Skills needs, integrative pedagogy and case-based instruction

Abstract

Purpose The purpose of this study is to advance the proposition that organizations involved with training of employees should make. First, CBI is linked to skill development areas recognized as high value in the contemporary and future workplace such as analysis, problem-solving and soft skills such as active listening, collaboration and compromise. A second linkage is to an emerging, tested model of integrative pedagogy (IP) focused on improving workplace learning for adults. Design/methodology/approach Reviews were completed of empirical literature and expert opinion from three different domains: current and future skills needs, IP for adult learners and CBI. Review information was analyzed and incorporated into a proposal. Findings Identified are some of the current and projected employee skill needs in the increasingly complex digital work place. Explained are features of IP as well as how the features help advance a learning environment for adults. The authors explain the application of CBI and how it meshes with IP to leverage workplace learning of needed current and future skills. Practical implications There is sufficient information presented to enable a practitioner with little experience with CBI to apply the approach with employees. This can be especially helpful if the training objectives involve critical thinking, strategy formulation, communicating ideas, teamwork and related areas. Originality/value Much has been written about skills needs for current and future scenarios, and about the efficacy of CBI. Yet there are few attempts at tying the skills needs with pedagogical theory and the delivery of instruction that engages many skill needs. This paper helps address this gap.

Top Chief: A Critical Assessment of a Cross-disciplinary Case Study as Common Intellectual Experience

“…A similar distinction also arose in the student responses, as students who described themselves as career-oriented indicated that they were more likely to engage with students from other disciplines, whereas students who intended to apply for advanced study tended to stay more in their respective disciplinary lanes. This finding suggests that the rationale for case studies and, by extension, the integrative thinking they are intended to foster, may be tied to their applicability to the workplace (Lyons & Bandura, 2020 ). This is perhaps not entirely surprising, as both case studies and the case method were originally developed to prepare students to navigate the complexities of real-world challenges in applied fields, such as law and business.…”

A pragmatic evaluation of a Public Health Knowledge Broker mentoring education program: A convergent mixed methods study

“…The small-group, problem-based approach was effective for adult learners by engaging learners in problem solving, building upon learners' previous experiences, and involving participants in the learning process (36,37).…”

Skill Development in Current and Future Workers to Thrive in the Digital Aquaculture Industry

“…In contrast, there is a wealth of literature focused on the soft skill needs in digital contexts, in which soft skills have been shown, in more recent years, to be important in both cultivating digital cultures [24] and working within increasingly technologically advanced workplaces [25,26]. There are many soft skills that have been identified in the scholarly literature on this topic [21,25,27,28], with the types needed differing widely across contexts and often being industry-dictated.…”