Future Skills Brief
A practical capability-planning brief for teams working with AI, information and organisational change.
Plan around work you can describe
A future-skills plan should begin with tasks and decisions your team actually faces. This brief proposes capability areas to investigate; it does not forecast labour-market outcomes or claim that one curriculum fits every profession.
Five capabilities to examine
- AI literacy
- Explain what a selected system is intended to do, what information it receives, where it may fail and when to ask for help. Demonstrate this using an actual bounded task.
- Evidence judgement
- Distinguish a fluent answer from a supported claim. Locate an original source, check its context and document uncertainty.
- Workflow design
- Map a task’s inputs, handoffs, permissions and review points. Identify what can be standardised and what requires accountable human judgement.
- Communication
- State a problem, requirements and limitations clearly. Explain a recommendation and the evidence that would change it.
- Learning and adaptation
- Use feedback, practise difficult decisions and revisit the skill after a delay. Update the method when tools or requirements change.
Build a capability worksheet
For each role, write: task, required capability, current evidence, practice activity, assessment, workplace support and follow-up date. Avoid treating attendance as the only evidence of learning.
Illustrative example: a team practises checking an AI-generated summary against an approved source. The assessment asks each person to identify unsupported claims and explain corrections. A later task checks the same skill in a different context. This is an example, not a measured programme outcome.
Use learning evidence carefully
The IES instruction-and-study practice guide supports activities including spaced learning, worked examples and retrieval practice, with different evidence ratings. Adapting education findings to workplace programmes requires contextual judgement and evaluation.
Check whether people have the tools, time and managerial support to apply the skill. If workplace performance does not change, investigate the environment as well as the learning design.
Continue with applied learning that transfers to work and the research-tool evaluation scorecard. To discuss team learning needs, talk to Kryllon.
By Kryllon Intelligence Group | Educational resource | Reviewed 15 October 2026. Prepared with AI assistance; examples are illustrative.