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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.


Cognitive competencies vs. TL and IEL at different level of SEL.
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Figure 8: Cognitive competencies vs. TL and IEL at different level of SEL.

Mentions: Finally, Figure 8 represents the combined effect between TL and IEL on cognitive competencies at different levels of SEL. TL seems to have a very limited impact on cognitive competencies, which emerges when comparing the four graphs. Figure 9 represents the Cognitive 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). These findings show that, at a fixed level of SEL, an increase of IEL positively affects the level of cognitive competencies, whereas TL has no impact on cognitive competencies. However, considering the first graph of Figure 8, when SEL is at the lowest level, findings show a positive interplay between TL and IEL. This means that while IEL is at the lowest level, TL does not impact cognitive competencies, whereas when IEL is at high levels, TL presents a positive impact on cognitive competencies. Furthermore, considering the impact of SEL, it seems that involving students in activities that require social interactions has a negative impact on systems thinking and pattern recognition, apart from high levels of IEL in which the combined effect of the two experiential learning methods shows high levels of cognitive competencies. In summary, these results highlight a prominent role of individual experimental learning method that reinforces the effect the traditional and the SEL approaches. Thus, H3 is supported only at high levels of IEL. Finally, Figure 10 illustrates that the control variables do not have any impact on cognitive competencies.


The interplay between experiential and traditional learning for competency development.

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

Cognitive 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 8: Cognitive competencies vs. TL and IEL at different level of SEL.
Mentions: Finally, Figure 8 represents the combined effect between TL and IEL on cognitive competencies at different levels of SEL. TL seems to have a very limited impact on cognitive competencies, which emerges when comparing the four graphs. Figure 9 represents the Cognitive 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). These findings show that, at a fixed level of SEL, an increase of IEL positively affects the level of cognitive competencies, whereas TL has no impact on cognitive competencies. However, considering the first graph of Figure 8, when SEL is at the lowest level, findings show a positive interplay between TL and IEL. This means that while IEL is at the lowest level, TL does not impact cognitive competencies, whereas when IEL is at high levels, TL presents a positive impact on cognitive competencies. Furthermore, considering the impact of SEL, it seems that involving students in activities that require social interactions has a negative impact on systems thinking and pattern recognition, apart from high levels of IEL in which the combined effect of the two experiential learning methods shows high levels of cognitive competencies. In summary, these results highlight a prominent role of individual experimental learning method that reinforces the effect the traditional and the SEL approaches. Thus, H3 is supported only at high levels of IEL. Finally, Figure 10 illustrates that the control variables do not have any impact on cognitive competencies.

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.