Neubert, Mainert, Kretzschmar, and Greiff (2015) plea to integrate the 21st century skills of complex problem solving (CPS) and collaborative problem solving (ColPS) in the assessment and development suite of industrial and organizational (I-O) psychologists, given the expected increase in nonroutine and interactive tasks in the new workplace. At the same time, they promote new ways of assessing these skills using computer-based microworlds, enabling the systematic variation of problem features in assessment. Neubert and colleagues’ (2015) suggestions are a valuable step in connecting differential psychologists’ models of human differences and functioning with human resources professionals’ interest in understanding and predicting behavior at work. We concur that CPS and ColPS are important transversal skills, useful for I-O psychologists, but these are only two babies of a single family, and the domain of 21st century skills includes other families of a different kind that are also with utility for I-O psychologists. The current contribution is meant to broaden this interesting discussion in two important ways. We clarify that CPS and ColPS need to be considered in the context of a wider set of 21st century skills with an origin in the education domain, and we highlight a number of crucial steps that still need to be taken before “getting started” (Neubert et al., 2015, p. last page of the discussion) with this taxonomic framework. But first, we feel the need to slightly reframe the relevance of considering 21st century skills in I-O psychology by shifting the attention from narrow task-related skills to the broader domain of career management competencies.
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