, to be easily bought, discarded, and bought again, in a process of relentless acquisition that often brings little happiness. Education here should be integrated into everyday life, not just for when one is 'in school.' E.g., much rental housing is in bad repair, with tenants waiting weeks, months, years for even simple fixes - a running toilet, broken lights, a hole in a wall. Very easily accessible learning for how to fix these things themselves (and making it economically rewarding, in the case of a common good) - is a simple, basic example of the kind of ubiquitous craft learning that at scale would be enormously valuable. Some of this can be taught online - a key component is also online coordination.
3) An Informed Citizen: What should people know, what skills should they have, to be informed participants in a democracy? Certainly science and technology are important, but we need to refocus liberal education, not ignore it. History, in all its complexity. Critical thinking - how to debate, how to recognize persuasive techniques, how to understand multiple perspectives, how to mediate between different viewpoints. Key skill: how to research, how to evaluate what you see and read."

'Learning in private is selfish. Public learning is becoming the norm.'

David Weinberger, a senior researcher at Harvard University's Berkman Klein Center for Internet & Society, said, "Judging from what we're seeing happening now on the web, it seems likely that many of [the innovative platforms] will be peer-to-peer. Sites like Stack Overflow for software engineers demonstrate a new moral sense that learning in private is selfish. Public learning is becoming the norm."

Most of the focus will be on childhood education for the world

Brad Templeton, chair for computing at Singularity University, wrote, "We will see the start of these technologies, but they will not be widespread at the hard problem of adult retraining in 10 years. Instead, most focus will be on childhood education for the poorer sectors of the world. The most important skill, flexibility, won't be taught easily this way, but must become a focus of K-12 education."

Look at what MOOCs have done already

John Markoff, former senior writer at The New York Times, said, "We have now passed through the first generation of MOOCs, and a new generation of online learning technology is beginning to emerge. Udacity is a good example of the trajectory. Sebastian Thrun was one of the inventors of the MOOC concept. After starting a company to pursue the idea, he pivoted, focusing specifically on skill-oriented education that is coupled directly to the job market."

The internet fosters innovation

Vint Cerf, vice president and chief internet evangelist at Google and an Internet Hall of Fame member, noted, "The internet can support remote training and learning. These need not be MOOCs. Even mobiles can be sources of education. I hope we will see more opportunities arising for sharing this kind of knowledge."

The main teaching goal: 'We will make you better than a robot. We let you cooperate with robots.'

Marcel Bullinga, trend watcher and keynote speaker @futurecheck, replied, "The future is cheap, and so is the future of education. I saw an ad already for $1,000 bachelor's-level training - with an app, of course. Schools and universities will transform in the same way as shops have done in the past 10 years from analog/human-first to digital/mobile/AI-first. New online credential systems will first complement, then gradually replace the old ones. The skills of the future? Those are the skills a robot cannot master (yet). Leadership, design, human meta communication, critical thinking, motivating, cooperating, innovating. In my black-and-white moments I say: Skip all knowledge training in high schools. Main teaching goal: 'We enable you to survive in an ever-changing world with ever-changing skills and not-yet-existing jobs of the future. We make you better than a robot. We let you cooperate with robots. We build your self-trust. We turn you into a decent, polite, social person. And most importantly, we do not mix education with religion - never.'"

Acceptance and quality of training programs 'will map to existing systemic biases'

Anil Dash, entrepreneur, technologist, and advocate @AnilDash, predicted, "These credentials will start to become widespread, but acceptance and quality of the training programs will map to the existing systemic biases that inform current educational and career programs."

The most essential deep learning will not come from online systems

Henning Schulzrinne, Internet Hall of Fame member and professor at Columbia University, wrote, "Training programs have had the problem that short-duration generic programs are often not very effective except as a way to incrementally add very specific skills ('learn how to operate the new industry-specific tool X in a week') to the existing repertoire. The subject-matter-specific part of a B.S. degree in a technical or scientific field takes at least two years, often more, and these are high-intensity, full-time years, often without other responsibilities such as family, mostly for students at an age where learning is still natural and easy. A large part of this time is spent not in a classroom but becoming fluent through monitored practice, including group work, internships and other high-intensity, high-interaction apprentice-like programs. It is hard to see how workers can afford to spend two years without income support while still fulfilling their 'adult' responsibilities such as taking care of their family or elderly parents. There are possibilities for adding limited skill sets to otherwise qualified workers, e.g., the ability to program in Python for somebody who already has an economics degree, increasing their ability to get their work done. The MOOC-style programs have shown themselves to be most effective for this 'delta' learning for practicing professionals, not turning a high school graduate into somebody who can compete with a college graduate."

We may soon be at the point where 'adaptive algorithms learn jobs faster than humans'

Jamais Cascio, distinguished fellow at the Institute for the Future, responded, "We will certainly see attempts to devise training and education to match workers to new jobs, but for the most part they're likely to fall victim to two related problems. 1) The difficulty of projecting what will be the 'jobs of the future' in a world where the targets keep shifting faster and faster. Jobs that seem viable may fall victim to a surprising development in automation (see, for example, filmmaking); new categories of work may not last long enough to support large numbers of employees. 2) We're in an era of general-purpose computing, which means that our systems are not physically or procedurally limited to a narrow type of work. Automation and semi-automation (e.g., self-checkout stands) don't need to completely eliminate a job to make it unable to support large numbers of workers. As learning systems improve, we will soon (if we're not already) be at a point where adaptive algorithms can learn new jobs faster than humans."

'Very unlikely' that a new training regime will be successful

Kate Crawford, a well-known internet researcher studying how people engage with networked technologies, wrote, "We clearly need new educational and training programs to address the deepening precarity of the labor market. But to make it 'successful,' in that the right training could be developed to make it possible that everyone will have jobs, is very unlikely."

New information flows will require new ways to think about education and learning

Paul Jones, clinical professor and director at the University of North Carolina, replied, "We learn more today by training and information sipping than in the past. Training is useful but not the end of education - only a kind of education. As for sipping: you need not know the name of every bear to know you should avoid bears. Yet the continual construction of knowledge and cultures requires more from us. So far, training formally as in Kahn Academy and Lynda.com are unarguably effective for continual updates for basic skills. No programmer or developer could keep up without the informal training of Stack Overflow. Wikipedia hasn't destroyed bar trivia, but it has made a dent in our conversational expertise. Who played guitar lead on "All or Nothing"? No need for debate. A little information sip will let us know. We're fine and informed - but not educated or learned. But what is left out? Collaborative construction of knowledge in new areas, deeper investigation into known areas, and the discovery of entirely new areas of knowledge. This is our challenge: how to create wisdom from knowledge, not just jobs from training and information."

'We need to think about co-evolving work and workers'

Bob Frankston, internet pioneer and software innovator, commented, "This is a nuanced question. We trained generations of people to be 'phone operators' by making it easy to operate the phone (aka, dialing). Today programming is increasingly become a trade. The problem with many websites is not so much the training of the programmers as much as getting managers and C-level people who understand the new concepts of a world being redefined by software. And that's even more true for policymakers. We need to think about co-evolving work and workers. And, as always, critical thinking will remain the biggest challenge."

Beware the model of for-profit learning

Frank Pasquale, author of "The Black Box Society: The Secret Algorithms That Control Money and Information" and professor of law at the University of Maryland, said: "The biggest danger for the United States educational system is premature vocationalism. Rigorous science and humanities courses help students learn how to learn. Skills training all too often does not. Of course, it can complement core academic courses, and is likely to be part of a lifetime of learning for those switching occupations. But turning high school and college into narrow vocational education programs would make their graduates more vulnerable to robotic replacement, not less. We need to invest in higher education, shoring up support for traditional universities and colleges, lest they eventually become bastions for reproduction of an elite, leaving the rest of society to untested experiments or online programs. Online learning is a good complement for existing colleges - but cannot replace them. Online-only programs emphasize the upside of high-tech approaches, but rarely grapple with the downside. Big-data surveillance will track the work students do, ostensibly in order to customize learning. Get stuck on a lesson? Just keep interfacing with a keyboard, camera and perhaps haptic sensors. Or perhaps IM some reserve army of tutorial labor via digital labor platforms like Mechanical Turk or TaskRabbit. Want to prove you aren't faking exams? Just let cameras record your every move and keystroke - perhaps your eye movements and facial expressions, too.

"With new platforms, Silicon Valley has lured some universities into giving away lectures for free. The colleges think they're establishing good karma with the public, but disrupters hope for a more chaotic endgame: students deciding to watch free courses, then proving their credentials to certifiers who give out 'badges' to signify competence in a skill set. The certifiers most likely won't be burdened with any of the teaching, research, community service, counseling (career or otherwise), recreation, social events, extracurriculars or other long-standing features of residential university communities. They will just verify that student X can do task Y. It could be a very profitable business. If students pay less for actual instruction by experts, they have more money to spend on badges. This is the for-profit model - shift money away from instruction and amenities and toward administrator salaries and marketing.

"Unburdened by legacy staff and faculty, 'ed tech' firms could muster a just-in-time workforce to develop new educational technologies. Investors could continue 'unbundling' the university into least-cost providers of content units, student surveillance, and badge-granting. That vision may draw capital, but it probably won't be attractive to many students. There are serious worries about rapid centralization and reuse of student data by under-regulated firms. For instance, black-boxed instructional technology is often run by algorithms that can't be accessed by the students it is assessing."

School systems should leverage the same tools society and industry are using to transform their practice

Tom Ryan, CEO of eLearn Institute Inc., responded, "The degree and perhaps the prestige of the institution gets you the first interview, but it is your ability to do good work that keeps the job and move[s] you to the next level. How individuals develop the skills will be less important [than] having the skills. As mastery learning evolves, so will our performance-based assessment systems, providing universities and businesses a greater set of evidence and qualifications then is currently available. Our traditional educational systems are burdened by 'legacy' bureaucratic practices that don't contribute to mastery of learning and distract from great teaching and learning. People in rural areas don't have physical access to [a] higher education campus or highly skilled trainers. Current job responsibilities don't allow flexible work schedules to seek skills to improve their position. K-12 teachers are constantly pulled from class time with students for professional development or during class are required to take attendance, [complete] grade assessments, fill out grade checks, practice fire drills - all degrading quality teaching time. If online systems just removed these barriers they would be a great benefit, but there is so much more these systems can offer. Many of the new skills necessary for jobs of the future require digital skills to be successful. Too often education leaders and politicians make unilateral decisions about the interaction between teacher and learner instead of building and maintaining an environment for great teaching and learning to take place. Large school systems can't scale major improvements in current systems without leveraging the tools that society and industry are using to transform their practice."

The people creating new jobs don't have time to think about what kind of workers they will need in the future

Barry Chudakov, founder and principal at Sertain Research and StreamFuzion Corp., replied: "One serious drawback to fast-tracking needed educational and training programs: the people who are creating the jobs of the future have so little time to reflect and gain perspective on the people they will need - and how adding these people to their corporate culture changes that culture. These entrepreneurs are so busy building technology infrastructures, filing patents, testing beta incarnations of ideas and processes - not to mention navigating the thicket of regulations and restrictions that surround many emerging technologies and industries - that they simply don't have time to look around and see the implications of the changes their companies are creating. ...

"In the near future, we will explode the notion of education as a rite of passage for youth happening within the walls of an institution. Educational institutions will not disappear, but they will change in ways that make them almost unrecognizable by today's models. ... Just as Pokemon Go lifts people out of their chairs into real-world environments to explore imaginary captures, we will change learning from a passive to an active, dynamic experience. Three dynamics that will affect all learning and retraining efforts: 1) Newer tools are changing our sense of identity. 2) We are moving from the fixed point of view that the book gave us to a multiple, simultaneous narrative of flow in a networked environment. 3) Again, since what we think is what we think through, we are applying that logic of visual presentation to our presentation (and sense) of self. ...

"The first skill needed to succeed in the workforce of the future will be the ability to understand, manage and manipulate data. Everyone in a technology-based profession will need to be a quant [ quantitative analyst] or keep up with the quants. Because all human processes and activities can now be quantified, and there is considerable exploration and technology development in the application of quantification to everything from our sleep patterns and shopping habits to our emotions and online behaviors, many new and important business models are emerging from quantification and the learning algorithms that drive it.

"The second, and much more important, skill needed to succeed in the workforce of the future will be the ability to find meaning and value in data combined with the problem, condition, or opportunity the data is outlining. Said simply, the greatest skill will be the ability to think through the cloud of facts, data, experience and strategic direction that products and services require. Design thinking or visual thinking will be a critical part of managing a data-driven world. Data mining and management can be taught effectively. Thinking, problem-solving, reflection and visioning are difficult to teach at scale."

'We need real education (not job-focused) and opportunities' for diverse pathways

Elisabeth Gee, professor at Arizona State University and author of "What Video Games Have to Teach Us About Learning and Literacy," commented, "First, many jobs of the future won't require workers with a lot of training. ... Second, degrees and credentials have been increasingly promoted by institutions more driven by profit than an interest in preparing students in any meaningful way for employment. If the government doesn't step in to restrict such institutions, we'll continue to see students graduate with huge debt and little prospect of decent employment. Lastly, we don't need large-scale training of workers - we need real education (not job-focused) and opportunities for people to pursue diverse pathways for career development and lifelong learning."

The greatest thinker of the 21st century will understand more about how she thinks, learns

Patrick Tucker, technology editor at Defense One and author of "The Naked Future," observed: "Online education offers the opportunity to gather data on student performance continuously, or telemetrically. ... What telemetric education offers is the opportunity to continuously and constantly evaluate a student to gain a much more comprehensive understanding of ability, retention of information, even how other behaviors and factors such as time of day, other calendar items, nutrition, amount of time on Pokemon Go, influence learning. It offers a more true moving score. ...

"Learning will become easier and much more of it will happen outside of school settings, all of which will diminish the importance of schools and teachers as we know them today. But platforms like Coursera can amplify the talents of gifted and effective instructors and reduce the cost of education in the coming decade for all. Some schools and colleges will thrive and prosper at a level not seen in their history. But they will do so only by transitioning away from today's classroom model toward something else, like data-driven skills workshops at the high school level and startup incubators or problem-solving workshops at the college level. ...

"We may be conflicted about replacing classes with platforms, but if we are to be honest with ourselves, we know that we can't prepare coming generations for the challenges of a technological and globalized economy the same way we prepared previous generations to be factory workers. The greatest thinker of the 21st century, [whoever] he or she is, will understand more about how she thinks and learns than any student in any previous generation, and all before ever stepping foot inside a schoolhouse. Imagine for a moment the power of knowing beforehand how well you would perform on a test. Laura Matzen of Sandia National Laboratory and some of her colleagues have demonstrated that the brain's electrical activity, detectable via electroencephalogram (EEG), predicts how well studied material has been incorporated into memory, and, thus, how well a subject will perform on memory tests. Telemetric education also offers the opportunity for everyone to raise his or her hand and be heard. That opportunity doesn't come easily in a crowded classroom - especially not for women or minority students, many of whom feel that if they ask the wrong question or display ignorance, they'll confirm some unflattering, broadly held perception about their social group."

'We need more of an emphasis on the fundamental purposes of education, not 'skills'

David Golumbia, associate professor of digital studies at Virginia Commonwealth University, commented, "As an educator, I am completely unconvinced by the current rhetoric that says our educational system is unable to meet the needs of current or future workforces. This whole argument is a sham meant to attack the fundamental purpose and basis of education. Most empirical evidence shows that the premises of this question are incorrect: most 'high-skilled' jobs of the sort implied here have an oversupply of qualified talent. We need more of an emphasis on the fundamental purpose of education, not on 'skills.' "

Few skills require personal instruction from an expert; all may be automated

Stephen Downes, researcher at the National Research Council of Canada, commented, "We will see educational and training programs that can successfully train large numbers of workers, because for the most part mechanisms will be in place that enable them to train themselves.

"Within 10 years, we should be beginning to see that the idea of 'providing' training education or training is misguided, because it's overly expensive and less effective than self-managed learning. I find it interesting, even, that the question itself presumes that skills must be 'taught.' 'Which of these skills can be taught effectively via online systems?' It's not that the skills are taught, per se, but rather [that] the skills are learned. A wide range of activities may enable skills to be learned - especially multidisciplinary skills, such as critical thinking or social interaction - without specifically teaching those skills.

"There are very few skills that require specific and personal instruction from an expert to learn - frankly, I can't think of any - which means that within 10 years we should at least be able to countenance the possibility that all, or nearly all, educational programs may be automated. Of course, they will continue to require the time and participation of the individual learner, and in many cases, social interaction with other learners, but the labor-intensive learning industry we have developed to this point will not be required.

"I see no major objections to this argument: 1) It may be argued that personal interaction is required in order to get to know a student, and therefore anticipate what they need. However, in 10 years it will be arguable (and probably demonstrable) that your own computer networks will know you better than any individual instructor could, even an instructor who worked with you your entire life. Sure, there are disasters like the Facebook news stream, but people are already amazed at how much Google knows about them. And we know that with enough data analytics can outperform humans even in complex tasks. 2) It may be argued that personal interaction is required in order to evaluate a student's level of achievement. Most actual assessment (not to be confused with multiple-choice tests) in school or professional programs is based on expert recognition. The submitted behavior (an essay, performance in surgery, piloting an aircraft in a simulation) is not assessed according to whether a set of indicators is achieved (this would possibly be a necessary, but never a sufficient, condition). The expert looks at the overall behavior and assesses whether that competency has been met. The expert is serving as a proxy for the community at large. With modern communications technology, this proxy is no longer required.

"Through the course of any given day, as a person goes through various activities, they interact with dozens of other people, either in person or through online interaction. Each person responds to them in some way, not by testing them, but by (for example) engaging them in conversation, asking questions, following advice, etc. These responses, over time, form a comprehensive (and constantly changing) assessment of the person."

What about the future of jobs training for 'artilects'?

An anonymous postdoctoral fellow at Rice University's Humanities Research Center observed, "So much has been said and challenged over the past three decades about online education. I'd like to answer this by asking a different set of questions which address recent developments in robotics and artificial intelligence. How will autonomous factories in Chicago, U.S., share what they've learned with factories in Pingdingshan, China? What credentialing system will self-driving cars require? How will artificially intelligent laborers learn the skills needed to run a household, business, government institution, or political organization? When will universities allow artilect [ nonhuman artificial-intelligence] students to enroll in their traditional undergraduate and graduate degree programs, and how would students learn the more ephemeral skills like critical thinking from a thinking machine?"

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Experts on the Future of Work, Jobs Training and Skills

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As robots, automation and artificial intelligence perform more tasks and there is massive disruption of jobs, experts say a wider array of education and skills-building programs will be created to meet new demands. There are two uncertainties: Will well-prepared workers be able to keep up in the race with AI tools?

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סמנו את המיומנויות שאתם צופים שתרכשו וראו מה המקצועות המתאימים לכם

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Acemoglu, D., & Restrepo, P. (2017). Robots and jobs: Evidence from US labor markets. SSRN Electronic Journal

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88 Pages Posted: 25 Mar 2017

There are 2 versions of this paper

Date Written: March 17, 2017

Abstract

As robots and other computer-assisted technologies take over tasks previously performed by labor, there is increasing concern about the future of jobs and wages. We analyze the effect of the increase in industrial robot usage between 1990 and 2007 on US local labor markets. Using a model in which robots compete against human labor in the production of different tasks, we show that robots may reduce employment and wages, and that the local labor market effects of robots can be estimated by regressing the change in employment and wages on the exposure to robots in each local labor market-defined from the national penetration of robots into each industry and the local distribution of employment across industries. Using this approach, we estimate large and robust negative effects of robots on employment and wages across commuting zones. We bolster this evidence by showing that the commuting zones most exposed to robots in the post-1990 era do not exhibit any differential trends before 1990. The impact of robots is distinct from the impact of imports from China and Mexico, the decline of routine jobs, offshoring, other types of IT capital, and the total capital stock (in fact, exposure to robots is only weakly correlated with these other variables). According to our estimates, one more robot per thousand workers reduces the employment to population ratio by about 0.18-0.34 percentage points and wages by 0.25-0.5 percent.

Keywords: automation, employment, jobs, labor, robots, wages

JEL Classification: J23, J24

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robots and jobs: evidence from us labor markets

# data[].attributes.attachment_link.title
Robots and Jobs: Evidence from US Labor Markets

# data[].attributes.attachment_link.description
As robots and other computer-assisted technologies take over tasks previously performed by labor, there is increasing concern about the future of jobs and wages

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Acemoglu, D., & Autor, D. (2011). Skills, tasks and technologies: Implications for employment and earnings. In O. Ashenfelter & D. Card (Eds.), Handbook of Labor Economics (Vol. 4, pp. 1043–1171). Amsterdam: Elsevier.

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Skills, Tasks and Technologies: Implications for Employment and Earnings

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Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

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Christensen, U. J. (2017, September 29). How to teach employees skills they don’t know they lack. Harvard Business Review

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After spending billions of dollars a year on corporate learning, U.S. companies probably assume that their employees have the knowledge and skills they need to carry out their jobs. The employees themselves probably think they're prepared, too, having gone through these exercises. But according to data from industries including academia, health care, technology, manufacturing, retail, sports, and business services, people are actually "unconsciously incompetent" in a typical 20% to 40% of areas critical to their performance. One global technology company my team works with, for example, discovered that, on average, its sales employees didn't understand or know about 22% of its product features, even though they believed they did.

Unconscious incompetence can be found at every function, discipline, and level in organizations. In fact, it's often more prominent among experienced staff, which is particularly problematic because, as the go-to people in their circles, they often pass incorrect or incomplete information and skills on to others via to peer-to-peer learning and training. This can lead to significant mistakes, dissatisfied customers and even damaged corporate reputations.

But how does a company, manager or individual employee correct a competency gap about which no one is aware? As a physician who studies brain function, biological variation and how people learn, I have some suggestions. The first step is to get "unconscious incompetence" on the learning agenda.

Corporate training programs need to be redesigned to better engage learners and empower them to admit what they don't know. Too many online training modules miss the mark here because they rely on static content, which most people try to click through as quickly as possible, especially if they think they already know it. These programs also make assumptions about what students understand and where they need reinforcement, offering a "one-size-fits-all" approach that's highly ineffective since every learner is different, with variations in knowledge, experiences, background and the ability to take in new information, even from moment to moment.

Better learning models are instead adaptive-that is, molded to each person's needs by probing what they know and don't know, then offering tailored content as the learner performs well or struggles. When e-learning is individualized in this way, learners can still speed through material, but only that which they've already mastered. And when they reach anything that challenges them, they get more support. Education technology companies and publishers are working hard to build these kinds of systems, as are industry groups, particularly in the healthcare arena. The American Medical Association recently announced a partnership initiative to encourage innovation and flexibility in continuing education, using blended or new approaches. And our work with the New England Journal of Medicine (NEJM Group) to create courses that allow physicians to maintain certification and keep up to date in a constantly evolving field is similar.

When being tested, learners should also be pushed to rate the confidence of their answers. Consider, for example, a trainee who scores 40 out of 50 on a proficiency test. Her trainer should make sure she focuses not just on the 10 misses, but also any correct answers that she can admit were lucky guesses. I've actually started to use this approach when helping my two daughters practice their spelling words. With every answer, they have to put three fingers up if they are sure, two fingers up if they're only partly sure, and a thumbs-down if they're just giving it a shot. Now, they're much more conscious about when they're guessing, and more apt to review all the words on which they felt at all unsure. When corporate learning programs prompt employees to admit to that they're guessing in the same way, they, too, begin to see the previously hidden gaps in their skills and knowledge.

Another strategy is to promote a culture of continuous improvement. A great example comes from the aviation industry. Pilots are trained in the latest aircraft and procedures using simulators, which test their skills and abilities, and uncover unconscious incompetence. In addition, airlines and the Federal Aviation Administration (FAA) use information from "near-miss" data (incidents or errors that nearly cause an accident) to inform training. The result is "predictive safety" that relies heavily on the reporting of these mistakes. The objective is not to punish (in fact, a lack of near-miss data is seen as questionable), but to improve safety and performance. More companies should keep formal or informal records of-and openly discuss-errors, whether in production, customer service, or other areas because they can yield invaluable insights about employees' knowledge gaps and make everyone more aware of what they don't know. The goal is to make people more comfortable about acknowledging previous mistakes and any doubts they may have going forward about trying to do their job. Emphasize that saying "I don't know" is always better than pretending to know something.

Unconscious incompetence is a pervasive and escalating problem, especially in fast-paced industries where knowledge and skills need constant updating. Organizations can only address it with more adaptive, individualized corporate learning programs and by promoting a culture of continues improvement. With a mindful approach that allows learners to probe their knowledge, uncover what they don't know, and admit when they are unclear, incompetence is uncovered and, thus, no longer unconscious: Employees know what they don't know and their employers can do something about it.

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How to Teach Employees Skills They Don't Know They Lack

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Despite the billions of dollars companies spend on employee training, research shows that workers are unconsciously incompetent in 20% to 40% of areas critical to their performance. How can you teach people skills and knowledge they don't know they lack?

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Deming, D. (2015). The growing importance of social skills in the labor market. The Quarterly Journal of Economics, 132(4), 1593–1640.

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Gallie, D. (2017). The quality of work in a changing labour market. Social Policy and Administration, 51(2), 226–243.

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The Infona portal uses cookies, i.e. strings of text saved by a browser on the user's device. The portal can access those files and use them to remember the user's data, such as their chosen settings (screen view, interface language, etc.), or their login data. By using the Infona portal the user accepts automatic saving and using this information for portal operation purposes. More information on the subject can be found in the Privacy Policy and Terms of Service. By closing this window the user confirms that they have read the information on cookie usage, and they accept the privacy policy and the way cookies are used by the portal. You can change the cookie settings in your browser.

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The Quality of Work in a Changing Labour Market

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There have been sharply contrasting scenarios of the long‐term pattern of change in the quality of work and employment in the advanced societies. Three broad perspectives have dominated enquiry in the last three decades: an optimistic tradition emphasizing progressive improvement in skills and the quality of work; a pessimistic tradition underlining emerging threats to employment and job quality; and, lastly, an institutional tradition pointing to long‐term structural differences between societies.

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Podcast: What is the Fourth Industrial Revolution?

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This podcast series will introduce listeners to the thinkers, entrepreneurs, and innovators who are already spotting the risks ahead, and seeking to guide humanity towards the land of ease and plenty that some believe is now within reach.

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Frey, C. B., & Osborne, M. A. (2017). The future of employment: How susceptible are jobs to computerisation? Technological Forecasting and Social Change, 114, 254–280.

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בד"כ חינמי, אלא אם כן רוצים תעודה. רמה אקדמית גבוהה.

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edX Courses | View all online courses on edX.org

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Find online courses from top universities. Search all edX MOOCs from Harvard, MIT and more and enroll in a free course today.

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מגמות חברתיות וטכנולוגיות והשלכותיהן על עתיד שוק העבודה והמיומנויות הנדרשות

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מגמות חברתיות וטכנולוגיות והשלכותיהן על עתיד שוק העבודה והמיומנויות הנדרשות

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תבת - ג'וינט ישראל

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מגמות חברתיות וטכנולוגיות והשלכותיהן על עתיד שוק העבודה והמיומנויות הנדרשות

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מגמות חברתיות וטכנולוגיות והשלכותיהן על עתיד שוק העבודה והמיומנויות הנדרשות

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Hanushek, E. A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2015). Returns to skills around the world: Evidence from PIAAC. European Economic Review, 73, 103–130.

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Hanushek, E. A., Schwerdt, G., Wiederhold, S., & Woessmann, L. (2015). Returns to skills around the world: Evidence from PIAAC. European Economic Review, 73, 103–130.

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Fostering and Measuring Skills: Interventions That Improve Character and Cognition

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Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

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Healy, J., Nicholson, D., & Parker, J. (2017). Guest editors’ introduction: Technological disruption and the future of employment relations. Labour & Industry: A Journal of the Social and Economic Relations of Work, 27(3), 157–164.

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Wilson, R. (2013). Skills anticipation - The future of work and education. International Journal of Educational Research, 61, 101–110.

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The Infona portal uses cookies, i.e. strings of text saved by a browser on the user's device. The portal can access those files and use them to remember the user's data, such as their chosen settings (screen view, interface language, etc.), or their login data. By using the Infona portal the user accepts automatic saving and using this information for portal operation purposes. More information on the subject can be found in the Privacy Policy and Terms of Service. By closing this window the user confirms that they have read the information on cookie usage, and they accept the privacy policy and the way cookies are used by the portal. You can change the cookie settings in your browser.

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Skills anticipation-The future of work and education

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Skills are frequently advocated as a panacea for economic and social ills, and anticipation of changing skill needs is seen as playing a key role in ensuring education and training deliver the right skills.

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5 המקצועות שלא יתקיימו בעוד 10 שנים

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5 המקצועות שלא יתקיימו בעוד 10 שנים

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איזה מקצוע מתאים לתחומי הענין שלי?

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איזה מקצוע מתאים לתחומי הענין שלי?

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שאלון מסורתי המציג לכם רשימה של מקצועות מסורתיים המתאימים לתחומי הענין שלכם.

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Interest Profiler (IP) at O*NET Resource Center

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O*NET Resource Center is a workforce professional, developer, and research portal with data, tools, websites, technical documentation, and customer support information.

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למידה ביהייביוריסטית

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למידה ביהייביוריסטית

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למידה הומניסטית

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למידה הומניסטית

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Insight learning: Chimpanzee Problem Solving

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איך להרוג יתושים?

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איך להרוג יתושים?

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Transcript of "3 new ways to kill mosquitoes"

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TED Talk Subtitles and Transcript: We can use a mosquito's own instincts against her. In a rather unforgettable presentation, Bart Knols demos the imaginative solutions his team is developing to fight malaria -- including Limburger cheese and a deadly pill.

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חינמי. מותאם יותר לבתי-ספר

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חודש נסיון חינם. מתמחה בתכנים עסקיים פרקטיים, ולא אקדמיים.

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LinkedIn Learning with Lynda: Online Training Courses for Creative, Technology, Business Skills

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LinkedIn Learning with Lynda: Online Training Courses for Creative, Technology, Business Skills

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Learn business, creative, and technology skills to achieve your personal and professional goals. Join LinkedIn Learning today to get access to thousands of courses. Lynda is now LinkedIn Learning.

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תשלום פר קורס.

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5 המגמות המשנות את עתיד העבודה

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5 המגמות המשנות את עתיד העבודה

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תרגילי רפלקציה

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תרגילי רפלקציה

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Have you ever thought about your thoughts?

Have you ever questioned your own mental processes?

Do you sometimes take a moment to clarify your values in a moment of doubt or uncertainty?

If so, you are no stranger to self-reflection!

Self-reflection and introspection are important psychological exercises that can help you grow, develop your mind, and extract value from your mistakes.
The Positive Psychology Toolkit Become a Science-Based Practitioner!
What is Introspection/Self-Reflection? A Definition

Introspection is both an informal reflection process and a formal experimental approach, but either process can be undertaken by anyone with curiosity and determination (Cherry, 2016).

The informal reflection process can be described as examining our own internal thoughts and feelings and reflecting on what they mean. The process can be focused on one's currently ongoing mental experience or very recently past mental experiences. The research technique is a more objective and standardized version of this, in which people train themselves to carefully analyze the content of their own thoughts, in as unbiased a manner as possible.

The original idea of introspection was developed by Wilhelm Wundt in the late 1800s (McLeod, 2008). Wundt focused on three areas of mental functioning: thoughts, images, and feelings. Wundt's work eventually led to the current work on perceptual processes and the establishment of the field of cognitive psychology.

What is the Importance of Introspection?

So, why is introspection so important? We have over 50,000 thoughts per day, over half of which are negative and over 90% of which are just repeats from the day before (Wood, 2013). If you don't make the time and effort to focus your mind in a positive direction, you won't give yourself the opportunity to grow and develop.

Enhancing our ability to understand ourselves and our motivations and learn more about our own values helps us take the power away from the distractions of our modern, fast-paced life, and bring our focus back where it belongs (Wood, 2013).

Importance of Doing it Right

While reflecting on our selves and our environment is a healthy and adaptive practice, it should be undertaken with some care - there actually is a wrong way to do it!

When you have reached the point of obsessiveness instead of dedication, you have taken it too far. In fact, those who take self-reflection too far can end up feeling more stressed, depressed, and anxious than ever (Eurich, 2017).

In addition, it is all too easy for us to fool ourselves into thinking we have found some deep insight that may or may not be completely accurate. We are surprisingly good at coming up with rational explanations for the irrational behaviors we engage in (Dahl, 2017)!

To help you stay on the right path with your self-reflection, consider asking more "what" questions than "why" questions. "Why" questions can highlight our limitations and stir up negative emotions, while "what" questions help keep us curious and positive about the future (Eurich, 2017).

With this important point in mind, let's move on to the questions, exercises, and worksheets that you can use to work on your own self-reflection.

70 Self-Reflective Questions to Ask Yourself

There are nearly endless questions, prompts, and ideas you can use to take a self-reflection break. Some of these can be asked, answered, or addressed every day, while others may best be saved for occasional self-reflection.

Read through the following three lists to get some great ideas for questions that can take you from feeling like a relative stranger to yourself, to knowing yourself like the back of your hand.

These 10 questions are great ways to get you self-reflecting (Woronko, n.d.):

Am I using my time wisely?

Am I taking anything for granted?

Am I employing a healthy perspective?

Am I living true to myself?

Am I waking up in the morning ready to take on the day?

Am I thinking negative thoughts before I fall asleep?

Am I putting enough effort into my relationships?

Am I taking care of myself physically?

Am I letting matters that are out of control stress me out?

Am I achieving the goals that I've set for myself?

The following 30 questions are questions you can ask yourself every day to get to know you better (William, n.d.).

Who am I really?

What worries me most about the future?

If this were the last day of my life, would I want to do what I am about to do today?

What am I really scared of?

Am I holding on to something I need to let go of?

If not now, then when?

What matters most in my life?

What am I doing about the things that matter most in my life?

What do I matter?

Have I done anything lately worth remembering?

Have I made someone smile today?

What have I given up on?

When did I last push the boundaries of my comfort zone?

If I had to instill one piece of advice in a newborn baby's mind, what advice would I give?

What small act of kindness was I once shown that I will never forget?

How shall I live, knowing I will die?

What do I need to change about myself?

Is it more important to love or be loved?

How many of my friends would I trust with my life?

Who has had the greatest impact on my life?

Would I break the law to save a loved one?

Would I steal to feed a starving child?

What do I want most in life?

What is life calling of me?

Which is worse: failing or never trying?

If I try to fail, and succeed, what have I done?

What's the one thing I'd like others to remember about me at the end of my life?

Does it really matter what others think about me?

To what degree have I actually controlled the course my life has taken?

When it's all said and done, what will I have said more than I've done?

Finally, the following 30 prompts and questions are great ways to put your journal to use (Tartakovsky, 2014):

My favorite way to spend the day is...

If I could talk to my teenage self, the one thing I would say is...

The two moments I'll never forget in my life are... Describe them in great detail, and what makes them so unforgettable.

Make a list of 30 things that make you smile.

"Write about a moment experienced through your body. Making love, making breakfast, going to a party, having a fight, an experience you've had or you imagine for your character. Leave out thought and emotion, and let all information be conveyed through the body and senses."

The words I'd like to live by are...

I couldn't imagine living without...

When I'm in pain - physical or emotional - the kindest thing I can do for myself is...

Make a list of the people in your life who genuinely support you, and who you can genuinely trust. (Then make time to hang out with them.)

What does unconditional love look like for you?

What would you do if you loved yourself unconditionally? How can you act on these things whether you do or don't?

I really wish others knew this about me...

Name what is enough for you.

If my body could talk, it would say...

Name a compassionate way you've supported a friend recently. Then write down how you can do the same for yourself.

What do you love about life?

What always brings tears to your eyes? (As Paulo Coelho has said, "Tears are words that need to be written.")

"Write about a time when work felt real to you, necessary and satisfying. Paid or unpaid, professional or domestic, physical or mental."

Write about your first love - whether a person, place or thing.

Using 10 words, describe yourself.

What's surprised you the most about your life or life in general?

What can you learn from your biggest mistakes?

I feel most energized when...

"Write a list of questions to which you urgently need answers." (This is probably my favorite prompt from Abercrombie's book.)

Make a list of everything that inspires you - from books to websites to quotes to people to paintings to stores to the stars.

What's one topic you need to learn more about to help you live a more fulfilling life? (Then learn about it.)

I feel happiest in my skin when...

Make a list of everything you'd like to say no to.

Make a list of everything you'd like to say yes to.

Write the words you need to hear.

10 Self-Reflection Exercises, Activities & Techniques for Adults & Students

Aside from the questions and prompts listed above, there are many exercises and activities that can open you up to valuable self-reflection.

For example, the five self-examination exercises listed below (Bates, 2012) are a good way to get started with self-reflection. They're simple and easy to do, but they can get you familiar with the process for future, more in-depth reflection.

Self-Examination Exercise 1

Consider whether or not you tend to analyze people or diagnose their problems for them - without their encouragement or request.

Sometimes when we hold information that has helped us to make sense of the world, we tend to want to share it. This information, when unprompted and delivered to another person, sometimes doesn't feel so good. They may feel like you are telling them something about them is wrong, something that they might not necessarily agree with.

Remind yourself that this information needs to be asked for and not prescribed by you, no matter how valid it feels to pass it on (Bates, 2012).

Self-Examination Exercise 2

This is a good exercise if you tend to expend a lot of energy trying to wrap your head around what upsets you about another person's actions. You may also spend another good chunk of your energy bringing that thing up in just the right way with that person.

Not only does this burn a lot of your energy, it also can have an unintended effect on the person who has upset you. When you place a clear emphasis or focus on what is wrong when speaking with someone, it implies that you are dissatisfied and unhappy. Usually, the issue you have is not something that is making you terribly unhappy, just an annoyance or irritation, so this doom and gloom is not the message you want to deliver. It's just a single issue that needs attention, but it can seem much bigger and more pervasive to the person you are planning to discuss it with.

Try to remind yourself that this problem, no matter how valid an issue or how important to you, is not the whole of your feelings. When you deliver this information remember that a person who loves you does not want to be the cause of your unhappiness - do not make them feel an unnecessary amount of pain as a result of the unhappiness they've caused you. Keep your focus on the big picture when you bring up issues, or you risk turning a small issue into a much broader problem (Bates, 2012).

Self-Examination Exercise 3

Do you frequently interrupt people or constantly think of your own stories you would like to share while they are talking? If you're an average social person, the answer is probably yes. In order to relate to others, we have to share a little bit of ourselves with them - those stories can help you establish common ground with others or bring you closer together, but they can also be distracting you from the larger purpose of conversation.

One thing that can happen in our eagerness to relate, please, entertain, and share is that we remove ourselves from the present and, with that loss of presence, our ability to be sensitive and engaged listeners. Even if we spend our whole lives trying to be good listeners, sometimes we slip out of practice to empathize or identify with the person we're conversing with, or to comfort or entertain the other person.

Next time you have a conversation with a loved one and you find yourself thinking ahead of them, take a moment to pause and truly listen. Don't think about how you can personally identify with what they are talking about, and don't search your memory bank for a relevant story of your own - just listen. It's a rewarding experience to truly soak in what another person is saying, both for you and for the other person (Bates, 2012).

Self-Examination Exercise 4

Sometimes when we work very hard to do good things, even great things, we get to a level of comfort with that fact, and we begin to talk about it to others. That's really a great thing in that it allows us to own our efforts and our actions and, with that, acknowledge our goodness to ourselves.

But for this exercise, consider how you might feel if you were to do things that are good and great, only for your own knowledge - something just for yourself. The next time you do something really wonderful, try keeping that wonderful thing for yourself and no one else.

Often when a person is good and loving, they don't have to tell anyone; it's a truth that shines from every angle of their person. As an experiment, keep that knowledge for yourself, as a gift for you (Bates, 2012).

Self-Examination Exercise 5

For this exercise, you need only do one thing: consider what you don't know.

When we get to a place of comfort in our skin and in our world, we tend to lose the ability to see things from a different perspective. Things make sense to us in our own point of view, so what's left to know? Everything!

What I mean is, try and remind yourself of this fact. You cannot know or understand everything and you are not the judge of what is right for another person. You cannot read minds, nor can you know what the future holds. You are at this one point in your life and you are changing every day. Trust that sometimes others know themselves and their lives better than you ever could. Listen with the awareness that you might learn something new.

Be open to the fact that you might one day feel totally different about something that you believe to be fixed - and that includes the sticking points, the "unchangeables" that you thought were forever set in stone. Let what you don't know and can't know be a comfort and not a fear, because it means that anything is possible (Bates, 2012).

Once you have found your footing with these self-examination exercises, the following introspective exercises are a great next step.

Affirmations

Creating affirmations is a great way to clear your mind and put things in perspective.

For this exercise, write a list of at least 50 affirmations. They should be written with what you want to embrace, improve, and achieve in your life.

Follow these directions when composing and practicing your affirmations:

1. Write the affirmations in present tense and be sure to use the word "I" throughout the affirmations.

2. Focus on the things that are occurring now that will lead to your future success. You may have negative thoughts pop up, but do your best to banish the negative thoughts and replace them with positive thinking.

3. Repeat your affirmations aloud to help you reprogram your mind with more positive thoughts.

Following these steps will help you open yourself up to the positive in your life and encourage you to take the steps that will lead to the future you desire (Holothink, n.d.).

Subconscious Mind Exercise

In this exercise, you will dive into your subconscious. Don't worry, it's not as painful or scary as it sounds!

Your subconscious mind is where your self-image is stored. All of your attitudes, experiences, beliefs, and values are stored deep in your subconscious, forming the core of who you are and driving your behavior.

We don't often take the time to think about ourselves on this level. In this exercise, take some time and put a concerted effort into thinking about your attitudes, experiences, beliefs, and values. It may take a few sessions of self-reflection to really uncover your core beliefs, but it is worth the effort to learn so much about yourself.

Reflecting on this core component of yourself will help you gain greater self-awareness. Much like meditation, it will help you achieve a new, higher level of consciousness, and it may just help you find valuable information and answers about yourself and your beliefs (Holothink, n.d.).

Visualization Exercise

This exercise offers you an opportunity to put your creativity to use.

Create a box, a vision board, or some other medium to store and display who you are and your hopes and dreams for the future. You can create or decorate your box or board however you'd like - use whatever you feel represents who you are and what is important to you.

Place pictures, words, drawings, poems, or small items of personal significance on your board or in your box. The more details you include, the better!

The end result of this exercise is a visual representation of you and what you love. Come back to the box or board when you're having a dilemma or trying to figure out the best course of action, and draw from this visual representation of yourself to help you make decisions (Holothink, n.d.).

For this exercise, feel free to put your imagination to good use - the sky is the limit with your visualization!

Questions About Yourself

This exercise is simple, but that doesn't mean it's easy. All you need to do is ask yourself questions.

Ask yourself questions about yourself. Write them down, and write down your answers to these questions. Ask yourself questions about your past, present, and future, and compose answers to these questions that are positive, insightful, and motivating to you.

Don't worry about coming up with the "right" answers - there are no right answers, and they will likely change over time. Be as creative as you'd like with these questions and answers, as only you can actually answer them.

Be sure to structure your questions to include details about your hopes and dreams. The more detailed your questions and answers, the more opportunity you have to dig into some valuable self-reflection (Holothink, n.d.).

Write and Reflect

Journaling is great for many reasons, and it can be applied for several different purposes.

For this self-reflection exercise, get a journal, diary, or notebook with plenty of pages to write in.

Every day, write down three things in your journal:

1. Write down at least one thing positive that happened to or around you today.

2. Write down a question for yourself (you can use one of the questions from the previous exercise, a question from the lists we covered earlier, or something entirely new), but don't answer it yet.

3. Reflect on the question you wrote the previous day for yourself, and write an answer to it.

Following these steps, you will write only the first two components the first day, but all three components every day thereafter (Holothink, n.d.).

4 Self-Reflection Worksheets & Tools

In addition to the questions, prompts, writing ideas, and exercises included above, there are also worksheets and tools that can help you reflect on your self.

Self-Awareness Worksheet

This worksheet is a treasure trove of exercises and ideas to help you think about your self, including your talents, qualities, values, and perceptions.

The point of this worksheet is to help you know and understand your:

Beliefs and principles

What you value and what is important to you

What motivates you

Your thinking patterns

Your tendencies to react to certain situations

What you want out of life

Talents
There are several sections to this worksheet, which are described below.

In this section, you will answer questions like:
Traits/Qualities

What are your greatest talents or skills?

Which of your talents or skills gives you the greatest sense of pride or satisfaction?

In the traits and qualities section, you will be posed with questions such as:
Values

What are your five greatest strengths?

What do you feel are your two biggest weaknesses?

What qualities or traits do you most admire in others?

In the next section, you answer questions about your personal values, like:
Perception

What are ten things that are really important to you?

What are the three most important things to you?

What are the values that you hold most near to your heart?

For the perception questions, you must answer questions like:
Accomplishments

How is the "public you" different from the "private you?"

What do you want people to think and say about you?

Is it more important to be liked by others or to be yourself? Why?

In the accomplishments section, the questions will probe what you have achieved or accomplished. For example, questions include:
Reflection

What three things are you most proud of in your life to date?

What do you hope to achieve in life?

If you could accomplish only one thing during the rest of your life, what would it be?

The reflection section will pose questions and prompts like:
Finish the Sentence

List three things that you are:

What is something that represents you (e.g., song, animal, flower, poem, symbol, jewelry, etc.)? Why?

What three things would you like to change most about yourself?

In the final section, you will be shown several sentences stems to complete.

These stems include:

I do my best when...

I struggle when...

I am comfortable when...

I feel stress when...

I am courageous when...

One of the most important things I learned was...

I missed a great opportunity when...

One of my favorite memories is...

My toughest decisions involve...

Being myself is hard because...

I can be myself when...

I wish I were more...

I wish I could...

I wish I would regularly...

I wish I had...

I wish I knew...

I wish I felt...

I wish I saw...

I wish I thought...

Life should be about...

I am going to make my life about...

Once you finish this worksheet, you should have plenty of insight into who you really are and what is most important to you. Use your answers to these sections to inform your decisions about what goals you choose to strive towards, what you would like to do in the future, and what moves to make next.

Click here to view, download, or print this worksheet for yourself.

Tool 1: Persona

Before moving on to the empathy map below, first create a "persona," or a clear character representation of your actual self, your ideal self, and your "ought" self (Kos, n.d.).

To create this persona, you will need to thoroughly analyze who you are, who you want to become, and what the social expectations connected to your feelings and behaviors are like in different situations.

Answering questions like the following can help you define these three important selves:

1. Why do I want to become [enter a characteristic important to you]? Who in my life was or is like that?

2. Who would I made proud if I were [enter a characteristic important to you]? Why?

3. How are my feelings in certain situations connected with my actual, ideal, and ought self?

4. Am I pushing myself to be something I'm actually not?

5. Am I doing something I'm not just because others are expecting me to?

Use your answers to these questions to help you get an idea of who you are, who you want to be, and who you feel you ought to be. Once this preparation has been completed, move on to creating an empathy map.

Tool 2: Empathy Map

An empathy map can help you engage in a valuable and informative process of self-reflection, using all of your senses to help you identify your needs and the disconnections between what you say and what you do (Kos, n.d.). Don't worry - we all have a disconnect between what we say and what we do. This exercise can help you figure out where you have these disconnects, and how you can best address them to become the person you want to be.

To create your empathy map, simply draw four quadrants on a piece of paper. Each quadrant represents a different angle of yourself:

Consider a situation that evokes a specific, strong emotion in you, like having a fight with your spouse or significant other. In each quadrant, write down the relevant aspects of each perspective.

For example, for the fight scenario, you will write down something like the following:

Say: What are some of the quotes and defining words you said in the situation?

Do: What actions did you do and which behaviors did you notice in yourself? What is the behavioral pattern you can identify?

Think: What were you thinking in that situation? What does this tell you about your beliefs?

Feel: What emotions were you feeling? Why? Which past situation do they most remind you of?

On another piece of paper, the back side of your four quadrants, or next to your four quadrants, create a fifth "quadrant." Here, you will write your insights and ideas based on your empathy map.

The following questions will help you with the self-reflection process while you're working on your map:

How is the situation connected to your fears and hopes? What are your fears? What are your hopes? Which of your needs are met or not met in that situation?

What was the environment in which you encountered the situation? What do you remember from the environment? How did you find yourself in that environment and why? What was your sight focused on?

What hurts you most in the situation or makes you feel good about the situation?

What was the feedback you gathered from your environment - other people?

What are all the positives about the situation? What can you learn about yourself, others, and the world by experiencing that kind of a situation?

Do your best to avoid falling prey to cognitive distortions or reinforcing negative feelings while answering these questions. Go deep, and identify why you feel like you do. Observe, but don't judge (Kos, n.d.).

Tool 3: Life Satisfaction Chart

A life satisfaction chart is a great way to assess how well you are meeting your goals and furthering your hopes for the future. You can complete this chart periodically to track progress towards your goals and see what needs to be revised, improved, reduced, or eliminated to help you strive toward them.

Draw a scale from 1 (not at all satisfied) to 10 (extremely satisfied) horizontally, and list the following ten areas of life vertically:

Assess each area on the scale from 1 to 10.

Next, take a second look at all the areas where you are only somewhat satisfied (between 4 and 7). It can be hard to effectively reflect when you don't have a very clear idea of whether you are satisfied with a specific area or not.

Go back through these "somewhat satisfied" areas and rate your satisfaction again, but use only 1, 2, 3, 8, 9, and 10. Limiting your options to either very satisfied or not very satisfied will help you to make a more decisive judgment about your satisfaction in each area.

Highlight every 1, 2, and 3 with red, and highlight every 8, 9, and 10 with green. Finally, ask yourself "why" for all ten areas of life. Why did you rate each area how you did? What would make you change your rating?

Repeat this exercise as often as you'd like to help you keep track of your satisfaction with the way your life is going (Kos, n.d.).

The 3 Best Books on Self-Reflection/Introspection
Question Your Life: Naikan Self-Reflection and the Transformation of Our Stories by Gregg Krech
There are many books out there on self-reflection, self-awareness, and introspection. The three books below are good places to start, but feel free to search for other books if these don't satisfy your reading appetite!

This book will introduce the reader to Naikan, a method of quiet self-reflection that originated in Japan.

Like our physical bags when we go on a trip, there is only so much space in our heart and in our mind for stories. Some stories inform our lives and help us understand ourselves, while others don't serve a purpose and can weigh us down.

In this book, Krech will guide the reader through several powerful examples of people who have had an important turn of the mind as a result of this quiet self-reflection: a woman who hated her mother, a man estranged from his father, a pregnant woman hit by a train, a couple struggling with their marriage, and a rabbi who neglected his shoes.
Being Present: A Book of Daily Reflections by David Kundtz
Read this book to open yourself up to seeing the world in a new light, and finding a better path forward. You can find it here on Amazon.

This simple book will help the reader create a life that is more peaceful, more rewarding, and more awakened.

Being present is defined as:

Paying full attention to what is going on right now

Staying in the moment

Observing what is, without criticism or judgment

Balanced concern for things exactly as they are

Accepting whatever experience we are having

Having an awake participation in ongoing life

Use this book as a reminder to be more present, through every season of the year and every season of life. Draw inspiration from poets, scientists, spiritual teachers, children, butterflies, and big cities. Take each day as one full of possibilities and potential surprises, and you won't be disappointed!
52 Weeks of Self Reflection by Erika R. Dawkins
Click here to read more about this book or purchase it for yourself.

This simple but powerful book will guide the reader through a full year of self-reflection through writing. Each week, the book will introduce you to a new topic that you will either reflect on immediately or incorporate throughout the week and reflect on at the end of the week.

You can use this book to guide you through self-reflection with any goal in mind. No matter what your goal, this guidebook will help you to clear your head, see the world from a new perspective, and build a greater understanding of yourself.

Click here to read more about this book, see reviews, or buy it for your own library.

A Take Home Message

In this piece, we defined introspection, described the importance of self-reflection (and especially the right method of self-reflection), and provided many example exercises, activities, and worksheets for you to enhance your understanding of yourself.

I hope you have found this piece to be packed full of helpful tips and suggestions, but keep in mind that it is an intensely personal process. If you find other activities that work better for you, feel free to focus on those - just come back and share them with us here!

Do you have any other self-reflective techniques you like to use? How important do you think self-reflection is to the average person, or to you in particular? Let us know in the comments!

Thanks for reading, and happy introspecting!

References

Bates, S. M. (2012, November 11). Check yo' self: An exercise in self-reflection. Hello Giggles. Retrieved from https://hellogiggles.com/fashion/check-yo-self-an-exercise-in-self-reflection/

Cherry, K. (2016, June 14). What is introspection? Wundt's experimental technique. Very Well. Retrieved from https://www.verywell.com/what-is-introspection-2795252

Dahl, M. (2017). Sometimes 'introspection' is you just making stuff up. Science of Us. Retrieved from http://nymag.com/scienceofus/2017/03/sometimes-introspection-is-you-just-making-stuff-up.html

Eurich, T. (2017). The right way to be introspective (yes, there's a wrong way). TED. Retrieved from https://ideas.ted.com/the-right-way-to-be-introspective-yes-theres-a-wrong-way/

Holothink. (n.d.). The art of self-reflection - 5 exercises to find peace in your life. Holothink.org. Retrieved from https://holothink.org/the-art-of-self-reflection-%E2%80%93-5-exercises-to-find-peace-in-your-life/

Kos, B. (n.d.). Tools to help you with self-reflection. Agile Lean Life. Retrieved from https://agileleanlife.com/tools-to-help-you-with-self-reflection/

McLeod, S. (2008). Wilhelm Wundt. Simply Psychology. Retrieved from https://www.simplypsychology.org/wundt.html

Tartakovsky, M. (2014). 30 journaling prompts for self-reflection and self-discovery. Psych Central. Retrieved from https://psychcentral.com/blog/archives/2014/09/27/30-journaling-prompts-for-self-reflection-and-self-discovery/

William, D. K. (n.d.). 30 thought-provoking questions you should ask yourself every day. Lifehack. Retrieved from http://www.lifehack.org/articles/communication/30-thought-provoking-questions-you-should-ask-yourself-every-day.html

Wood, K. (2013). The lost art of introspection: Why you must master yourself. Expert Enough. Retrieved from http://expertenough.com/2990/the-lost-art-of-introspection-why-you-must-master-yourself

Woronko, M. (n.d.). The power of self-reflection: Ten questions you should ask yourself. Lifehack. Retrieved from http://www.lifehack.org/articles/communication/the-power-self-reflection-ten-questions-you-should-ask-yourself.html

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87 Self-Reflection Questions for Introspection [+Exercises]

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ממחקר שערך בית הספר לשפות ברליץ, באמצעות מכון רותם, על שוק לימודי השפות בארץ, עולה כי כשליש מן הלומדים והמתעניינים בלימוד שפה עושים זאת בשל צורכי עבודה ורצון לקידום מקצועי. חמישית לומדים בשל תחביב או עניין אישי וכרבע בשל צורך אישי. 6% לומדים שפה זרה למטרת לימודים ו-7% - לקראת נסיעה לחו"ל.

לדברי אביחי מיכאלי, מנהל השיווק של ברליץ, כ-77% מלומדי השפות הזרות בישראל לומדים אנגלית ו-10% - ספרדית, שהיא גם השפה השנייה הנלמדת בישראל. מיכאלי צופה, כי הביקוש ללימודי אנגלית יגבר, וזאת בעקבות המשבר בענף ההיי-טק, המחייב עובדים לגלות שליטה גבוהה באנגלית, כדי לשפר את תפקודם בפועל ו/או סיכוייהם לקידום מקצועי.

עוד עולה מהמחקר, כי שיטת הלימוד האידיאלית לשפה היא בקבוצת לימוד קטנה: 78% מעדיפים ללמוד בקבוצה קטנה ו-59% עם מורה פרטי. מיכאלי מסביר זאת בכך שקבוצה קטנה יוצרת תחושת ביטחון, ומאפשרת התנסות במצבי דיבור יום-יומיים ומשלבת יתרונות של לימוד פרטי עם לימוד קבוצתי.

נתונים נוספים במחקר מצביעים על כך שהישראלים מעדיפים ללמוד שפה עם מורה אנושי על פני החלופה של לימוד באמצעות מחשב או אינטרנט, וזאת למרות שלימוד באמצעות מחשב ממצב את בית הספר כחדשני. 75% מהנשאלים ציינו, כי דיבור הוא הצורך החשוב ביותר בלימוד שפות, ורק אח"כ באים קריאה וכתיבה (על פי הסדר). רמת ההוראה היא הפרמטר החשוב ביותר ללומד, ורק אחריה שיטת לימוד וגודל קבוצת הלימוד.

ובאותה הזדמנות, שבה לומדים שפות זרות, נזקקים אנשים - ובמיוחד אנשי עסקים - להכיר רגישויות תרבותיות, כדי להימנע מאי הבנות ואפילו חוסר נעימות. הפערים בין סמלים וכללי התנהגות בחברות ותרבויות שונות יכולים להיות מהותיים. החטיבה הבינתרבותית בברליץ מנדבת עצות וטיפים לישראלים היוצאים לחו"ל שיסייעו במניעת אי הבנות עסקיות.

ישראלי ביוון עשוי להיתקל בקבלת פנים שונה כתייר וכאיש עסקים. כתייר יזכה לקבלת פנים חמה ואדיבה, בעוד שכאיש עסקים ייתקל ביחס קריר, מאחר והוא נתפס בעיני היווני כמתחרה שלו בשוק האירופי המשותף.

הגרמנים לא רואים בעין יפה, ואף לועגים, לעמיתים הנוהגים בכבוד כלפי מזכירות. גינוני כבוד, כמו פתיחת דלת למזכירה, אינם מקובלים על פי הגינונים הגרמניים.

אם בתום פגישה עם עמית מברזיל זכית בחיבוק ושלוש נשיקות - אל תטעה לחשוב כי העסקה בדרך. מדובר בסך הכל במנהג ברזילי, שאין בו שום עדות לגבי כוונות עסקיות.

לסינים חשוב להכיר קודם כל את האדם מולו הם יושבים, לפני שעוברים לעשיית עסקים. מסיבה זו הם מסתדרים נהדר עם האיטלקים, שיש להם תחושת זמן נינוחה ואינם נחפזים "לעשות עסקים".

ליטוף ראשי ילדים בתאילנד עלול לגרום למבוכה רבה, מאחר והראש המקודש נתפס בתאילנד כמקור התבונה, ולכן נמנעים מלגעת בו.

במרוקו יש להקפיד על צורת הישיבה, כדי לא לפגוע במארח. ישיבה ברגליים משוכלות, כשסוליית הנעל מופנית כלפי המארח, מסמלת זלזול וחוסר כבוד.

במקסיקו לא כדאי להלל תרבות דרום אמריקנית, כדי למנוע אי נוחות. מבחינה גיאוגרפית, מקסיקו שייכת לצפון אמריקה, אך המקסיקנים רגישים לנושא, מאחר ושטחים רחבים של ארצם נלקחו מהם במלחמת האזרחים בארה"ב.

בסין ויפאן לא מומלץ לתת מתנות הארוזות בקבוצות של ארבע. המילה הסינית (וגם היפאנית) למספר ארבע shou מבוטאת לעיתים כ"מוות".

האירופים הופתעו לגלות, כי במדינות אמריקה הלטינית לא נמכרת מכונית בשם NOVE. מתברר, כי משמעות המילים NO VA בספרדית היא "לא זז".

בברזיל עדיף לדבר אנגלית ולהימנע מהפגנת ידע בספרדית. ניסיון לדבר בספרדית עלול להרגיז את הברזילים, הרגישים להשפעה ולהשתלטות העגה הארגנטינית על שפתם.

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למה לומדים שפות זרות?

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ממחקר שערך בית הספר לשפות ברליץ, באמצעות מכון רותם, על שוק לימודי השפות בארץ, עולה כי כשליש מן הלומדים והמתעניינים בלימוד שפה עושים זאת בשל צורכי עבודה ורצון לקידום מקצועי. חמישית לומדים בשל תחביב או עניין אישי וכרבע בשל צורך אישי. 6% לומדים שפה זרה למטרת לימודים ו-7% - לקראת נסיעה לחו"ל.

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הרצאה מ"טד" בנושא 4 סיבות ללמידת שפות זרות

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הרצאה מ"טד" בנושא 4 סיבות ללמידת שפות זרות

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ג'ון מקוורטר

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ג'ון מקוורטר: 4 סיבות ללמוד שפה חדשה

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אנגלית הופכת במהירות לשפה הכלל-עולמית, וטכנולוגית התרגום בשידור-חי משתפרת משנה לשנה. אם כך, מדוע לטרוח ללמוד שפה זרה? הבלשן והפרופסור מאונ' קולומביה ג'ון מקוורטר חולק 4 יתרונות מפתים ללמידת שפה זרה.

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כתבה מתוך האתר Inside Higher Ed על פיתות מיומניות עבודה בצוות

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כתבה מתוך האתר Inside Higher Ed על פיתות מיומניות עבודה בצוות

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(הועלה על ידי: זיו, לידור והדר)

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Inside Higher Ed | Higher Education News, Events and Jobs

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Grad students need to improve their teamwork skills to become more attractive to employers (opinion)

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Ads for both academic and nonacademic jobs highlight teamwork, writes Pallavi Eswara, who give tips on how to develop those skills and then demonstrate you possess them.

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עתיד העבודה 

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עתיד העבודה 

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Dr. Alex Heath, Head of Economic Analysis Dept., Australia Reserve Bank

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אדם או רובוט?

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אדם או רובוט?

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עוזר אישי רובוטי

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Robot or human? Google Assistant will leave you guessing - Video

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An experimental technology called Duplex may change the way you talk to your Google Assistant. It sounds pretty ordinary, but it's anything but.

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The jobs we'll lose to machines -- and the ones we won't | Anthony Goldbloom

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The jobs we'll lose to machines -- and the ones we won't | Anthony Goldbloom

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The jobs we'll lose to machines -- and the ones we won't | Anthony Goldbloom

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#2 How to Become a Successful Lifelong Learner

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#2 How to Become a Successful Lifelong Learner

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In the knowledge society, being able to gain a depth and breadth of knowledge is absolutely critical. However, many people still believe that after high school or college, they have learned everything they need to succeed. Knowledge and technology are advancing at an incredible pace, and much of the knowledge and technology we will be using in the near future has not yet been created. To succeed, it is absolutely crucial to develop habits of lifelong learning.

6 Self-directed Learning Strategies
To be successful lifelong learners, we must become excellent, independent, self-directed learners. But what are the best strategies for continuous learning in today's society? I have done a lot of learning over the past several years, and here are the six most important ways to take control of your learning.

1. Discover Your Interests
To be successful at learning, you should probably have specific learning goals. What do you want to accomplish? What do you want to work toward? What do you want to be able to do? To gain?
For me, I find that I love learning about goal-setting, motivation, learning, habit change, instructional design, strategies for success, spirituality, Christianity, communication strategies, training, presentation skills, Mormonism, fitness, running, and log cabins(in no particular order). I usually drift from topic to topic, but I am ALWAYS learning about one or more of these topics, and for each topic, I have a specific goal in mind, something I want to accomplish as a result of my learning.

2. Form Habits of Learning
It is vital that you form habits that will enable your learning. These habits can be receptive (in which you are acquiring information) and productive (in which you are creating knowledge or using knowledge). For example, my habits include the following:

Reading in the morning. I usually wake up around 6:00 am. This gives me about 30 minutes to read religious materials, meditate, pray and write in my journal. I find that this habit helps me start my day in a more centered manner.

Listening to books, podcasts, and conferences. This is my most effective method for gaining new knowledge. I listen to books while I am walking, driving, working out, and working in the yard. I usually listen to books related to the topics above, and over the last year, I have listened to over 20 books. This is not to mention the many conference presentations and topics I have listened to.

Blogging and writing. I write a lot about the topics I am interested in, particularly instructional design. I reserve this blog for learning and design-related topics, and I write about the other topics in my journal or in private blogs. If I want to write to academic or practitioner audiences, I also write academic articles. I find that writing about my interests allows me to process and refine my understanding of what I learn, and it also gives me the opportunity to share my knowledge with others.

Attend conferences. I try to attend a conference every year, sometimes two, when possible. I am blessed to work at a university that supports my conference attendance, and I have really benefited from many of those that I have attended. I've started writing about my conference experiences here and plan to continue to document my learning. There are very often free or inexpensive conferences held by universities, and an individual need only find out when they are held. For example, Franklin University is holding a scholarship forum this September, and Virginia Tech holds a Teaching in Higher Education Conference each year.

Get a formal education. Attending classes and earning degrees is an extremely powerful, efficient way to build your knowledge. My formal education has given me a foundation that I will build upon for the rest of my life, and I continually receive blessings that come from a formal education. It is definitely an investment, but the benefits will far outweigh the costs.

3. Use Learning Technologies
There are many technologies out there that can make learning relatively painless and meaningful. Here are some of the methods that I use, and there are literally hundreds of methods out there.

The Internet. Google is still a great way to gain knowledge. You can find a TON of information from simply searching. Videos, tutorials, blogs, wikis, websites, podcasts are all excellent ways to boost your knowledge.

Audio Books. I have found that listening to books is a great way to maximize my time. As I mentioned, when I run, walk, drive, work in the yard, or shop, I do my best to be sure that I am listening to something meaningful. I have listened to literally dozens of books over the last year or so, and I have many more on my list.

The library. Yes, the library. I visit the library in my town at least once a week. I am constantly checking out books and audio books and very often I will browse the "new books" section and serendipitously find books that have a deep impact on my life and my learning.

Friends. While friends are not necessarily a technology, simply having a great conversation can yield great knowledge. Some people exude knowledge, and I try to spend as much time as I can with them.

Apps. There are a bajillion apps out there that can be used for learning purposes. The main thing is to find those that fit your specific needs and learning goals and interests.

Again, there are literally hundreds of technologies, apps, and media that can be utilized to make your learning more efficient and effective. Your list will likely change and adapt over time - the above are what are working for me right now, and I will continue to seek out new knowledge.
4. Work Toward Your Goals, Adjust as Needed
An important aspect of successful lifelong learning is developing and working toward learning goals. For all of my interests above, I have goals. I study about log cabins because someday I plan to build a log cabin. I study about Mormonism and Christianity because I am a devout Mormon and find great spiritual inspiration and satisfaction from doing so. Whatever your interests and goals, be sure that you are setting goals that will help you succeed. Having goals will also help you chart your own progress as you move forward in your life.
5. Focus on Improvement
Learning should serve a higher purpose. Focus your energy on self-improvement and on improving the world. Focus on what is meaningful and can impact your life and others' lives in a positive way. We all have the capacity to have a lasting, meaningful impact on the world and on the people we interact with. We have the capacity bring light, comfort, strength, opportunities and help to others, to relieve burdens, pain, and discomfort. I believe that we each have a destiny and a calling in life, and doing what we can to learn and grow enables us to better fulfill our purposes.

6. Get Started
If you want to get started on improving your lifelong learning, start to make simple changes now. Write down interests and set goals for what you want to learn about and accomplish. Start to form habits that will help you succeed at lifelong learning. Use technologies to efficiently increase your knowledge. The key is to simply get started! Sometimes it can feel like no progress is being made, but I assure you it is. Just keep learning, and you will be surprised at the great knowledge and skills you will have amassed. Do you have any suggestions from you on how to become an effective lifelong learner?

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How to Become a Successful Lifelong Learner

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In the knowledge society, being able to gain a depth and breadth of knowledge is absolutely critical. However, many people still believe that after high school or college, they have learned everything they need to succeed.

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#3 להיות אדם לומד

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#3 להיות אדם לומד

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מאת: עירית לופט מדר

כיצד נהפוך לאנשים לומדים, לאנשים שמבטיחים לעצמם למידה מתמדת? השונות ביננו בכל מה שנוגע לאינטליגנציה אינה כה גבוהה. ההבדל האמיתי ביננו הוא עד כמה אנחנו אנשים לומדים, ועד כמה אנחנו מיומנים בהרגלי הלמידה שלנו. אלו מאיתנו שחושבים על הלמידה של עצמם, שמרגילים את עצמם לשאול שאלות, ללמד את האחר את מה שלמדו ולהינות מתהליך הלמידה- אלו הופכים ללומדים טובים יותר. החדשות הטובות הן שכל האסטרטגיות וההרגלים שמאפשרים לנו להיות אדם לומד, ניתנות לתרגול ולאימוץ. הבחירה שלנו להיות שונים אחד מהשני בתכונות הלמידה שלנו, קשורה ככל הנראה לסביבה בה גדלנו ואולי אף לגורמים גנטיים, אך הנקודה היא שכולנו יכולים לרכוש תכונות של למידה מתמדת. האנשים החכמים והמצליחים בעולם לא היו מגיעים לאן שהגיעו היום אם לא היו אנשים לומדים בעלי מיומנויות למידה מתקדמות. מה עושים לומדים מיומנים אחרת מלומדים "רגילים"?
המגזין InformED פרסם לאחרונה סדרה של 25 אסטרטגיות שכל אחד יכול לרכוש על מנת להיות אדם לומד, שמקיים שגרה של למידה מתמדת. הרשימה יכולה להיות מעין צ'ק ליסט או "בחן את עצמך" ולכוון אותנו להתנהגויות שכדאי לנו לסגל לעצמנו לטובת איכות החיים הקוגניטיבית שלנו:
25 פעולות פרקטיות שלומדים מיומנים מבצעים

1. לומדים מיומנים חושבים על הלמידה של עצמם: לומדים אלו מבצעים "מטה- למידה", כלומר נעשים מודעים ובשליטה לגבי הרגלי התפיסה שלהם, החקר והצמיחה האישית. מודעות לאלו מאפשרים התמודדות עם למידה קשה יותר לאור היכולת להסדיר ולהבנות את תהליכי הלמידה באופן עצמאי

2. לומדים מיומנים שואלים יותר שאלות: חוקרים גילו שוב ושוב שתלמידים ששואלים יותר שאלות, מגיעים להישגים טובים יותר. נמצא מתאם משמעותי בין שאילת שאלות לבין שליטה בביצוע משימות קונטיביות.

3. לומדים מיומנים מוטי תהליך ולא תוצאה: אדם לומד יתמקד בתהליך יותר מאשר בתוצר. בכך הוא משחרר את עצמו משיפוטיות ורגשות שנוצרות מול תוצר כלשהו שהוכן בתהליך.

4. לומדים מיומנים מנסים להסתדר לבד: כאשר עם נתקלים בתפיסה מורכבת או מבולבלים לגבי מטלה מסוימת, מנסים באופן טבעי לפתור את הבעיה לבד, כלומר אינם מפחדים עד כדי כך לטעות

5. לומדים מיומנים מקפידים לשמור בראש את התמונה המלאה: נקודה זו נחשבת לאחת החשובות בזיהוי אדם לומד. התמונה המלאה אומרת שהלומד שומר על הקשר רחב שכולל את ההיסטוריה שמאחורי מה שהוא עושה, מה חשוב יותר ומה חשוב פחות בחומר שהוא לומד וכד'

6. לומדים מיומנים מנסים דברים חדשים בתדירות גבוהה: המוח נשאר חד יותר אם מנסים דברים חדשים. היכולת לנסות דברים חדשים מתגמלת מאוד את הלומד בפרט כאשר מדובר במשהו שונה מאוד מהחשיפות הרגילות שהלומד נתקל בהן.

7. לומדים מיומנים מזהים בטעות הזדמנות להתקדמות ולא לעיכוב: הקושי שלנו להודות שאנחנו טועים מונעת מאיתנו ללמוד מהטעות. גם הניסיון לתקן טעות לעיתים מונע מאיתנו לרשום לעצמנו מה היתה הטעות וכיצד להימנע ממנה בעתיד. לומד מיומן יזהה בטעות הזדמנות ללמידה וישאל את עצמו, מה היתה הטעות, מדוע התרחשה וכיצד ניתן למנוע אותה בעתיד.

8. לומדים מיומנים מתעניינים בשיפור הזיכרון שלהם : פעמים רבות ללומדים מיומנים יהיה זיכרון טוב יותר מלכתחילה, אך גם אם לא ודאי יהיו עסוקים בכיצד לשפר את יכולות הזיכרון שלהם.

9. לומדים מיומנים ממשיכים ללמוד: מחקר מ- 2004 הראה שאנשים שהקפידו לאתגר את עצמם בלמידה הגדילו את החומר האפור של המוח

10. לומדים מיומנים מעבדים תוכן בדרכים מגוונות: שימוש במספר שיטות ודרכים עבור אותו תוכן יגרמו לשליפה מהירה של התוכן בעתיד. שילוב של קריאה, צפייה, דיון- יגרמו ללומד להזדמנויות רבות יותר להיזכר בתוכן בעתיד

11. לומדים מיומנים מלמדים אחרים: לומדים שהתעקשו להסביר חומר לאחרים, שלפו אותו באופן מדויק יותר והשתמשו בו באופן אפקטיבי יותר.

12. לומדים מיומנים משתמשים בידע קודם לקידום למידה חדשה. מכאן החשיבות של הלומד לזהות מה הוא כבר יודע התוכן על מנת "להדביק" אליו תוכן חדש

13. לומדים מיומנים הופכים ידע לכישור: גם אם אפשר לשלוף את הידע, לא תמיד אפשר להשתמש בו באופן ישים. לכן יש חשיבות לקחת את הידע, לשוחח עליו, להתאמן אליו כדי להפוך עובדות ותפיסות לכישור אישי חדש.

14. לומדים מיומנים מחפשים את התשובה במקום לנסות להיזכר בה. מחקר גילה ששכל אנחנו מנסים להיזכר בתשובה מסוימת, כך יש סיכוי שנשכח את התשובה בפעם הבאה שניתקל בשאלה. זאת בגלל שהניסיונות לאחזר את התשובה גורמות לנו לטעות. אם ניקח את התשובה הנכונה מיד נקבע את עצמנו לתשובה זו.

15. לומדים מיומנים מתצפתים יותר: מי שהוא תצפיתן טוב לא רק מבחין בפרטים אלא מסוגל להבחין בין מה פרטים רלבנטיים לפרטים לא רלבנטיים, וכך מסננים לעצמם מידע חדש ומועיל תוך כדי התצפית.

16. לומדים מיומנים בוחנים את עצמם הרבה: בחינה עצמית אפקטיבית בהרבה מחזרה רגילה על חומר. לומד מיומן שם עצמו תמיד ב"מצב בחינה"

17. לומדים מיומנים מטפחים סקרנות: שאולים שאלות, לא מקבלים דברים כפשוטם, לא חושבים שיש להם את כל התשובות.

18. לומדים מיומנים מתאמצים להבין: כאשר הם לא מבינים משהו, הם לא ממשיכים האלה. הם יתמודדו עם הלא ידוע עד שיפחיתו מתחושות הבלבול שלהם.

19. לומדים מיומנים יודעים לחיות עם חוסר ודאות: הם מבינים את ההבדל בין שאלות עם תשובה אחת ברורה לבין שאלות שאין להן תשובה ברורה, ועדין לומד מיומן יחיה בשלום עם הצורך להחזיק למשל שתי תפיסות מנוגדות ועדין להמשיך לתפקד.

20. לומדים מיומנים הופכים את הידע למבנה שלהם: לומדים טובים משנים את מבני הידע שלהם. הם משתמשים בידע חדש כדי לקרוע מבנים לא טובים שהין להם בעבר.

21. לומדים מיומנים מעריכים תפיסות שונות: יהיה קשה להיות לומד מיומן ללא פתיחות לתפיסות מנוגדות. להיות אדם פתוח אין פירושו להסכם, אלא להסכים שיש אחרים עם ידע אחר על העולם.

22. לומדים מיומנים משתפים במה שהם למדו: ההרגל לשתף במה שמדת מכריח אותך לחשוב על התוכן באופן שיועיל לאחרים ובכך מעשיר ומחזק את חווית הלמידה ואת התוכן הלימודי

23. לומדים מיומנים מסוגלים להסביר את מה שהם יודעים באופן שהוא ברור לאחרים

24. ללומדים מיומנים יש מטרות ברורות: ללומדים מיומנים יש אג'נדה, ומטרת האג'נדה תהיה להגיע לסוג של מומחיות שדורשת התמדה סבלנות ומטרות ברורות.

25. לומדים מיומנים אוספים מידע ממגוון מקורות: לאלו ששואבים מידע ממקור אחד בלבד מומלץ לשנות אסטרטגיה. לומדים מיומנים מבצעים מאמץ מודע להיוועץ במגוון מקורות, בכך הם מנקים הטיות ובונים פרספקטיבה רחבה יותר של התוכן.

לכניסה לקישור לחצו כאן

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מאת: עירית לופט מדר כיצד נהפוך לאנשים לומדים, לאנשים שמבטיחים לעצמם למידה מתמדת? השונות ביננו בכל מה שנוגע לאינטליגנציה אינה כה גבוהה. ההבדל האמיתי ביננו הוא עד כמה אנחנו אנשים לומדים, ועד כמה אנחנו מיומנים בהרגלי הלמידה שלנו.

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#4 למידה לאורך החיים: ויקיפדיה

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#4 למידה לאורך החיים: ויקיפדיה

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למידה לאורך החיים - ויקיפדיה

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למידה לאורך החיים מוגדרת כלמידה שאינה תחומה בלימודי החובה של הילדות אלא מתמשכת לאורך החיים במגוון סיטואציות. מבוגרים רבים עוסקים בלמידה לצורך העשרה חברתית וצמיחה אישית, כמו גם כדי להישאר מעודכנים ולהיות פעילים כאזרחים בתוך הקהילה. בהתאם לכך למידה לאורך החיים משפרת לא רק את ההכללה החברתית, ה אזרחות הפעילה, ההתפתחות האישית והקיימות העצמית, אלא גם את התחרותיות ו המסוגלות התעסוקתית של האדם.

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Lifelong learning is the "ongoing, voluntary, and self-motivated" pursuit of knowledge for either personal or professional reasons. Therefore, it not only enhances social inclusion, active citizenship, and personal development, but also self-sustainability, as well as competitiveness and employability.

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Learning new skills isn't enough to stay ahead. You must also unlearn old ones

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Those organizations that don't adapt to fast changes in the technology, consumer, economic, and social landscapes risk falling behind and failing.

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#7 Seven Ways to Encourage Lifelong Learning for Employees

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#7 Seven Ways to Encourage Lifelong Learning for Employees

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Business Titan James Cash Penney was onto something when he said, "Growth is never by mere chance; it is the result of forces working together." And we agree because a culture of lifelong learning is a powerful force for growth in any business.

That's right. Constant "upskilling" is no longer just a buzzword; it's the new normal. As many as 87% of American employees say they need to develop new skills continually to keep pace in their careers.

The benefits of lifelong learning are plentiful. Employees who constantly evolve their skill sets are able to take advantage of the latest technologies. That translates to better productivity and innovation. When you provide continuous training for employees, you also improve their loyalty by valuing their individual growth. And that's only scratching the surface.

So, how can lifelong learning be encouraged?

7 Ways to Encourage Lifelong Learning for Employees

Making continuous learning a natural part of work and life requires a smart approach. Let's look at some actionable ways to encourage lifelong learning in your business.

1. Allow employees to self-direct their learning
2.Make learning goals as important as performance goals
3.Use casual learning check-ins
4.Connect employees with inspirational mentors
5.Create opportunities for social learning
6.Build a library of learning resources
7.Recognize learning as an achievement

Pretty straightforward, eh? Now let's look at them one by one.

1. Allow employees to self-direct their learning

There are times when you have to dictate exactly what employees should learn (think compliance training). At other times, it's better to ask employees what they actually want to learn.

Take advantage of your employees' personal interests by encouraging them to self-direct their learning. Not only will they have a better sense of their own learning needs, but they'll also know what kinds of training work best for them.

Now, you're probably wondering how to promote lifelong learning while still having some control over what employees learn - even when it's self-directed. If you want to limit learning choices, you can give employees a specified suite of courses, books, or events to choose from. You can also make sharing any actionable learnings from self-directed training a requirement during performance reviews.

Investing financially in employees' ongoing development is one of the best ways to encourage lifelong learning. So, think about creating a budget to reimburse employees for courses they take in their own time.

2. Make learning goals as important as performance goals

We all know that employees have limited time. So naturally, learning falls into the shadows of work goals. Instead, you want employees to see learning as a critical part of achieving performance goals. Without connecting learning to work performance, your business will never unlock the benefits of lifelong learning.

Make learning goals "real" by discussing individual learning KPIs and milestones with each employee during their performance reviews. Aim to set at least two learning goals per employee per quarter.

These goals should be as direct as possible. "Complete the Level 1 project management course from the PM College" will be more effective than "improve project management skills."

The golden rule? Make sure every employee takes the opportunity to choose training goals they're really invested in, and that contribute toward their job performance too.

3. Use casual learning check-ins

How often are you asked what you've learned recently? Probably not often enough!

One of the most cost-effective ways to encourage lifelong learning among your employees is to simply take an interest. People often don't think actively about what they've been learning, because they don't have the opportunity to share their observations. These check-ins help employees appreciate how they've been growing through their work and training.

Try making a casual learning check into weekly department meetings, or even company-wide emails. Sure, the first week you ask an employee about their learnings they might not have much to say. So ask again the next week (and the next), and they'll soon become excited and motivated to share what they've learned from their experiences.

4. Connect employees with inspirational mentors

Learning isn't always easy. Getting (and keeping) employees motivated to take on meaningful learning challenges can be tough and lonely. So, how can you make employees feel supported in their efforts?

Formal mentorship programs are a great way to encourage workers to be lifelong learners. And they're not difficult to implement, either.

Most mentorship programs involve connecting employees with more experienced colleagues or respected industry experts. This gives employees a platform to discuss their ambitions and challenges, and visualize their career growth.

Experienced employees also appreciate the opportunity to become mentors and share their hard-won wisdom. The chance to support a colleague's development may even reignite mentors' own enthusiasm for learning!

5. Create opportunities for social learning

The 70/20/10 rule tells us that 20% of learning is through "developmental relationships" (and only 10% through formal learning!). These relationships are the basis of social learning. People learn more and better when they learn together. So, don't underestimate the power of opportunities to learn in a group.

Throwing some group learning into the mix can be as easy as establishing a bi-weekly office book club. All employees can get a chance to nominate books to read and discuss or follow a list of industry recommendations.

"Fireside" sessions where employees discuss challenges and brainstorm solutions can also be one of the simple ways to encourage lifelong learning.

Finally, consider hosting learning lunches as a regular office event. Invite inspiring industry figures to share their experiences over lunch. Keep these events casual so employees feel comfortable asking the speaker questions.

6. Build a library of learning resources

The impulse to try out a book or course is so much more convincing when employees know that these resources are readily available. So if you have space, dedicate a corner of the office to a professional development library.

Include books about general self-improvement, and building skills specific to your industry. You can even include guides written by managers or other senior figures in your business.

If physical space is limited, build an electronic bank of resources. Provide employees with (legal!) electronic copies of popular books and training manuals, videos, and audiobooks.

You can also consider online continuous training for employees by introducing a collection of eLearning courses as part of your library. Want employees to take lifelong learning activities seriously? Consider providing a subscription to online learning platforms for courses on topics outside your company training.

7. Recognize learning as an achievement

A business rewards what it values. Simple enough, right? And yet, learning is so often overlooked. Any business that wants to experience the benefits of lifelong learning needs to show a genuine appreciation for learning itself.

Yes, results are important. If completing a course increases employee productivity, that proves the course has tangible ROI. However, recognizing learning itself as an achievement is vital to employees' motivation to learn.

So, recognize learning by rewarding employees with completion certificates in front of the department, or even the entire company. Make learning achievements public by creating an "achievement wall" on which they can share the training they've completed.

You can also reward learning achievements with time off, vouchers, and small gifts. It's all about choosing the rewards that matter most to your employees.

Create an Appetite for Lifelong Learning

Ongoing growth requires curiosity and persistence on the part of the employee and support and recognition from the organization. If you get it right, a culture of lifelong learning can strengthen your business's growth for years to come.

Apply these seven lifelong learning strategies and watch your employees develop a craving for continuous development.

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The Top 7 Ways To Encourage Lifelong Learning For Employees In 2018

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Business Titan James Cash Penney was onto something when he said, "Growth is never by mere chance; it is the result of forces working together." And we agree because a culture of lifelong learning is a powerful force for growth in any business. That's right.

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תרגיל ג'אגלינג

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תרגיל ג'אגלינג

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הרצאה מTED בנושא ניהול זמן

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הרצאה מTED בנושא ניהול זמן

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Laura Vanderkam: How to gain control of your free time

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There are 168 hours in each week. How do we find time for what matters most? Time management expert Laura Vanderkam studies how busy people spend their lives, and she's discovered that many of us drastically overestimate our commitments each week, while underestimating the time we have to ourselves.

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אפליקציות לניהול זמן

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אפליקציות לניהול זמן

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My favorite tools to keep track of my time are, honestly, pen and paper. What I lose in snazziness, I make up for in flexibility. I don't have to turn on my computer or phone, which means I'm better about recording "off" hours. Since I'm not beholden to a spreadsheet or categories, I can describe my time however I want.

However, in this age of apps, many people want something a little more fancy. Lots of businesses need to keep track of employee time, and so the time-tracking product category is pretty crowded. What I like about the 10 apps in this post is that they can also help you monitor aspects of your personal time, so you don't lose days to web surfing and TV-unless that's what you really want to do.
1. Toggl
With this app, you say what you're doing, start the timer, and stop it when you're done. You can code things as personal if you'd like, and create charts of what's consuming your time. The basic version is free, and full features are $5 a month. Apple, Android, and Desktop.
2. RescueTime
Running in the background on your computer or mobile device, the free version of RescueTime tracks minutes spent on various sites or applications. This is most useful if you think you have a bad email or Facebook habit, and would like to get it under control. The premium version ($9/month) lets you track time away from the computer, too, and block distracting websites after a desired amount of time. Apple, Android, and Desktop.
3. ATracker
This free app lets you track your whole life by tapping on your phone to start or stop each activity. It then produces reports on your day. The clean and uncluttered design is a nice plus, too. Apple only.
4. Eternity
Structured to remind you about work-life balance, Eternity divides time broadly into work, sleep, and play categories. Play is good! $9.99 in iTunes. Apple only.
5. Now Then
This app features personal categories such as shopping, entertainment, and travel, and lets you break work into its subcategories as well (administration, meetings). $2.99 in iTunes.
6. TIME Planner
This free app combines scheduling and time tracking features for both work and personal activities. You can schedule a bike ride at 1 p.m., then be reminded to do it, then say if you've actually done it-all to keep yourself on track. Apple only.
7. My Minutes
This free app focuses on goal setting. You aim to work out for 30 minutes, or spend "at most" 45 minutes on email. The app gives you a nudge when you're out of time, or a virtual pat on the back when you hit your goals. Apple and Android.
8. Fanurio
While primarily aimed at freelancers billing time to multiple projects (it creates invoices and expense reports-hence the price), Fanurio also lets you classify activities as non-billable, which much of our personal time turns out to be. This app nudges you to record time if you haven't in a while. $59 for a license with free technical support for a year. Primarily for desktop (Mac OS + Windows + Linux).
9. Timely
Schedule your life, then log it. Primarily aimed at work time (you can bill time as you're logging it), the interface is simple enough that you could create personal projects too. One user with unlimited projects is $10/month. Desktop or Apple devices.
10. Timesheet
This free app lets you use voice commands, track and bill work hours, and record off-work hours too. Android only.
What time-tracking apps do you use and recommend?

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10 Time-Tracking Apps That Will Make You More Productive In 2014

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My favorite tools to keep track of my time are, honestly, pen and paper. What I lose in snazziness, I make up for in flexibility. I don't have to turn on my computer or phone, which means I'm better about recording "off" hours.

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מאמר מעניין על ההשפעה של ניהול זמן על ציונים של סטודנטים באוניברסיטה

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מאמר מעניין על ההשפעה של ניהול זמן על ציונים של סטודנטים באוניברסיטה

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תרגיל לבדיקת היעדים האישיים שלכם

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Finding Balance in Your Life

When life is busy, or all your energy is focused on a special project, it's all too easy to find yourself off balance, not paying enough attention to important areas of your life. While you need to have drive and focus if you're going to get things done, taking this too far can lead to frustration and intense stress.

That's when it's time to take a "helicopter view" of your life, so that you can bring things back into balance.

This is where the Wheel of Life® (or Life Wheel) can help. Commonly used by professional life coaches, it helps you consider each area of your life in turn and assess what's off balance. As such, it helps you to identify areas that need more attention.

Click here to view a transcript of this video.

Figure 1 below shows an example wheel of life with example "dimensions" (we'll explain how to choose the right areas of life or dimensions for you below).

Figure 1 - Wheel of Life Example

The Wheel of Life is powerful because it gives you a vivid visual representation of the way your life is currently, compared with the way you'd ideally like it to be. It is called the "Wheel of Life" because each area of your life is mapped on a circle, like the spoke of a wheel. The concept was originally created by Paul J. Meyer, founder of Success Motivation® Institute, Inc.

Using the Tool

There are three ways you can use this tool. One is to use our interactive tool below. You can also use an app, like the Smart Coaching Wheel, to plot and update your wheel.

Alternatively, use the following steps to create your Life Wheel by hand and assess your balance. (This allows you to define your own dimensions.)

Start by downloading our free worksheet which contains a blank Wheel of Life diagram as shown in figure 2, below.

Figure 2 - Wheel of Life Template

1. Brainstorm Life Areas

Start by brainstorming the six to eight dimensions of your life that are important for you. Different approaches to this are:

The roles you play in life, for example: husband/wife, father/mother, manager, colleague, team member, sports player, community leader, or friend.

Areas of life that are important to you, for example: artistic expression, positive attitude, career, education, family, friends, financial freedom, physical challenge, pleasure, or public service.

Your own combination of these (or different) things, reflecting the things that are your priorities in life.

2. Write These Down on the Wheel

Write down these dimensions on the diagram, one on each spoke of the life wheel.

3. Assess Each Area

This approach assumes that you will be happy and fulfilled if you can find the right balance of attention for each of these dimensions. And different areas of your life will need different levels of attention at different times. So the next step is to assess the amount of attention you're currently devoting to each area.

Consider each dimension in turn, and on a scale of 0 (low) - to 10 (high), write down the amount of attention you're devoting to that area of your life. Mark each score on the appropriate spoke of your Life Wheel.

4. Join up the Marks

Now join up the marks around the circle. Does your life wheel look and feel balanced?

5. Think About Your Ideal Level

Next it's time to consider your ideal level in each area of your life. A balanced life does not mean getting 5 in each life area: some areas need more attention and focus than others at any time. And inevitably you will need to make choices and compromises, as your time and energy are not in unlimited supply!

So the question is, what would the ideal level of attention be for you in each life area?

Plot the "ideal" scores around your life wheel too.

6. Take Action

Now you have a visual representation of your current life balance and your ideal life balance. Where are the gaps? These are the areas of your life that need attention.

And remember that gaps can go both ways. There are almost certainly areas that are not getting as much attention as you'd like. However, there may also be areas where you're putting in more effort than you'd ideally like. These areas are sapping energy and enthusiasm that may better be directed elsewhere.

Once you have identified the areas that need attention, it's time to plan the actions needed to work on regaining balance. Starting with the neglected areas, what things do you need to start doing to regain balance? In the areas that currently sap your energy and time, what can you stop doing or reprioritize or delegate to someone else? Make a commitment to these actions by writing them on your worksheet.

Tip:

You can use the Wheel of Life as preparation for goal setting or coaching. It helps to identify the areas you want to work on and is a great way of visualizing your current and desired life. Once you are working on improving your life balance, it's also a useful tool for monitoring your life balance as it changes over time.

Infographic

Click on the image below to see the Wheel of Life represented in an infographic:

Key Points

The Wheel of Life is a great tool to help you improve your life balance. It helps you quickly and graphically identify the areas in your life to which you want to devote more energy, and helps you understand where you might want to cut back.

The challenge now is to transform this knowledge and desire for a more balanced life into a positive program of action.
Download Worksheet

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The Wheel of Life® - Finding Balance in Your Life

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Finding Balance in Your Life When life is busy, or all your energy is focused on a special project, it's all too easy to find yourself off balance, not paying enough attention to important areas of your life.

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למה מולטי-טסקינג פוגע בנו?

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למה מולטי-טסקינג פוגע בנו?

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צפו מדקה 15

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What Makes Some Brains More Focused Than Others? | Marvin Chun | TEDxKFAS

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מה אפשר ללמוד מאלגוריתמים לניהול זמן יעיל?

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מה אפשר ללמוד מאלגוריתמים לניהול זמן יעיל?

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How to manage your time more effectively (according to machines) - Brian Christian

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Coauthored by Chris Shipley We ask young people : "WHAT do you want to be when you grow up?" We ask university students : "WHAT is your major?" We ask each other : "So, WHAT do you do [for a living is implied]?

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קורס מקוון חינמי - קורסרה

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קורס מקוון חינמי - קורסרה

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Work Smarter, Not Harder: Time Management for Personal & Professional Productivity

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Offered by University of California, Irvine. You will be able to gain and apply your knowledge and understanding of personal and ... Enroll for free.

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קורס מקוון חינמי - אורט

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קורס מקוון חינמי - אורט

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לחצו על הריבוע הלבן

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מדע הפרודוקטיביות

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מדע הפרודוקטיביות

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מדע הדחיינות

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מדע הדחיינות

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The Science of Procrastination - And How To Manage It

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מדריך לסטודנט: 15 חוקי זהב לניהול זמן

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מדריך לסטודנט: 15 חוקי זהב לניהול זמן

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כל סטודנט מתלונן על קושי בניהול הזמן. הלימודים, העבודה והחיים צריכים להשתלב זה בזה, וכל אחד מהם בנפרד יכול למלא את הזמן לחלוטין בעצמו.
לטורים נוספים של רן שמשוני: אם לא מתכננים את זמני הלימוד כמו שצריך (וגם מבצעים אחר כך), הלימודים יכולים להשתלט בקלות על תחומים אחרים בחיים ולהשאיר אתכם בתחושת חוסר שליטה. תכנון מראש של זמנים המוקדשים ללימודים יכול לעזור לכם לוודא שאתם עומדים במטלות האקדמיות שלכם, כך שתדעו בדיוק איפה אתם עומדים ותוכלו ליהנות מזמן שמוקדש לדברים אחרים בלב שקט. הניסיון מראה שאי אפשר להתחמק מלתכנן (בכתב!) את זמני לימוד. זה דורש בערך רבע שעה בשבוע - ושווה את משקלו בזהב. מהר מאוד אחרי תחילת הסמסטר אנחנו כבר יודעים להעריך מהן המשימות בכל קורס, כמה זמן בערך הן אמורות לקחת ואיך הן מפוזרות לאורך הסמסטר. השתמשו בידע הזה והרכיבו לכם לוח זמנים שיעזור לכם לסיים את הסמסטר בלי הלשון בחוץ. איך מתכננים נכון את הזמן? אין דרך אחת שמתאימה לכולם, אבל יש כמה חוקים בסיסיים שיכולים לעזור לכם לנהל את הזמן בצורה נבונה:
1. חוק מרפי: אם משהו אמור להשתבש - הוא ישתבש. לכן כדאי מאוד לבצע מטלות כמה שיותר מוקדם ולא יום לפני שצריך להגיש אותם.
2. חוק המיקוד: נצלו את שעות הערנות כדי לבצע משימות שדורשות מחשבה וריכוז. את המשמרת בבית הקפה תקבעו לשעה שבה אתם ממילא לא בתפקוד. 3. חוק ה"דד-ליין": אם לא נקציב למשימה כלשהי זמן סיום, נמשיך לבצע אותה לנצח. לכן יש לקבוע מועד סיום לכל משימה ומטלה. חוק זה חשוב בעיקר בכל מה שנוגע להגשת עבודות,בדגש על עבודות סמינריוניות ואפילו תזה. זה מיותר וגם מעצבן לשלם שכר לימוד לסמסטר נוסף רק כי לא הגשתם עבודה בזמן. 4. חוק המשולש: אם דחיתם מטלה כלשהי שלוש פעמים, היא כנראה כבר לא תושלם לעולם. אל תיכנעו לנטייה הטבעית של כולנו להשקיע בעיקר במה שאנחנו אוהבים. כדאי להתייצב באומץ מול משימות פחות רצויות בזמן המתוכנן להן ואז ליהנות מכך שלא תצטרכו לחשוב עליהן שוב. 5. חוק המנוחה: זכרו לתכנן גם את החופשות וההפסקות, אחרת לעולם לא תגיעו אליהן. לא מדובר בפינוק - אם לא לוקחים הפסקות נשחקים ומהר. 6. חוק הקישור (מתאים בעיקר לקורסים הומאניים): קבעו לכל פעילות שעה ספציפית. ההחלטה להקדיש את שעות אחרי הצהריים ביום שני ללימודים עמומה מדי. קבעו זמן מדויק (משעה X עד שעה Y), ונושא שתעסקו בו.
7. חוק העמימות: בתחומי לימוד ריאליים כדוגמת חשבון אינפיניטסימאלי או משוואות דיפרנציאליות חלקיות (מד"ח), קשה מאוד לנבא כמה זמן ייקח לסיים דף שבועי. לכן יש לתכנן את הזמן עם מרחב עמימות המאפשר גמישות בתכנון שעות הלימוד השבועיות.
8. חוק המודעות העצמית: היו הוגנים עם עצמכם ואל תקבעו מועדי לימוד בזמנים לא מעשיים, או בחוסר התאמה לכמות העבודה. אי אפשר לכתוב פרו-סמינריון ביום אחד, ואם אתם אוכלים בצהרי שבת ארוחה גדולה וכבדה כנראה שבשעות שאחריה לא תצליחו לגרור את עצמכם לעשות תרגיל בסטטיסטיקה. 9. חוק ההתייעלות: אחרי שהשקעתם בתכנון והתחלתם ליישם במסירות, עצרו מדי פעם ובדקו אם התכנון אכן מתאים לצרכים וליכולות שלכם. נסו לשנות ולעשות התאמות במקומות שבהם אתם מרגישים שהדברים לא עובדים באופן מיטבי - ניהול זמן נכון הוא עניין תהליכי.
בהצלחה!

הכותב הוא מומחה למיומנויות למידה, ממקימי חברת פסיפס ובעל ניסיון של 15 שנה בהנחיה והקניה של מיומנויות למידה להורים, סגלי חינוך, סטודנטים ותלמידים

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מדריך לסטודנט: 15 חוקי זהב לניהול הזמן

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כל סטודנט מתלונן על קושי בניהול הזמן. הלימודים, העבודה והחיים צריכים להשתלב זה בזה, וכל אחד מהם בנפרד יכול למלא את הזמן לחלוטין בעצמו. לטורים נוספים של רן שמשוני: אם לא מתכננים את זמני הלימוד כמו שצריך (וגם מבצעים אחר כך), הלימודים יכולים להשתלט בקלות על תחומים אחרים בחיים ולהשאיר אתכם בתחושת חוסר שליטה.

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חשיבה עיצובית - ויקיפדיה

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גישה זו שונה מהשיטה המדעית האנליטית, שמתחילה בהגדרה מקיפה של כל הפרמטרים בבעיה על מנת ליצור פתרון. חשיבה עיצובית מזהה וחוקרת את ההיבטים הידועים והמעורפלים של המצב הנוכחי, כדי לגלות פרמטרים נסתרים ונתיבים חלופיים שעשויים להוביל אל היעד. בגלל שחשיבה עיצובית היא אופן חשיבה חזרתי (איטרטיבי), "פתרונות" ביניים הופכים להיות נקודות התחלה אפשריות של נתיבים חלופיים, כולל הגדרה מחדש של הבעיה הראשונית.

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Self-Reflective Awareness: A Crucial Life Skill

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Self-Reflective Awareness: A Crucial Life Skill

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Self-Reflective Awareness (SRA) is probably the single most important competency that we teach in the doctoral program in professional psychology that I direct. It is listed first in the program's core competencies and is central to the identity and culture of the program. Because we believe it is a very important skill in general, and it is something our program gets extremely high marks on (students rate their training a 4.8 out of 5.0 in this area), I share here how we define it and some of the ways we cultivate it in the program in order to offer ideas about how one might to achieve greater SRA.
What is Self-Reflective Awareness?
SRA is a "meta- cognitive " ability, meaning that it involves thinking about and reflecting on one's own mental processes. Someone with good SRA is able to generate a narrative of self that is complex, clear, and multifaceted and is able to communicate that narrative in a way that allows others a much better understanding of where one is coming from. Let me give an example of a low versus high SRA response. Imagine a situation in which a doctoral student is working with a patient and I am the supervisor. We are watching some tape of the session, and it is a bit awkward and halting.

I say, "I noticed that the two of you lost some flow in the therapy here. You seem kind of awkward and hesitant. Can you tell me what was going on inside for you?"

A low SRA response might be something like:
"The patient is really resistant about deepening the conversation on this topic. I tried to do what you said, but they blocked me at every turn. So, I just was not sure about next steps."
In contrast, a high SRA response would be something like:
"I know that this was not the best exchange and you are right I was feeling both stuck and frustrated. I tried to bring up the topic in the way you suggested, but I did not have the concept exactly right and I bundled it. I then felt a bit self-conscious, thinking about you watching it. As I thought about that, it was hard for me to know where to go next, so I just sort of sat there awkwardly. I think sometimes I feel stuck between you guiding me toward how the patient might change and my patient telling me they are not ready or that won't work and that can leave me feeling a bit powerless and frustrated."
Notice the difference in the two responses. Even though the question asked for the individual to explore what was "going on inside", the low SRA example basically offers none of that, reports simply on the behaviors, and explains why the individual did what they did focused on external obstacles with no real narrative of their private or emotional experience. In contrast, the high SRA response shows the person's deep capacity to take an observer stance and to share the internal struggles and reactions they were having, and how that made them feel.
How does one cultivate SRA?
The first step to cultivating SRA is knowing what it is and explicitly valuing it. Once it is explicitly valued, there are several ways one can foster it. Introspection, that is turning the focus of your attention inward and engaging in an attitude of curiosity about what makes you tick, is one key way to foster SRA. We explicitly encourage a mindful approach to meta-cognition that is captured by the acronym C.A.L.M. which attempts to capture the attitude of the meta-cognitive observer as being Curious, Accepting, Loving/Compassionate and Motivated to Learn and Grow.

Education about psychological theories and processes, such as understanding human consciousness and human social motivation, provides conceptual maps that can help foster SRA in folks. Engaging in psychotherapy is another way to enhance SRA, and we encourage our doctoral students to have at least one meaningful therapy experience (in which they are the client) prior to becoming a fully functioning psychologist. Another way is to engage in "process" conversations with intimate others. Most human conversations focus on content (the 'what' that is being discussed). A process conversation is when you explore with another the "how", especially how you experience the process of relating to them and how they experience relating to you. For example, a process conversation might recall a time two people worked together and they shared the way they felt (competitive, jealous, stressed) in the context of getting the job done. In our doctoral program, students engage in at least one formal process group, and we also regularly participate in process groups involving diverse individuals on conversations such as gender, race, ethnicity and power.
What are the domains of SRA?
There are a number of different facets to SRA. Here are eight key domains we focus on and areas of SRA capacities we expect to see and some of the additional ways we train them.

1. Know your family story and developmental history. To know thyself one must understand one's history, including the context in which one was raised and key life events or turning points. In a required family class, taught by core faculty member Dr. Anne Stewart, our students complete a large family project in which they develop an autobiographical narrative of their place in their family. This involves the students creating a genogram and interviewing key players in the family drama ( parents, siblings, grandparents) and writing it up in a detailed narrative, all to get a deeper understanding of the culture of the home in which they grew up and the way that impacted who they have become.

2. Understand your needs, motivations, and emotions. Humans have intense social drives for things like intimacy and belonging and achievement and power. We also have deep seated feelings about ourselves and others and key events. But often we do not spend time deeply experiencing or observing these aspects of our mental process. Attention to core motives and feeling states is crucial. Dr. Ken Critchfield is the Co-director of our program and he helps folks understand their core attachment needs and how early patterns of attachment set the stage for current relating patterns.

3. Understand your defenses and how you handle criticism. The defensive system gets activated when our identity is threatened or we are exposed to painful pieces of information about ourselves. Being aware of what makes you defensive and the kinds of defensive coping strategies you use is a key component. I often talk about the "Freudian Filter" and the Malan Triangle, which helps students see how impulses or images or feelings can trigger an anxiety signal and then activate a defense, often by shifting attention away from the image.

4. Understand your strengths and weaknesses. As part of their regular evaluation process, student must narrate their experiences over the year and articulate both areas in which they have excelled and various "growth edges" where they want to improve. We have also explored having students participate in a strength finder assessment, but have not done that.

5. Understand your beliefs/values and worldview. Core faculty Dr. Craig Shealy is an expert in beliefs and values and he guides students regularly on deep conversations about what beliefs and values are, where do they come from, how are they shaped and how do we respond when confronted with others who have very different beliefs and values (i.e., are we open or closed and defensive). Students need to reflect on their religious beliefs, their views regarding the nature of being human, and their political beliefs in terms of the role of the government and their social values. We help students understand their beliefs and values in terms of their Versions of Reality (VOR).

6. Know your purpose in life and how you make meaning. Related to both one's beliefs and values and core motives, is the recognition of what gives one's life meaning and purpose. Students must reflect on why they are pursuing a doctoral degree, what are their "valued states of being", and what kind of difference they want to make in the world.

7. Know how others see you. In his Processes of Psychotherapy course, Dr. Neal Rittenhouse spends much time helping students reflect on how others see them. He asks them to reflect on their "stimulus value" and has them imagine how and why someone might feel about them in good or bad ways, and in or outside the therapy room.

8. Know the "cultural bubble" that you live in. Students in our program must demonstrate cultural awareness and understand diverse perspectives. To foster this, our program frequently has conversation sessions focused on sensitive cultural issues. For example, over the past few years, the United States has witnessed increased tensions with Russia. We are fortunate to have Dr. Elena Savina on our core faculty, who is from Russia. She is concerned about the portrayal of Russia in the West and has much to say about this. We had a two hour conversation in which the whole program listened to Elena's Version of Reality, and why it was so strikingly different than what is portrayed in mainstream Western media.

More than two thousand years ago, the ancient Greeks carved "Know Thyself" above the entrance to the Apollo Temple at Delphi. We concur with this central maxim and believe SRA is a crucial capacity that is necessary for living a fulfilling, complex, and wise life. It is a basic capacity that should be fostered in relationships, in education in general, and in professional psychology in particular.

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Self-Reflective Awareness: A Crucial Life Skill

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Self-Reflective Awareness (SRA) is probably the single most important competency that we teach in the doctoral program in professional psychology that I direct. It is listed first in the program's core competencies and is central to the identity and culture of the program.

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Design thinking is an approach to creative problem solving. It is a human-centered approach to innovation that will transform the way you develop products, services, and organizations.

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תרגילים לפיתוח עבודת צוות. משרד העבודה האמריקאי

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תרגילים לפיתוח עבודת צוות. משרד העבודה האמריקאי

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העלו לכאן צילום או סרטון של הדגם שלכם. כתבו את מספר הקבוצה והצבע שלה.

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העלו לכאן צילום או סרטון של הדגם שלכם. כתבו את מספר הקבוצה והצבע שלה.

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הכיתה הדינאמית

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הכיתה הדינאמית

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הקשבה ואויביה

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הקשבה ואויביה

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Listening and its enemies | Avi Kluger | TEDxLaçador

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ליפז ארבל ודור

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ליפז ארבל ודור

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גיבוש צוות - Team Dynamics | 077-4249179

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חברת Team Dynamics מעבירה סדנאות פיתוח צוות מנהלים ופעילויות ODT בכל הארץ. בקרו באתר למידע על גיבוש צוות וצרו עמנו קשר לפרטים נוספים.

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איך לשכנע בשתי שאלות?

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איך לשכנע בשתי שאלות?

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How to Persuade Others with the Right Questions: Jedi Mind Tricks from Daniel H. Pink

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Sales guru and persuasion expert Daniel H. Pink explains how you can use motivational interviewing to influence others' thoughts and behaviors. Pink's latest book is To Sell Is Human: The Surprising Truth About Motivating Others (http://goo.gl/f6inf1). Don't miss new Big Think videos! Subscribe by clicking here: http://goo.gl/CPTsV5 Transcript - So let me give you a hypothetical.

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You used to be able to get a degree in a field, and wave then goodbye to formal education. Well, learn the importance of saying hello to lifelong learning.

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משא ומתן

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חיפוש והערכת מידע ברשת

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חיפוש והערכת מידע ברשת

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ד"ר סיגל תפארת | חיפוש מידע

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איך לאתר מידע מדעי ברשת? איך לחפש בגוגל? איך להעריך מקורות מידע? קבלו מדריכים כתובים וסרטונים

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תקשורת בין אישית

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תקשורת בין אישית

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אנשים רבים משקיעים המון אנרגיה בשיפור תקשורת בין אישית והקשרים החברתיים.

אבל רובינו מאוד אוהבים להתעסק במסביב, בדברים הטכניים הדברים שנראים כלפי חוץ. והרבה פעמים אנחנו שוכחים את מה שחשוב באמת.

אז עכשיו אני רוצה לדבר על 5 טעיות מאוד מהותיות ועמוקות בתקשורת בין אישית שלפחות 80% מהבעיות שלנו בתקשורת זה בגלל שאנחנו עושים אותן.

אלו טעיות שאף אחד כמעט לא מתייחס אליהן. ולכן המאמר הזה הוא סופר חשוב, כי ההיכרות איתן יכולה למנוע המון תסכול ולשדרג את התקשורת בעשרות מונים.

*אגב, אני לא מתכוון לתת לכם סתם סיסמאות שלא באמת עוזרות, אלא דברים קונקרטיים שאפשר לתקן.

אז קיראו עד הסוף וחישבו איפה זה נוגע בחיים שלכם באופן אישי.

רוצים לקבל טיפים ותובנות על תקשורת בין אישית?

לחצו כאן והצטרפו לקבוצת WhatsApp בה אשלח פעם בשבוע משפט השראה + סרטון ומאמר בנושאי תקשורת, התפתחות אישית ועוד.

וגם ממליץ לכם לקבל פרטים על הקורס הדיגיטלי המושקע והמקיף NLP לביטחון עצמי, ששניים מהפרקים בו מתייחסים באופן ישיר לתקשורת ולהשפעה.

טעות 1# בתקשורת בין אישית - חוסר נוכחות בשיחה

אם יש משהו אחד שפוגע בתקשורת בין אישית יותר מהכל, זה חוסר נכוחות. זה כאילו לשדר לאדם השני "אתה לא באמת מעניין אותי"

הנה מספר דרכים מרכזיות שהטעות הזאת מתבטאת:

להסתכל לצדדים לחפש אנשים אחרים (יותר מגניבים).

להתעסק בפלאפון.

לאפשר לכל הסחת דעת להוציא אותנו מהשיחה.

לא להסתכל בעיניים.

לשקוע במחשבות.

כמו שאתם מבינים זאת טעות שלא קל לתקן, כי זה לא משהו שאפשר לזייף, אנחנו חייבים באמת להתעניין באדם ולהיות אקטיביים בהקשבה. אבל אם חשוב לנו לייצר תקשורת טובה זה הכרחי.

פתרונות אפשריים:

להסתכל בעיניים.

לתרגל מיינדפולנס.

להשתיק את הפלאפון.

לחשוב מה אני יכול ללמוד מהאדם הזה, מה מעניין בו.

*אגב, להיות נוכחים בשיחה יעשה אתכם גם יותר כריזמטיים ומושכים. חוקרת הכריזמה אוליביה פוקוס טוענת שזהו המרכיב החשוב ביותר בכריזמה ובניסוי שבדק מה הכי מושך בגבר, הפרמטר המובהק ביותר שנמצא היה הנכוחות בשיחה. אז שווה להתאמן על זה.

טעות 2# בתקשורת בין אישית - לנהל שתי שיחות בו זמנית

ברמה הגסה: הכוונה היא ממש לקטוע אדם בדבריו. שאמנם זה טבעי ונובע מהדחף להגיד משהו חשוב, אבל בפועל כשלא נותנים לאדם לסיים את המשפט זה כמו להגיד לו: "מה שיש לי להגיד יותר חשוב ממה שיש לך להגיד". וזה הבעת חוסר כבוד.

כמובן, אני מאמין שזה לא קורה הרבה לאנשים המתורבתים שקוראים את המאמרים שלי, אבל יש משהו עדין יותר ולא פחות בעייתי שאותו כולנו עושים בוודאות והוא:

טעות #2.5 דיבור פנימי בלתי פוסק

אמנם לכולנו ברור שאין אפשרות לנהל שיחה כששני הצדדים מדברים בו זמנית, ועדיין אנחנו עושים את זה כל הזמן, כי אנחנו מדברים בתוך הראש שלנו וחושבים:

וזה לא מאפשר לנו באמת לעצור ולהקשיב.

גרוע מכך, אנחנו מניחים הנחות לפני ששמענו את המסר כולו, משלימים משפטים בראש.

אנחנו שופטים את מה שבין שיחתנו אומר ונותנים לדבריו פרשנות בלי ניסיון אמיתי לצאת מעצמנו ולהסתכל דרך נקודת המבט שלו. וזאת לא באמת הקשבה, זה גם מה שגורם לנו בסוף ממש להתפרץ ולקטוע אותו באמצע.

פתרונות אפשריים:

בזמן ההקשבה, באמת להקשיב לאדם האחר בלי לנסות להשלים את המילים ובלי לחשוב איך אנחנו הולכים להגיב.

לחכות לעצירה של 2-3 שניות לפני שאנחנו דוחפים משפט.

טעות #3 בתקשורת בין אישית - להשיב בסיפור על סיפור

מכירים את האנשים האלו שלא משנה מה תספרו להם, הם יגיבו לסיפור שלכם עם משהו יותר מגניב שקרה להם או לדוד שלהם או משהו שהם קראו באינטרנט.. ? זה מעצבן נכון ?

אבל כולנו עושים את זה לפעמים, לכולנו יש צורך לספר ולדבר על עצמינו.

מה שאנחנו לא מבינים זה שאם אדם בא בהתלהבות לספר לנו על משהו, הוא רוצה את תשומת הלב שלנו, וגם אם לנו קרה משהו דומה ויותר מדליק. עדיף לא לספר, כי אנחנו רוצים לתת לסיפור שלו את המקום והכבוד.

אחרת זה משדר " מה שסיפרת זה סתם, בו תשמע משהו באמת מעניין"

פתרונות אפשריים:

פשוט להקשיב ולהראות עניין בסיפור של האחר.

אם ממש חייבים, אפשר לספר בהערת אגב, אבל לא בצורה שתתפוס את המקום של הסיפור הקודם.

טעות 4# בתקשורת בין אישית - לנסות לפתור בעיות

אם לא ביקשו מאיתנו להציע פתרונות, לא להציע פתרונות. רוב האנשים לא יודעים לקבל עצות, הם רואים את זה בתור ביקורת ואז גם לא עזרנו להם וגם פגענו בתקשורת.

מה גם שפעמים רבות אנשים מספרים על הבעיות שלהם סתם כדי לפרוק, הם לא מחפשים בכלל פתרון, הם רק צריכים מישהו שיקשיב להם, ואם אנחנו ישר עונים להם, אז לא אפשרנו להם לספק את הצורך האמיתי.

פתרונות אפשריים:

לבחון האם אנחנו באמת רוצים לעזור או רק להשמיע את החכמה שלנו.

אם זה באמת רצון לעזור, לשאול את האדם האם הוא מעוניין לשמוע את העצה שלנו. אם לא. עדיף לשתוק.

במיוחד אם אנחנו פרקטיים באופי, לזכור שלא כולם ככה, יש אנשים שבסה"כ זקוקים לתשומת לב.

טעות 5# בתקשורת בין אישית - ויכוח לא מכבד

באופן כללי אין בעיה להתווכח עם אנשים ואנחנו לא חייבים להסכים עם האמונות והערכים של כל אדם, אבל אם אנחנו רוצים לשמור על תקשורת טובה,חשוב מאוד שנפגין כבוד כלפי הערכים והאמונות של בן השיחה שלנו, גם במידה והדעות שהוא מביע נשמעות לנו טיפשיות וחסרות היגיון, אחרת אנחנו עלולים למצוא את עצמנו בקצר מוחלט בתקשורת.

בהקשר זה, כדאי לזכור שלכל אדם יש את הנקודות הרגישות שלו, לכל אדם יש דברים שעבורו הם חשובים במיוחד, ואם אנחנו עדיין לא מכירים אותו לעומק, שווה לשים לב כשאנחנו פותחים נקודות רגישות. בהחלט ייתכן שמשהו שעברונו הוא חסר משמעות, עבור אדם אחר יכול להיות מאוד רגיש.

פתרונות אפשריים:

לזכור שאין אמת אובייקטיבית, לכל אדם יש השקפה שונה וזה בסדר.

לשמור על תרבות דיון, ולחתוך מהר אם נכנסים לוויכוח חסר תכלית.

לוותר על הצורך להיות צודקים ולנצח, זה ממילא לא בוגר ולא מועיל.

לשמור על כבוד כלפי האדם גם כאשר אנחנו לא מכבדים את דעותיו.

להמעיט בשיחות על פוליטיקה ודת עם אנשים שאנחנו לא מכירים.

המפתח לתקשורת בין אישית מעולה

לסיכום, אני חושב שהמפתח להימנע מכל הטעיות האלו ולייצר תקשורת מעולה הוא באמת לפתח גישה של סקרנות וכבוד לתפיסת העולם של האחר, להתעניין במה שיש לו להגיד ולא לנסות לתקן אותו או לשנות אותו.

זה לא קל ליישם, ובדיוק בשביל זה עשיתי את הרשימה המפורטת עם הטעיות והפתרונות כדי שפעם הבאה שהן יתרחשו אנחנו נשים אליהן לב ונמנע מהן, אז שווה לחזור על המאמר הזה מידי פעם וגם על המאמר של ראפור, כי אלו באמת רעיונות שיכולים לקחת את יכולות התקשורת שלנו כמה רמות קדימה.

איך לשפר תקשורת בין אישית אפילו יותר
בקורס NLP לביטחון עצמי יש פרק בונוס שלם שמרחיב עוד המון על תקשורת בין אישית, השפעה, יצירת כימיה ועוד. וזה רק הבונוס... כי העיקר והלב של הקורס הוא עבודת עומק פנימית על מערכת האמונות שלנו והדימוי העצמי שאלו הדברים שהכי משפיעים בסוף על חווית החיים שלנו וגם על מה שאנחנו משדרים לסביבה.
מקרב לב

שחר

בונוס - מדיטציות רלוונטיות

מדיטציית מיינדפולנס קצרה שתעזור לנו להיות נוכחים יותר בשיחה

מדיטציית מיינדפולנס ארוכה יותר ובשיטת אימון מיוחדת

מדיטציה לשיפור ביטחון עצמי שהוא גם מרכיב משמעותי בתקשורת ובמה שאנחנו משדרים
רוצים להתייעץ איתי, לשאול שאלות, או לשתף בחוויות ותובנות? יש שתי דרכים לעשות זאת:
1. בתגובות של ערוץ היוטיוב. אני משקיע זמן רב כדי לקרוא הכל ולהתייחס לכולם.

ובלי קשר שווה לעקוב שם, כדי לקבל בחינם תכנים איכותיים שעולים רק ביוטיוב.

2. באינסטגרם. בכל יום רביעי אני עושה שאלות ותשובות בסטורי.

כמובן, גם באינסטגרם תמצאו תוכן בלעדי, ממוקד ואיכותי שמתפרסם רק שם.
לאימון אישי משולב NLP כיתבו לי לחצו כאן כדי לקבל השראה שבועית לWhatsApp (הודעה אחת בשבוע)

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תקשורת בין אישית - 5 הטעויות הגדולות ביותר ואיך להימנע מהן (חובה להכיר)

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אנשים רבים משקיעים המון אנרגיה בשיפור תקשורת בין אישית והקשרים החברתיים. אבל רובינו מאוד אוהבים להתעסק במסביב, בדברים הטכניים הדברים שנראים כלפי חוץ. והרבה פעמים אנחנו שוכחים את מה שחשוב באמת. אז עכשיו אני רוצה לדבר על 5 טעיות מאוד מהותיות ועמוקות בתקשורת בין אישית שלפחות 80% מהבעיות שלנו בתקשורת זה בגלל שאנחנו עושים אותן.

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תסכול ויצירתיות

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תסכול ויצירתיות

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How frustration can make us more creative | Tim Harford

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איך הומצא הסופר-גלו?

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איך הומצא הסופר-גלו?

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How super glue was invented | Moments of Vision 8 - Jessica Oreck

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הרצאה על שיטת SIT

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הרצאה על שיטת SIT

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איך הומצאו חוטי הקצף?

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איך הומצאו חוטי הקצף?

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Party in a Can: The Story of Silly String

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איך לשנות את הדעה של אדם אחר?

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איך לשנות את הדעה של אדם אחר?

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How can you change someone's mind? (hint: facts aren't always enough) - Hugo Mercier

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6 סודות לעבודת צוות טובה

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6 סודות לעבודת צוות טובה

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(ניצן גל, שי-אן בלומן, דור גולדנברג, נעה גנס )

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קבוצה היא אינה צוות. קבוצה היא אוסף של אנשים שיכולים לפעול למען אותה מטרה, אך בניגוד לחברי קבוצה, חברי צוות הם אנשים שמלבד המטרה המשותפת יש ביניהם תלות הדדית, והכרה בכל שהם זקוקים לצוות לצורך השגתה.

רבים סבורים שדי להציב קבוצת אנשים יחדיו ולהטיל עליהם משימה משותפת כדי שייבנה צוות , שתיווצר ביניהם דינאמיקה שתאפשר שיתוף פעולה פורה, ושתתרחש סינרגיה. בהתאם לכך הם אינם משקיעים מאמץ או נוקטים צעדים יזומים כדי ליצור תנאים שיאפשרו שיתופי פעולה יעילים. למשל, הם אינם משקיעים ביצירת מנגנונים של תיאום בין חברי הצוות, או אינם מבהירים לכול מהם התפקידים ותחומי האחריות של כל אחד.

כתוצאה מכך, מתפתחים באופן טבעי מתחים המאפיינים קבוצת אנשים שתלויים זה בזה לשם ביצוע משימותיהם. מתחים אלה הולכים ומתעצמים כשהמנהל כלל לא שם ידו בטיפוח הקבוצה ובהפיכתה לצוות של ממש.
נחוצה הרמוניה בצוות לטובת הצלחתו
למנהלים יש נטייה להאמין שצוות טוב הוא צוות שחבריו מתקשרים זה עם זה בהרמוניה. כך האינטראקציה חלקה, ואפשר להתקדם בלי לבזבז זמן על דיונים מיותרים. אולם ההיפך הוא הנכון. קונפליקט בצוות הוא מצרך יקר ערך ואף מבורך. כל זמן שהוא מנוהל היטב וממוקד במטרות המקצועיות של הצוות, הוא יכול להוביל ליצירת פתרונות יצירתיים מתוך הצוות הרבה יותר מאשר מצב של מי מנוחות.

הקונפליקט הוא גם מחויב המציאות, שהרי תמיד תהיה שונות כלשהי בין חברי הצוות, ובהתאם לכך דעות, תפיסות ורצונות שונים. ניסיון ליצור אווירת הרמוניה ולהימנע מחיכוכים עלול לחסום את האפשרות לתת ביטוי לשונות ולצרכים הללו, אך סופם לצאת לאור בדרכים אחרות. למשל, בצורת עובד מתוסכל שאינו מסכים עם שיטת העבודה של חברו לצוות, אך מרגיש שאין מקום להבעת מסרים מעוררי קונפליקט. עובדה כזה צפוי, לאור תסכולו, להקטין ראש בכל הנוגע לשיטת העבודה, לעשות רק את המינימום הנדרש, ואולי אף להביע התנגדותו בדרכים אקטיביות.
הערך "אין 'אני' בקבוצה"
רבים שומעים את המילה "צוות", ומדמיינים אוסף של אנשים שנטשו את המטרות האישיות שלהם לטובת האינטרסים של כולם, כגוף אחד. כאילו מדובר במעין קיבוץ תעסוקתי.

אולם זהו מיתוס שאינו עולה בקנה אחד עם החיים המודרניים, שבהם האינדיבידואל והישגיו עולים על הכול. במציאות, גם כשהקולגות הם חברי אותו הצוות, בסופו של דבר הם נמדדים על סמך הישגיהם האישיים, ועל סמך כך גם מתוגמלים ומקודמים בהתאם. הישגי הצוות כגוף אחד חשובים, אך ברוב המקרים, בפועל, הם סך כל הביצועים של כל אחד מחברי הצוות. בהתאם לכך, המניע העיקרי של העובד הטיפוסי הוא להצליח קודם כל ברמה האישית, ורק לאחר מכן לתרום לצוות.

כל זמן שהאינדיבידואל הוא העיקר, ומתוגמל אישית על פי תוצאותיו, אמירות נפוצות לעירור מוטיבציה דוגמת "אנחנו עובדים יחד", "אנחנו גוף אחד", תהיינה בבחינת סיסמאות ותו לא, כשהחוכמה הניהולית של ראש הצוות היא למצוא את האיזון שבין שני הקצוות - האני והקבוצה - ולשלב ביניהם.
עבודה מרחוק מעכבת את הצוות
בשנת 2017 ישנם עדיין מאמינים אדוקים במפגש הלא-מתווך בין קולגות כתנאי להצלחתם כצוות, ובהתאם לכך מקפידים מנהלים רבים לקיים ישיבות קבועות בתדירות גבוהה למדי, ונזהרים שלא לאפשר בקלות רבה מדי עבודה מרחוק.

מנהלים אלה צריכים להביא בחשבון שהמציאות השתנתה, ובעקבותיה גם השיטה. עליהם להתוודע לכך שאצל חבריהם, המנהלים שכן מאפשרים עבודה מרחוק גם במסגרת ההשתייכות לצוות, נמצא כי הרוב המוחץ של העובדים מדווחים שלעבודה מרחוק בתדירות של פעם בשבוע לפחות אין כל השפעה שלילית על עבודת הצוות.

יחד עם זאת, בסקר זה טענו למעלה מעשרים אחוזים מהמשיבים כי הם היו רוצים לתקשר עם חברי הצוות שלהם לעתים קרובות יותר, ועוד עשרים אחוזים שואפים לתקשורת יעילה יותר בפגישות עצמן. אם כן, יתכן כי המתכון שיכול להתגלות כמנצח יהיה להפסיק לפחד מעבודה מרחוק מצד אחד, ולשפר את התקשורת במפגשים הבלתי אמצעיים מצד שני (למשל, באימוץ שיטת עדכון הדדי מסודרת בכל מפגש).
ששת סודות הצוות המיטבי
ראש צוות מניע - שמעורר השראה בחברי הצוות, מניע אותם, נותן יחס אישי, מאתגר ונותן דוגמה אישית.

קבלת החלטות מיטבית - ככל שתהליכי קבלת ההחלטות אפקטיביים יותר, כך משתפרים ביצועי הצוות.

מטרות ברורות ותקשורת פתוחה - על כל חבר בצוות להכיר את תפקידו ולהבין אותו, את תחומי האחריות שלו ואת יעדיו. עליו לדעת בבירור היכן נקודות הממשק בינו לבין שאר חברי הצוות, ועליו לשאוף לעמוד ביעדיו מבלי לרצות לדרוך על אצבעות החברים האחרים. ככל שהתקשורת יעילה יותר בין חברי הצוות, כך גדלים הסיכויים שכל אחד ואחד מהם יבין את המטרה המשותפת שלשמה הוא פועל, ואף ייצור אותה יחד.

הטרוגניות - המגוון משפר את רמת היצירתיות בצוות, ומאפשר למידה והפרייה הדדית, פיתוח כישורים, ושיפור תוצאות.

ניהול סכסוכים - כשמנהל הצוות מנהל את הקונפליקטים במיומנות ובחכמה, החברים משתפים בצוות את הקשיים, האתגרים וחילוקי הדעות, ומגיעים לפתרונות אפשריים בתמיכת שאר חברי הצוות

תרומה קולקטיבית - היעדים האישיים אינם באים על חשבון המטרה הכוללת. החברים שואפים הן להשיג את מטרותיהם האישיות, הן לקדם את המטרה הכוללת של הצוות, וזאת כאשר ברור להם כיצד עשייתם תורמת למטרת הארגון.
■ יעל מהודר היא יועצת ארגונית וכותבת הספר "המועמד הנבחר". המאמר מיועד להעשרה, אינו תחליף לייעוץ מקצועי ואישי המתאים למידותיו של כל אדם ואדם, ואין להתייחס אליו ככזה. אפשר ליצור קשר עם יעל בפייסבוק או באתר.

הוספה לנושאים שמעניינים אותי

רוצה להתעדכן בנושאים הקשורים לכתבה?

לחיצה על הנושא תוסיף אותו לרשימת "הנושאים שמעניינים אותי", שםניתן לקרוא ולנהל את ההתראות כשמתפרסמת כתבה בנושא.

לצפייה בכתבות וניהול הנושאים, יש ללחוץ על כפתור בסרגל העליון

הבנתי, תודה!

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