There is a growing focus in education on developing students' collaborative problem-solving (CPS) skills, which are critical for future career readiness but often overlooked in traditional assessments. Learn how integrating CPS through project-based learning and performance tasks prepares students for teamwork in the modern workplace.
Reflecting on the past two months of facilitating professional learning for teachers and administrators, I am taken by the focus that many school systems are placing on their Portrait/Profile of a Graduate and the strong connection to future and career readiness. These skills and attributes are just as important as proficiency in the academic standards, yet are often not a focus of instruction as they are not tested on state and national assessments, and thus results are not easily found in data. This led me to reflect and think about two of the more prominent skills, collaboration and problem-solving (CPS).
In 2015, OECD and PISA defined collaborative problem-solving as the capacity of an individual to effectively engage in a process whereby two or more agents attempt to solve a problem by sharing the understanding and effort required to come to a solution and pooling their knowledge, skills, and efforts to reach that solution.
This definition incorporates three competencies:
- Establishing and maintaining shared understanding
- Taking appropriate action to solve the problem
- Maintaining team organization
After reading the study, connections to district Portraits of a Graduate and career readiness were obvious. As a presenter, I continually integrate transversal skills such as communication and collaboration, critical thinking and problem-solving, and creativity and innovation into professional learning. The OECD and PISA definition incorporates these attributes within this competency.
Collaboration:
- Work effectively and respectfully
- Exercise flexibility and willingness to compromise to achieve a common goal
- Value individual contributions of team members
- Assume shared responsibility for collaborative work
Problem-Solving:
- Reason effectively
- Use systems thinking
- Make judgments and decisions
- Solve problems
The research supports consideration for including collaborative problem-solving as an instructional priority. Teaching students how to work together is something done frequently in elementary schools. Continuing this process in secondary schools and teaching students how to work together to solve a problem is important work for teachers and students. One application of this could be the use of performance tasks through project-based learning.
Because it was tested internationally, including students in the United States, does this mean that it should matter? Maybe and maybe and not, but what does matter is how it contributes to a student’s potential success during and following school.
Collaborative problem-solving is highly valued by employers for several reasons. Modern workplaces often involve complex projects that require input from multiple team members with diverse skills and perspectives. Effective collaboration ensures that these projects are completed efficiently, effectively, and innovatively. When team members work together, they can brainstorm, share ideas, and build on each other's contributions to develop unique solutions that a single individual might not have thought of or developed without collaboration. Another important aspect of this idea is the national and global nature of many organizations with employees working in different parts of the country or world and collaborating remotely. Strong CPS skills enable individuals to navigate and leverage these differences effectively.
The global nature of today's economy means that employees frequently work with colleagues from different cultural and professional backgrounds. CPS involves strong communication and interpersonal skills. Working in a team with a diverse group of people, everyone on the team must be able to communicate clearly, listen actively, and work harmoniously with others. Effective CPS skills must include the ability to manage and resolve conflicts within a team. As we all know, teams will face disagreements and the ability to resolve these conflicts constructively is vital for maintaining a positive and productive work environment.
Continuing to reflect on these ideas of the workplace students will eventually be entering, I am thinking about how are today and tomorrow’s workplaces organized and how can we as educators support this environment in our classrooms and schools?
Our students will most likely be entering a team-oriented culture. They will need to contribute positively to team dynamics which will drive collective success. This places a higher value on collaborative problem-solving skills. Students need to be flexible and adaptable in their mindset as many organizations rely on cross-functional teams requiring interaction with multiple departments and needing to be able to effectively perform a variety of functions. Project-based work is also common with collaborative problem-solving critical for meeting project goals, timelines, ongoing reflection and revision, and deadlines. Employers in such industries need people who can thrive in team settings.
Performance tasks utilizing project-based learning processes strongly encourage student teams. Teachers can use a variety of team strategies during the school year to help students apply collaboration and problem-solving skills in different scenarios. As adults, we are very aware that we do always work with people we like, but an important part of our job is working with these people to accomplish a task as part of our work. Helping students understand this at a much earlier age is valuable.
As we think about how to provide opportunities for students to practice this skill and become competent, using performance tasks in a team setting with students needing to work together to solve a real-world problem, challenge or issue can reinforce collaborative environments. Emphasizing the importance of diverse viewpoints and backgrounds in problem-solving will encourage and require students to consider different approaches and solutions. This is a challenge as students (and often adults) are unwilling to let go of their ideas.
An important part of the instructional process for teachers is to provide frameworks or protocols for collaboration, such as brainstorming sessions, peer reviews, or structured discussions. This support can help students learn and practice how to communicate effectively, listen to others' perspectives, and negotiate solutions. Modeling effective communication skills, such as active listening, constructive feedback, and clear articulation of ideas will further help students become successful collaborative problem-solvers. Finally, incorporate ongoing reflection opportunities where students can evaluate their group dynamics, problem-solving strategies, and individual contributions. Reflections such as these can help students understand their strengths and areas for improvement.
By integrating these strategies into their instructional practices, educators can effectively develop collaborative problem-solving skills among students, preparing them for future academic, professional, and personal success.
This article is part of a series on fostering innovation. Click below to read parts 1 and 2:
References:
- National Center for Education Statistics (2024). Collaborative Problem-Solving: Considerations for the National Assessment of Educational Progress. Retrieved July 12, 2024, from: https://nces.ed.gov/nationsreportcard/pdf/researchcenter/collaborative_problem_solving.pdf
- OECD (2024). PISA 2015 Collaborative Problem-Solving. Retrieved July 5, 2024, from: https://www.oecd.org/en/topics/sub-issues/student-problem-solving-skills/pisa-2015-collaborative-problem-solving.html#:~:text=Collaborative%20problem%20solving%20is%20increasingly,can%20support%20and%20stimulate%20one
- Texas A&M Corpus Christi (2024). Collaborative Problem-solving in the Workplace. Retrieved July 6, 2024, from: https://online.tamucc.edu/degrees/business/mba/general/collaborative-problem-solving-in-workplace/#:~:text=Success%20is%20shared%20in%20a,every%20level%20of%20the%20organization
- World Economic Forum (2024). The Future of Jobs Report 2020. Retrieved July 8, 2024, from: https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
About the Author:
Dr. David L. Reese serves as Chief Academic Officer for Defined Learning. During the past twenty years, Dr. Reese has served K-12 students as a science teacher, Curriculum Specialist, and Central Office Administrator. He has taught Masters and Doctoral courses in all areas of curriculum and professional development leadership. His work focuses on providing students with engaging, relevant learning opportunities designed to encourage students to apply content from a local, national, and international perspective.
