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Bridging Science and Practice: Toward a Standard, Evidence-Based Framework of 21st Century Skills

Published online by Cambridge University Press:  28 July 2015

Rong Su ,
Juliya Golubovich  and
Steven B. Robbins
Rong Su*
Affiliation:
Purdue University
Juliya Golubovich
Affiliation:
Educational Testing Service, Princeton, New Jersey
Steven B. Robbins
Affiliation:
Educational Testing Service, Princeton, New Jersey
*
Correspondence concerning this article should be addressed to Rong Su, Department of Psychological Sciences, Purdue University, 703 Third Street, West Lafayette, IN 47907. E-mail: rsu@purdue.edu
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Extract

In the past few years, the term “21st century skills” has gained increasing popularity in educational research and business practice. Neubert, Mainert, Kretzschmar, and Greiff (2015) advocated for the utility of assessing 21st century skills in industrial–organizational psychology (I-O psychology) and its superiority over assessing basic psychological constructs, using application-oriented constructs, or conducting job analysis to determine relevant skills for individual work settings. We argue, however, that the issues identified and discussed in the focal article are rather threefold and that, to integrate 21st century skills into I-O psychology and to bridge organizational science and practice, we need to have (a) a standard framework of clearly defined constructs, (b) innovative assessments, and (c) evidence for validity generalization. We elaborate below.

Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 8 , Issue 2 , June 2015 , pp. 289 - 294
Copyright
Copyright © Society for Industrial and Organizational Psychology 2015 

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