Purpose
This study explores insights from key stakeholders into the skills they believe will be necessary for the future of work as we become more reliant on artificial intelligence (AI) and ...technology. The study also seeks to understand what human resource policies and educational interventions are needed to support and take advantage of these changes.
Design/methodology/approach
This is a qualitative study where a sample of highly experienced representatives from a range of small to large Irish organisations, both public and private, provide insights into this important topic.
Findings
Findings indicate participants see a continued need for soft and hard skills as we evolve towards a more technologised workplace, with a need for employees to adopt a lifelong learning philosophy. As the knowledge economy in Ireland is well established, experts do not expect mass displacement to occur but differ with respect to the predicted rate of change. Novel HR interventions such as hiring for potential, pooling talent and establishing postgraduate supply contracts are seen as key. Current state interventions were mostly viewed positively but revamping of curricula is needed as well as stronger partnerships with tertiary institutions.
Research limitations/implications
The interpretivist nature of the study limits the generalisability of the findings as they are based on a relatively small sample from one country. Also despite the significant expertise of the sample, it is not possible to predict whether their forecasts will manifest.
Practical implications
This research highlights the need for Irish SMEs to embrace the impacts of automation and AI as many are seen to be slow in reacting to changes in technology. The study also reveals cutting edge talent management interventions for employers to adopt that will insulate them from the challenges technological change presents to recruitment and employee development.
Originality/value
The findings from this paper culminate in the development of a conceptual framework, which encapsulates the responsibilities of all parties so that future skills needs will be met. This highlights the interplay between employers, individuals/employees, the Irish Government and educational institutions, demonstrating how they are interdependent on one another as we move towards a more technologised future.
Many students with autism have difficulties engaging with their classroom environments and forming friendships, which are mostly affected by deficits in social, communication, and motor skills. The ...Special Education Elementary Longitudinal Study (SEELS, 2000) data set was used, focusing on elementary age students with autism, to explore the longitudinal relationships between social, communication, and motor skills and the mediating role of motor skills in between communication and social skills by using structural equational modeling analyses. Results show that (a) motor skills mediate the relationship between communication and social skills in elementary school, (b) there are significant longitudinal relationships among these skills in elementary school. Increased motor skills may improve social skills for students with autism in elementary school.
Social rewards as praise from others enhance offline improvements in human motor skills. Does praise from artificial beings, e.g., computer-graphics-based agents (displayed agents) and robots ...(collocated agents), also enhance offline improvements in motor skills as effectively as praise from humans? This paper answers this question via two subsequent days' experiment. We investigated the effect of the number of agents and their sense of presence toward offline improvement in motor skills because they are essential factors to change social effects and people's behaviors in human-agent and human-robot interaction. Our 96 participants performed a finger-tapping task. Our results showed that those who received praise from two agents showed significantly better offline motor skill improvement than people who were praised by just one agent and those who received no praise. However, we identified no significant effects related to the sense of presence.
Abstract Non motor symptoms (NMS) represent a significant burden in Parkinson's disease (PD) with numerous studies highlighting the importance of NMS both in “pre-motor” phase of PD as well as ...throughout the course of disease. In part this has led the international Parkinson and Movement Disorder Society (IPMDS) task force to attempt a re-definition of PD incorporating NMS and not base the diagnosis solely on motor symptoms. While motor subtypes within PD have been recognized and researched, recent clinical and neurobiological research suggests the existence of discrete non motor subtypes in PD, particularly in untreated (drug naïve) and early PD patients. Several independent observers have reported specific “clusters of NMS dominant PD” using a data driven approach in early and untreated PD patients while others have reported on the burden of NMS in untreated PD and specific NMS dominant phenotypes in untreated or treated PD using observational case series based data. In this review we report on specific NMS dominant phenotypes of PD as described in the literature using clinical observational studies and address pathophysiological concepts. A proposal for several NMS subtypes are reported combining clinical reports with, where possible, evidence base supporting probable biomarkers.
Simulated practice, both face-to-face and computer-based, is well established within healthcare education, allowing rehearsal and refinement of clinical skills. Virtual reality is a new and ...relatively untested method of delivering simulation learning.
This project aims to systematically review, critically appraise and synthesise the published evidence in order to answer the question ‘How does virtual reality simulation compare to simulated practice in the acquisition of clinical psychomotor skills for pre-registration student nurses?’
The databases CINAHL, Medline, Psychinfo, PubMed and the University of Portsmouth ‘Discover’ database were searched between 4th June 2018 and 7th July 2018 using the terms; pre-registration, pre-licensure, “pre-registration”, “pre licensure”, trainee, student, students, nurs*, virtual-reality, VR, “virtual reality”, “augmented reality”, clinical, skil*, competenc* and mastery. Inclusion and exclusion criteria relating to type of paper, population, intervention, comparison and outcome were applied. Selected articles were appraised using the Centre for Reviews and Dissemination guidelines. As clinical psychomotor skill mastery requires the application of theoretical knowledge to a motor skill in a range of contexts, outcomes relating to these elements (namely knowledge, cognitive gain, skill performance, skill success and time to complete) were analysed.
Nine studies were included in the review. All studies employed a quasi-experimental design but were of mixed methodological quality. There was significant heterogeneity in methods and missing data, limiting synthesis and precluding meta-analysis. Virtual reality groups performed favourably in comparison to simulation groups in posttest knowledge scores, cognitive gain, skill performance scores and skill success rate. There was divergence of results in relation to time taken to complete the skill.
Whilst the results are generally favourable for virtual reality, variation in devices, data collection tools and outcome measurements mean that caution must be used in their interpretation. Outcomes relating to psychomotor skill performance support the use of virtual reality as an educational intervention. Time taken to undertake and complete the skill is questioned as a valid outcome measurement due to the potential to forgo skill accuracy in favour of speed.
Virtual reality is an emerging technology with a limited body of evidence, which is of variable methodological quality. It appears that virtual reality leads to educational outcomes similar or superior to traditional simulated practice. Consensus in definitions is needed along with further research to advance knowledge of this developing area of practice. Such research is needed to justify the cost of investing in this new technology.
Due to the advent of big data and efficient computational resources, artificial intelligence (AI) and machine learning (ML) have seen massive growth in recent years. Informatics degree programs are ...scrambling to meet the ever-increasing market demand of such professions. To explore the skillsets required for AI and ML positions, the authors conducted a content analysis of online job advertisements posted on Indeed.com. They present a ranking of the relevant skills for the two positions. Further, they performed a pairwise comparison between AI and ML positions. Overall, it was observed that technical skills like data mining, programming, statistics and big data are more valued for ML positions than for AI positions. On the contrary, AI positions tend to be more generic, with an emphasis on communication skills. These clearly defined skills can be valuable for the hiring process as well as to revamp existing course curricula to cater to the increasing market demand.
Students must be taught science process skills as a prerequisite for studying the scientific process characteristic of biology. In conveying the practicum outcomes, students employ clear and detailed ...interpretation and communication skills. This research aims to determine the relationship between communication skills and the development of interpretation skills of the eleventh-grade students of senior high school. The descriptive correlation research method employs test instruments and interviews to collect data. The samples of 54 students were determined using the cluster random sampling technique. The linear regression test was used to analyze the data. According to the findings, communication skills contribute 36% to developing interpretation skills. This study demonstrates that there is a strong relationship between communication skills and interpretation skills. ABSTRAK: Keterampilan proses sains perlu dilatihkan kepada siswa sebagai bekal dalam mempelajari proses ilmiah yang menjadi karakteristik Biologi. Dalam menyampaikan hasil praktikum, siswa menggunakan kemampuan interpretasi dan komunikasi secara jelas dan detail. Penelitian ini bermaksud mempersepsikan hubungan antara keterampilan komunikasi dan pembentukan keterampilan interpretasi siswa SMA kelas XI IPA. Metode penelitian korelasi deskriptif memanfaatkan instrumen tes dan wawancara untuk pengambilan data. Teknik cluster random sampling digunakan untuk penentuan jumlah sampel sebanyak 54 siswa. Data dianalisis dengan uji regresi linier. Berdasarkan hasil yang ditemukan, ada kontribusi keterampilan komunikasi terhadap pembentukan keterampilan interpretasi sebesar 36%. Penelitian ini membuktikan bahwa hubungan antara keterampilan komunikasi dan keterampilan interpretasi berada dalam kategori yang kuat.
Considerable scholarship has established that algorithms are an increasingly important part of what information people encounter in everyday life. Much less work has focused on studying users' ...experiences with, understandings of, and attitudes about how algorithms may influence what they see and do. The dearth of research on this topic globally with diverse populations may be in part due to the difficulty of studying a subject about which there is no known ground truth given that details about algorithms are proprietary and rarely made public. This paper explicitly takes on the methodological challenges of studying people's algorithm skills to shed light on the special considerations required when studying a topic about which even the researchers possess limited know-how. The paper advocates for more such scholarship to accompany existing system-level analyses of algorithms' social implications and offers a blueprint for how to do so.
Aim/Purpose: This paper aims to investigate the recent developments in research and practice on the transformation of professional skills by artificial intelligence (AI) and to identify solutions to ...the challenges that arise.
Background: The implementation of AI in various organisational sectors has the potential to automate tasks that are currently performed by humans or to reduce cognitive workload. While this can lead to increased productivity and efficiency, these rapid changes have significant implications for organisations and workers, as AI can also be perceived as leading to job losses. Successfully adapting to this transformation will lead companies and institutions to new working and organisational models, which requires implementing measures and strategies to upskill or reskill workers. Organisations, therefore, face considerable challenges such as guiding employees towards the change process, dealing with the cost of training, and ensuring fairness and inclusion posed by age, gender, and cultural diversity.
Methodology: A narrative review has been conducted to analyse research and practice on the impact of AI on human skills in organisations.
Contribution: This work contributes to the body of knowledge by examining recent trends in research and practice on how AI will transform professional skills and workplaces, highlighting the crucial role played by transversal skills and identifying strategies that can support organisations and guide workers toward the upskilling and reskilling challenges.
Findings: This work found that introducing AI in organisations combines many organisational strategies simultaneously. First, it is critical to map the transversal skills needed by workers to mitigate the current skills gap within the workplace. Secondly, organisations can help workers identify the skills required for AI adoption, improve current skills, and develop new skills. In addition, the findings show that companies need to implement processes to support workers by providing ad hoc training and development opportunities to ensure that workers’ attitudes and mental models towards AI are open and ready for the changing labour market and its related challenges.
Recommendation for Researchers: AI is a complex and multifaceted field that encompasses a wide range of disciplines, including computer science, mathematics, engineering, and behavioural and social sciences. Researchers should take a transdisciplinary approach to enable the integration of knowledge and perspectives from different fields that are essential to understanding the full range of implications and applications of AI.
Future Research: Further research is needed to understand the impact of AI on human skills and the role of soft skills in the adoption of AI in organisations. Future studies should also consider the challenges presented by Industry 5.0, which is likely to involve the integration of new technologies and automation on an even greater scale.
Research into second language (L2) reading is an exponentially growing field. Yet, it still has a relatively short supply of comparable, ecologically valid data from readers representing a variety of ...first languages (L1). This article addresses this need by presenting a new data resource called MECO L2 (Multilingual Eye Movements Corpus), a rich behavioral eye-tracking record of text reading in English as an L2 among 543 university student speakers of 12 different L1s. MECO L2 includes a test battery of component skills of reading and allows for a comparison of the participants’ reading performance in their L1 and L2. This data resource enables innovative large-scale cross-sample analyses of predictors of L2 reading fluency and comprehension. We first introduce the design and structure of the MECO L2 resource, along with reliability estimates and basic descriptive analyses. Then, we illustrate the utility of MECO L2 by quantifying contributions of four sources to variability in L2 reading proficiency proposed in prior literature: reading fluency and comprehension in L1, proficiency in L2 component skills of reading, extralinguistic factors, and the L1 of the readers. Major findings included (a) a fundamental contrast between the determinants of L2 reading fluency versus comprehension accuracy, and (b) high within-participant consistency in the real-time strategy of reading in L1 and L2. We conclude by reviewing the implications of these findings to theories of L2 acquisition and outline further directions in which the new data resource may support L2 reading research.
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