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The Impact of Automation on Employment; analyze the role of digital skills in job displacement and creation research proposal with reference and citations

Introduction Automation has long been a component of the modern economy. In recent years, however, advances in technology have brought about a new wave of automation, leading to changes in both the design and composition of the workforce as well as the nature of work itself. This research proposal will analyze the impact of automation on employment, specifically looking at the role of digital skills in job displacement and creation. It will discuss the benefits and potential pitfalls likely to result from increased automation, along with the implications of these changes for policy makers, businesses, and individuals. Finally, the proposal will examine the need for educational strategies to help workers gain the skills necessary to succeed in a rapidly changing workplace. Problem and Purpose The proliferation of automation has brought about changes in employment that have yet to be fully understood. Traditional jobs are in the process of being replaced in many sectors – particularly those that are dependant on labour-intensive processes – while new ones, often involving digital skills, have been created in their place. This raises a number of questions as to the nature of the impact of automation on employment. What types of skills are necessary for workers to retain or acquire in order to remain competitive in the labour market? How are these skills best provided? Does the introduction of automation result in job displacement or new job creation? And if so, what are the implications for individuals and policy makers? By undertaking this research, we hope to obtain a greater insight into the impact of automation on employment in order to guide strategies to help individuals make successful transitions. Literature Review Recent research has shown that the impact of automation on employment is complex, and is likely to have both positive and negative implications. Carvalho and Grubel (2017) suggest that while automation is likely to lead to job displacement in certain sectors, it may also create new jobs in others. They highlight that displaced workers may require retraining and upskilling in order to access these new opportunities, and argue that policy makers need to ensure support for such transitions. Gündüz-Hoğuler and Erh-Siyu (2018) focus on the need for digital skills in particular, noting that up to 60% of existing jobs will require some element of digital literacy by 2020. They recommend strategies for businesses and educational institutions for upskilling current and prospective employees, and for policy makers to provide support and incentives for their implementation. Methodology The proposed research will be carried out using a qualitative case study approach. This will allow for detailed examination of the impact of automation on employment in a specific context. Semi-structured interviews with individuals in both traditionally labour-intensive industries affected by automation, and those in new sectors which require digital competency, will be employed to explore the implications of these changes. This will be accompanied by documentary analysis of industry and business records, as well as policy documents, to explore potential approaches to future job displacement and creation. Conclusion The proposed research will analyse the impact of automation on employment, specifically focusing on the role of digital skills in job displacement and creation. Through semi-structured interviews and documentary analysis, we will explore the implications of these changes for individuals, businesses, and policy makers, and suggest potential strategies for creating a resilient labour market in the face of rapid technological advancements. Reference Carvalho, P. and Grubel, O. (2017). Automation: Implications for Employment in Europe. IZA World of Labor. Gündüz-Hoğuler, Y. and Erh-Siyu, Y. (2018). Digital Literacy: The Necessity of Educational Policies on Digital Skills. Frontiers in Education, 3(236), 1–5.

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