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Jakob Mainert , PhD ( cand .) University of Luxembourg (Luxembourg )

Assessment Tools f or T ransversal C ognitive S kills in Individual O ccupational C areers of the 21 st C entury. Jakob Mainert , PhD ( cand .) University of Luxembourg (Luxembourg ) Research Group „Computer- based Assessment“ contact : jakob.mainert@uni.lu. Outline.

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Jakob Mainert , PhD ( cand .) University of Luxembourg (Luxembourg )

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  1. Assessment Tools forTransversal CognitiveSkills in Individual OccupationalCareersofthe 21st Century Jakob Mainert, PhD(cand.)University of Luxembourg (Luxembourg) Research Group „Computer-based Assessment“ contact: jakob.mainert@uni.lu InGRID Workshop, February 11th, 2014

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

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

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

  5. For individuals , enterprises & countries Directed towards the facilitation of lifelong learning Executed by 9 European Universities www.lllightineurope.com

  6. Transversal Skills give an answer to the demands of the 21stcentury 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 www.lllightineurope.com

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

  8. 1960 • 2014

  9. Do Assessments keep the pace?

  10. Complex Problem Solving • 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

  11. 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

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

  13. Study: Transversal Skills and Classical Cognitive Abilityin Occupational Careers & Lifelong Learning Research Questions Methods How are classical cognitive ability and transversal skills related to career development at different points? Do transversal cognitive skills influence career development beyond classical cognitive ability? • Sample • 245 employees (meanage 45-49 years; 15% women) • Assessment ofcognitiveskills • CPS: MicroDYN • Fluid intelligence: CFT-20 R (Weiß, 2006) • Assessment ofcareerdevelopment • School-leaving qualification • Job level: ISCO • Professional development • Analysis • Confirmatoryfactoranalysis (CFA) • Structuralequationmodeling (SEM) • Latent correlations and regressions • Good model fit for all models (CFI > .95; RMSEA < .08; SRMR <. 05 or WRMR < .80)

  14. 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

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

  16. “All life is problem solving” Karl Popper, 1999

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