Employability in the 21st Century: Complex (Interactive) Problem Solving and Other Essential Skills

Fruyt, Filip De; Wille, Bart; John, Oliver P.

doi:10.1017/iop.2015.33

Cited by 62 publications

(48 citation statements)

References 7 publications

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“…Continuous Learning Ability to acquire new knowledge and skills (Casner-Lotto & Barrington, 2006) 6 Self-Direction Demonstrating the ability and flexibility to learn on the job and prepare for future challenge (De Fruyt, F., Wille, B., & John, O. P. 2015). 4…”

Section: Adaptabilitymentioning

confidence: 99%

Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements

Rios

Ling

Pugh

et al. 2020

Educational Researcher

155

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This article extends the literature on 21st-century learning skills needed for workplace success by providing an empirical examination of employers’ direct communication to potential employees via job advertisements. Our descriptive analysis of 142,000 job advertisements provides two contributions. First, this is one of the first studies to empirically rank-order skill demand. In doing so, it is clear that oral and written communication, collaboration, and problem-solving skills are in high demand by employers, with particular emphasis on the pairing of oral and written communication. Furthermore, it is apparent that many of the skills suggested in the literature as being critical for workplace success are in very low demand by employers, and some were not found to be mentioned at all (e.g., social responsibility). Second, this study explicitly examined whether 21st-century skill demand varied by job characteristics, which was found to be the case, with differences being noted for both education level and degree field requirements. Results were replicated with a sample of roughly 120,000 job advertisements collected 1 year from the initial data collection. Implications for developing educational standards around 21st-century skill development are discussed.

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Section: Adaptabilitymentioning

confidence: 99%

Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements

Rios

Ling

Pugh

et al. 2020

Educational Researcher

155

View full text Add to dashboard Cite

show abstract

“…Broadly, social-emotional skills can be defined as individual characteristics that (a) originate in the reciprocal interaction between biological predispositions and environmental factors, (b) are manifested in consistent patterns of thoughts, feelings, and behaviors, (c) continue to develop through formal and informal learning experiences, and (d) influence important socioeconomic outcomes throughout the individual's life (De Fruyt, Wille, & John, 2015).…”

Section: Using Anchoring Vignettes To Assess Response Style and Corrementioning

confidence: 99%

Anchoring Vignettes

Primi

Zanon

Santos

et al. 2016

European Journal of Psychological Assessment

Self Cite

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Abstract. Individuals differ in the way they use rating scales to describe themselves, and these differences are particularly pronounced in children and early adolescents. One promising remedy is to correct (or ''anchor'') an individual's responses according to the way they use the scale when they rate an anchoring vignette (a set of hypothetical targets differing on the attribute of interest). Studying adolescents' self-reports of their socio-emotional attributes, we compared traditional self-report scores with vignette-corrected scores in terms of reliability (internal consistency), discriminant validity (scale intercorrelations), and criterion validity (predicting achievement test scores in language and math). A large and representative sample of 12th grade Brazilian students (N = 8,582, 62% female, mean age 18.2) were administered a Portugueselanguage self-report inventory assessing social-emotional skills related to the Big Five personality dimensions. Correcting scores according to vignette ratings led to increases in the reliability of scales measuring Conscientiousness and Openness, but discriminant validity and criterion validity increased only when each scale was corrected using its own corresponding vignette set. Moreover, accuracy in rating the vignettes was correlated with language achievement test scores, suggesting that verbal factors play a role in providing both normative vignette ratings of others and self-reports that are reliable and valid.

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“…This can be seen in the eminent changes and effects that the various industrial revolutions brought to society [39]. The skills need as demanded by the 21 st century and the 4 th Industrial Revolution are: Creativity and Innovation, Critical thinking and problem solving, communication, collaboration, information literacy, technology usage and application, Career and life-long learning, personal and social responsibility [40]- [42]. Table III shows the skills need of the 21 st century and the 4 th industrial revolution…”

Section: A the Skills Need Of The 21 St Century And The 4 Th Industrmentioning

confidence: 99%

Engineering and Related Programs’ Teaching Methods in Nigeria

Akor¹,

Subari²,

Jambari³

et al. 2019

IJRTE

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The failure of engineering education in Nigeria has been blamed on many factors from various research findings. To have an in-depth view of some of the problems, this study reviewed research findings on the methods of teaching engineering and related programs in Nigerians institutions of learning. The study reviewed articles and theses on teaching methods in Nigeria, skills need of the 21st century and the 4th industrial revolution, and how the existing teaching methods impart the needed skills. The review showed that: the most popular teaching methods of teaching engineering and related programs in Nigeria are lecture method, laboratory experiment, field trip and final year practical project; the skills that the 21st century industry and 4IR demand are critical thinking, innovation and creativity, problem solving, teamwork, life-long learning, and communication skills; the teaching methods employed in Nigeria are not able to impart the needed skills. The researchers, therefore recommended innovative, students centered learning like problem based learning, project based learning, inquiry based learning and well as effective utilization of instructional resources like multimedia, simulations and virtual laboratory for the teaching and learning of engineering, science and technology programs

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Employability in the 21st Century: Complex (Interactive) Problem Solving and Other Essential Skills

Cited by 62 publications

References 7 publications

Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements

Identifying Critical 21st-Century Skills for Workplace Success: A Content Analysis of Job Advertisements

Anchoring Vignettes

Engineering and Related Programs’ Teaching Methods in Nigeria

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