Determinants of Individual Occupational Careers in the 21st Century – Why Complex Problem Solving Matters Beyond General Mental Ability

The OECD (2010) views problem solving as essential for lifelong learning. Recently, the 2012 PISA cycle administered domain-general problems, which featured the complexity of the structure, dynamics and interconnections of variables, and intransparency of the situation. This emphasis on domain-general problems expresses a paradigmatic shift to lifelong learning. In an attempt towards an integrative process theory of CPS, Fischer, Greiff and Funke (2012) portray knowledge acquisition and knowledge application as the core processes of CPS, which are distinguishable from classical cognitive ability (Dörner, 1986). These core processes are assessed in research via innovative computer-based microworlds. These microworlds simulate complex problems, which share features with real world problems, require knowledge acquisition and knowledge application for a successful task completion and offer a wide range of tasks and approaches (Greiff, Holt, et al., 2013; Greiff, Fischer, et al., 2013). Initiatives looking for the facilitation of so-called 21st century skills (e.g., Griffin, McGaw, & Care, 2012; National Research Council, 2012a; OECD, 2013a, 2013b) strongly relate CPS to demands for professional development as resulting from shifts towards non-routine problem solving and communication tasks in the working lives of adults (e.g., successfully adapting towards IT-depending occupations; Autor, Levy, & Murnane, 2003).
So far, the application of CPS in research and practice has mainly been restricted to primary and secondary education. Lifespan or educational research on the role of transversal cognitive skills such as CPS for learning later in life is scarce at best and adult education practice fails to fully tap into the requirements of a working reality (Smith & Reio, 2006), which is defined by uncertainties, contradictions, and dynamic changes. CPS is considered to be important for lifelong learning and occupational success, but underrepresented in research and practice. As a consequence, adult education’s mission to provide opportunities for career preparation (e.g., Gianakos, 1996) and intellectual growth (Perry, 1999) seem to be at risk. Hence, the research goals in this study are to (1) enlarge the understanding for determinants of occupational career indicators (e.g. lifelong learning efforts) and eventually (2) encourage the inclusion of CPS on the adult educational research and practice agenda.
Our research goals are built on a rich research fundus of the impact of GMA on professional development (e.g., Schmidt & Hunter, 1998) and promising results on the predictive validity of CPS for academic achievement (e.g., Schweizer, Wüstenberg, & Greiff, 2013; Sonnleitner, Keller, Martin, & Brunner, 2013; Wüstenberg, Greiff, & Funke, 2012) and occupational performance (Abele et al., 2012; Danner et al., 2011). Hence, the targeted constructs are GMA, and CPS as a transversal cognitive skill in occupational careers and professional development.