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The interplay between experiential and traditional learning for competency development.

Bonesso S, Gerli F, Pizzi C - Front Psychol (2015)

Bottom Line: Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills.Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies.Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

View Article: PubMed Central - PubMed

Affiliation: Department of Management, Ca' Foscari University of Venice Venice, Italy.

ABSTRACT
Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

No MeSH data available.


Emotional competencies vs. TL and IEL at different level of SEL.
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Figure 2: Emotional competencies vs. TL and IEL at different level of SEL.

Mentions: The results of the three artificial neural networks, one for each dependent variable, are presented graphically. Considering the impact of the different learning methods on emotional competencies, Figure 2 counts four graphs, each of them considers a different level of the SEL variable (0, 0.3, 0.6, and 1). The axes of the horizontal plane are related to the other two independent variables, namely TL and IEL. The values of the independent variables are expressed as a ratio between the number of techniques a student was exposed to and the total possible number of techniques. Comparing the different graphs we saw that they do not differ from each other significantly, and this means that the SEL did not impact on emotional competencies. In addition, from the graphs a combined effect between TL and IEL on emotional competencies emerges. An increase in the numbers of both TL and IEL has a positive effect on emotional competencies. Nonetheless, these two learning modes have a different impact on emotional competencies as illustrated in Figure 3. The graphs represent the Emotional Competencies according to TL at four different levels of IEL, and according to IEL at four different levels of TL (in both cases at a fix level of SEL). Considering the graph on the left, when IEL is not adopted, the slope of the curve is higher in comparison to the maximum level of IEL (all possible techniques of this learning mode are practiced by the student). This means that the marginal incremental effect of TL on emotional competencies decreases as the IEL increases. The graph on the right represents the same combined effect of the two learning methods, but, in this case, at high levels of TL, IEL continues to increase the level of emotional competencies. Therefore, it seems that the two learning methods are required to develop emotional competencies. Thus, H1 is supported. The analysis also considers the effects of gender and working experience as control variables, which do not affect emotional competencies. Indeed, as depicted in Figure 4, the surfaces of the graphs do not change when we vary the values of the control variables.


The interplay between experiential and traditional learning for competency development.

Bonesso S, Gerli F, Pizzi C - Front Psychol (2015)

Emotional competencies vs. TL and IEL at different level of SEL.
© Copyright Policy
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC4557282&req=5

Figure 2: Emotional competencies vs. TL and IEL at different level of SEL.
Mentions: The results of the three artificial neural networks, one for each dependent variable, are presented graphically. Considering the impact of the different learning methods on emotional competencies, Figure 2 counts four graphs, each of them considers a different level of the SEL variable (0, 0.3, 0.6, and 1). The axes of the horizontal plane are related to the other two independent variables, namely TL and IEL. The values of the independent variables are expressed as a ratio between the number of techniques a student was exposed to and the total possible number of techniques. Comparing the different graphs we saw that they do not differ from each other significantly, and this means that the SEL did not impact on emotional competencies. In addition, from the graphs a combined effect between TL and IEL on emotional competencies emerges. An increase in the numbers of both TL and IEL has a positive effect on emotional competencies. Nonetheless, these two learning modes have a different impact on emotional competencies as illustrated in Figure 3. The graphs represent the Emotional Competencies according to TL at four different levels of IEL, and according to IEL at four different levels of TL (in both cases at a fix level of SEL). Considering the graph on the left, when IEL is not adopted, the slope of the curve is higher in comparison to the maximum level of IEL (all possible techniques of this learning mode are practiced by the student). This means that the marginal incremental effect of TL on emotional competencies decreases as the IEL increases. The graph on the right represents the same combined effect of the two learning methods, but, in this case, at high levels of TL, IEL continues to increase the level of emotional competencies. Therefore, it seems that the two learning methods are required to develop emotional competencies. Thus, H1 is supported. The analysis also considers the effects of gender and working experience as control variables, which do not affect emotional competencies. Indeed, as depicted in Figure 4, the surfaces of the graphs do not change when we vary the values of the control variables.

Bottom Line: Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills.Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies.Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

View Article: PubMed Central - PubMed

Affiliation: Department of Management, Ca' Foscari University of Venice Venice, Italy.

ABSTRACT
Extensive research demonstrated that firms may pursue several advantages in hiring individuals with the set of emotional, social, and cognitive (ESC) competencies that are most critical for business success. Therefore, the role of education for competency development is becoming paramount. Prior studies have questioned the traditional methods, grounded in the lecture format, as a way to effectively develop ESC competencies. Alternatively, they propose experiential learning techniques that involve participants in dedicated courses or activities. Despite the insights provided by these studies, they do not take into account a comprehensive set of learning methods and their combined effect on the individual's competency portfolio within educational programs that aim to transfer primarily professional skills. Our study aims to fill these gaps by investigating the impact of the interplay between different learning methods on ESC competencies through a sample of students enrolled in the first year of a master's degree program. After providing a classification of three learning methods [traditional learning (TL), individual experiential learning (IEL), and social experiential learning (SEL)], the study delves into their combined influence on ESC competencies, adopting the Artificial Neural Network. Contrary to prior studies, our results provide counterintuitive evidence, suggesting that TL needs to be implemented together, on the one hand, with IEL to achieve a significant effect on emotional competencies and, on the other hand, with SEL to have an impact on social competencies. Moreover, IEL plays a prominent role in stimulating cognitive competencies. Our research contributes to educational literature by providing new insights on the effective combination of learning methods that can be adopted into programs that transfer technical knowledge and skills to promote behavioral competencies.

No MeSH data available.