ABSTRACT
Workshop discussion was informed in part by the 2018 National Academies of Science report documenting the current and anticipated impact of information technology on work and its implications for research, educational practice, organizational practices, and public policy. Developing an effective workforce readiness policy critically depends on understanding the tasks and roles individuals will perform and their associated attributes. The call for socioemotional skill development during the individual’s first two decades of life is not new, but advances in technology and automation are spurring the development of educational/curricular programs aimed at explicitly developing these skills. The development of competencies and confidence for problem-solving, persistence, and performance alone and in teams during education provides a scaffold for meeting the many challenges that occur in the workplace. The adoption of new technology, expansion of data integration, and expansion of new work and learn strategies pose particular challenges to both businesses and policymakers.
