In this Wall Street Journal bestseller, why the future of work requires the deconstruction of jobs and the reconstruction of work. Work is traditionally understood as a “job,” and workers as “jobholders.” Jobs are structured by titles, hierarchies, and qualifications. In Work without Jobs, the Wall Street Journal bestseller, Ravin Jesuthasan and John Boudreau propose a radically new way of looking at work. They describe a new “work operating system” that deconstructs jobs into their component parts and reconstructs these components into more optimal combinations that reflect the skills and abilities of individual workers. In a new normal of rapidly accelerating automation, demands for organizational agility, efforts to increase diversity, and the emergence of alternative work arrangements, the old system based on jobs and jobholders is cumbersome and ungainly. Jesuthasan and Boudreau’s new system lays out a roadmap for the future of work. Work without Jobs presents real-world cases that show how leading organizations are embracing work deconstruction and reinvention. For example, when a robot, chatbot, or artificial intelligence takes over parts of a job while a human worker continues to do other parts, what is the “job”? DHL found some answers when it deployed social robotics at its distribution centers. Meanwhile, the biotechnology company Genentech deconstructed jobs to increase flexibility, worker engagement, and retention. Other organizations achieved agility with internal talent marketplaces, worker exchanges, freelancers, crowdsourcing, and partnerships. It’s time for organizations to reboot their work operating system, and Work without Jobs offers an essential guide for doing so.

The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop.

This book revisits skills development policies and points to new directions for making training programs more effective and responsive in increasingly competitive labor market.

A guide to the continually evolving field of labour economics.