Publication Type
Journal Article
Version
acceptedVersion
Publication Date
4-2023
Abstract
Ackerman (2023) proposed incorporating a more comprehensive range of knowledge and skills into the conceptualization and operationalization of intelligence beyond traditional assessments. In agreeing with and extending this proposition, the current commentary focuses on the specific context of workforce development and highlights three critical considerations: (a) the development of knowledge and skills at different life stages of education and work, (b) the role of social contexts in knowledge and skill acquisition, and (c) quantitative and qualitative approaches to understanding and assessing a broader set of knowledge and skills in light of ongoing changes in the workplace. Overall, we encourage greater research investment in understanding critical educational, organizational, and policy issues pertaining to the future of work.
Keywords
Skills, education, employment, workforce, future of work
Discipline
Human Resources Management | Organizational Behavior and Theory
Research Areas
Organisational Behaviour and Human Resources
Publication
American Psychologist
Volume
78
Issue
3
First Page
298
Last Page
300
ISSN
0003-066X
Identifier
10.1037/amp0001127
Publisher
American Psychological Association
Citation
OSWALD, Frederick L.; COUREY, Karyssa A.; and LIU, Zihan.
Knowledge, skills, and workforce development: Commentary on Ackerman. (2023). American Psychologist. 78, (3), 298-300.
Available at: https://ink.library.smu.edu.sg/lkcsb_research/7836
Copyright Owner and License
Authors
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Additional URL
https://doi.org/10.1037/amp0001127