How to understand the skills of the future

A data-driven approach in the mining sector

Aiming to build a more globally competitive sector, the Minerals Council of Australia (MCA) worked with EY to create an interactive skills map that allows industry participants to identify the capabilities required by future roles.

The MCA work developed a Current Skills Snapshot formed from broad census data, broken down into industry-specific technical skills considered ‘important’ for each occupation in the sector.

An Innovation Study on the impacts of digital and technological innovation across the minerals industry value chain was also conducted.

In conjunction with the Current Skills Snapshot, mapping was used to predict the future composition of the workforce, allowing analysis of the most prevalent future skills in the industry along with those skills that are likely to both increase and decrease in demand in the future.

The research found that skills in demand include: system evaluation and analysis, mathematics, active listening, instructing, data analysis, data and digital literacy, and judgement and decision-making.

And that skills with declining demand include: vehicle operations, materials extraction, operations and control, equipment maintenance and blast-hole drilling.

An approach that could be applied nationally or by sector, this work has enabled the MCA to better understand the future skills required within their workforce, meaning industry stakeholders can now strategically plan for their future workforce and skills.

It also gives industry insights into addressing questions around what emerging technology can and cannot do, as well as how we look at not just content learning but soft skills learning. This type of analysis could also allow policymakers to adjust their settings using data-driven evidence.

Time to stop talking and start doing

The work that EY has done with the MCA highlights the gap between the disruption many foresee, and what organisations and individuals understand about the issue.

Consequently, employers must tell people what’s really going on. But to do this they need a vision of the future, a coherent technology strategy for the whole organisation and a related people plan – with new structures, roles and reskilling opportunities – to support the change to digitalised operations.

As a vital first step, we need all key players to have a common grasp of the problem. That includes employers first understanding the issue, and second, understanding what they might do about it. Our research has shown a spectrum of understanding across employers, and differences in employer perception of readiness and employee experience.

In much the same way that public health campaigns respond to the current societal challenges and individual action, do we need a campaign that generates urgency and community change around skill development?

While government, employers and employees must take on the responsibility for developing and sustaining the necessary responses, federal governments need to play a cornerstone role.

Currently, Australian and New Zealand workers have to self-determine what skills will make them employable in the future. By contrast, the SkillsFuture approach in Singapore – as well as the MCA’s skills mapping work – offers a clear pathway to support employees in reskilling and upskilling.

To lead the change:

• The Australian and New Zealand departments of education, jobs, business and productivity need to develop reporting, insights and guidance on how jobs will change and what skills are needed to be future-ready. This will form a one-stop shop for all workers, employers and educators who are seeking crucial, real-time information that is currently lacking.
• Organisations need to work quickly to build the transition foundations they need to adapt to changing skills and roles. This requires focus on a learning culture, career pathways, skills planning, communication about the future and employee engagement with technology.
• The education ecosystem (institutions, organisations, providers) needs to work together to offer agile, adaptable offerings so that continuous, on-demand and self-directed learning becomes the new normal.