This document provides information about Dr. N. Asokan as a resource person, including his contact details and online profiles. It then discusses several topics relevant to Industry 4.0 including skills, knowledge, talent, competencies, technology, higher-order thinking, problem-solving, critical thinking, creativity, and the digital skills divide. It notes that markets are volatile, products have short lifecycles, and complexity is increasing, necessitating Industry 4.0's aim to help companies use data for quicker results and more agility. Key skills for Industry 4.0 include systems thinking, relationships, learning agility, problem identification and solving. The document emphasizes lifelong learning, self-discipline, emotional and practical intelligence,

1. Resource Person
Dr.N.Asokan
9445191369
ntvasokan@gmail.com
www.slideshare.net/Asokandr
www.Linkedin.com/in/drnasokan
www.facebook.com/drnasokan

2. Need & Aim for 4.0
Skill
Knowledge
Talent
Competency
Technology
Higher order thinking
Problem identifying,
Problem solving skill
Critical thinking
Creativity
Digital Use Divide
Work Place
Data
Self-Discipline
Learngility
Relationship
Emotional & Practical
Intelligence
Skills & ills
New Domains
New Job Titles
Digital Enablers
Man & Machine
Overview

3. Markets are volatile;
products have short life cycles
and get more complex each day.
Attenuates
Manufactural
Challenges
Industry 4.0 aims at
easing these
challenges by guiding
companies on how to
use data from
production, service,
and social media for
quicker results,
simultaneously enable
them to react faster to
demand changes and
to implement new
configurations.

4. Need
for
Industry 4.0
The process of industrial and
technological advancement is
continuous but momentary.
New technologies replace old ones, as the
market demands for better and faster results.
Traditional production, logistic, and
manufacturing processes work well for
most companies now, but
the near future demands more
intelligence and flexibility in technologies.

5. Reducing human efforts to a minimal
Replacing current technologies with
systems that are
Capable of contextualizing information,
Making decentralized decisions,
Providing technical assistance to
industries.
Basic aim of
industry 4.0

6. Industry 4.0 is skill-intensive and demands a variety of skills
even at the lowest level in the skill spectrum.
The Ola cab driver or the
Amazon delivery person have
adapted to using mobile and
handheld devices as an
integral part of their
profession.
Today, skills like understanding
GPS coordinates, using tracking
systems are basic to enter into
these jobs.

7. They are capabilities that can be transferred from
one person to another
Procedural Knowledge
The Best way to teach a skill is
to
break down the
total performance into steps,
which the learner then
reassembles
The Best Way to develop a skill is to
P R A C T I C E
Skills are the how-to’s
of a ROLE
Accomplish a TASK
w.r.t Role
Skill
Related
to
Role

8. A well defined stretch goal
Full concentration and effort
Immediate feedback
Repetition with Reflection
D i s c i p l i n e d P ra c t i c e

9. Knowledge
So far
Constant
Continually
Changing
“Historically shared
knowledge” that defines
the subject matter of a
particular discipline.
Changes are made as
new ideas and
evidence are accepted
by the scholarly
community.
I t i s n o t s t a t i c
The term Knowledge to reflect our belief that disciplines are constantly changing and evolving in
terms of the knowledge that shares a consensus of acceptance within discipline.
Un learn
Re learn

10. Different varieties of knowledge
Conceptual knowledge
Content knowledge
Conditional knowledge
Declarative knowledge
Disciplinary knowledge Discourse knowledge
Domain knowledge Episodic knowledge
Explicit knowledge Factual knowledge
Inert knowledge Meta-cognitive knowledge
Prior knowledge Procedural knowledge
Semantic knowledge Situational knowledge
Socio-cultural knowledge Strategic knowledge
Tacit knowledge

11. The continuum underlying the knowledge dimension is Concreteness/ Abstractness.
2. Conceptual
C. Theories, Models and Structures
B. Principles and Generalizations
A. Classification and Categories
3. Procedural
C. Criteria for determining when to use
appropriate procedures.
B. Subject Specific Techniques and Methods
A. Subject specific skills and Algorithms
4. Metacognitive
C. Self knowledge
B. Contextual knowledge
A. Strategic knowledge
1. Factual
B. Specific Details and Elements
A. Terminology C o n c r e t e
A b s t r a c t
Concrete
Concrete
Concrete
Abstract
Abstract
Abstract
H i e r a r c h y
i n o r d e r
1 . T o p r o m o t e &
r e t e n t i o n o f k n o w l e d g e
Ability to remember material at
some later time in much the same
way it was presented during
instruction.
Requires that students REMEMBER
what they have learned.
Focuses on PAST
2 . T o p r o m o t e t r a n s f e r
o f k n o w l e d g e
Ability to use what was learned to solve
new problems, to answer new questions,
or to facilitate learning new subject matter.
Requires NOT only to remember but also to
MAKE SENSE OF and BE ABLE TO USE what
they have learned.
Emphasizes the FUTURE
1,2,3Domain
Specific
Relative to various domain matter
11
Two important Education Goals

12. Talent
Recurring
Pattern of
Feelings,
Thoughts,
Actions or
Behaviors,
Productively
Applied
AT TITUDE, DRIVE, HABITS

13. Technology: Scope for Design
"Technology was
originally used to
connect a business’s
internal processes,“
"After the birth of the
Internet, companies
began using technology
to connect people with
their business.
Now technology can
connect people,
business and things.“
Integrate technology for
various process
enhancement and
integrations
Fasten the existing
process, will not
change anything
Design – Compromise between theory and practical restricted to “Code of Conduct”

14. Strength / Potential / Competency
C o m p ete n c y = Kn o w l e d ge X S k i l l X Ta l e nt X Te c h n o l o g y X M i n d s e t
GET THE THINGS DONE
T E C H N O L O G Y
F a s t e n t h e P r o c e s s , N e v e r
C h a n g e A i n t o B
TA L E N T
AT T I T U D E , D R I V E ,
H A B I T S
Recurring Pattern of Feelings,
Thoughts, action or Behaviors,
Productively Applied
S K I L L
D e l i b e r a t e P r a c t i c e
K N O W L E D G E
S t a t i c / D y n a m i c
ABILITY ALONG WITH DESIRE
M I N D S E T
Not Transferable
Transferable
Transferable
Limitation of Skill & Knowledge – Situation Specific
Competency

15. “Others First” mind-set
is not for the sake of others,
but that it’s actually in your best interest- AMAZING
THINGS HAPPEN
“ W h a t c a n I O f f e r ? ”
I n s t e a d o f
‘ W h a t c a n I g e t ? ’

16. Competence
A cluster of related abilities, commitments,
knowledge, skills, technology and attitudes that
enable a person (or an organization) to act
effectively in a job or situation.
Engineers develop their competence through
education, training and experience and are able to
function successfully at work using their
knowledge, skills, technology and Growth mind
set
Competence is acquired through what is learned
by the learner rather than what is taught to the
learner.
A b i l i t y a l o n g w i t h d e s i r e
t o g e t t h e j o b d o n e
Competence /Potential/Performance = Knowledge X Skill X Technology X Growth Mind set

17. Weakness
Activities that are effortless for some
may be
Frustratingly Difficult for others
As soon as you find yourself in a ROLE that requires
you to one of your nontalents - or area of low skills
or knowledge – a weakness is born

18. Skill Vs Talent
Talent reveals something more
important: how well and how
often you do it
• Good ART
Skill determine if
you can do
something
Good Design

19. Tenure of each revolution has
been diminishing

20. “The pace of change in
the last 15 years…….
……. Is faster than in the
first 9000 years
Changes is the
Oxygen of
Growth and
Creativity

21. Digital Use Divide
• Close digital use divide by ensuring all
learners understand how to use technology as
a tool to engage in creative, productive, life
long learning rather than simply consuming
passive content
Closing the digital divide alone will not transform learning

22. Respect Each other
Five
Generations
Side by side
@workplace

23. Work place
Hierarchy
Discipline (Domain)
Inter disciplinary
Multi disciplinary
Trans disciplinary
Every Profession has a Trans-Organizational Character
Level 1
Level 2
Level 3
Level 4
Independent
Dependent
Interdependent
Relationship
Collaboration among different disciplines
is of paramount importance in Industry 4.0.

24. Work Place /Living Place / World
Future is
Highly complex
More Interdependent
More uncertain
More ambiguous
Tumultuous Opportunity
Skills required
• System Thinking
• Relationship
• Learnagility
• Problem Solving
• Problem Identifying
There is NO one perfect person,
family, industry, or country
Accept as it is, unconditionally.
You are lucky, if any changes happens.

25. Rethinking
all our
Beliefs,
Assumptions and
Thoughts
Re-Think across
Business Models,
Production Processes,
Machine Technology and
Data-related Procedures

26. Data is the oil of the
21st century
• Your customer generates data, your
employees generate data, objects
generate data, and the business
generates data.
• Understanding it is incredibly
important.
• Data creates opportunity
• Whoever has the right data will
ultimately win
Mathematics Skill
Statistics Skill

27. S e l f D i s c i p l i n e is conscious practice of controls,
habits and restraints, imposed by one self and
demanded by the profession
Begins with the mastery of your thoughts.
If you don’t control what you think,
you can’t control what you do

28. L i fe L o n g
S e l f L e a r n i n g Learning is a process of enhancing
learner’s capacity, individually and
collectively, to produce results they
truly want to produce

29. Life Long Self Learner Qualities
Live till old, Learn till you live
Willingness to practice
The willingness to act towards what you want, to risk, to fail
S e l f d i s c i p l i n e
Comfort with repetitiveness
If required, comfort with being alone

30. Learning Agility describes how naturally learning
new things come to each individual.
Those with strong ‘learning agility’:
Professionals with high learning agility
continuously seek new challenges, and are always
trying to receive direct feedback to further
improve their performance and enhance their
techniques.
There are five main characteristics that can be assessed to determine an individual’s learning agility.
Mental Agility — h o w c o m fo r t a b l e a re t h e y i n d e a l i n g w i t h c o m p l e x i t y ?
People Agility — are they skilled communicators who can work with diverse people?
Change Agility — do they like to experiment? Are they not afraid to be at the forefront of change?
Results Agility — can they deliver results in first-time situations?
Self-Awareness — do they recognise their own s t re n g t h s a n d w e a k n e s s e s ?
People who have high levels of learning agility seek out
and learn from unfamiliar experiences and then apply
those lessons to succeed in the next new situation.
Learnagility
L e a r n i n g a g i l i t y h e l p s t h e m k n o w w h a t t o d o
w h e n t h e y d o n ’ t k n o w w h a t t o d o .

31. Practical
Intelligence
IQ
1904, Alfred Binet
Testing: Judgment,
Comprehension,
Reasoning
Emotional
Intelligence
1995, Daniel Goleman
Testing: Tact,
Human Interactions,
Emotional &
Social Variables
Social
Intelligence
Goleman
Testing: Neurons of your
brain connects with the
brains of those
around you
Political
Intelligence
Roderick Kramer,
Stanford Business School
Sizing up people for their
weakness rather than
strengths and playing
on weakness
.
Multiple
Intelligence
Prof. Howard Gardner
Evaluate Intelligence
and Achievement
The Art &
Science of
Common Sense
Practical
Intelligence is
knowing
What to Say to
Whom,
When to Say it, and
How to Say it for
Maximum Effect
-malcolm gladwell.
Knowing what to say to whom
Knowing when to say it
Knowing how to say it for maximum
effect
It is procedural: knowing how to do
something without necessarily
knowing why you know it or being
able to explain it
It is practical in nature: that is, it is
not knowledge for its own sake.
It’s knowledge that helps you read
situations correctly and get what you
want.

32. Four categories of Knowledge dimension:
1. Factual Knowledge: Knowledge of discrete, isolated content elements- “bits of
information”. It includes knowledge of Terminology and knowledge of Specific details
and Elements.
2. Conceptual Knowledge: Knowledge of more complex, organized knowledge forms” It
includes knowledge of Classification and categories, Principles and generalizations, and
Theories, models and structures.
3. Procedural Knowledge: “Knowledge of how to do something” It include Knowledge of
Skills and Algorithms, Techniques and models, as well as knowledge of criteria used to
determine and /or justify “when to do what” within specific domains and disciplines.
4. Metagognitive knowledge: “Knowledge about cognition in general as well as awareness
of and knowledge about one’s own cognition” It encompasses Strategic knowledge;
knowledge about cognitive tasks, including contextual and conditional knowledge; and
self-knowledge. }
Lower
Level
Higher
Level
HIERARCHICAL ORDER
Relative to various domain matter
1,2,3 relative
to particular
domain

33. 33

34. Paying attention to
relevant incoming
information.
Mentally organizing
incoming information
into a coherent
representation.
Mentally integrating
incoming information
with existing knowledge.
Cognitive
Process
34

35. Six categories of Cognitive Process Dimension:
1. Remember: It means to retrieve relevant knowledge from long-term memory. It
includes Recognizing and Recalling.
2. Understand: It is defines as constructing the meaning of instructional messages,
including oral, written and graphic communication. It includes Interpreting,
Exemplifying, Classifying, Summarizing, Inferring, Comparing and Explaining.
3. Apply: Apply means carrying out or using a procedure in a given situation. It includes
Executing and Implementing.
4. Analyze: It is breaking material into its constituent parts and determine how the
parts are related to one another as well as to an overall structure or purpose. It
includes Differentiating, Organizing and Attributing.
5. Evaluate: Evaluate means making judgements based on criteria and / or standards. It
includes Checking and Critiquing.
6. Create: Create is putting elements together to form a novel, coherent whole or to
make an original product. It includes Generating, Planning and Producing.
Lower
Order
Thinking
Skills
Higher
Order
Thinking
Skills
HIERARCHICAL ORDER

36. 6. Create
19. Generating
18. Planning
17. Producing
5. Evaluate
16. Checking
15. Critiquing
4. Analysis
14. Attributing 13.
Organizing
12. Differentiating
3. Apply
11. Implementing
10. Executing
2.Understand
9. Explaining
8. Comparing
7. Inferring
6. Summarising
5. Classifying
4. Exemplifying
3. Interpreting
1.Remember
2. Recalling
1.Recognizing
L o w e r
O r d e r
T h i n k i n g
S k i l l s
H i g h e r
O r d e r
T h i n k i n g
S k i l l s
Creative Skills
Create : Generating, Planning, Producing
Problem Solving Skills
Combination of different cognitive abilities
depends upon context & problem complexity
E
x
p
e
r
i
e
n
c
e
Critical Thinking
C r i t i q u i n g
To p T h r e e 2 1 s t C e n t u r y S k i l l s
36

37. Top Three Skills
Neither possess nor able to use the relevant knowledge – No Learning
Posses relevant knowledge but cannot use to solve problem – Rote Learning
Posses relevant knowledge and able to use to solve problem – Meaningful Learning
Problem Solving.
• .
Creativity
Complex
Problem
Solving
Skills
Critical
Thinking
1 2 3Learning
Computer Algorithms and Robots
so far can’t do

38. 38
P r o b l e m S o l v i n g S k i l l Solving the ill-defined problem
logically, scientifically with
evidences
Achieving a goal that professionals
have never previously achieved
Of figuring out how to change a
situation from its given state into
a goal state
Problem Representation
Builds a mental representation
of the problem
Problem Solution
Devices and carries out
a plan for solving the
problem

39. Critical Thinking Skill: Domain-General Thinking Skill
To think clearly and rationally is important
To understand the logical connections
between ideas
To identify, construct and evaluate arguments
To detect inconsistencies and common
mistakes in reasoning
To solve problems systematically
To identify the relevance and importance of
ideas
To reflect on the justification of one’s own
beliefs and values
It is an essential part of creativity because we
need critical thinking to evaluate and improve our
c r e a t i v e i d e a s
O n e u s e s c r i t i c a l t h i n k i n g t o i m p r o v e o n e ’s p r o c e s s o f t h i n k i n g

40. Creativity:
“Something
Original and
Worthwhile”
Process of becoming sensitive to problems,
deficiencies, gaps in knowledge, missing elements,
disharmonies
Identifying the difficulty,
Searching for solutions
Making guesses
Formulating hypothesis about the deficiencies,
Testing and retesting hypothesis,
possibly modifying and retesting them and finally communicating the
results,
which is a new product

41. Creative Process
• To understand the
task
• Generate possible
solutions
Problem
Representation
• Examine the
possibilities
• Devises a workable
plan
Solution
Planning • Successfully carries
out the plan
• Meets certain
specifications
Solution
Execution
Divergent
Thinking

43. Skills: Digital Skills
Interdisciplinary Thinking is the Key
There will be a shift toward Design thinking & System thinking
instead of production thinking at all level of the hierarchy

44. Skills and ills
“Overeducation”,
when persons with
tertiary education
(degrees, diplomas
and/or some sort of
professional training)
are hired for jobs
that do not require
such qualifications.
Three kinds of skill gaps
people who have been
provided technical
education (say, in
engineering) end up
in occupations that
do not require those
skills
“Quality Gap”,
when the skills that
workers are supposed
to possess according
to their qualifications
are found to be lacking
by their employers.

45. New Domains
• Artificial Intelligence
• Big Data
• Python
• R
• Pega
• Robotics
• Biotech
• Nanotech
• Genetics
• V2X communication and VRM
• Prescriptive analytics
• Information & Communication
Technology ICT
• Electronics
• 3D Printing
• Sensor Technology
• OBDII and CAN
• Drones
• Digital enablers

46. New Job Titles
• Data scientists/ Industrial data scientist
• User interface designers
• Cyber Security Officer
• Cyber-secure architect
•
• Digital innovation managers
• Digital Champions
• Digital Quality Management
• Digital Business Leadership

47. “robot coordinator” who
oversees robots on the shop
floor and “responds to
malfunctions or error
signals.”
01
“industrial data scientist”
– specialists who will extract
and prepare data, conduct
advanced analysis and apply
their findings to improve
products or production.
02
Mechanic: Open to change,
“with expertise in repairing
machines during production
hours, specific experience
working with a given
machine brand, and
experience using certain
types of IT interfaces.”
03
Job specifications: Characteristics and
Capabilities Degrees/Diplomas

48. • Digital HR
• Digital Factory
• Digital Work Place
• Digital Customer
Experience
• Digital Trust
• Digital Business
Model
• Digitally Enhanced
Products
• Digital Engineering
• Digital Skills &
Talents
• Digital Culture &
Transparency
Rewritable Digital paper, Digital wallet

49. The PwC 2016 Global Industry 4.0 Survey
agrees:
“The biggest challenge for industrial
leaders isn’t technology – it’s the people.”
Training – or retraining – the workforce
will be the “number one challenge” in
the fourth industrial revolution

51. Re-Training
People are actually
‘Unconscious
Incompetence’ in a
typical 20-40% of
areas critical to their
performance
“Uncover Unconscious Incompetence”
UUI is a pervasive &
escalating problem
especially in fast –paced
industries where
Knowledge, Skill &
Technology Gap need
constant updating
I do not know is always better than pretending to know something

52. Re-training : Knowledge /Skill /Technology
Effective training programs for specific job-related skills
should include both on-the-job instruction (through the use
of augmented reality, for example, or by observing how
experienced workers perform a task) and classroom
instruction.
It will be essential to offer online competency-based learning
programs, given the scope and scale of the necessary
retraining and employees’ need for flexible scheduling.
Training on Talent

53. A training camp for the skills you need for
the fourth industrial revolution. It’s just
minutes from the factory floor and easy to
reach for both workers and managers.
No training takes longer than 30 minutes,
barely disrupting the workflow.
Festo Didactic, Germany, 19000 employees
“One Point Lessons,” where the company
teaches staff how to resolve one real-life
problem using skills such as programming,
data management or systemic thinking.
One Point Lessons
“ L e a r n i n g F a c t o r i e s ”Cyber
Physical
Factory

54. Man and Machine in
Industry 4.0
Hard Skills: combine
know-how related to
a specific job or
process
• .
Techniques for working
with robots or changing
tools on machines, with IT
competencies that range
from basic (using
spreadsheets and
accessing interfaces) to
advanced (applying
advanced programming
and analytics skills)
Employees will have to be even more open to change, possess
greater flexibility to adapt to new roles and work
environments, and get accustomed to continual
interdisciplinary learning

55. Industry 4.0 and the Internet of Things (IoT) impresses Original Equipment Manufacturers (OEM) and
end users alike. Production and the digital world come together, making factory
automation more flexible, increasing energy efficiency, linking logistics processes
more closely, optimising the value chain – and all this is happening in process automation too.
Major industrial
automation players
like Siemens, Rockwell
Automation, General
Electric, ABB , FESTO
and Schneider Electric a
re creating strategies
built around IIoT and
I4.0

56. More than 35% of
skills considered
important today
will have changed
within the next 5
years.
If Moore's Law applies
to employment,
it would mean
workers must
master new sets of
knowledge/ skill /
technology for every
two years

58. A lot of the work in problem solving involves
understanding what the underlying issues of the problem really are - not the symptoms.
large banks like Citigroup and Bank of America are today battling robo-advisory wealth management startups like Wealthfront
and Betterment with about $25 billion in assets under management. Large banks need help in ideating on how to win against
these new-age firms. What they need today is not just problem-solving capabilities; they need problem-finding capabilities.
Problem-Finding Capabilities.

59. Theory
aa
Theory
of
Practice
Practice
aa

60. Skill of Advocacy
• Communicating
• Convincing
• Carrying People
• Absence of Skill of advocacy limits the effectiveness

61. E m o t i o n a l
I n t e l l i g e n c e
Employees will need to shift their
focus to the things machines so far
can’t do – one of the skills not even
listed in 2015 but required five years
later is “emotional intelligence”
– the ability to read people’s
emotions and react
accordingly.
Machines can’t Do
Hu man b ein g on ly Can Do

62. How many hours you spend on
Sleeping
Social Media
Chat
Learning / Practice
Thinking
Discussion
Habits Matters

63. Do you
have right kind
of SKILL SETS?
D r . N . A s o k a n
9 4 4 5 1 9 1 3 6 9
n t v a s o k a n @ g m a i l . c o m
www.slideshare.net/Asokandr
www.Linkedin.com/in/drnasokan
www.facebook.com/drnasokan
63