Rather worrying to read a recent post from the CIPD, pointing out the great discrepancy between what people have studied recently and the jobs they get (or don’t get). Significant enough to get other people quoting it. These facts might reasonably lead one to the conclusion that we ought to have:
- effective personal development planning as the norm, including good employment-oriented “information, advice and guidance”, more reliably joined to educational opportunities, and including clear advice on what is not usually “learned”, but more often are aspects of personal style and values;
- more transparent connections between the actual skills and competence in demand from employers, and the intended learning outcomes of courses that purport to prepare people for employment;
- far more widespread, transparent and effective systems for labour market matching between job-seekers and openings, taking into account what really makes the difference between “just a job” and genuine employee engagement, satisfaction and development.
The learning technology we support and promote needs to take that into account as well. Great technology for learning tools or learning design, great open learning resources on ever-so-well managed repositories, are only really valuable when truly suitable individuals take learning opportunities both that fit them, and that do what can be done to prepare them for whatever can be reliably predicted about their future occupations. I don’t think we are clueless about the technology that supports the latter objectives, but I’d say it is harder to do it well.
Perhaps it is a question of balance. If the PDP, the IAG, the skills development, tracking and matching were done relatively well, it would be a good reason to invest more in the tools, the resources, and the methods, which are perhaps not so challenging in principle, and easier to show supposed benefits from, until confronted with the stark reminders mentioned at the beginning.