The 7 Skills of Knowledge Work

We are now working in the knowledge society, in which information and knowledge are the primary commodity. The majority of employees in this society are knowledge workers, which means their primary function is to gather and create new knowledge. The nature of work in the knowledge society is cross-disciplinary, complex, varied, and ambiguous, and knowledge workers must be able to access and use broad knowledge in flexible yet disciplined manner.

Related Post: How to Become a Successful Lifelong Learner

General Skills for Success in the Knowledge Society
Because I work in the field of education, specifically instructional design, I am constantly thinking about what knowledge and skills our students need to grasp to be successful in their knowledge work. What do they really need to know? I recently reviewed several reports and studies on what these skills are, and I describe them below. I then postulate what I believe organizations and leaders should do to enable successful knowledge work in their employees. Finally, I share a self-evaluation tool which can be used to evaluate your own capacities in each of these skill areas.

7 Skills of Knowledge Work
The following skills and abilities are those which are crucial to success in today's society. I use the work of Cochran and Ferrari (2009) as the framework, though the themes they share are repeated in the several articles and documents I reviewed. I have added in my own thoughts and insights, and also added the "Personal Management" skill as my own.

1. Thinking Skills - the ability to work with information effectively to solve problems, perform tasks, and design solutions. Thinking skills include:
1. critical thinking - drawing appropriate conclusions based on data
2. systems thinking - seeing the big picture, including how parts of a system affect and influence one another
3. analysis skills - breaking down information and technologies into pieces to understand and categorize individual parts. Identifying the root cause of a problem.
4. problem solving - identifying solutions to complex issues.
5. creativity - using imagination to combine existing knowledge into new knowledge to fulfill a need.
6. design - planning out the implementation of solutions to learning and performance problems.
2. Communication - the ability to understand and share ideas effectively. This includes the following:
1. Understand and interpret complex information from multiple sources through divers media.
2. Communicate effectively and appropriately in a variety of formats, including visual, verbal, written, both face-to-face and in digital formats. 
3. Teamwork and Leadership - the ability to work with others to achieve a common goal. This includes the following:
1. collaborating and working effectively with others to achieve goals.
2. motivating others through appropriate strategies.
3. working effectively with team and individual strengths to maximize the effectiveness of the whole.
4. leading people to positive outcomes through persuasion, empathy, and effective management.
4. Lifelong Learning and Self-Direction - (see my post on lifelong learning) continual self-improvement through the constant gathering of knowledge. Setting ones own direction in learning and growth.  This includes the following:
1. Development of general skills like those in this list. 
2. Development of field-specific skills.  
3. Gaining formal education, which to increase ability to sustain success in the knowledge society. 
5. Technology Use - use of technology to accomplish goals or tasks. 
1. Select the right tools and technologies for tasks and problem solving. 
2. Use tools and technologies to appropriately complete tasks and solve problems.
3. Learn quickly how to use a new technology and be willing to adapt new technologies continuously.
6. Ethics and Professionalism - An ethical person makes him or herself personally accountable for their own actions and work. 
1. Have good work habits and perform assigned work consistently.
2. Interact with others in a professional manner. 
3. Work effectively and professionally with people of diverse backgrounds. 
7. Personal Management - manage habits to maintain health (physical, mental, emotional, and spiritual). This management should seek to maintain proper balance in all areas of life (family, work, personal, community). It includes the effective management and use of time to accomplish work and achieve goals.

Organizations and Leaders in the Knowledge Society

Organizations and leaders must facilitate the acquisition and application of each of these skills. This means policies, procedures, and organizational structures that enable their employees to do these things. It also means leaders and managers that encourage and facilitate their use. In the table below I outline some of my ideas on how this can be done.

Skill	Organizations and Leaders Should…
Thinking Skills	Share and give access to relevant, useful knowledge. Create systems and processes for knowledge sharing. Teach and communicate regularly with employees. Encourage and establish systems for knowledge sharing.
Communication	Continually communicate new knowledge to employees. Provide professional development opportunities to improve communication skills. Provide continuous opportunities to practice the skills of communication.
Teamwork and Leadership	Provide leadership and guidance in effective teamwork. Provide opportunities to practice leadership teamwork. Provide professional development opportunities to improve leadership and teamwork skills.
Lifelong Learning and Self-Direction	Provide many opportunities for learning and professional development. Provide career coaching and development opportunities. Provide access to relevant industry knowledge.
Technology Use	Utilize and demonstrate effective use of appropriate technologies. Provide professional development opportunities to improve employee technology capacities.
Ethics and Professionalism	Establish standards of ethical, professional behaviors through word and example. Hold employees accountable for their professionalism.
Personal Management	Provide a healthy work environment, including reasonable workload. Provide opportunities for development of personal management skills.

Instructional Designers in the Knowledge Society
It becomes critical for an instructional design or performance improvement professional to have a sound balance between these general skills and those skills that are specific to the field of instructional design. Some of these skills clearly overlap - thinking skills are the foundation of effective needs analysis, for example - but gaining competency in all of the above skills will likely contribute to an instructional designer's success in improving learning and performance.

Rating Your Own Skill Level in These Areas
I created this simple form for rating your own skill level in each of these areas. This form is designed to help you determine areas in which you can improve so that you can make plans to do so.

Skill	Rating 1= Low 5 = High	Notes and Plans for Improvement
Thinking Skills - the ability to work with information effectively, to think critically, systematically, analyze, and creatively solve problems.
Communication - the ability to understand and share ideas effectively, to interpret complex information, to communicate in a variety of formats.
Teamwork and Leadership - the ability to work with others to achieve a common goal, to collaborate, motivate others, build on strengths, and lead with persuasion and empathy.
Lifelong Learning and Self-Direction - continual self-improvement through the constant gathering of knowledge, setting ones own direction in learning and growth, development of general and specific skills, gaining formal education.
Technology Use – selection and use of technology to accomplish goals or tasks, ability to learn and adapt to technologies quickly.
Ethics and Professionalism - personally accountable for their own actions and work, exercises good work habits, interacts with others professionally, works well with others of diverse backgrounds.
Personal Management – management of habits to maintain health (physical, mental, emotional, and spiritual) and maintain proper balance in all areas of life (family, work, social, community). Also, management of time use to accomplish goals.

Reference
Cochran, G. R., & Ferrari, T. M. (2009) “preparing youth for the 21st century knowledge
economy”. Afterschool Matters.

The Future of Instructional Design Programs

#AECT14
In two weeks, I will be participating in a panel discussion at the 2014 AECT International Convention. with four incredible scholars: Drs. Vanessa Dennen, David Merrill, Charles Reigeluth, and Wilhelmina Savenye. I thought I would write out some of my thoughts on the future of the ID programs in this blog post and will share these thoughts in the panel discussion.

The Context: Shift to Knowledge Society
We have seen a major shift in the last several decades to the knowledge society, and with this shift comes a change in the skills and competencies required. And because instructional design is very clearly knowledge work (what could possibly more knowledge work that the design of learning and instruction?), our designers must develop and gain these competencies.

Our ID students must be gain the following skills. How well do we teach these abilities in our programs?

I am not stating that instructional design programs do not teach some or most of these competencies, nor should they necessarily teach all of these skills and competencies. However, we should think about how our instructional design programs fit within the context that requires these abilities.

Problem: Lack of Perspective and Defending the Turf

As I have spoken with managers of instructional designers over the last several years, a common complaint  is that instructional designers often want to operate in a manner that is disconnected from the organization in which they work. There seems to be a struggle on the part of the designer keep their art and science - as learned in graduate school - intact and pure, without influence from the organization in which the work is taking place. Defending their turf in this manner can keep instructional design work entirely disconnected and irrelevant to the organization in which the work is taking place.

Solution: Integration of HPT

We must help students see that design must align with the role and purpose of the organization which it serves. Students must gain knowledge on how their performance fits into the performance of the entire organization. They must also understand how to adapt what they are doing to fulfill the needs of the organization. Remember that work in the knowledge society is interdisciplinary and varied, and sticking to regimented (even antiquated) ID strategies without adapting to the organization's needs is not sustainable. Students must, therefore, gain the ability to see the big picture of the organization. The highly related field of Human Performance Technology can provide students with this capacity and can also give them many tools for effectively supporting the organizations in which they work.

Need: Complexity and Human Management
Many instructional design program graduates end up managing trainers and instructional designers. However, in their training they appear to receive little training on how to effectively manage those individuals in their work.

Solution: Integration of Project Management

Our ID programs should give our graduates the ability to manage projects, a vital piece of effective instructional design. Instructional design projects are often complex, requiring the coordination of multiple employees, processes, and technologies. We must provide our students with the capacity to manage, organize, and manage large projects effectively.

Solution: Integration of Management and Leadership

In addition to project management capacities, our students must gain skills in management and leadership. They must develop the capacity to motivate and direct the work of those they lead. In higher education, instructional designers are specifically well positioned to lead because of the collaborative, systematic, design-oriented nature of ID work.

Evolution of The Three Tools 

We may (or may not!) agree that the three major tools of the instructional designer are (1) theories, (2) technologies, and (3) processes. These tools will continue to change as the nature of our work changes, and I note the following questions and comments about these tools.

Theories
Do the theories we espouse and teach in our programs help learners gain the competencies required for success in the knowledge society? Do they enable independent learning and problem solving? Do they enable learners to achieve internal motivation and the attitudes necessary for a successful career?

The concept of "instruction" seems to imply the delivery of detailed information about how to accomplish a task. Perhaps we are still teaching our students to design in ways that are more directive in nature. There is and will always be some need for this, but our designers must also know how to teach their learners "how to fish" instead of simply "giving them a fish?"  

Technologies
 Technology options will like continue to grow, and they will also continue to become easier to use. As they do so, what will separate us from an individual with no formal understanding of instructional design concepts? As a field we need to be able to demonstrate that we are relevant and add value based on our knowledge. Our students must also be willing to continually adapt to the technological needs and preferences of the learner.

 Processes
While I have a great deal of confidence in the general process of instructional design (ADDIE), We must teach our students the importance of continuous improvement. The competitive environment in which we work requires increased efficiency, and designers must be able to analyze, change, and improve the design processes they use. The integration of HPT into ID programs will likely assist in making this shift more effective. In addition, design processes must enable IDs to create appropriate learning solutions while still maintaining efficiency and quality output. The balance will be difficult to find, and designers must know how to work toward that balance.

*        *        *        *        *

Well, I look forward to the panel discussion. It will be great to hear the ideas of the other panelists, and I hope I can contribute to the conversation. 

Presentation at Utah Instructional Design Summit

Here I am presenting as keynote at the Utah Instructional Design Summit. 

As I have mentioned in previous posts, I am currently on sabbatical from my work at Franklin University. While working as a visiting scholar at USU, I was invited to be the keynote speaker at  the Utah Instructional Design Summit being held at Salt Lake Community College in July. The summit is a regular meeting of instructional designers working in higher education in Utah, and I was honored to be invited to speak. I am very aware of the great talent available within the group - I know several of the designers personally and have great respect for their work - so it was exciting to be asked to speak and interact with them.

The presentation was recorded - to view the presentation, click here.

What I Talked About

I usually speak about my scholarly expertise, particularly instructional theory and/or first principles of instruction. However, for this meeting I decided to focus on what I believe are fundamental habits of success in our society today, applied to the field of instructional design. Specifically, I decided to focus on:

• What the Knowledge Society is and how it influences the way we work.
• How Instructional Designers must adapt their design approach to meet the needs of the knowledge worker.
• The importance of taking responsibility for actions and living with purpose.
• Responding (instead of reacting) to the opportunities and obstacles that constantly come.

I enjoyed speaking on these topics and I believe they are critical to success in society today. I will likely continue my thinking on these topics and will continue to write and speak about them from time to time.

Become an Active Learner (Here's How!)

These days, learning is absolutely critical to success. We live in the knowledge society, and there are constant changes in our world. Business, education, and social structures are all changing rapidly, and we must be constantly building and improving our knowledge so that we can adapt and thrive in our volatile environment. 

We Can Learn!
Our minds are designed to learn, but most people go through life passively learning whatever they are fed by their environment. This is a huge problem, because our environment regularly spews toxic information that is often useless and even harmful. In this post, I will describe how we to become an active learner in your life. I will provide several tips and strategies for immediately become more proactive in your learning so that you can achieve greater success and fulfillment.

We Must Become Active Learners
To be competitive and remain relevant as individuals in society, you must become an active learner, continually gaining and applying relevant knowledge to your life. But what does it mean to be an active learner, and what are the best strategies for using active learning? Active learners are (1) engaged in their learning, (2) purposeful in their studies, (3) reflective about what they learn, and (4) apply what they learn in meaningful ways. Active learning yields powerful positive results in peoples' lives, but how can you become more active in your learning? 

Questions for Becoming an Active Learner
To begin becoming an active learner, answer the following questions. Be sure to really answer the questions and even write them down - doing so will help you to really begin to create a more active approach to your learning and will give you greater fulfillment in your life. Ask yourself these questions:

• Self-awareness - What do I like to learn about? What knowledge will help me succeed in my business or in my profession?
• Orientation toward learning - How can I easily become more oriented toward learning? (See the tips below)
• Goal-oriented learning - What specific knowledge and skills would I like to learn? What attitudes would I like to adopt in my life? What career goals do I have, and what would I need to learn to reach those goals?
• Control of information coming into your mind -
• must be positive - Ask yourself: What information is positive and motivates and inspires me? In contrast, what information provides little benefit? What information actually harms me or others? Control what you allow into your mind and ensure that it empowers you and would give me the ability to bless other people?
• must be truthful - Ask yourself: What information is based on evidence? What information will provide me with the results I desire? Make sure that you fill your mind with knowledge that is credible and produces results.

Tips for becoming an Active Learner
Over the last several years, I have learned how to actively learn in my life. Based on my experiences, I have distilled several tips and strategies:

• Join learning groups and organizations - get involved with people who are learning about what you are interested in.
• Attend workshops - many of these are free or inexpensive, and you can get a great deal of useful knowledge by attending.
• Attend motivational seminars - motivating knowledge can be extremely powerful, and many of these seminars are very low-cost.
• Listen to motivational books and speeches- this is an excellent way to fill your mind with positive, encouraging information.
• Earn a college degree - a formal education continues to be one of the most powerful ways to obtain excellent knowledge that will benefit you throughout your life.
• Always read - ensure that good knowledge is continually flowing into your mind.
• Listen to audio books - if you listen for an hour a day as you commute to and from work, you will end up with over 250 hours of acquired knowledge in one year, the equivalent of 40-50 books!
• Become a writer - writing helps you to assimilate and organize your knowledge and helps you understand what you have learned more clearly. I personally blog about the things I am learning about, ant it seems to
• In a formal learning setting, such as a classroom, do the following:
• have a goal you want to accomplish or a problem you want to solve and use the knowledge you gain to solve that problem.
• ask questions that are pertinent to your needs.
• take notes on what you are learning about.
• ask for examples of what you are being taught.
• ask for explanations, especially if you do not understand.
• ask for additional resources so that you can learn more.
• ask for additional people to talk to.
• search for more knowledge in the internet.
• set goals and learn more on your own.

You Must Keep Learning
Learning is one of the most important things you can do to succeed in today's society. Our world is constantly changing, and you must continually learn and adapt so that you are equipped to succeed and excel at everything you apply ourselves to. I have found that the more I learn, the better I get at it, and the more I learn, the more I want to learn. Knowledge is power, and these active learning strategies will give you power to move forward in your own goals.

7 Fundamental Skills for Success

There are 7 fundamental abilities that are necessary for success in every aspect of life, including social, family, professional, and spiritual aspects. These are the skills we should be teaching our children, our students, and our employees because they empower an individual to live proactively. In fact, we could all benefit from learning these abilities ourselves. Because of the power of these abilities, the individual, organization, or society that does not learn and use these abilities will be surpassed by those who do.

Fundamental Abilities

1. Learn - People must have the ability to gather, understand, and synthesize relevant information. With the ability to learn, a person can obtain knowledge that will enable them to more effectively perform all other abilities listed below. 
2. Set and work toward goals - The capacity to set and work toward a goal is absolutely fundamental to success. Without this ability, and individual loses all capacity for success.
3. Make decisions based on data - Humans have a tendency to jump to conclusions (something I discuss in more detail here), but successful decisions are based on the data available to us. Action is most effective when based on reality, and data can help us gain a picture of what that reality is. (See also my post on 6 principles for making data-based decisions here).
4. Design - The ability to conceptualize and articulate a desired state, process, or thing. This ability enables a person to change the environment and influence the people around him/her.
5. Problem-solving - the ability to analyze a problem, articulate the causes, conceptualize a solution, and implement the solution. We live in a world that is complex - problems and issues will continually emerge - and we must have the capacity to solve those problems.
6. Technology adaptation - the ability to adopt and leverage a technology to make work or life more effective and efficient. We live in a world that increasingly demands our time, and if used appropriately, technology can reduce that time burden.
7. Communicate - Because we live in a social world, the ability to communicate knowledge effectively is absolutely crucial. This includes the capacity to share knowledge effectively, and the capacity to understand what is being communicated.

I believe that these abilities are foundational to success in any field. These abilities give the individual the tools needed to proactively succeed in our currently competitive environment. What is more, these abilities are crucial to living an exciting life of fulfillment.

There is no doubt that these abilities must be learned in some kind of a context, and these abilities can be learned on the job, at home, in school, and on the street. These skills can be learned within an academic program at a university, regardless of the content that is being taught. The fundamental skills are all the same, but the context in which they are applied might change.

Regardless of where or when they are learned, shouldn't we focus more of our energy on teaching and acquiring these abilities?

Instructional Design in the Knowledge Society

I recently presented my thoughts on instructional design in the knowledge society to students in the Master of Learning and Innovation at Rotterdam University. I presented from my office in Columbus Ohio via Skype. Here is a slightly edited recording of the presentation:

Skills for Success in the Knowledge Society

The work of the instructional designer is crucial in the emerging knowledge society. We are knowledge workers- processing information and sharing knowledge in the form of instruction. But how can we anticipate the best way to prepare for work as instructional designers in the future? What general skills and abilities will be relevant and meaningful to instructional designers in the future? (For more field-specific competencies, there are many lists of competencies described by different professional organizations and societies, and these lists are crucial. I now refer to general skills pertinent to successful work in the knowledge society.)

Related Post: How to Become a Successful Lifelong Learner

The Institute for the Future recently published a list of 10 skills for the future, which is reviewed nicely here. I list below the few (in my own words) that I find most interesting:

• Gain competency in many disciplines - in the knowledge society, people must see how things connect and work together. I have found that as an instructional designer, I design instruction more efficiently when I am competent in (or at least understand) the subject matter. In addition, being able to see the connection between what I am doing and the rest of the organization increases my value, purpose, and ability to act effectively.
• Be able to process and make sense of information - there is so much information, we must learn how to draw coherent conclusions from the deluge of information. This includes understanding and coping with information from multiple sources and media. As an instructional designer, making sense of a topic or a field is crucial, and those fields grow and change, being able to make sense of and design around that field becomes crucial.
• Be able to communicate effectively - this includes communication across cultures and using many different media. It also includes a sense of social intelligence. Instructional designers communicate endlessly with peers, students, subject-matter-experts, management, and many others. Having social intelligence and the ability to communicate effectively and efficiently is vital, and cultural competence in our global economy is also crucial.
• Be able to design and create - as knowledge workers, we must be able to create knowledge and tools that are useful and help others to succeed and find meaning in the future. Clearly this relates directly to instructional design- we translate information into instruction so that our learners can use that knowledge- and we must learn to do it as efficiently and effectively as possible.

What do you think? Will these competencies be important to instructional designers of the future? Or have they always been important to instructional design? Does this partial list give us guidance on how we might develop ourselves as designers and plan for the future?