Towards a better fit for future employability within the 21st-century municipality of Amsterdam

employability within the 21

st

-century

municipality of Amsterdam

Jurriaan Fleijsman Student number: 11120983

University of Amsterdam Faculty of Science

Thesis Master Information Studies: Business Information Systems Final version: 10 March 2019

Supervisor: Toon Abcouwer Examiner: <Name examiner>

Abstract This study aims to research which requirements are needed if the civic worker of the municipality of Amsterdam wants to stay relevant in the future workplace. A literature review was done upon abundant available scientific research. The theoretical conclusion that was found was brought to the field to be tested within the municipality of Amsterdam. Within the domain that the test was performed I used interviews aiming to get the theoretical finding acknowledged, and getting answered upon the sub-questions that were generated. The research was qualitative and inductive in nature. The theoretical conclusion was in majority acknowledged within the municipality. Further results of the interviews gave some unexpected results. In accordance with mainstream scientific research, it would be wise to follow the finding that is described in this research. Further main finding, but not exhaustive, where: “for sake of future adaptability, leave the workforce of the municipality as much as possible unaffected from decisions of the board that could disrupt their development” & “educate the people within your own organization, especially for that curriculum what you are looking for when hiring external employees”, and thus create common-sense strategic personnel policy and job chances for the own work population. Further findings and conclusions are found in this paper.

Keywords. Adaptive Cycle of Resilience, future skills, information management, innovation, lifelong learning

“The most beautiful thing we can experience is the mysterious. It is the source of all true art and all science. He to whom this emotion is a stranger, who can no longer pause to wonder and stand rapt in awe, is

as good as dead: his eyes are closed.”

Content

1. Introduction ... 4

1.1 Research approach ... 5

2. Literature review ... 6

3. Theoretical framework ... 7

1.2 The adaptive cycle of resilience ... 7

1.3 Innovation ... 8

1.4 Lifelong learning ... 10

1.5 Information management ... 11

1.6 Co-creation ... 11

1.7 The theoretical model... 12

4. Conceptual Framework ... 13 4.1 Code table ... 13 5. Data collection ... 14 5.1 Respondents ... 14 5.2 Research question ... 14 5.3 Sub-questions ... 15 5.4 Interview questions ... 15 6. Analysis ... 15 7. Conclusions ... 17 7.1 Advice ... 19 8. Limitations ... 22 8.1 Future research ... 22 References ... 23 Appendix ... 26

1. Primarily questions, extracted from literature ... 26

2. The interviews ... 28

2.1 Interview with Madam Agnes van der Linden ... 28

2.2 Recapitulation of the interview with Madam Agnes van der Linden ... 33

2.3 Interview with Madam Sjouke Vrijburg, word transcript ... 33

2.4 Recapitulation of the interview with Madam Sjouke Vrijburg ... 48

2.5 Interview with Mister Ron Rumkorf ... 49

2.6 Recapitulation of the interview with Mister Ron Rumkorf ... 49

2.7 Interview with Mister Yebio Debesai Azeria ... 50

2.8 Recapitulation of the interview with Mister Yebio Debesai Azeria ... 50

2.8 Interview with Mister Mohamad Fatteh ... 50

2.9 Recapitulation of the interview with Mister Mohamad Fatteh ... 50

2.10 Interview with Madam Caroline Nevenjan ... 50

2.11 Recapitulation of the interview with Madam Caroline Nevenjan ... 51

3 Code table ... 52

4 Respondents ... 53

6 Detailed research results van Laar, E, et al., (2017) ... 54

7 Prediction of jobs affected ... 56

8 Impact for automation ... 57

9 Adaptive Cycle of Resilience ... 57

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People are falling behind due to the accelerating speed of digitalization and automation, (Rotman, 2013, p. 2). New ways in how work has to be done appear, but people do not seem to know which skills they need or how to obtain them if they want to keep up with this changing landscape, (Castells, 2010). Abcouwer, Takács, & Dömölki, state: “The dynamics of the development in the current economy leads to a growing gap – both current and in future – between needed and offered competences in many sectors”, (Abcouwer, Takács, & Dömölki, 2017). There is a variety of academic research concerning this growing gap, corroborating the statement by Abcouwer, Takács, & Dömölki, (McKinsey, 2017; Rathenau Institute 2018; World Economic Forum, 2016; De grote uittocht herzien, BZK 2013; Trago & Mulder, 2017; Byun. et al, 2017). It is evident that demand for trained professionals, and especially what these professionals need to be trained for to enable closing the gap, is subject of extensive and ever on-going research. In the researcher's opinion, there needs to be the coherence of different aspects to accomplish bridging this gap, and one of the main aspects has to be Lifelong Learning. Whether this is learning on the job or learning in educational institutions, (Takács, Dömölki & Abcouwer, 2017).

This research is done for the municipality of Amsterdam but is generalizable for people working in other municipalities. This paper is following a certain line of reasoning, as represented in figure 1.

I will describe in this research how to bridge the gap by looking at how 21st-century employability may look like using the Adaptive Cycle of Resilience (from now on ACoR), (Abcouwer & Parson, 2011). I will define the requirements we need in this information age, using several kinds of research, to ultimately enable a better fit for the future workplace, (Castells, 2010; van Laar E, et al., 2017; van Dijk, 2014).

I will answer the following question in my research: “What are the requirements, for a better fit for 21st-century employability within the municipality of Amsterdam?” The first thing I did was searching for parentheses to align the current state upon, this is where ACoR, (appendix 2.11), was useful and been used throughout the research. Because of the baseline functionality of ACoR, the model draws on the transition of the IST and SOLL, (IST stands for the current situation, SOLL stands for the desired situation), in figure 1. The green arrows on both sides of the transition border emphasize the functionality that ACoR has had during the entire research. The next step was to get a better picture of how awareness could increase regarding the declining "match" of skills within the municipality. “Awareness” in this study means that someone is gaining through self-steering the awareness that learning is key

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to move towards a (new) workplace equilibration, (Abcouwer, Takács & Dömölki, 2017). To obtain a better understanding of what self-awareness and personal development mean, academic studies concerning this topic were studied, (Goleman, Boyatzis, & McKee, 2002). Each of these studies has helped to gain new insights; to deduct a set of proposed requirements for 21st-century skills and questions that were tested during the interviews.

During this study, the rule of thumb is followed that exists within social sciences concerning how to obtaining knowledge of a specific topic. First knowledge is been searched for within existing studies that were carried out in the same field of interest, in this way learning in advance from what has been researched already. Then, after the own study has been accomplished enabling to add knowledge back upon these earlier studies, enriched with your own findings.

Some of the studies consulted taught me that a person needs access to high-end ICT, and as such being able to any kind of self-cultivation, (Resta, 2003). Implicating that if someone wants to stay up-to-date in the process of learning, this automatically means that you need to have access to the latest insights in what technology has to offer. These skills are necessary to have within the set of needed requirements, enabling for future adaptability.

The aspect of lifelong learning is important because without on-going self-development there is no way that one is able to withstand the change that is occurring. Lifelong learning concerns not only that what can be learned within educational institutions and theory, but the awareness that learning on the job should be a daily reality, a necessity, (Abcouwer, Takács & Dömölki, 2017).

In chapter three, Information management is described and is one of the essential skills for future resilience. Abcouwer, Maes, & Truijens assert; “information is more than 'data': it is the meaning given to the data. Simple example: 'marketing' requires client data to derive wealth (via real estate data), 'logistics' use that same data to determine place and route. After all, the meaning and use of a given data depend on the business processes”, (Abcouwer, Maes, & Truijens, 1997). The before stated confirms the significance of information management with the aim to withstand the current turbulence of the information age we live in, (Castells, 2010).

Further study taught me that not only the before mentioned skills should be reckoned with, but technical skills should be part of the requirements for future resilience too, (van Dijk, 2014).

Co-creation is last in the model of figure 1, and situated behind the goal of “21st-century employability for the municipality of Amsterdam". The reason for doing this is that when all other requirements are fulfilled, co-creation would give organizations a better, more thorough way for problem-solving, (Sanders & Stappers, 2008).

The before mentioned sections of theory combined were used as the baseline for the interviews. The theoretical description moved towards a solution for the subject of this research.

This research is important because the phenomenon of future resilience is an actual one within the municipality of Amsterdam. By researching the phenomenon, and finding solutions, confidence can build up for the uncertain future of governmental workers.

This research is build up as follows, chapter one describes the introduction of the study, chapter two describes a further elaboration upon the literature that has been used. Chapter three gives a description of the theoretical framework and chapter four of the conceptual framework. In chapter five the data collection is described and in chapter six the analysis of the data. The thesis goes on with the conclusions and advice in chapter seven and ends with limitations in chapter eight.

1.1

Research approach

The research design of this paper is a case study held within the domain of the municipality.

The research strategy is qualitative. Qualitative interviews with the subject of future employability are held within the municipality. This approach was chosen because of the specific character that is the Amsterdam municipality. The newly installed General Data Protection Regulation prevented a mass survey without a severe time-consuming

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process of permission to aim at retaining the needed respondent's credentials. During the analysing of the approach concerning this research, it was clear that a case study better fit the purpose than merely statistics would have done. During the collection of data, there were several interviews held with purposely pre-selected departments and employees. For means of generalization of this study the theory of Flyvbjerg, has been utilized, he asserts; "by and large, the conventional wisdom about a case study not being generalizable is wrong or misleading”. During interviews, critical realism is used and thus preventing the subjectivism that exists within structured questionnaires, as there is a possibility to be corrected during the study by the subject of interviews itself. This is possible because the subject of the interviewee is able to ‘talk back’, (Flyvbjerg, 2006). Flyvbjerg’s theory supports the use of a single case qualitative study to be academic sufficient.

The literature that created the framework and from where questions, where extracted, are translated into a table, (Appendix 3). The question where then tested within an interpretivist position grasping the subjective meaning of social action, (Bryman, 2016), enabling debate and measurement toward the subject of the interview. The interviews were done in semi-free format, meaning to continue to ask deeper about the opinion of the subject of the interview, this was done with questions as “what do you think about the situation?”, or, “if you have a say in it, what would you do?’ The baseline enabling to ask deeper upon the questions that were extracted from the literature, (appendix 1). The interviews that are done with the respondents are recorded; some of them were processed into a transcript, in this way remaining close to reality in processing and analysis, and added to the overall reliability of the research. The results are described in one table for each individual and afterwards were put into an overall matrix combining the results of all interviews. This matrix shows a suitable overview of all respondents. The unexpected answers that were given were recorded and used for advice in chapter seven. After the interviews, the data was sorted and analysed.

Upon the analyses, I was able to write the conclusions followed by the advice. The research philosophy is deductive reasoning, going from theory through observations and findings, leading to open questions. Testing the theory mentioned earlier through interviews that implied certain essential skills are needed for future resilience. This approach, combined with critical realism concerning the identification of certain structures generated in the domain of research, helped to get more meaningful answers. In this way of working not only testing and confirming what came from theory, but also being able to catch the extras that came along during the interviews, (Bryman, 2016). For the sake of legibility, it is necessary to give a definition of what critical realism means within the context of this research. Defining critical realism is not easy, there is a pool of students that critical realists often refer to, (e.g. Archer 1982, 1995; Bhaskar 1975, 1979; Elder-Vass 2010; Gorski 2008, 2013a; Lawson 1997; Little 2016; Porpora 2015; Sayer 2000; Steinmetz 1998, 2003, 2014; Vandenberghe 2015), but there doesn't seem to be one particular unitary framework. Nor one set of beliefs, or methodology, that defines and unites critical realism as a whole. The definition used in this research is that of Bryman this is used within the University of Amsterdam. Bryman asserts “A realist epistemology that asserts that the study of the social world should be concerned with the identification of the structures that generate that world. “Critical realism is critical because its practitioners aim to identify structures in order to change them, so that inequalities and injustices may be counteracted”, (Bryman, 2016). Critical realism; by questioning the “reality”, the ability exists to change this reality.

2. Literature review

This century is the era of uncertainty, (Deloitte, 2017). Bookshelves full are written on how to approach the future concerning skills to maintain one where these skills seem to lack at this moment. Clearly, the direction of research is by far not exhausted and remains an ongoing process. Recent number by The World Economic Forum, (2016), state: “In many industries and countries, the most in-demand occupations or specialities did not exist 10 or even five years ago, and the pace of change is set to accelerate. By

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one popular estimate, 65% of children entering primary school today will ultimately end up working in completely new job types that don’t yet exist”.

This shows the demand for research investigating ways to withstand what is hidden within the near and far future. Companies and governments struggle with these questions too. This research is providing relieve towards this subject.

This chapter provides an overview of previous research on ACoR, innovation (& ICT), Lifelong Learning and co-creation. It introduces the framework for the research that comprises the focus of the research described in this thesis. The main purpose of the literature review was to survey previous studies on the mentioned topics of research. This was done in order to collect requirements for the primary research to be conducted, and it formed part of the emergent research design process, (Hall, 2004).

A range of studies served as the key for identifying relevant patterns enabling to answer the research question. The most significant of these were relevant publications found in the literature of a number of academic sources including, business studies, information science, information systems, organization science, and science and technology. Most of the publications are in the form of research papers, some of them are books or articles where small chunks of information were taken from. Frequent reference is made to Abcouwer and several of his papers; this is because the academic publications he wrote concerning the topic of future resilience were the inspiration of this research.

The literature search led to finding key publications on innovation, lifelong learning, and co-creation, as well as studies that inspired me throughout the research and enabled to get further in the process.

The ability to create a synthesis occurred and a new conceptual framework surfaced, (Chapter four). It’s important that in the process of describing literature and reviewing this, not to describe one piece of literature after the other without any coherence, but to organize the literature review into sections that present themes or identify trends, including relevant theory, (Trago & Mulder, 2017).

In this way, the description is following logical reasoning as stated in chapter one.

3. Theoretical framework

The purpose of this chapter is to introduce and describe how the found theoretical knowledge is applicable and useful for this research. Using literature on the topic of innovation, organizational change, ICT & technical skills, co-creation, lifelong learning and the Adaptive cycle of resilience.

This variety of scientific subjects functioned as the lens through which I evaluated the research problem and the research question. Due to this selection, I was able to take a step towards answering the main research question. The scientific information of these topics is further elaborated upon here.

1.2

The adaptive cycle of resilience

The first thing needed for this research was a parenthesis to align the organization on, for this reason, the adaptive cycle of resilience (ACoR), (Abcouwer & Parson, 2011), has been used.

An organization goes through four phases, equilibrium, crisis, new combinations and entrepreneurship that we can represent in the shape of the ACoR model (fig.2). Development in an organization is a continuous reoccurring process, for organizations, it is important whether they can recognize and cope with sudden change at abstraction level. Being capable of recognizing the various changes and acting on these when they occur, ultimately determines either the success of the organization or it prevents the loss of its autonomy or even its decline, (Abcouwer & Parson,

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concerning work and learning capabilities. The ACoR model helps by plotting the several states of organizational being through defining these four quadrants. In quadrant 1, equilibrium, the cause and effect relationship is known.

There is a pursuit for efficiency and improvement of the market position. The equilibrium is not disturbed. In this specific state of being, all is (still) fine. At a certain moment, the complexity of a situation becomes high and unexpected, external developments have a large impact, and the existing organization is no longer capable of dealing with these developments, (Abcouwer & Parson, 2011). This is the current state of the municipality. In quadrant 2, crisis, the organization is aware of the fact that disruptions can’t be dealt with using the available scope of actions. This specific state is known by the researcher thus conducting this research, but there doesn't seem organization-wide acknowledgement when looking at the actions that are taken to rebuttal the situation. In quadrant 3, new combinations involve new insight that the organization sees, new futures arise. This leads to an optimistic and hopeful look towards the future. The organization is developed into a situation where it is still not known what it wants; nevertheless, a number of relevant new combinations (options) have been developed or chosen, which the organization can investigate on feasibility, (Abcouwer & Parson, 2011). In quadrant 4, there is a desire for improvement of new development with much energy and focus. Fast development is the device: we know what we want, we have a vision and objectives, and we are growing and improving the knowledge of cause and effect.

This concerns building up of a stable vision and the advancement of skills that facilitate the accumulation of knowledge and future alignment which enables the exploitation phase of this new era of the

organization, (Abcouwer & Parson, 2011). Clearly, this quadrant is the desired station to end upon, and which is the target of this research.

Recapitalizing on the above, the functionality of the ACoR model deemed helpful and useful. According to ACoR, (fig.2), organizational change is an ongoing concern with the main target to stay as long as possible within equilibrium. Unfortunately, (or fortunately,) we live within an era of massive technological disruption; which

brings significant change in many aspects, not in the last place the situation on the job market. Coming from relative equilibrium at the

dawn of the computer age, until great technological disruption now, fuelled by the exponential progress of the semiconductor technology. Evidently, we are in a crisis, facing this challenge of crisis that we are in now is to find through entrepreneurship and exploration new combinations and by doing so achieve a new equilibrium. This is concisely the functional usefulness of the model by Abcouwer & Parson. For a visual representation, the problem statement in chapter one is plotted on the ACoR model, which is illustrated in figure 3. Using the model to plot the current state of change, helped to focus which steps were needed and which state we are in for the transition towards equilibrium. The use of ACoR in a new generated theoretical framework, where change and tracking of change is part of the result, contributed towards the ability to answer the main research question, and for this reason, adopted within the theoretical and conceptual framework of the research.

1.3

Innovation

There is a distinction between online computer skills and information handling skills. The on-line skills arise in how someone can handle a computer, where information-handling skills are in the field of Information Management. For both skills, there are academically researched conditions that should be met, (Abcouwer, Maes, & Truijens, 1997). One of these conditions is being able to effectively harness the power of the new Information and Communication Technologies (ICT), (Resta, 2003). Clearly, access to

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improved learning, and as such a better fit for future employability, shows that the following essential conditions should be met, (van Dijk, 2014);

o The ability to unlock and use high-quality digital content,

o sufficient access to digital technologies, and the knowledge and skills to use these new digital tools

These stated skills, which have a technical component, are an aspect of the Lifelong Learning (LLL) theme too, through which teachers update skills with the use of hardware and software as new generations of technology emerge, (Resta, 2003), (Abcouwer, 2018). The only environment that is suitable for keeping up the current speed of change is one where new technology and

high-speed internet (content) is widely embedded and available for use, (Sife, Lwoga, & Sanga, 2007). This is essential because it is transparent by now that every profession that can be digitized will disappear, (McKinsey Quarterly, 29(3), 1-9). Besides the awareness of what is happening around

you, and that you are motivated to keep up what innovation brings, an important condition to meet is to be able to handle a computer. This if you want to stay aligned with the digital-driven speed of change. Sequentially pendent, and of importance for the before mentioned, is that if someone wants to align with the upcoming needed skills set, they need to possess the awareness to self-develop and train the skills to work with ICT. The following study by van Dijk shows a researched fundament that an individual needs to possess for a future fit, (van Dijk, 2014):

1. Operational skills; technical skills to use digital media

2. Formal skills; browsing and navigating, especially on the internet

3. Information skills; the ability to search, select and evaluate information in digital media

4. Communication skills; the ability to communicate on the internet 5. Skills to create content; the ability to generate content

6. Strategic skills; ability to use a digital medium as a means for a specific personal or professional purpose now and in the future

These summarized skills show that technical insights, computer handling skills, and creative skills, are important for future employability, but the proposition is just as easy to make that this is already the case in these current times. The domain you work for needs to develop the awareness that they grasp the importance to invest in up-to-date high-end ICT because without it growth and thus organizational development is not possible. Yli-Renko, Autio, &

Tontti assert, knowledge is increasingly explicitly recognized as a central resource for successful growth, a key resource that drives growth, (Yli-Renko, Autio, & Tontti, 2002). Organizations need awareness that educates people to obtain these skills is equally important as doing production work, (Abcouwer, 2018). A wide spectrum of research shows us that the “old”

methods no longer suffice. Probably sooner than later we have to embrace, the new ways of working that are arising. We find

ourselves in the transition where we have to unlearn the old and embrace the new; illustrated in figure 4. The before mentioned six skills have strong common ground with Information Management (IM), which is elaborated on later. The mentioned “Operational skills” as described by van Dijk, (2014), shows the necessity of being technically skilled. Otherwise, it will be difficult to grasp what comes ahead for us. The knowledge extraction of this specific paragraph is that: in order for someone to fit the future needed skills, it has to be sought for in knowledge, having access to actual high-end ICT, being ICT literate and thus having the knowledge how to work with this

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through the mentioned skills. Knowledge of this paragraph was used in interviews and exposed to critical realism.

1.4

Lifelong learning

“Lifelong learning (LLL), is a fact to cope with the demand for the lack of knowledge in the nearby and far future, and enables the possibility for a person to anticipate for the future to come”, (Abcouwer, 2018). It is evident that the way

organizations look at educating their staff should drastically change. “The ability should be created to learn within the work field and on the job and is a necessity”, (Abcouwer, 2018). So keeping up with the pace of ever-accelerating change, enable and apply LLL should be an on-going effort for organizations and individuals alike.

The organization where someone works should be a place where

learning is seen to be equally important as doing production work. This way of thinking is forced by the time ghost that business and other environments find themselves in and should be seen as a way to fulfil the gap that has been created by these times of fast change, (Abcouwer, 2018). Staying on the current path of development would create more knowledge but in-depth, the entire landscape of the development is lost and so-called deep specialists arise, fig. 5 shows this. LLL and specially reserving time for

development is a way to overcome the before mentioned. Siemens confirms the view of Abcouwer, and state: “Learning is a continual process, lasting for a lifetime, learning and work-related activities are no longer separate, in many situations, they are the same”, (Siemens, 2014). Siemens endorses what Collins & Halverson stated: ”the need of memorizing information is becoming less important with the Web available, but people do need to “learn” how to find information, recognize when they need more information and evaluate what they find”, (Collins & Halverson, 2010).

It is apparent that LLL is an unavoidable fact within the current transition that we find ourselves in. Besides, having access to high-end ICT's, and being able to work with it, people need to acknowledge that LLL is an important necessity for keeping up with the pace of change. Society and organizations need to come to the notion that investing in LLL is an essential necessity if they want to be able to cope with the challenges we face now. Vaill, emphasizes: “learning must be a way of being – an ongoing set of attitudes and actions by individuals and groups that they employ to try to keep abreast of the surprising, novel, messy, obtrusive, recurring events”, (Vaill, 1996). So not what you have learned counts, but the individual awareness that you have to learn your whole career, that is what counts.

‘So not what you have learned counts, but the individual awareness that you have to learn your whole career, that is what counts’

Siemens asserts, “Our ability to learn what we need for tomorrow is more important than what we know today, when knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill”, (Siemens, 2014). The necessity of Lifelong learning has been tested throughout the interviews. The awareness that Lifelong learning has to be reckoned with for future resilience is taken along in the end conclusion

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1.5

Information management

The significance of Information Management, (from now on IM), cannot be underestimated.

Data is everywhere and abundant present wherever we look. The statement can be made that there is a data overload, for which there is no answer. The role of information specialists in helping businesses to reduce information overload is, not surprisingly, discussed at length in the information science literature, (Edmunds & Morris, 2000).

The more reason to reckon with the skills of IM. Abcouwer, Maes, & Truijens assert; information is more than 'data': it is the meaning given to the data. Simple example:

'marketing' requires client data to derive wealth (via real estate data); 'logistics' use that same data to

determine place and route. After all, the meaning and use of a given data depend on the business processes, (Abcouwer, Maes, & Truijens, 1997). The above-mentioned emphasizes the finding of van Laar, et al. They conducted a study

which shows that IM is in the top ranks concerning future resilience skills, (van Laar, et al., 2017). IM creates the possibility evaluating and managing information not only on a professional level but on a personal level too. IM needs the ability to weigh the value of the information and how to put it to good use, (Abcouwer, 2018).

The before mentioned are contextual skills, which are most relevant in problem-solving situations. Knowledge gained from one context can be applied to another context, and thus creates the ability for problem-solving solutions for whatever problem, (van Laar, et al., 2017). Van Laar, et al, did an extensive study with the aim of unveiling the skills needed to participate in a knowledge-based workforce. Their finding showed a strong relation towards IM. Not only IM is in the scope of their finding but technical ability’s, Lifelong learning and self-direction too, this is shown in figure 6. The findings of van Laar, et al., have been adopted as current knowledge in the same field of research. Some of the outcomes are put to the test in interviews, and some of the outcomes are interwoven with new theoretical knowledge with the aim to gain new knowledge. As the maxim is, local knowledge + academic knowledge = new knowledge.

It is evident that affiliation with Information Management and embracing Lifelong learning generates flexibility, self-steering ability, and cultural plus ethical awareness within the workplace. Van Laar E, et al., elaborated upon these skills intensive through their study, Appendix 6 shows further detailed information about this study. The summed up contextual skills that will prove needed for future resilience where taken along. The theoretical knowledge, combined with that what was learned in the before discussed paragraph, was taken along for use during the research, with the trust that unexpected results, besides expected results, would arrive.

1.6

Co-creation

Co-creation has become more and more a container concept, there is a lot written and debated about it. The context in which co-creation is used here means bottom-up. Or, to involve the lowest possible link in the chain. To use the strength that co-creation can

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bring, it requires first agreeing on what co-creation is. There is little consensus on the definition and various points of view are subject of debate, the definition used within this research is: co-creation requires an "equal involvement of actors internal and external to a domain of research”. With this proposal, I tend to follow Moggridge & Atkinson.

When fully embrace the power of co-creation when major change initiatives are ahead, the municipality is likely to gain a better fit by using it. Co-creation is putting the initiative and opinion of a group of people to best use, or: “focus on the employee, for (best) possible solutions”.

High-quality interactions that enable an individual to co-create unique experiences within the domain you’re employed in, are the key to unlocking new sources of competitive advantage.

The value will have to be jointly created by both the organization and the participant for the best possible support, (Prahalad, & Ramaswamy, 2004).

It is in my belief that the other mentioned skills in this literature review should have been met first for co-creation to have a better effect. This because of the widened spectrum that someone would

possess towards possible solutions that skills such as information management could bring along. Co-creation would then be at its core strength and have the best possible way to succeed in dealing with the uncertain future. “when change is imminent, there is no better way to face this challenge than by doing so with co-creation, and as such have all stakeholders getting involved in seeking a solution", (Sanders & Stappers, 2008). It is, however, an important note that the whole range of roles are considered for those whom the solution is meant to be for. When the whole range of roles where the design is for is included, the chance of success is considerably greater, (Moggridge & Atkinson, 2007), (Abcouwer & Takács, 2017). This embraces the theory of Sanders & Stappers also and can be translated that all known stakeholders, or roles, within a domain of research, needs to be represented for co-creation to be at its most successful. Abcouwer & Takács are summing these stakeholders; these should be students, teachers, researchers, and practitioners, (Abcouwer & Takács, 2017). The information that came from this paragraph was embraced whilst the research and exposed to critical realism during interviews.

1.7

The theoretical model

A parenthesis was needed to align the business and academic knowledge upon, for this reason, the Adaptive Cycle of Resilience was adopted and used as a spider within the web of the theoretical and conceptual framework. To move towards future resilience there is the urgent need to develop awareness on an organizational level as well as self-steering capabilities on a personal level that knowledge is the only true real advantage.

For the accomplishment of fulfilling this research and the questions that came with it, recent academic knowledge was searched for and is used to generate questions from. These questions were used to ignite the debate about the topic of future skills. The aim was to generate new insight besides validating what was written in current academic publications already. Aiming to put local knowledge together with academic knowledge expecting new answers to arrive.

Innovative awareness, and ICT skills to work with these new innovations, are needed if one wants to be able to take the next step towards the future. Lifelong learning, Information Management, and technical abilities (ICT) are skills most often cited when referring to 21st-century skills.

When the before mentioned skills will be taken in consideration, then it will result for co-creation to be better achieved, this because you're able to look at causes from different angles taking along the fullest extent of information at hand, and ways to handle this information and put it to good use.

The before mentioned came together in a new conceptual framework, which is shown in figure 7. The conceptual framework eventually, helped to answer the main question of this thesis.

13 4. Conceptual Framework

The Adaptive Cycle of Resilience, (ACoR), is the main concept of this research, as it helped focus the view of constantly developing new insights, (Abcouwer and Smit, 2015a, 2015b), (Abcouwer & Parson, 2011). With its observable, measurable, and repeatable properties, and testing it throughout this research it acknowledges the practical use and strength of it.

Earlier described in chapter one and chapter three, the research of Abcouwer et al., is only one of several theories used. The total sum of the described theories combined enabled the creation of this new conceptual framework, which was useful in answering the main research question. The model in figure 7 is a visual representation of the new conceptual framework based on the selected theory. The green circle around the main figure, where the centre is the main topic of research indicates that during the research ACoR was continuously being tested throughout the process.

The lifelong learning aspect, ICT and technical skills,

Information management and innovation are all used to extract questions from upon and were then tested within the municipality. Testing these questions was functional useful as they gave a confirmation towards academic research in the world applicable within the state of mind of the municipality. Different views that resulted in new insights occurred and were processed. This new insights towards the current theory of future employability are valuable for the municipality. With critical realism during the interviews, the aim was to reach certain saturation on the subject of future employability. The mentioned, “in-direct”, properties that are needed for future skills, such as having access to high-end ICT (technical skills), innovation and information management were subject of questioning within the interviews.

Notice that within the framework co-creation shows a green arrow outwards the main topic of research, emphasizing that all other mentioned requirements such as LLL, IM, Technical abilities, Innovation, and ICT, should all be fulfilled to enable contributing towards better co-creation and as such being able to better withstand the future changes. The theoretical framework in chapter three had fulfilled its use and formed this new conceptual framework, which in turn was able to bring the research further.

4.1

Code table

After the review of the literature, a code table was created. In this table, shown in appendix 3, the several questions that arose from the literature review are written here and coded.

These are the questions used for testing within the field of research. By creating a code table, I was able to make a matrix for each respondent, showing their response on each question. In this way, the comparison was made easy and possible between the several respondents. The aim was the creation of a complete, and easy to read overall view, on which respondent reacted confirmative on which question. Its effect is shown in appendix 4. The search for a confirmation on the theoretical conclusion succeeded, besides the confirmation new theory emerged with new insights. This is described in paragraph 7.1, advice.

14 5. Data collection

Based on the research design for this particular study, described in detail in paragraph 1.1, individual interviewing of stakeholders was determined as being the more effective approach to gather primary data. This rather than a quantitative survey, which will give a yes or no answer, or a scale towards “feelings”, (Likert scale), of a matter, which in the context of this research was insufficient.

Critical realism was adopted to better understand the context that was involved, and to be able to “get” the answer behind the question asked through questioning the reality that occurred.

The transcripts of some of the interviews are in the appendix. Using critical realism was relevant for the research, and at the same time gave the respondents the freedom of freely formulating their response the way they wanted to. During the process of interviewing, other questions in similar context were asked. In this way reaching some sort of “snowball” effect. When interesting answers were given that triggering the researcher, this answer was transformed into a question and asked the next person of the interview. Some of the respondents came with unique own points of view during the interviews, which were not found in the literature.

After the interviews were finished, a table was made for a mutual comparison. The new elements that were found towards the topic were described and further elaborated upon; you find them in chapter 6 where the analysis is described.

5.1

Respondents

Enabling to interview with the fullest extent of roles, a role approach is chosen, (Abcouwer & Takács, 2017), they state that there are four roles that should be taken into consideration. Keeping in mind the possible angles on the matter of, Innovation, lifelong learning, Information Management, ICT, and Technical abilities, ultimately leading to better Co-Creation

There were six people interviewed, which worked within various roles in de municipality. The mentioned role approach of teacher, practitioner, student and researcher was overcome in that manner.

The following roles were interviewed for this particular study: • someone from finance,

• someone from human resources,

• someone from the “Amsterdamse school” (a specific initiative within the municipality to educate the civil servants),

• someone from innovation,

• “the outlier”, someone from the traineeship pool,

• “the outlier”, a refugee who is working within the municipality (status holders).

By adopting this specific approach, I followed academic knowledge by, Abcouwer & Takács, (Abcouwer & Takács, 2017).

The people and their specific role according to the literature are written down in Appendix 4, (published with their consent).

5.2

Research question

Researching this specific topic, I tend to build upon that of Mr Drs. A.W. Abcouwer, he writes regularly about the subject of the future workplace, IT alignment, lifelong learning, and information management, and does this academically and for professional publications. This research is a derivative of the work by Abcouwer and the use of the ACoR model from him, (Abcouwer and Smit (2015a, 2015b), (Abcouwer & Parson, 2011).The research question here is inspired by their research. The main research question is: “What are the requirements, for a better fit for 21st-century employability within the municipality of Amsterdam?”

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5.3

Sub-questions

With the main research question stated earlier, there were several sub-questions that could be derived from it. They need to be answered upon, in order for the research to succeed, these questions are:

1 Are there educational requirements within the municipality for the recruitment of new people?

2 Is there a current view for future employability within the municipality? 3 What are the thoughts about lifelong learning?

4 Could co-creation help for better future resilience?

5 Is there a change or movement noticeable towards future employability? 6 Is there a way to secure knowledge within the municipality?

5.4

Interview questions

The specific questions used during the research are in appendix 1. During the interviews, more questions about the specific subject came above, depending on the way that someone answered.

The questions that occurred during the interview surfaced because of the nature of critical realism, these answers were transformed to questions, and asked to the next subject of the interview.

In this matter gaining a deeper knowledge of the specific subject of research. The transcripts of some of the interviews are in the appendix, starting from appendix 2.

6. Analysis

Because of the restriction within the domain of research and the essence of the study qualitative research fit better the purpose. Appendix 1 presents the questions used; they correspond with the codes in table 1, underneath here. Table 1 is brief compiled from a more detailed one in appendix 5. Appendix 5 is a derivative of appendix 1 where all the questions are written out in full. The questions that were used during the interviews are translated into codes. These codes represent the questions asked. For example code 01:1 underneath here, represents the “General starting question” which is found in appendix 1. Meaning that code 01:1, is exactly the same as question 01:1.

The main objective of this study was to identify which requirements employees of The Amsterdam municipality needs for future durability. The actual progress within scientific studies shows that there is a first glance noticeable concerning these

requirements. The process that led to this knowledge came from directional used theory, while other theory gave a more in-depth theoretical answer.

The setup for this research was twofold. There is confirmation sought, within the Table 1

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interviews for results that extensive other research had found already. Testing of these results was necessary for the domain of the municipality to measure the current state of being. Then, to get a clear understanding of the problem under review in a more complex way than in the generalized way that is the outcome of questionnaires, the interviews were exposed to critical realism. This methodology of qualitative research was used to get information about how people think, feel and act about what they know. By approaching the subjects of the interview in this particular manner, I was expecting extra information and succeeded in this. What the data shows, (code 01:1, table 1), was in alignment with the initial problem introduction of this research and thus confirmed, without exception, everybody that was asked, sees people getting behind. It is safe to state that this is the case for all municipalities.

The data, code 01:22, related if they think that co-creation would give a better resistance, organizational and on individual level was confirmed, without exception also. The same was the case for, (01:02, 01:03, and 01:04). This was expected, but it needed confirmation to measure the current state of being within the municipality. Questions (code’s), (01:05, 01:06), however, showed different results than would be expected. One would think that a concern with the magnitude of the municipality, where € 5,751 billion each year1circulates, would show smarter work policies. I give advice, substantiated with interview data, on this matter in paragraph 7.1, Questions (01:07, 01:08), where answered inconclusively, however, there is movement visible aligning with what the literature shows. Surprisingly question, (01:09), answered confirmative, what was not expected. Question, (01:10) showed some unanswered results, I advise on this matter learned from other extensive investigations. That the municipality does not recruit accordingly can be explained due to the outsourcing movement that is going on, it is questionable if this is wise referencing to current academic research. Question, (01:11), was answered overall negative. I advise on this in paragraph 7.1. Question, (01:12), was confirmed, this was not in line with answers on other questions but explainable. There are indeed huge investments towards the work population, however not aligned with a strategic move that is going on in the world or innovative development within the municipality. When it does align, it focussed on a small group of people or external employees. Because of the specific character, that question, (01:13), was, and not all subjects of interview see this kind of movement within the concern, the question was too far sought. However, the one person that was able to answer this question, the chief science officer, confirmed the collaboration with educational institutions. Question, (01:14, 01:15), was affirmative answered conform what was expected. The answers were logical and did not add upon knowledge or insights that were sought for, so some of them are marked out which shows in table 1. Question, (01:16, 01:17), was confirmed and within expectations. Question, (01:18), was not confirmed by all subjects, answers on these questions did give some unexpected results that shed new light on this matter. I elaborate upon this within the paragraph advice, (7.1). Question, (01:19), on closer inspection, did not fit exactly the purpose. It should have diverged into two questions; the essence of the answers given was captured within the interviews, but unfortunately not properly translated within the table. The subjects of the interview confirmed the urgency for this skill, some of them, however, did not see recruitment accordingly. Question, (01:20), again was given an answer to in the interviews but did not properly translate within the table. The urgency for knowledge capital was present; this is shown in the table. There were more answers given, I advise on this within the paragraph advice, (7.1) Question, (01:21), was confirmative; it is, however, questionable if the investments made are aligning with strategic goals, this is proven also when looking at the volume of hiring external employees.

Qualitative analysis is more complex compared with quantitative where there is a wide spectrum of standard tests ensuring validity and interpretation. With qualitative research, it is another ballgame involving continuum interplay with theory, looking to discover patterns. I found some patterns, which are further elaborated upon in

1

: https://assets.amsterdam.nl/publish/pages/96325/begroting_gemeente_amsterdam_2017_bladerbaar.pdf

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paragraph 7.1, and I was able to confirm the results of former "giants". There was a problem with validating however, with some of the findings, which is described in the advice section. Stronger validation would be possible by being able to interview more participants and in other municipalities. I used a mixed-methods way to research without the use of surveys. The analysis I did was as objectively as possible, paragraph 7.1 will explain what all this means when translating it into advice.

7. Conclusions

The premise of this study was to research which requirements we need for future resilience of civil servants. When searching for answers there was positive, progress made. The theory used for this research gave the ability to answer the main research question: “What are the requirements, for a better fit for 21st-century employability within the municipality of Amsterdam?”. The answer to this question is visually processed in figure 8, they comprise five factors. The requirements needed for a better fit towards 21st-century employability are:

• You need to develop technical skill • You need to develop “contextual skills”, • There are “individual factors” you need to attain, • There are organizational factors enabling growth, • You need to develop some “core skills”

What this means in detail is further worked out in figure 8, an even more detailed explanation is found in Appendix 6 and 10.

To emphasize the use of ACoR within the process, the initial theoretical findings were presented whilst making use of the ACoR model, (fig. 8). The results that were found were confirmed during interviews within the municipality. Testing of these research results was necessary for the domain of the municipality to measure the current state of being. For answering the sub-questions, the interviews where its main source, these sub-questions are:

Are there educational requirements within the municipality for the recruitment of new people?

Is there a current view for future employability within the municipality? What are the thoughts about lifelong learning?

Could co-creation help for better future resilience?

Is there a change or movement noticeable towards future employability? Is there a way to secure knowledge within the municipality?

For sake of readability, I show in a table the answers that were found, the answers will further be elaborate on underneath the table.

No, there are no educational requirements within the municipality for the recruitment of new people

No, there is no view on future employability within the municipality There is a positive stance on lifelong learning and deemed as important Yes, all the respondents answer confirmative

No, there is not a single unambiguous movement noticeable towards future employability No, there is not a single unambiguous way securing knowledge within the municipality

The answer on sub question one is definitely: no, there are no educational requirements within the municipality for the recruitment of new people. Of course, the respondents had thoughts on the subject, and some movement is been seen, but this movement mainly concerns external temporary employees concerning what they look for when awarding a contract. The before mentioned shows that there is a debate going on, and that there is knowledge on what the municipality wants for skills when hiring external, temporary employees, but these requirements are not (yet) embedded in strategic personnel policy.

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transparent at all. When doing more extensive research with a longer duration, I expect more answers to be found. What is present at this moment is what the so-called “Amsterdamse school” offers. These courses have nothing to do with future employability.

The thoughts about Lifelong learning was general agreement upon, Lifelong learning is necessary for future development and important.

The answer to question four was confirmative; this is also shown in the overview matrix of the answers that were given (table 1). Sub-question 5 did not give an unambiguously answer. But the general perspective was that it is not noticeable. Concerning questions six, there was information given, and the acknowledgement that this is important is agreed upon. But what was in place already seemed scattered throughout the organization without being able to give one sole answer for what is done generically with regards to organization-specific knowledge.

So the answer to question six has to be no, there is not a single way to secure knowledge within the municipality. There where however some good suggestions made concerning this subject.

Besides the properties concerning the individual fit in a future landscaped workforce, literature showed that there are more conditions to be met, ensuring a better fit, (fig. 8).

These findings are mentioned because they are appropriate in the spirit of this research. This extra conditions found in the literature are indirect influential things such as company policy and other organizational factors at the places that someone is employed. These places could be the learning institution, the organization you work in, and your personal motivation, which helps to moderate the effect of this global phenomenon.

I expected that doing research within the municipality would support my findings in the literature. The research went smoothly and I had no great problems, except for the fact that the respondents were hard to come by. Interesting further study would be to conduct a similar study within other municipalities.

Another interesting research would be to investigate requirements for a national civic skills database aiming for the future. Surely there could be done more research concerning this particular topic. For example, quantitative research involving the whole working population. However, for this to happen there should be some sort of order within the municipality focusing on a strategic further landscape, forgetting the dominant focus on political sustainability. And there

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would be sufficient mandate given also to perform this; otherwise, the change of succeeding would be very slim to none, due to the restrictions that are in effect at the municipality. Because of the very complex nature predicting the future, there is a need for on-going investigation bear in mind the subject of this, particularly research. Fortunate there is widespread attention for this topic by large research institutes2 and worldwide organizations. It is evident that in some fields of development, extensive academic conclusions are clear and thus wise to follow in its advice, but the municipality seems not able to adopt this. In my perception is this caused by not having one strategic and uniform policy concerning the development of civic workers.

In paragraph 7.1, I will give detailed pieces of advice based on the conclusion and research that was conducted. These are my findings, which reflects what I see fit for the municipality of Amsterdam.

7.1

Advice

The interviews gave some in-depth knowledge of how the municipality functioned, none of the respondents had the whole picture, and the information they gave where small pieces of the same puzzle. That there is not a single view on the topic of future fit is somehow strange within this age of mobile devices and mass communication possibilities. However, is there a deeper explanation for not having a single view of the future?

There were some red lines noticeable during the interviews. One of them is that political change in the management of the municipality is affecting personnel policy too. It is very strongly advised to let everything related to staff, at rest as much as possible. In this way letting policy concerning the development of people time to be "grounded" for a longer period in time. Alternatively, long strategic personnel policy is not possible when every four years there is a new (political) opinion, about how to deal with personnel and the skills they must possess (caused by reorganisations). Changing the course of operation almost every four year means a throwback for personnel. When personnel are just getting into fifth gear, they have to shift down after the political change, and as such, lose motion and speed.

Advice 1: For the sake of future adaptability, leave the workforce of the municipality as much as possible unaffected from decisions of the board that could disrupt their development.

Extensive research is done within the world and is still going on, concerning the topic of the future workplace. The earlier summed up requirements in chapter six should be implemented towards the work floor, the same can be said for the organizational factors and contextual skills. Madam Vrijburg stated; “I do see that developments are going faster and faster, but I also see that people are getting this more and more between their ears that you have to keep up” In line with this statement the following:

Advice 2: Seek ways to implement what this research has harvested.

Michael Dell, (founder of Dell computers), during the yearly annual meeting of the World Economic Forum in Davos (2019) "[...] we can all do a lot together to create opportunities so that everyone is involved in this growth. Many new skills and abilities are required. From our perspective, we see a shortage of talent and skills and the only answer is not to take them away from other companies, because that calculation just does not comes true. You have to educate them from the inside and let them grow" Mr. Rumkorf stated: “if I would be a manager, I would invest thoroughly in my people, you should give them an abundance of education to choose from”, Mr Fatteh stated: “I’m starting a new study, this is in The Hague, the municipality is not willing to help me with this”. There are more statements concerning insufficient options enabling someone to educate him/herself. As mentioned earlier, there are ways of educating yourself through the so-called “Amsterdamse school” but these are mostly organisation specific courses, and none of them is accredited. I mentioned before also that the courses given have nothing to do with future resilience. None of the mentioned skills, that were extracted by research is coming back in the inventory of the

2

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“Amsterdamse school”. There seem to be two tracks of thinking within the municipality; one track knows what they want, and what they need, and recruits staff accordingly (external). And the other track doesn’t see this (the needed future skills), or doesn’t want to see this and thus throws several courses towards the (internal) employees that do not really matter. It is evident and even generalizable when talking to colleagues in other municipality’s that the focus on own organizational strength, concerning the workforce, is hugely underestimated and undervalued.

It is the same for the position that the Amsterdam municipality has geographically; we are literally surrounded by universities and other learning institutions. Therefore the following: Advice 3: Educate the people within your own organization, especially for that curriculum what you are looking for when hiring external employees, and thus create common-sense strategic personnel policy and job chances for your own work population

What was described in the introduction of this thesis”New ways in how work has to be done appear, but people do not seem to know which skills they need or how to obtain them if they want to keep up with this changing landscape” I describe here in succession of advice 3, the solution for “how to obtain the skills”. Future resilience, can be solved when the following advice will be pursued. . Advice 4: Seek collaboration with educational institutes, (for example the University of Amsterdam), and give workers the opportunity to obtain the needed skills through accredited institutes.

This is in several ways a win-win solution.

1. Because of the accredited status of the institutes, courses that are done are genuinely valuable for the organisation but also for the person in question 2. These courses are significantly less expensive than what is paid for now 3. We are less dependable on external employees, and thus would mean a saving

on operational costs

4. We create knowledge-based capital within the municipality

5. We create a future perspective for employees and the organisation would become future resistant.

What research shows us, (fig. 6), is that it would be a good first step to start with Information Management concerning education (advice 4). This would follow the scientific argumentation that is described earlier in paragraph 3.4.

Almost all the respondents were reacting on the slow speed of change, substantiated also in the answers given in question 01:1.

Before even in motion to adopt a new way of work, the intention is dead in its tracks already before it has even started due to slow start up, unclear mandate, and determination. Everybody sees this happening and acknowledges this, but nobody is- able to act apparently. Madam Vrijburg stated, “Automation at the government is going very slowly”, & “we ourselves are gigantic behind the developments”. “Mr Rumkorf: “through the 35 years I worked here, I see many similarities back then and now, change is very slow, due to political driven management”. Therefore the following:

Advice 5: Research ways how to step up the speed of change within the municipality, enabling us to be hooked up with the world around us

Creating awareness is supported for a great part with communication. Having all different angels transparent for a particular situation could make one decide that he or she has to move and start with education in order to stay aligned.

In line with what was found during the interviews and the research throughout the literature, the following is advised.

Advice 6: Communicate on a regular base that learning is key and that Lifelong learning is a fact for aligning with future skills. But awareness of this topic is also your own responsibility.