Implication of industry 4.0 on human resource management practice

Content:
Background of Industry 4.0
Introduction to Industry 4.0
Implication of Industry 4.0 on HRM Practices
HR 4.0: Imperatives for the Workforce of the future
Case study
Industry 4.0 Implications for Higher Education Institutions
Future of Higher Education
Recommendations

1. Dr. Zaibun Nisa, Assistant professor KMC Language University (UP state Govt.) Lucknow, Uttar Pradesh Implication of industry 4.0 on human resource management practices

2. Content Background of Industry 4.0 Introduction to Industry 4.0 Implication of Industry 4.0 on HRM Practices HR 4.0: Imperatives for the Workforce of the future Case study Industry 4.0 Implications for Higher Education Institutions Future of Higher Education Recommendations

3. I. Background

4. Introduction The emergence of Industry 4.0 is driven, on one hand by the rapid development of technology , and on the other, by social and economic factors . Key technologies driving Industry 4.0 are wearables, augmented reality, simulation, autonomous vehicles and robots, additive manufacturing, distributed ledger systems (such as block chain), big data analytics, mobile computing, and cloud computing. These technologies affect and enable the creation of different novel business models Beside these technologies social and market factors that are driving the Fourth Industrial Revolution- Telecommuting, emerging platform economies, more freelancing and consultant-style services, which are enabled by technology

5. III. IMPLICATIONS of Industry 4.0 ON HRM PRACTICES Organization and its leaders must shift their view of HR from an administrative function to one which: Determines business outcomes through innovation, creativity, stability and agility of talent Drives the connection between the company and the community Influences positive societal outcomes in an era of transformation and disruption Is a co-architect of the organizational culture Is at the forefront of deploying technology in the pursuit of inclusion and efficiency While organizations are shifting their business models and transforming work and the workforce, HR professionals often find themselves caught between fulfilling their legacy role while aiming to play the leadership role required in the future.

6. IV. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE The imperatives form the foundation of a future-ready business strategy and create the guidelines to enable a positive transition to the future of work: 1. Developing New Leadership Capabilities for the 4IR: Leadership Practices I. Embrace and explain ambiguity ii. Combine operational management, technology integration and people management skills iii. Use culture as the new structure iv. Use analytics as a key tool in the distributed organization

7. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE 2. Managing the Integration of Technology in the Workforce The Changing nature of how organisation orchestrate the work system Redundancy Job Automation Organisation (within the walls Reskilling & redeployment Job reinvention Ecosystem (beyond the walls) Leadership Practices i . Orchestrate a combination of actions to address the impact of automation ii. Build a talent ecosystem encompassing alternative work models and employ different methods of finding needed skills iii. Build strategies for job reinvention, reskilling and redeployment of talent iv. Identify reskilling pathways for talent whose work is being transformed by automation

8. Leadership practices iii. Build strategies for job reinvention, reskilling and redeployment of talent The changing nature of work, its impact on the organisation and the implications for value exchange between organisation and talent Work Job Task Collected Dispersed Employment Relationship Virtual or Market Relationship Organisation Self-contained Permeable Detached Interlinked Insular Collaborative Rigid Malleable Reward Permanent Impermanent Collective & Consistent Individual & Differentiated Traditional Imaginative

9. Leadership practices iv. Identify reskilling pathways for talent whose work is being transformed by automation Reinventing Jobs: A four-step approach to achieving the optimal combinations of human and machines, and ensuring the continued relevance of the workforce Deconstruct Jobs Deconstruct jobs into their activities and classify the tasks so all the type of work in the job is now broken down Re-evaluate Assess the best way to automate tasks and redeploy them by alternate means (technology/and/or/human-automation solutions) Reinventing Jobs Reskill Talent Identify skills needed for the future version of the work and reselling pathways for talent whose work is being transformed by automation Optimize work & Reconstruct Jobs Look all the activities collectively and reconstruct into (new) jobs where it makes sense, taking into account the new means of accomplishing work, and what the new work distribution between talent and technology requires.

10. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE 3. Enhancing the Employee Experience The Changing nature of how organisations build employee experience for the next generation of talent Employee Engagement Financial Reward Full-time employees Holistic employee experience Purpose and Meaning All talent Leadership Practices Create a human-centric, holistic and purposeful employee experience Rethink and invest in employee well-being Align the employee experience with the agile operating model Use technology to engage employees Organisation Individual, Organisation and Society

11. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE 4. Building an Agile and Personalized Learning Culture The Changing nature of how learning is approached in an organisation ‘Know it all’ mindset Planned learning programmes Periodic learning ‘Learn it all’ mindset Lifelong learning culture Continuous, digitally-enabled learning Leadership Practices Foster a culture of lifelong learning and shared responsibility Engage and pro-actively manage employees in at-risk jobs Unlock the learning mix that is right for the organization Track and measure skills in the organization Company-directed learning Self-driven learning Homogenous learning Personalised Learning

12. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE 5. Establishing Metrics for Valuing Human Capital The Changing nature of how organisations measure organisational health and human capital Business Strategy Financial Metrics No standard human capital metrics Business and talent strategy Integrated financial, operational and human capital metrics Viable and scalable human capital metrics Leadership Practices Use new technologies and data to develop new human capital metrics Create external reporting on the value of and value added by human capital Include all forms of human capital within the organization’s metrics

13. HR 4.0: IMPERATIVES FOR THE WORKFORCE OF THE FUTURE 6. Embedding Diversity and Inclusion The Changing nature of how Diversity and Inclusion is approached in an organisation Diversity for compliance D&I specific policies Targets and quotas Foundational culture of D&I D&I integrated into recruitment, rewards, talent management and performance management Targets combined with culture and mindsets Leadership Practices Proactively manage diversity in alignment with business growth Embed D&I into concrete steps in culture and process Use data analytics rigorously to measure diversity and assess inclusion Engage with stakeholders and knowledge sources beyond the organization

14. V. HR 4.0 Case study- uniliver Their top priority is accelerating growth. This depends largely on their power to attract and retain the best and diverse talent. Enhancing the employee experience through technology Building strategic talent pools to support a D&I workforce Investing in the livelihood of displaced employees by partnering with government to ensure their continued relevance

15. Unilever’s Framework for future work: accelerating Business transformation through lifelong learning.

16. report from Manpower Group- The Skills Generation

17. VI. INDUSTRY 4.0 IMPLICATIONS FOR HIGHER EDUCATION INSTITUTIONS “21st century skills” often involve competencies related to learning and innovation, digital literacy as well as career and life. The main approach that educational systems may take towards Industry 4.0: educating followers Source: Universities of Future-State-of-Maturity_Report

18. Working Life skills– Business and Management competencies Working life skills Discipline specific skills Transferable skills Change Management and Strategy The role of managers as facilitators Organisational structures and knowledge Novel talent management strategy Technology Awareness Tech-enabled processes: Forecasting and planning metrices and scheduling

19. Transferable skills Working life skills Discipline specific skills Transferable skills Problem solving Soft skills System thinking Business thinking Technological literacy Knowledge management Experimentation creativity Scientific process skills Interpersonal skills Metacognitive skills and personal attitude Teamwork Assertiveness Communication leadership Self Management Self confidence Sustainable development Ethics Self Motivation Recognition of need for life long learning Self knowledge Will Self direction Self regulation self awareness

20. VII. Education 4.0: FUTURE OF HIGHER EDUCATION The National Education Policy (NEP) 2020 that offers a number of well reasoned and bold reformative steps in the right direction. The NEP conveys a clear bias for a disruptive change by taking into cognizance the issues of equitability, inclusivity, accessibility, exploratory and experimenta l- all ingredients required for transforming into Education 4.0 and beyond. Education 4.0 focuses on HEIs’ movement from the process driven, technology supported mass teaching systems to a personalized form of learning that appreciates flexibility and customization Curriculum and pedagogy could be revised to incorporate formal, informal, physical and virtual elements to enhance learning. New models of education focused on blended learning, micro credentials and interdisciplinary entablements could help attract and retain new student segments, whereas integration of technology across teaching and assessment could delivery a quality education . * Source: Federation of Indian Chamber of Commerce and Industry (FICCI) Report, ‘Higher Education in India: Vision 2040’

21. Education 4.0 and resulting trends

22. In this paradigm, it is imperative for HEIs to redefine the education ecosystem by enriching the student learning experience, focusing on employability and providing opportunities for research excellence

23. VIII. Recommendations for future

24. Curricula and pedagogy Faculty Curriculum redesign • Incorporate formal, informal, physical and virtual elements within the curriculum to enhance student experience and retention • Build a technology enabled curriculum feedback and redesign model, adaptive to real time learning and course correction • Integrate life skills into the curriculum through integration with real world stakeholders such as industry, society and entrepreneur networks Education models • Harmonise permanent and reliable infrastructures and strategies for blended learning across programs in an HEI • Introduce and establish micro credentials as an accepted additional model of education to help students design their own learning pathway • Offer increased opportunities for upskilling and reskilling through fle xible delivery models (lifelong learning) for faculty and students • Introduce elective credits across programs to help students pursue their interests Adaptive pedagogies • Adopt asynchronized digital tools to help slow and advanced learners customize learning material according to their needs • Leverage both online and offline assessments in accordance with regulations and proctoring needs • Conduct evaluations regularly throughout the semester, harnessing the affordances of new digital technologies • Place greater emphasis on collaborative projects to foster peer learning and support • Recognize out of class learnings done through certifications, work experience and experiential learning Processes and policies • Create clearly defined and transparent processes and criteria for faculty recruitment • Revise and create workload and promotion strategies to acknowledge research, professional development, and other contributions • Provide faculty with the flexibility to work remotely to enhance effectiveness and productivity • Provide faculty the flexibility of designing their own schedule, course curriculum, delivery methods and pedagogie s, in line with the regulatory framework Development models • Develop continuing professional development programs to support the faculty with developing differentiated skills for teaching in classroom, blended and online models • Build technologically aligned models for 360-degree faculty and student feedback, taken regularly, to ensure continuous improvement • Develop a layered mentorship platform for leaders, faculty and students to access support and guidance

25. Research Partnership Collaborative and cooperative research • Develop collaborative virtual research platforms and networks that can host global HEIs to incentivize and promote the creation of open access knowledge • Strengthen cooperation with national and international research partners using online tools to minimize geographical distances and support ongoing creation of knowledge • Establish “ Sustainable Development Research Goals” with other local, national and international universities, to work towards common research agendas and joint projects • Build interdisciplinarity research frameworks to allow faculty and students from across departments with differentiated capabilities and knowledge to work together Adaptive funding models • Develop sustainable funding models with research organizations, government, industry and other bodies to ensure that resources for undertaking research are divided across departments • Engage local society and industry to establish research funding models to develop solutions that can solve local issues and challenges Emerging partnerships • Develop transnational partnerships with academia and industry leveraging technology to minimize geographical distance • Build regional partnerships to help develop skills in the work force of adjoining areas Enhance quality of education • Create mentor models with reputed international HEIs and industry , leveraging virtual technologies and platforms, to enhance the quality of education • Enable faculty and staff to have the opportunity to collaborate and be affiliated to different institution s at the same time, without necessarily living where the institutions are based • Develop accessible and flexible inter-HEI models to help students access educational programmes digitally at other institutions • Develop innovative models to partner with digital and social media platforms to enrich the learning process through social learning methods Stakeholder experience • Students and staff could have the freedom to participate in a physical, virtual or blended program, creating an opportunity for more number of individuals to participate • Establish peer mentoring for students, between partner institutes, to help build a system of knowledge exchange while developing new transversal skills • Virtual internships and digital work experiences could be offered to help a larger number of students get the required exposure as well as enable faculty to upskill • Co-opt industry trainings that can be designed by industry and delivered by universities

26. Infrastructure Funding Teaching and learning infrastructure • Develop a digital infrastructure plan • Build and strengthen teaching and learning infrastructure to adapt to different models of offline and online education • Enable access to digital learning resources to support easier utilization of knowledge Student experience • Establish smaller, physical personalized student spaces for peer learning and individual practice • Setup off campus learning centers to provide global exposure to learners and partnership development for academic enrichment • Enhance student experiences, learning pathways and higher education journey through the intervention of digital and physical experiences, events and activities • Develop new funding models focused on low cost models of outreach, delivery, student acquisition, industry engagement and alumni connect • Strengthen existing and build new delivery models to monetize technology assets and attract different student segments • Explore use of freemium models for knowledge assets and programs of the university • Assess existing cost structures to identify excessive expenditures and areas of improving the model