ABOUT THE PROJECT

The green and orange sub-bars refer to the percentage within the research population above the age of 40 who indicate that it is feasible to continue working in their current job until retirement versus those who say it is not feasible. The shifted yellow blocks in each bar represent the portion of respondents (centered on the total research population over 40) who estimate that it is not possible to continue working in their current job until retirement, but it would be feasible if their work were adapted.

The Workability Monitor not only assesses the extent to which jobs are workable for the employees involved but also identifies a number of underlying determinants and/or risk factors in the work situation. Six risk indicators have been developed for this purpose: workload, emotional stress, task variation, autonomy, support from direct management, and stressful physical working conditions.

As we work longer, the degree of workability decreases. To keep us on board, measures must be taken that have an impact on mental fatigue, well-being at work, learning opportunities, and work-life balance (the indicators used by the Workability Monitor). At the same time, attention must be paid to the risk indicators (workload, emotional stress, task variation, autonomy, support from direct management, and stressful physical working conditions).

“One way to address these indicators is through training and improving 21st century skills such as digital skills, innovation and adaptation and workplace culture.”

Digital competence has become crucial for employability. Not only because of its role as a transversal skill to develop employability, but also because about 85% of all jobs in the EU require at least a basic level of digital skills. The stakeholder consultation workshop in Bilbao in 2019 showed that 43% of the EU population had insufficient digital skills in 2017 (no skills or a low level). Additionally, 10% of the EU workforce in the same year had no digital skills, mainly because they did not use the internet, and 35% did not have at least basic digital skills, which are now required in most jobs.

Recent research has shown that as technology automates certain tasks, the value of skills required for non-automatable tasks, such as social skills, also increases. As a result, workers will need to be able to take on complex, less automated tasks, such as problem-solving in new situations while working with new technologies. This requires strong skills in reading, writing, math, and problem-solving, as well as autonomy, coordination, and collaboration skills that complement ICT skills.

According to a 2011 survey, the top five skills that employers identified as very important or important were: Interpersonal skills (100%); Time management (100%); Speaking/oral communication (98%); Ethical understanding (98%); and Adapting to change/flexibility (96%).

Skills are interconnected, and selecting only one or just one cluster is artificial in most cases. For example, during the 2019 stakeholder table on the Digital Competence Framework, participants indicated that “some of the barriers to acquiring digital competence are related to individual psychological approaches to technology, including resistance, fear, etc. For some target groups, digital training actions must include specific approaches to address these barriers related to individual mindset.”

The report, College Learning for the New Global Century (Association of American Colleges and Universities, 2008) provides insight into the answers to the question “What knowledge, skills, and competencies are identified by employers as important for success in the workplace” – a study commissioned by the Association of American Colleges and Universities in 2008. Among the skills identified by employers as highly important were: concepts and new developments in science and technology (82%); teamwork skills and the ability to work with others in diverse group environments (76%); critical thinking and analytical reasoning (73%); global issues and developments and their implications for the future (72%); the ability to locate, organize, and evaluate information from multiple sources; innovative and creative thinking (70%); the ability to solve complex problems (64%).

“Post-COVID: What Comes Next?”

The COVID-19 pandemic has had a significant impact on 21st-century skills, particularly digital skills. Studies conducted by the Antwerp Management School, HRPro.be, and VBO demonstrate, one year after the onset of the pandemic, the extent to which COVID-19 has affected human capital within organizations.

28% OF EMPLOYEES DID NOT FEEL CONNECTED TO THEIR ORGANIZATION.

For numerous companies, the pandemic unfolded into a crisis of connectedness. The significance that work carries extends beyond mere salary or tasks; it also encompasses the connection with others. In April 2021, one year after the onset of the coronavirus crisis, 28% of surveyed employees indicate that they do not experience a sense of connection with the organization, while 23% lack this feeling towards their colleagues.

Employers are also recognizing this. As the pandemic progresses, they observe an increasing struggle in meeting the need for connectedness among their employees (see figure).