Diplomacy Reimagined: Competencies 2040 | Talents, knowledge, and skills for diplomats in the AI Era
Introduction
The AI transformation of diplomacy will be characterised by a continuity of its core functions, alongside profound changes in how diplomacy is conducted. In the gist of these changes are competencies consisting of talents, knowledge, and skills. They are interconnected concepts in human resource management and personal development.
Talents are natural aptitudes or abilities, often innate or inherent qualities. They are developed over time but generally refer to a person’s intrinsic strengths. Examples of talents include creativity, leadership potential, and analytical thinking.
Knowledge is understanding of facts, concepts, and phenomena. Knowledge is acquired through experience, learning, or reasoning. Knowledge can be explicit (easily articulated and recorded) or tacit (personal and hard to formalize)
Skills are proficiency or expertise in performing specific tasks. Typically, skills are learned and improved through practice and experience. There can be both hard (technical) and soft (interpersonal) skills. Skills include software coding, speaking, project management, and creating practical things.
Talents, knowledge, and skills are interrelated. Talent often forms the foundation upon which skills and knowledge are built. They can be identified but difficult to develop. Talents are important in choosing professions and career success, including diplomacy. Knowledge is increased through schools and education, training programmes and continuous learning. Knowledge provides the context and understanding necessary to apply skills effectively. Skills directly impact job performance and productivity. They are improved through on-the-job experience, mentoring, and targeted skill development programs.
Talents, skills, and knowledge in diplomacy are set to evolve: new ones will emerge, and some traditional ones will be reinforced. By automating repetitive and administrative tasks, AI will create space for diplomats to focus on the essentials—engaging, negotiating, and persuading—which have been the bedrock of diplomacy since our distant ancestors realised that listening was better than fighting.
The debate on this significant shift in international affairs should begin with a focus on diplomatic competencies for the AI era. What talents, skills, and knowledge will diplomats need? How can we retrain the current cadre of diplomats? How should we recruit and prepare the next generation? How can diplomatic services be restructured as ‘knowledge ecologies’, designed to maximise the talents, knowledge, and skills of diplomats? These and many other questions will soon move to the forefront as the diplomatic world enters the era of AI transformation.
This text is underpinned by two threads. The first is my early engagement with AI, beginning in 1992 with my master’s thesis on expert systems (the AI of that time) in international law, followed by an ongoing focus on the relevance of language and knowledge to both AI and the diplomatic profession.
The second thread is my practical experience of developing Diplo’s pedagogy and curriculum, which has trained nearly 8,000 diplomats and international officials over the past three decades. This includes direct teaching, which I have always maintained as a core element of my role, regardless of my management and leadership responsibilities.
I hope that this text will inspire discussion within the diplomatic training and the wider diplomatic community about the forthcoming AI transformation of our profession.
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