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Deep diving into the future of work
John Moravec, PhD
University of Minnesota
[email protected]
cehd.umn.edu/olpdeducationfutures.com
July 2011
http://www.educationfutures.com/mailto:[email protected]://www.educationfutures.com/http://www.educationfutures.com/mailto:[email protected]:[email protected]
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An Introduction to Society 3.0:Global recession edition
John Moravec, PhD
Department of Organizational Leadership, Policy, and
Development
June 2011
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Food for thought
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A shift in paradigm.
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Society 1.0
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The 1.0 Paradigm
Interpreted data
Hierarchical
Siloed jobs and roles
Chaos and ambiguity avoided at all
costs
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career [kuh-reer]noun1.an occupation or profession, esp. one
requiring special training, followed as
ones lifework.
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Society 2.0
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Knowledge Age
Interpreted information
Personally-constructed meanings
Socially-constructed meanings
Chaos and ambiguity are managed
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career [kuh-reer]noun2.a persons progress or general course
of
action through life or through a phase of
life, as in some profession or undertaking.
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Citizen Journalists
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Citizen Scientists
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140
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The Pirates Dilemma
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Blending in the Groundswell
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How do schools make the most from a
cut-and-paste society?
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Society 3.0
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The future is already here
it is just unevenly distributed.
William Gibson
Past Future
%o
fpopulation
withaccess
I ti d D i A
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Innovation and Design Age
Contextually applied knowledge
Horizontalized diffusion of
knowledge
Heterarchical relationships
Chaos and ambiguity areembraced and attended to
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career [kuh-reer]noun3.To be (re)defined.
Th d i f S i t 3 0
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Three drivers of Society 3.0
1.Accelerating change
2.Continuing globalization
3.Innovation society fueled by
knowmads
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Accelerating changeAcceleratingChange
The future is becoming impossible to predict
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The future is becoming impossible to predict
L
eve
l
of
Adv
ancemen
t
J
Time
Technological Singularity
Accelerating change impacts the half life of useful
knowledge
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Accelerating change impacts the half-life of useful
knowledge.
The amount of information available is
doubling at an exponential rate
The half-life of knowledge is
decreasing exponentially
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Earth
Jupiter
Callisto
GanymedeEuropa
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Sources of innovation in Society 3.0:
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Everything is
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Boundless d
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Crowd
sourcing
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Pre-1.0 Nomads
Workers 3 0: Knowmads
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Workers 3.0: Knowmads
Knowmads
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Knowmads
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From Information to Innovation.
So
what?
So
what?
What can
you
imagine?
What can
you create?
Howcan
you
contribute?
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So?
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Society 3.0 drives Education 3.0
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Meet the Knowmads!
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1.0 SCHOOLS
CANNOTTEACH 3.0 KIDS
...and, 1.0 organizations cannot figureout what to do with 3.0
workers.
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LEARNINGORGANIZATIONS
NEED TO USE NEWTECHNOLOGIES
PURPOSIVELY
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DONT USE NEW
TECHNOLOGIES
TO TEACH THE
SAME OLD STUFF.
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In the knowmadic, experience-driven
economy, awesomeness is the newcurrency.
Challenges in Knowmad Society
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g y
Awesome fatigue : RT
@edwardharran So much rich input
prevents me (sometimes) from
producing my own output
We are not focusing on the broader
use of ICT
Challenges in Knowmad Society
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g y
L
eve
l
of
Adv
ancemen
t
Silicon
Time
Meat
Challenges in Knowmad Society
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g y
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We all co-invent the future.
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Were allwhite belts.
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We can design the future.
To move from legacy millstones:
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Leapfrog!
To move from legacy millstones:
Leapfroggingjust ahead of change
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p gg g j g
Leve
l
of
Advancemen
t
J
Time
J
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Are we thinking about the future?
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Leapfrog learning outcomes:
The New, New Basics for Careers 3.0
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Thinksystemically
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Thinksimulationally
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Thrive in the midst of
changes, challenges andunknowns
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Create and manipulate
alternative pasts, presents, andfutures
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Develop and respond to
goals and challenges
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Understand and eff
ectivelyutilize existing information
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Construct and utilize
personal knowledge
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Construct and apply new
knowledge related to contexts,processes, and cultures
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Eff
ectively utilize currentand emerging ICTs
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Acquire and assess knowledge andunderstandings of global
trends
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Write and speak in a
unique voice
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Take personal responsibility foractions and performance
quality
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Use head, heart and hands
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Innovate, baby, innovate!
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[short break]
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[think, pair, share]
1.What is the relationship betweenindividuals and the
collective? (and,what are the implications/
consequences?)2.How might this impact our humancapital
development thinking?
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Lets dive deep...!
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My take.
http://www.educationfutures.com/resources/timeline/http://www.educationfutures.com/resources/timeline/http://www.educationfutures.com/resources/timeline/
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Tools and methods
for exploring humancapital futures
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Futures thinking...
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...got us places.
Its getting hard(er).
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g g ( )
J
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L
eve
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of
Advance
men
t
J
Time
J
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Do it yourself.
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Bottom-up.
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Edupunkand edupop.
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Mindware.
I C I
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Implications
for businessleaders.
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Anticipatory
thought leadershipas a soft skill.
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Manifestations of anticipatorythought leadership.
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Implications for knowmads.
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Implications for humancapital developers.
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How do we get the collective tothink about the future?
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Now for some toolsand methods...
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Normative forecasting.
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Environmental scanning.
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Scanning made easy...
Twitter
Digg
Future Scanner
...
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StoryTech.
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1 State the future time and location (can
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Step 1: Set-up
1.State the future time and location (canbe near-term, mid-, or
far-term).
2.Briefly describe the market context.
3.Briefly describe the performance of the
organization.
4.Briefly state the job title and/or role ofthe StoryTech
writer.
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Step 2: Writing/oral reporting
Ask the writer to amplify how her/his work is important
to the organization in terms of growth,
problem-solving,innovation, future-proofing, etc. (choose ONE
ORTWO).
Ask why the writer is confident about the futureperformance of
the organization and her/his role increating it.
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Lets give it a go!
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Thank you!
