{"id":40690,"date":"2026-09-01T12:57:18","date_gmt":"2026-09-01T11:57:18","guid":{"rendered":"https:\/\/www.escuelacoaching.com\/?p=40690"},"modified":"2026-09-01T13:45:23","modified_gmt":"2026-09-01T12:45:23","slug":"the-future-of-jobs-capabilities-skills","status":"publish","type":"post","link":"https:\/\/www.escuelacoaching.com\/en\/blog\/news\/the-future-of-jobs-capabilities-skills\/","title":{"rendered":"The Future of Jobs: capabilities, skills and consciousness"},"content":{"rendered":"

The\u00a0World Economic Forum's Future of Jobs Report 2025<\/strong>\u00a0include among the ten fastest-growing skills creative thinking, resilience, flexibility and agility, curiosity and lifelong learning, leadership and social influence, talent management and analytical thinking. The other three skills are those related to AI and big data<\/em>,and knowledge of networking and cybersecurity, and technology. <\/p>\n\n\n\n

The interesting reading is precisely there: Technology does not displace the need for human capabilities; it changes the context in which we need to use them.<\/strong><\/p>\n\n\n\n

The issue is not choosing between technology and people<\/h2>\n\n\n\n

It is possible that one of the false dichotomies in the debate on the future of work is thinking that we will have to choose between developing technological skills or developing the so-called\u00a0soft skills<\/em>.<\/p>\n\n\n\n

However, we will need both. Making good use of the possibilities that come from technology also requires the use of critical thinking, judgement, creativity and the ability to ask good questions.<\/p>\n\n\n\n

And, above all, Work remains a deeply relational activity.<\/strong> We continue to make decisions with other people, leading teams, managing difficult conversations, supporting change processes, giving and receiving feedback, negotiating priorities and building trust.<\/p>\n\n\n\n

In fact, itself The World Economic Forum points out in this Future of Jobs report that, in addition to technological skills,\u00a0resilience, flexibility, agility, leadership and social influence maintain a central role<\/strong><\/a>, whilst empathy and active listening appear among the main capabilities considered relevant for organisations.\u00a0<\/p>\n\n\n\n

Developing skills also involves developing awareness<\/h2>\n\n\n\n

Here a less visible issue appears when we talk about\u00a0and<\/em>\u00a0and\u00a0aire crucial<\/em>: Not all capabilities are developed by accumulating information.<\/strong><\/p>\n\n\n\n

Knowing that we need to be more flexibility does not necessarily mean we know how to respond with flexibility in a situation of uncertainty. Knowing the characteristics of good leadership also does not guarantee that we know how to exercise it when pressure, conflict or resistance arise.<\/p>\n\n\n\n

Between the\u00a0\u201cI know I should do it\u201d<\/strong>\u00a0and\u00a0\u201cI am able to do it another way\u201d<\/strong>\u00a0There is a learning process. And that process requires practice, reflection and, in many cases, guidance.<\/p>\n\n\n\n

One of the reasons why coaching has been carving out its own space in leadership and professional development processes is that Coaching does not focus solely on transmitting answers, but on encouraging reflection processes that allow individuals to observe their own patterns, broaden perspectives and generate new ways of acting.<\/strong><\/pre>\n\n\n\n
Applied organisational psychology has also studied the use of coaching and other interventions to support the development of leaders and professionals, and to improve both their performance and well-being in the workplace. <\/p>\n\n\n\n
What does it mean, then, to be prepared for 2030?<\/h2>\n\n\n\n
Perhaps it is not about trying to anticipate exactly what work will be like in four years' time. It may be more about developing the ability to\u00a0continue learning when the context changes<\/strong>.<\/p>\n\n\n\n