The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving

Neubert, Jonas; Mainert, Jakob; Kretzschmar, André; Greiff, Samuel

doi:10.1017/iop.2015.14

Cited by 118 publications

(108 citation statements)

References 114 publications

(190 reference statements)

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“…As Landers and Behrend (2015) point out, there is an overrepresentation of research using "Western, educated, industrialized, rich, and democratic" participants. As Landers and Behrend (2015) point out, there is an overrepresentation of research using "Western, educated, industrialized, rich, and democratic" participants.…”

mentioning

confidence: 99%

A Convenient Solution: Using MTurk To Sample From Hard-To-Reach Populations

Smith

Sabat

Martinez

et al. 2015

Ind. Organ. Psychol.

168

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We agree with Landers and Behrend's (2015) proposition that Amazon's Mechanical Turk (MTurk) may provide great opportunities for organizational research samples. However, some groups are characteristically difficult to recruit because they are stigmatized or socially disenfranchised (Birman, 2005; Miller, Forte, Wilson, & Greene, 2006; Sullivan & Cain, 2004; see Campbell, Adams, & Patterson, 2008, for a review). These groups may include individuals who have not previously been the focus of much organizational research, such as those of low socioeconomic status; individuals with disabilities; lesbian, gay, bisexual, or transgender (LGBT) individuals; or victims of workplace harassment. As Landers and Behrend (2015) point out, there is an overrepresentation of research using “Western, educated, industrialized, rich, and democratic” participants. It is important to extend research beyond these samples to examine workplace phenomena that are specific to special populations. We contribute to this argument by noting the particular usefulness that MTurk can provide for sampling from hard-to-reach populations, which we characterize as groups that are in the numerical minority in terms of nationwide representation. To clarify, we focus our discussion on populations that are traditionally hard to reach in the context of contemporary organizational research within the United States.

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mentioning

confidence: 99%

A Convenient Solution: Using MTurk To Sample From Hard-To-Reach Populations

Smith

Sabat

Martinez

et al. 2015

Ind. Organ. Psychol.

168

View full text Add to dashboard Cite

show abstract

“…Additionally, competency lists could influence teaching, as traditional approaches for teaching competencies have focused on the minutiae. Consequently, competency lists may not necessarily reveal the intricacies of current psychology practice (Neubert et al, 2015;Sliter, 2015). In Australia, competencies have also been presented as lists (for example, see Psychology Board of Australia, 2011).…”

Section: International Declaration Of Core Competencies In Professionmentioning

confidence: 99%

A Competency Model of Psychology Practice: Articulating Complex Skills and Practices

Treuer

Reynolds²

2017

Front. Educ.

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As in all professions, the practice of psychologists is based on the acquisition and application of knowledge, skills, and behaviors that are often conceptualized as competencies. As students progress through their curricula, they might approach each individual unit as a discrete set of skills embedded in different coursework units. However, these discrete skills and competencies may not reflect the diverse, interrelated, and complex nature of the practice of psychology. This project sought to identify the key competencies required to practice psychology and to present these competencies in a model that demonstrates how melding these competencies together better reflects authentic, real-world practice. The methodology comprised two stages. Pre-existing data, including detailed postgraduate course content, graduate course evaluations, and destinations such as vocational outcomes, from two universities were distributed to eight Subject Matter Experts (SMEs) for consideration. During the first stage of the study, the eight SMEs engaged in a modified Delphi process designed to explore psychology competencies. The SME panel also answered several rounds of questions at first face-to-face, and later online. From these sessions, a draft psychology competency model was developed, including both competencies that are underpinned by the scientific-practitioner process, and meta-competencies. During the second stage of the study, practitioners and academics from various areas of psychology practice participated in a series of workshops and further refined the competency model. Future research is needed to validate the model. Elucidation of competencies in psychology is imperative and has ramifications for psychology regulation, training, and practice.

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“…A small number of studies suggest CPS to be relevant for success in work settings [22][23][24]. On a theoretical basis, Neubert et al [25] discussed CPS as a promising skill for improving the prediction of workplace performance in complex and nontransparent tasks.…”

Section: Introductionmentioning

confidence: 99%

Complex Problems in Entrepreneurship Education: Examining Complex Problem‐Solving in the Application of Opportunity Identification

Baggen

Mainert

Kretzschmar

et al. 2017

Education Research International

Self Cite

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In opening up the black box of what entrepreneurship education (EE) should be about, this study focuses on the exploration of relationships between two constructs: opportunity identification (OI) and complex problem-solving (CPS). OI, as a domainspecific capability, is at the core of entrepreneurship research, whereas CPS is a more domain-general skill. On a conceptual level, there are reasons to believe that CPS skills can help individuals to identify potential opportunities in dynamic and nontransparent environments. Therefore, we empirically investigated whether CPS relates to OI among 113 masters students. Data is analyzed using multiple regressions. The results show that CPS predicts the number of concrete ideas that students generate, suggesting that having CPS skills supports the generation of detailed, potential business ideas of good quality. The results of the current study suggest that training CPS, as a more domain-general skill, could be a valuable part of what should be taught in EE.

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The Assessment of 21st Century Skills in Industrial and Organizational Psychology: Complex and Collaborative Problem Solving

Cited by 118 publications

References 114 publications

A Convenient Solution: Using MTurk To Sample From Hard-To-Reach Populations

A Convenient Solution: Using MTurk To Sample From Hard-To-Reach Populations

A Competency Model of Psychology Practice: Articulating Complex Skills and Practices

Complex Problems in Entrepreneurship Education: Examining Complex Problem‐Solving in the Application of Opportunity Identification

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