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Assessment Tools for Transversal Cognitive Skills in Individual Occupational Careers of the 21 st Century Jakob Mainert, PhD (cand.) University of Luxembourg.

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Presentation on theme: "Assessment Tools for Transversal Cognitive Skills in Individual Occupational Careers of the 21 st Century Jakob Mainert, PhD (cand.) University of Luxembourg."— Presentation transcript:

1 Assessment Tools for Transversal Cognitive Skills in Individual Occupational Careers of the 21 st Century Jakob Mainert, PhD (cand.) University of Luxembourg (Luxembourg) Research Group „Computer-based Assessment“ contact: InGRID Workshop, February 11th, 2014

2 1.Overall Research Framework Project – LifeLong Learning, Innovation, Growth, and Human Capital Tracks in Europe 2.Complex Problem Solving (CPS) – A transversal cognitive skill for the 21 st century 3.Translation of CPS into occupational careers – Why Complex Problem Solving Matters Beyond General Mental Ability Outline

3 1.Overall Research Framework Project – LifeLong Learning, Innovation, Growth, and Human Capital Tracks in Europe 2.Complex Problem Solving (CPS) – A transversal cognitive skill for the 21 st century 3.Translation of CPS into occupational careers – Why Complex Problem Solving Matters Beyond General Intelligence Outline

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5 1.How do successful enterprises actively employ Lifelong Learning for their competitive advantage? 2.Which public policy environments facilitate Lifelong Learning for such enterprises and entrepreneurs? 3.How does Lifelong Learning interact with and promote innovativeness on the enterprise level? 4.How much of which skills do European adults actually have? 5.What are the actual learning mechanisms in adult life that lead to these skills? 6.What are the causal effects of these skills on growth, competitiveness and social cohesion?

6 Forindividuals,enterprises&countries Directed towards the facilitation of lifelong learning Executed by 9 European Universities

7 Transversal Skills give an answer to the demands of the 21 st century work places Giving Individuals a better chance of understanding & controlling information technology rather than being its servant Measuring peoples actual skill level, instead of their qualification

8 Outline 1.Overall Research Framework Project – LifeLong Learning, Innovation, Growth, and Human Capital Tracks in Europe 2.Complex Problem Solving (CPS) – A transversal cognitive skill for the 21 st century 3.Translation of CPS into occupational careers – Why Complex Problem Solving Matters Beyond General Intelligence

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10 Do Assessments keep the pace?

11 Complex Problem Solving  Transversal skill involving general mental processes  Important in all non-routine problem solving Main Characteristics  Situation may change dynamically over time  Relevant information not apparent at the outset  Knowledge acquisition and knowledge application

12 Validity and Measurement Quality Prediction of academic achievement Greiff et al., 2012; Schweizer et al., 2013; Wüstenberg et al., 2012 Prediction of occupational performance and success Abele et al., 2012 Danner et al., 2011 Longitudinal Analyses Frischkorn et al., submitted Multitrait-Multimethod-Analyses Greiff et al, in press

13 1.Overall Research Framework Project – LifeLong Learning, Innovation, Growth, and Human Capital Tracks in Europe 2.Complex Problem Solving (CPS) – A transversal cognitive skill for the 21 st century 3.Translation of CPS into occupational careers – Why Complex Problem Solving Matters Beyond General Intelligence Outline

14 Study: Transversal Skills and Classical Cognitive Ability in Occupational Careers & Lifelong Learning 1.How are classical cognitive ability and transversal skills related to career development at different points? 1.Do transversal cognitive skills influence career development beyond classical cognitive ability? Sample 245 employees (mean age years; 15% women) Assessment of cognitive skills CPS: MicroDYN Fluid intelligence: CFT-20 R (Weiß, 2006) Assessment of career development School-leaving qualification Job level: ISCO Professional development Analysis Confirmatory factor analysis (CFA) Structural equation modeling (SEM) Latent correlations and regressions Good model fit for all models (CFI >.95; RMSEA <.08; SRMR <. 05 or WRMR <.80) Research QuestionsMethods

15 Results & Conclusions CPS predicts school-leaving qualification over and above fluid intelligence Only fluid intelligence (weakly) predicts job level CPS predicts professional development over and above fluid intelligence

16 Concluding Remarks LLLight´in´Europe is a research platform for human capital growth paths Complex Problem Solving is a skill relevant for 21 st century jobs Complex Problem Solving might complement human capital test batteries

17 “All life is problem solving” Karl Popper, 1999


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