kidd-using pbl for developing professional social skills_2.1

Running Head: PROJECT-BASED LEARNING AND SKILLS 1

Using Project-Based Learning to Develop Unassessed Interpersonal and Social Professional

Skills

Darrell Kidd

University of Cincinnati

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 2

Abstract

This literature review highlights the use of project-based learning (PBL) in the development of

unassessed interpersonal and social professional skills. The effectiveness of education is based

on high-stakes, standards based tests which leaves a vacuum in the area of interpersonal social

skills which cannot be quantized against an analytic metric. As a result, students entering their

careers are technically capable but are lacking in critical thinking and problem solving;

collaboration across networks and leading by influence; agility and adaptability; initiative and

entrepreneurialism; effective written and oral communication; accessing and analyzing

information; and curiosity and imagination (Wagner, 2008). The most important of these are

communication and (while not listed) lifelong learning, which is the result of curiosity. While the

premise is education is intended to prepare studentsTraditional didactic education was designed

to develop students to become productive participants in society, it is necessary to prepare

students for the interpersonal soft skills of professional life as well as the technical skills. These

skills can may be developed through project-based learning.

Keywords: employability skills, soft skills, twenty-first century skills, project-based learning,

communal learning

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 3

Background Information

As a teacher with industry experience, I have witnessed people who enter the professional

world with tremendous technical ability but very limited interpersonal or social professional

skills. As a result, they are not promoted or assigned higher profile projects. Employers are less

concerned with a new employees technical skills, they will teach what they want the employee to

know, but are concerned with how these new employees work with others and represent their

organization.

I have recently been hired to teach engineering sciences at the Medical, Engineering and

Technologies (MET) Professional Academy, with an emphasis on developing social and

interpersonal professional skills in a maker environment (a maker space is a place where people

learn by developing and creating products that interest them and/or are beneficial to others). This

is the first such school in Arizona and is one of the few of its kind in the countrycurrently one of

seven such schools in the country. I have utilized project-based learningPBL (PBL) extensively

while following the Career Technical Education standards for engineering sciences. Having had

success, I intend to continue to use project-based learningPBL, with an emphasis on students

awareness being ofcognizant of the social and interpersonal professional skills, as identified by

Wagner (2008), being developed in the process. The intent is to model professional social and

interpersonal interaction to the students through meetings in lieu of lectures and introduce the

students to professional web based technologies such as LinkedIn and Google Docs. Students

will work on individual or and team projects; during these projects students will encounter

problems, find creative solutions, develop relationships with industry experts, and communicate

their ideas and outcomes with peers and mentors. There is evidence that these social skillsthese

social and interpersonal professional skills, as described by Wagner (2008), are capable of being

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 4

developed; I believe they need to be developed through experience, peer, and teacher and

professional mentor discussions and professional evaluation.

I chose the research topic of developing unassessed professional skills through project-

based learningPBL after reading Tony Wagner’s (2008) The Global Achievement Gap which

discusses the social and interpersonal professional skills that our students are not learning in

school for post-secondary success. My Career Technical Education classes have been based on

project-based learningPBL, which are similar to the educational and professional experiences

students will likely face after high school graduation. Project-based learningPBL requires the

application of knowledge, time and resource management, role differentiation, and self-direction

(Mills & Treagust, 2003) as well as teamwork, the use of technology and tools and the

application of multiple academic disciplines (Redkar, 2009). The two essential parts of project-

based learningPBL are the question or problem that drives student activities and the development

of a final product that solves the question or problem (Blumenfeld, Soloway, Marx, Krajcik,

Guzdial &Palincsar, 1991)

I believe that problem-based learning is embedded within project-based learningPBL.

Wood (2003) describes problem-based learning as defining unknowns, identifying the problems

(in this case within the context of the project), brainstorming and research, and repeating these

steps until arrival at a solution. Problem-based learning places the responsibility of learning on

the learner to “restructure” existing knowledge in order to gain new knowledge and elaborate on

what they have learned (Kilroy, 2004). In order to properly apply knowledge in a project-based

learningPBL environment, students need to focus on the outcome, develop a driving question,

and conduct research and experiments, all of which are a part of problem-based learning.

Casner-Lotto and Barrington (2006) state project-based learningPBL focuses on real world,

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 5

interdisciplinary problems involving decision making, investigations, and critical thinking, as

well as collaboration and communication.

Introduction

The technical skills students learn in secondary (grades nine through twelve) and post-

secondary education may not be effective or of value without the development of professional,

interpersonal and social skills (Mohan, Merle, Jackson, Lannin & Nair, 2009). This is an

important consideration in the modern workforce, where a person’s technical skills get them

hired and their personal skills get them fired. Cassidy (2006) points out while not job specific,

employability skills are required in all industries and are necessary for everyone from entry level

employees to the corporate executives. Project-based learningPBL may provide a method to

develop both the required academic outcomes as well as the employer required skills. Project-

based learningPBL requires the application of knowledge, time and resource management, role

differentiation, and self-direction (Mills & Treagust, 2003); in addition, it requires the use of

technology, tools and the application of multiple academic disciplines (Redkar, 2009). The two

essential elements of project-based learningPBL are the question(s) (created by the students) that

drives student activities and the development of a final product that satisfies the given

requirements of the project (created by both the students and the teacher) (Blumenfeld, Soloway,

Marx, Guzdial & Palinscar, 1991). The first element of project-based learningPBL requires the

student to recognize and understand the requirements of the project, identifying what the

expectations are for the outcome, and perform the necessary research and experimentation. In

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 6

order to effectively develop the final product, students will need to know how to ask the correct

questions to break the problem into smaller, manageable pieces, effectively access and analyze

data, and communicate their results (described later), all of which are found in the design

thinking model (IDEO.Org, 2015). TThe second element of project-based learningPBL is the

development of a deliverable that satisfies the criteria of the project. As in industry, project-

based learningPBL requires a focused outcome (what will be produced?), a driving question

(how will it be done?), constructive investigations (what is needed in order to achieve the goal?),

autonomy (students need to be able to direct their own work), and realism (Redkar, 2009). This

suggests students need to be focused on an outcome for their project that meets the specifications

set forth for the project. In addition, students need to answer an overarching question that drives

the project (see Appendix A for examples), develop a project plan identifying what is known and

what is not known, control the progress and learning throughout the duration of the project, and

provide relevance. Billet (2001) summarizes this as “there is no separation between participation

in work and learning” (p. 3).

This literature review focuses on the following research questions:

1. Is there a concern by industry and business for interpersonal and social professional skills

in entry level employees, as Wagner (2008) suggests?

[2.] What is the connection between project-based learningPBL and developing effective

interpersonal and social skills?

Business and Industry Needs for Interpersonal and Social Professional Skills

Our education system is geared to generate workers with a production mind mentality,

such as was needed during the Industrial Revolution (Johnson & Delawsky, 2013). Surveys

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 7

conducted by the Partnership for 21st Century Skills found that 69.697 percent of employer

respondents find the critical thinking and problem solving skills of new employees deficient;

72.573 percent of employer respondents find leadership skills in entry-level employees deficient;

80.981 percent of employer respondents find new employee communication skills deficient; in

addition, there needs to be an increased focus on creativity and innovation with entry level

employees (Casner-Lotto & Barrington, 2006). This suggests business and industry desire entry

level employees to have skills which are not learned in secondary or post-secondary education;

this is due to a focus on the standards in high school or an the emphasis on degree specific skills

in post-secondary education (Redkar, 2009). Lievens and Sackett (2012) explain these skills are

not explicitly taught due to time constraints and the difficulty in assessing student development.

It is important to point out that these skills which Wagner (2008) states as lacking in recent

graduates entering the workplace are all related to one another in that they all involve working

toward a common goal with other people while producing an end product or solving a problem.

Zinser (2003) points out that “business needs highly trained employees with academic,

technical and social skills to meet the demands of ever-changing technology, global competition

and increasing social diversity” (p. 403). Masi (1995) adds our education is system is designed to

teach students to be experts in their chosen field and nothing else, resulting in a workforce that

cannot work well in today’s environment. The Accreditation Board for Engineering and

Technology encourages universities to emphasize the following professional skills,

communication, teamwork, professionalism and lifelong learning (Mohan, et al., 2009). While a

post-secondary degree is important, it does not demonstrate necessary corporate social skills,

rather it is device a tool to help obtain an entry level position (Lowden, Hall, Elliot & Lewin,

2011); this is because “employers want employees to possess employability skills; that

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 8

employers value generic employability skills over specific occupational (technical) skills; and

that employers consider many entry-level job applicants to lack the required employability skills

and have deep concerns regarding their deficiencies” (Cassidy, 2006, p. 509). These points

support the argument there is a need to better prepare entry level workers for the interpersonal

and social expectations of the professional world.

Critical Thinking and Problem Solving

Critical thinking and problem solving are vital skills in today’s work environment (Mills

& Treagust, 2003; Cassidy, 2006; Snyder & Snyder, 2008; Mohan et al., 2009; Rasul, Rauf &

Mansor, 2013). In a survey of 431 employers, 78% believe critical thinking and problem solving

will be a more important skill over the next five years (Casner-Lotto & Barrington, 2006). A

survey with 65 architecture firms responding found 89% of the respondents consider the problem

solving skills of new employees to be of primary importance (Salleh, Yusoff, Harun & Memon,

2015). Casner-Lotto and Barrington (2006) state that critical thinking and problem solving is one

of the top five skills needed by today’s employers. Critical thinking is defined as “the

intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing,

synthesizing and/or evaluating information gathered from, or generated by, observation,

experiences, reflection, reasoning or communications as a guide to believe and action” (Singer,

Hilton & Schweingruber, 2006, p. 90). Asking good questions, working towards the root causes

of a problem, and understanding how problems evolve from a systematic view are all elements of

critical thinking and problem solving (Wagner, 2008). Carlgren (2013) further defines critical

thinking as “self-directed, self-disciplined, self-monitored, and self-corrective thinking”

requiring “rigorous standards of excellence and a mindful command of their use” (p. 65). In its

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 9

simplest form, critical thinking and problem solving is the ability to analyze and evaluate

information (Duron, Limbach & Waugh, 2006).

Effective critical thinking and problem solving requires reflection and reason (Kuhn,

1999; Singer, Hilton & Schweingruber, 2006). Critical thinking is hindered by the arrogant self-

confidence recent graduates exhibit, especially in technical disciplines, as they enter the

workplace for the first time. These new employees need to understand true problems likely have

multiple solutions as well as solution paths (Mason, 1985); in addition, employers expect

employees to provide solutions to these problems, not ask for direction. Ultimately, critical

thinking and problem solving require an ability to apply abstract knowledge to develop and

execute a solution (Wagner, 2008) and while overcoming egocentrism which tends to cause

employees to not consider solutions offered by their peers (Carlgren, 2013).

Collaboration and Leadership Skills

Wagner (2008) defines collaboration as the ability of team members to work on the same

same project, at the same time, from the same or different locations; the ability to work with

diversity; and the ability to work without clearly delineated instructions. Casner-Lotto and

Barrington (2006) claim collaboration is one of the top five skills required of entry level

employees by hiring employers because “teams operate at every level of the organization” (p.

26) regardless of the industry. Cultural tolerance and knowledge and the acceptance of personal

and social differences are of increasing importance as employees are expected to work in teams

(Tynjala, Slotte, Lonka & Olkinoura, 2006); to wit Rasul et al., (2013) stress “employees at

every position in any size of industry require some kind of teamwork hence it is essential for

employees to understand cultural, gender and age factors in ensuring effective teamwork” (p. 4).

Understanding cultural differences essential for collaboration ;collaboration; it is a crucial skill in

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 10

the twenty first century work environment (Johnson & Delawsky, 2013) because businesses

bring people together of various backgrounds and experiences (von Oetinger, 2004) in order

meet organizational goals. A survey of 431 employers indicates that 74% of respondents believe

collaboration will become more important over the next five years, indicating an increasing need

for newly hired employees to be able to work with a diverse group of peers.

Recent graduates entering the work place know the theories of their chosen professions;

they do not know about leadership, negotiation, interpersonal problem resolution, diversity or

working in groups (Mills & Treagust, 2003; Mohan et al., 2009). A survey of 431 employers

reported 86% of high school graduates, 74% of two year college graduates and 54% of four year

college graduates need to learn how to lead, negotiate and resolve problems with their peers

(Casner-Lotto & Barrington, 2006). Similarly, 89% of 65 responding architecture firms believe

collaboration is one of the top five required skills lacking in entry-level employees; similarly,

88% of the respondents believe leadership skills are lacking (Salleh et al., 2015).. ThisThis lack

of leadership may be the result of a lack of familiarity with the business world and corporate

culture (Casner-Lotto & Barrington, 2006); yet it is essential that employees are able to

cooperate and be assertive when necessary,demonstrating leadership by persuading clearly to

individuals and groups while listening for a response (Lowden, et al., 2011). New employees

need to recognize most business and industries are moving away from the top-down management

style, empowering all workers to lead which requires the “capacity to take the initiative and trust

yourself to be creative” (Wagner, 2008, p. 33) and be able to respectfully and passionately

emphasize your position.

Agility and Adaptability

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Employers need workers who are able to face any challenge in the workplace and have

the ability to motivate themselves through these challenges (Rasul et al., 2013); as such,

flexibility and creativity have become necessary skills to be competitive in the current job market

(Galloway, Anderson, Brown & Wilson, 2005). The world of business and industry is not static,

requiring a workforce that is prepared to meet the challenges of change, both expected and

unexpected. This suggests theWhile the literature agrees there is needa need for entry level

employees to expect to continue learning past their orientation period, there is very little research

to support the need for agility and adaptability as standalone skills.

Learning skills, reflection and the ability to handle the pressures and uncertainty of

progressive problems in the workplace (Tynjala et al., 2006) are significant to employers. There

is a need for a willingness to learn and apply new methods and ways of doing things (Weber,

2009); driving the changes which are innovative. It is important to note most innovation occurs

away from upper management, where the people performing the production work develop new

processes to create efficiencies or develop new products (von Oetinger, 2004). Weber (2009)

points outopines (based on research conducted by others) the cause and effect of innovation and

problem solving creates a need for workplace learning, especially as markets and business

models change necessitating changes in employee attitudes and skills. In addition, Billet (2001)

states moment by moment learning occurring through work is shaped by the activities workers

engage in; these learnings are influenced directly and indirectly by the physical and social

environments in which the learning takes place.

Initiative and Entrepreneurialism

Jones and English (2004) define entrepreneurship as applying creativity and innovation in

a societal, governmental, or business context. Wagner (2008) adds that initiative requires self-

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 12

directed workers and life-long learners. Initiative and entrepreneurialism require observations for

opportunity (in processes or end products) and the willingness to act in order to bring about

improvement. It is important to note that there are internal entrepreneurs who generate change

within an organization to help better meet organizational goals and external entrepreneurs who

are the creators of startup businesses. Lowden et al., (2011) explain that industry is “looking for

people who will go and find the opportunities” (p. 12). While the literature supports that

employers are seeking new hires with initiative and an entrepreneurial spirit, there is limited

direct research to support this.

Today’s technical students are overly focused on engineering sciences and technical

courses, but they and do not have sufficient exposure to the integrations of these topics,

particularly in relation to industrial or business practices (Mills & Treagust, 2003). Innovation

fuels growth and there is no growth without it; for business it is a primary concern (von Oetinger,

2004). Effectively integrating technical skills into a business model, generating innovation,

requires entry level employees to shift from what they know and their acceptance of the

technological status quo in order to pursue new opportunities or discover new and wider

applications of the status quo (Galloway et al., 2005). Motivational characteristics are necessary

(and lacking) in new employees; internal entrepreneurship, adaptive expertise and innovation are

essential (Tynjala et al., 2006) in large organizations, the public sector and in small companies

(Galloway et al., 2005).

Effective Oral and Written Communication

Effective communication requires writing memos, emails, letters and complex reports

clearly and effectively in addition to public speaking, and professional and casual conversation

(Wagner, 2008). Lowden et al. (2011) explain employers want people who are ready to

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 13

participate, make suggestions, and use language effectually in way appropriate to the context,

with facts and concepts reasonably ordered. Often enough, entry level employees write and

speak in the shorthand used to text friends and fail to understand why this is appropriate in a

professional setting. Mohan et al., (2009) state recent graduates have difficulty listening and

constructing messages; employees need to organize thoughts and express them in a manner that

is readily understandable by others.

English reading comprehension and writing are one of the top five skills employers are

looking for in entry level workers (Casner-Lotto & Barrington, 2006). In a survey 431

employers, 66% believe effective communications will become more important over the next

five years (Casner-Lotto & Barrington, 2006). A similar survey found 93% of 65 responding

architects consider strong communications skills to be essential (Salleh et al., 2015). Only

language allows individuals and companies to communicate making language skills crucial to

effect internal and external business communications (Charles, 2007). Giving and understanding

instructions, listening and verbalizing are critical skills (Rasul et al., 2013) as is the ability to

publically speak and present (Johnson & Delawsky, 2013). Today’s entry level employee’s lack

experience communicating (Mills & Treagust, 2003); without effective communication skills,

employees are unable to negotiate or properly represent their organizations.

Accessing and Analyzing Information

Accessing and analyzing information is more than an internet search for provided

keywords; this requires the ability to think critically about the information gathered in order to

determine if it is appropriate for a given situation. Of 65 responding architecture firms, 86%

consider the ability to find and analyze data in order to solve problems to be crucial (Salleh et al.,

2015). In addition, of 431 respondent employers, 78% believe the ability to analyze data is

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 14

critical to solving problems (Casner-Lotto & Barrington, 2006). Recent graduates lack

competency in finding and properly using information (Kai, Chu & Chow, 2011). Redkar (2009)

explains there are many instances were entry level employees blindly trust software and internet

search results, arriving erroneously at conclusions and solutions.

A large challenge to employers is the rapid development of the information and

communication technology in the current digital society (Tynjala et al., 2006). There is evidence

demonstrating recent graduates entering the workplace do not have the information literacy skills

to effectively find and use information (Kai et al., 2011). The vast quantity of information

available creates new challenges for business and industry; employees to learn to differentiate

between what is of value and what is not; as well as for the employee (and business) to adapt to

new information as it is gathered.

Curiosity and Imagination

Imagination is the ability to describe some aspects of our mental lives (Takaya, 2009);

along with curiosity, these are keys to developing solutions to problems and developing new

processes and products as well as adaptability. While a focus on creativity and innovation are

increasingly considered important for maintaining American economic competitiveness (Casner-

Lotto & Barrington, 2006), today’s students are taught in an environment in which there is little

room for individuality or creativity (Johnson & Delwasky, 2013). Standardized education and

socialization remove curiosity and imagination from children as they are taught to be grown-up

and conform (Takaya, 2009) to social and political norms, stifling curiosity and imagination in

entry level employees who are only concerned with conforming and doing what is considered

correct.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 15

Creativity is often associated with imagination, and as such is becoming more valued by

employers. A 2010 survey conducted by IBM of 1541 chief executive officers, representing 66

countries and 33 industries point to creativity as the single most important quality for problem

solving, adaptability and leadership (IBM, 2010).

Developmental work and problem solving require creativity, innovativeness and learning

skills (Tynjala et al., 2006). There is a need to ask and follow through on the “what if” questions

when there is a possibility of improvement. Today there is a greater need for innovation,

creation and the exploitation of invention (Galloway et al., 2005) in order to promote economic

growth; creatively reflecting on and learning from previous actions and prioritizing solutions

(Lowden et al., 2011).

There is a clear need for entry level employees to have the skills described by Wagner

(2008) in order to be valuable to business and industry. Most employers are looking for

“graduates who are proactive, can use higher level thinking skills including analysis, critique,

synthesis and multi-layered communication to facilitate innovative teamwork in catalyzing the

transformation of their organization” (Lowden et al., 2011, p.4). These social and interpersonal

skills are connected through experience. Interestingly, the common thread among all of these

appears to be lifelong learning, which fails in an educational atmosphere that produces “people

who know everything about their own fields and nothing else” who “cannot work well in today’s

environment” (Masi, 1995, p. 44) because of the belief held by the entry level employee of being

the expert (in their own field). PBL is one avenue which will develop all of the described

interpersonal, social professional skills.

Using Project-Based Learning to Develop Professional Skills

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In lieu of traditional didactic education, project-based learningPBL is intended to develop

an understanding of the theoretical and real-world discipline specific knowledge in a multi-

disciplinary, collaborative environment (Frutcher, 2001; Mills & Treagust, 2003). Project-based

learningPBL provides students an opportunity to have a sense of ownership over their project

and learning; the experience empowers students to believe their work will make a difference and

apply skills and knowledge in a meaningful way (Mills & Treagust, 2003; Johnson & Delawsky,

2013). It is important to note that the application of knowledge does not imply what is currently

known by the student (Strevy, 2014), but includes what the student learns through research and

problem solving during the project.

Strevy (2014) states project based and problem-based learning are used interchangeably

under the umbrella of case-based learning; project-based and problem-based learning are

different but similar forms of anchored instruction (Newstetter, 2006). Project-based

learningPBL and problem-based learning strongly support each other and emphasize different

aspects of learning (Mills & Treagust, 2003). Project-based learningPBL requires a clear purpose

and challenge which is open ended, complex and meaningful to the students (Larmer &

Mergendoller, 2010) which results as a product as the outcome. Problem-based learning has been

defined as the learning that result for the process of working toward the understanding or

resolution of a problem (Gijbels, Dochy, Van den Bossche & Segers, 2005). A large benefit of

problem-based learning is the positive effect on student development due to the application of

and experimenting with conceptual knowledge, giving “students confidence and a greater

understanding of the course material as they solve real world problems” (Kanigolla, Cudney &

Corns, 2013, p. 2). Experience has demonstrated that problem-based learning is embedded within

project-based learningPBL; a problem develops whenever a student comes across something

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they do not know or understand during a project, it may be as simple as looking up information

or as complicated as learning a new process or producing a new tool to complete the project.

Each of these involves reflection in order to determine the validity and value of the determined

solution in relationship to the problem and its influence on the project outcomes.

Developing Critical Thinking and Problem Solving

Critical thinking has been defined as “understanding what the right questions are” and a

willingness to “ask non-linear question” (Wagner, 2008, p. 21). The founders of Honda Motor

Company “skillfully used the Socratic method by asking questions until the root cause of the

problem was found” (Maul & Gillard, 1996, p. 17), initially as part of product development and

later for professional development of managers and team leaders. In order to facilitate the

improvement of critical thinking skills, teachers need to become coaches or mentors of their

students who model asking questions which are not based on the recall of memorized facts.

Teachers should coach students into new approaches of problem solving, including how to

perform research and different ways of thinking about the same problem (Mohan et al., 2009).

Part of thinking differently about a problem includes having the freedom to determine the avenue

of questioning as it relates to personal interests (Newstetter, 2006). Weber (2009) adds it is

important not only develop an understanding of the technical aspects of a given project, but also

to address the nature of learning within a team and the development of competencies. This seems

to become relevant to students when they are truly interested in the project.

In order to think critically, students need to have an understanding of the expected

outcomes so they may set their own learning objectives (Wood, 2003), be aware of their own

learning, question it and the sources from which new knowledge has been acquired (including

personal experience) and use it in order to develop their own knowledge base as they approach

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 18

new challenges (Mohan et al., 2009). While this appears complicated, it may be as simple as

answering the following questions: a) “What do I know?” (Mason, 1985, p. 30); b) “What do I

want?” (Mason, 1985, p.33); and c) “What can I introduce?” (Mason, 1985, p. 35). Developing

these skills will help students structure and track their projects as well as determine if the project

goals are met (Hmelo-Silver, 2004). When solving a problem associated with a project, students

need to recognize the possibility of multiple plausible solutions, and as such, have a willingness

to experiment and have some the experiments fail. Accepting and learning from these failures

will develop students’ critical thinking as they begin to look at these failures not as problems but

opportunities to learn (Lang, 2013). Fifteen graduate students who entered a research program to

designed to determine the effectiveness of PBL in the development of social and interpersonal

professional skills reported a 10% increase in confidence of their problem solving skills

(Wurdinger & Qureshi, 2015).

Project-based learningPBL provides a means of “student engagement in creative problem

solving and learning to work together” (Jamal, Essawi, & Tilchin, 2014, p.128). Project-based

learningPBL promotes critical engagement with what is being learned and develops relevance in

solving problems of interest to the students (Johnson & Delawsky, 2013) when approached from

the view of the learner and not the knower (Wagner, 2008). Zisner (2003) explains schools need

to teach planning, problem solving and decision making; project-based learningPBL develops

these along with the ability to ask meaningful questions (Fallik, Eylon, & Rosenfeld, 2008).

Projects providing real-world problems, which are complex and messy with uncertainty

and ambiguity (Pittaway & Cope, 2007), stimulate self-directed learning which helps students

deal with problems and make reasoned decisions in unfamiliar situations (Dunlap, 2005).

Jonassen (2001) explains projects must be based on authentic problems. Students need to identify

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 19

problems within the context of the project, consider the choices, analyze the options,

explicitlyand explicitly list the reasons to or not to pursue a particular path and continually self-

correct (Snyder & Snyder, 2008).

Project-based learningPBL students have demonstrated the ability to outperform

traditional education both conceptually and in application (Kai et al., 2011). Savery (2006) points

out problem-based learning develops the ability to think critically and solve real-world problems;

when embedded within a project students are engaged in higher order thinking such as analysis

and synthesis. The application of these solutions, as well as the utilization of existing and new

knowledge in developing the project outcome stimulates thinking in ways that memorization

cannot (Snyder & Snyder, 2008).

Critical thinking and problem solving require asking the correct questions to determine

the basis of the problems associated with the project. Through project-based learningPBL,

students learn to ask the questions necessary to find appropriate answers; develop an

understanding of why knowledge requires an understanding of the cause and effect of

relationships (Jamal et al., 2014); and to determine if results and outcomes serve to meet the

requirements of the project (Redkar, 2009). Project-based learningPBL supports critical thinking

that requires “students to analyze, synthesize, and evaluate information to solve problems and

make decision rather than merely repeating information” (Snyder & Snyder, 2008, p. 91).

Developing Collaboration and Leading by Influence

Project-based learningPBL develops the social skills of “cooperation, communication and

the ability to try again when one doesn’t succeed” (Share & Rogers, 1997, p. 62). While this

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 20

seems trite, student collaboration on projects increases a student’s engagement because work

becomes authentic and becomes personally and socially meaningful (Murphy & McCormick,

1997). Hmelo-Silver (2004) points out that collaboration requires “establishing common ground,

resolving discrepancies, negotiation the actions that a group is going to take, and coming to an

agreement” (p. 241). Redkar (2009) suggests that collaboration can be further defined as

“community of inquiry” (p.18). Taken together, the authors describe students working together

within a group, sharing ideas and achieving a common goal. It is as important for students to

pursue team goals when team members are assembled as it is when they are apart (von Oetinger,

2004). Wagner (2008) refers to this as collaboration across networks, meaning work is

performed and communicated when team members are in the same place or many miles apart.

This may require working together through email, texting, Google Docs or Skype. This has

proven to be difficult because many students and professionals “do not know how to work

individually and then collaborate from afar” (Wagner, 2008, p. 23), which suggests students need

to learn to perform tasks individually while working with teammates who are in other locations.

The ability to master all of these is what Wagner (2008) refers to as leading through influence

which is the ability to work across boundaries, rather than by set roles.

A Dutch study of 1,159 medical school graduates over a ten year period found 19% of the

239 doctors who studied in a PBL environment report having strong collaborative skills as

opposed to 8% of the 920 doctors who studied in a non-PBL environment (Prince, van Eigs,

Boshuizen, van der Vleueten & Scherbrier, 2005). In a similar study, 519 graduate students

enrolled in a PBL based entrepreneurial class (the students where arts, business, engineering and

science students) 65% claim improved collaborative skills (Galloway et al., 2005). Project-based

learningThese PBL classes requiresd students to work in teams (Mills & Treagust, 2003). The

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 21

teams must develop and agree upon the learning objectives, insuring they are “focused,

achievable, comprehensive and appropriate” (Wood, 2003, p. 329) for the assigned project.

Students need to negotiate and work with their team in order to determine what is known and

what is not known, the questions that need answering, and to keep all team members on task. As

students negotiate, the strength of their argument is as important as the presentation of their

argument, which is a demonstration of influential leadership.

Project-based “collaborative learning allows students to practice, gain and improve soft

skills such as leadership skills, social communication skills, and conflict resolution skills” all of

which “are difficult to improve through teaching materials alone” (Jamal et al., 2014, p. 128).

Students, working in teams, learn to recognize different ways of approaching work and different

work habits (Mohan et al., 2009). Project-based learningPBL creates a sense of ownership (Kai

et al., 2011) requiring personal and team goal setting with accountability and a joint realization

of project tasks (Jamal et al., 2014).

In project-based learningPBL students need to be able to work together in order to

identify the problems which need to be addressed in order to develop solutions and create the

final product (Savery, 2006). Dunlap (2005) explains the problems in project-based learningPBL

help students learn the ability to collaborate proactively in groups, utilizing individual strengths

for overall team achievement and understanding of what has been learned (Jamal et al., 2014).

Due to the “work-based nature of the projects and the need for integration between different

parts of the plan, group dynamics were found to be more sophisticated and more intense than in

other contexts” (Pittaway & Cope, 2007, p. 224). Cassidy (2006) suggests peer assessment as a

way to engage students with the standards and project criteria, which leads to better quality

output from the students and encourages responsibility for learning. It is important to note that in

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 22

study of 41 second year graduate students, 51% where uncomfortable assessing the work of

others; in addition 46% of the students found it difficult to provide useful feedback (Cassidy,

2006). Project-based learningThis indicates these students are not comfortable providing

effective feedback or negotiating understandings of project outcomes. PBL develops

collaboration skills due to the nature of the requirements of the projects; in addition,

collaboration requires students to learn to resolve conflicts, negotiate ideas, and reflect on what

has been learned through the process of completing the project.

Developing Agility and Adaptability

Bybee (2013) asserts that adaptability includes “the ability and willingness to cope with

uncertain, new, and rapidly changing conditions on the job, including responding effectively to

emergencies or crisis situations and learning new tasks, technologies, and procedures” (p. 38). In

developing the ability to adapt, it is important that students reflect on the task they are assigned,

their strengths and shortcomings, the value of the tasks, and how best to complete the task,

whether the solution is familiar or not (Weber, 2009). This leads to the idea that students need to

learn to work with new information, setbacks and seek opportunities in order to meet the team

project goal. Interestingly, in a Dutch study of 1,159 doctors, 1.7% of the 239 from a PBL

background believe they have strong adaptability skills as oppose to 2.6% of the 920 who came

from a non-PBL environment (Prince et al., 2005). Considering the low levels of confidence

from both groups, it appears agility and adaptability may not be considered as important as in

other fields.

This leads to the idea of agility, which von Oetinger (2004) describes as the ability to

respect the past while forgetting it. A further description of agility (for problem-based learning

within project-based learningPBL) is to be “on-going, active, flexible, and inventive; problems

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 23

are transformed and abandoned, solutions are posed that create dilemmas” (Murphy &

McCormick, 1997, p. 462). “Dilemmas” arise when there is no unique or acceptable solution to a

problem (Murphy & McCormick, 1997). Agility requires students to actively seek alternative

solutions to the various phases of the project they are working on; continuing to learn flexibility

in problem solving. This raises the question of whether students can learn to not have a single

solution or high comfort level for every problem presented in a project.

Working in teams requires members to adapt to various learning and work styles to reach

a desired outcome (Redkar, 2009). This requires the ability to learn and adapt to different

personalities and various work ethics as well as changes in knowledge and understanding as new

information is found. Weber (2009) states that learning takes place at work, through work and

for work; the same is true for project-based learningPBL, which encourages continual learning.

Students need to understand the need to continue learning when they have finished school.

Lifelong learning is an objective for an employee to be valued in a climate of change which has a

direct impact on an organizations effectiveness and competitiveness (Dunlap, 2005; Tynjala,

2006). Dunlap (2005) states “lifelong learners are able to learn and adapt because they reflect on

the quality of their understandings and seek to go beyond what they know” (p. 2). These are the

people who look to learn more in order to further the organizational goals, whether it is a project

team in school or a project team in a business. During the process of action and adaptation

students develop ownership over the problem (Pittaway & Cope, 2007), taking control of their

learning in order to meet the requirements of the project.

The ill-structured problems within a project encourages development of multiple

perspectives (Jonassen, 2001) in which students make decisions based on information (Jamal et

al., 2014). As students learn to adapt to and participate in change (Dunlap, 2005) they develop

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 24

the flexibility required to be the drivers of innovation and change that many business desire

(Galloway et al., 2005). Adaptability requires the ability to use new information and knowledge

and have the agility to react to this new information in a productive manner.

Developing Initiative and Entrepreneurialism

These can be described as motivation, self-confidence, and driving change for the sake of

improvement. Innovation is the result of these two traits, and tends take place when people are

comfortable with the uncomfortable and are willing to approach solutions from new directions

with the expectation that those who first suggest these new approaches may be alone (von

Oetinger, 2004). Weber (2009) points out that a good project to help develop these skills is one

which has multidisciplinary solutions. A great opportunity for development of the skills arises

when the tasks associated with a project require students to learn new things or create new ways

to complete tasks which are needed to solve the problems associated with part of the project

(Murphy & McCormick, 1997); to wit in a study of 519 graduate students enrolled in PBL based

entrepreneurial class claimed to have improved 46% in their initiative skills at the completion of

the class (Galloway et al., 2005).. This suggests that initiative is the ability to move out of one’s

comfort zone in order to learn new things and entrepreneurialism is the willingness to act upon

this ability. Lang (2013) describes this as the first step in gaining a maker mentality; this

mentality is one based on producing rather than consuming. In order for students to become

willing to move out of their comfort zones, it is necessary for both classroom and corporate

cultures to accept that “norms are not established once and for all but instead are continuously

negotiated and renegotiated through interaction” (Rasmussen, Yackel & King, 2006, p. 148).

Stringent rules should not dominate the classroom (and corporate) culture, but rather should

foster an attitude of trying new things in students; when students take the initiative to try new

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 25

things, they will gain a deeper understanding of the problem they are trying to solve as well as

the problem’s relationship to the project.

Teaching entrepreneurialism requires a style that is “action oriented, encourages

experiential learning, problem solving, project-based learningPBL, creativity and supportive of

peer evaluation” (Jones & English, 2004, p. 416). Students need to be motivated and willing to

accept short-term setbacks in order to ultimately be successful. Entrepreneurial learning is

defined as “learning that occurs during the new venture creation process” (Pittaway & Cope,

2007, p. 212) indicating students need to be willing to experiment and take ownership for

learning. Weber (2009) states employers’ desire employees who are self-regulated and

autonomous; students working on projects determine the amount of time and effort are to be

expended in each phase of the project resulting in new processes and outcomes associated with

the project.

Jamal et al., (2014) describe the need for students to develop a sense of “know-what,

know-how, know-why, and care-why” (p. 127). Students need to understand the expected

outcomes of an assigned project. They need to learn how to develop the anticipated deliverable.

Students must possess the ability to clearly explain their problem-solving processes, the

decisions and determinations made in order to arrive at the final product as well the ability to

demonstrate their product. Caring is likely the most important criteria; concern for the team and

the resultant work creates a deep sense of ownership and a desire to be successful.

Developing Effective Oral and Written Communication

Effective communication between students, as well as students and teachers, can be

considered both informal conversation as well as sending and receiving technical information

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 26

(Mohan, et al., 2009). Hmelo-Silver (2004) refers to “explaining one’s ideas is important for

productive collaboration” (p. 241). This suggests the first level of effective communication is

between peers, but it is equally important to communicate with people beyond your team. It is

important for students to recognize the difference between informal conversation and

professional communication (which includes public speaking and technical writing). Bybee

(2013) points out that “a skilled communicator selects key pieces of a complex idea to express in

words, sounds and images as a way to build shared understanding” (p.38). While most of the

authors do not directly address communication, they allude to the necessity of being able to

clearly articulate one’s thoughts in order for students to better promote the outcome of their

project. This includes plainly explaining complex concepts to insure they are understood as

intended.

Strong communication skills transcend all of the social and interpersonal skills that are

desired in entry-level employees. The primary skills students develop through project work are

“communication, trust, shared leadership, and creative problem solving” (Jamal et al., 2014, p.

128). Project-based learningPBL requires the development of effective communication skills in

order for students to respectfully communicate ideas with each other (Savery, 2006). Sharing

ideas effectively is essential in order to cultivate creative solutions to challenges and problems

that arise in the course of the project. Effectual internal communication is fundamental for

collaboration and demonstrates the adaptability of each of the team members.

Writing is critical in project-based learningPBL. Students need to write proposals (Fallik

et al., 2008) which clearly identify ideas and potential solutions; in addition, there is a need to

communicate the status of long-term projects, identifying team needs and progress towards in

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 27

order to achieve prescribed goals. In addition, team members will likely email each other; in

doing so they (the students) should be expected to use proper email etiquette.

Students need to learn to public speaking and presentation skills (Zinser, 2003). The

outcome of a project depends on a team’s ability to efficiently present the results to their peers

and teachers; presentation includes the ability to answer questions and provide a valid defense

for the work that has been done. Presentation skills are not limited to public speaking, but

include the effective use of visuals such as posters and technology such as PowerPoint.

PBL has proven effective in developing communication skills. In a study of 519 graduate

entrepreneurial students enrolled in a PBL based class, 50% claimed an increase in

communications skills at the end of the class as compared to the beginning of the class

(Galloway et al., 2005). In a study of 15 graduates working on PBL, there was a 6% increase in

communications skills (it is important to note that none of these students where working on the

same project) (Wurdinger & Qureshi, 2015). A ten year study of 1,159 doctors found that 83% of

the 239 who studied in a PBL environment where confident in their communications skills as

opposed to only 41% of the 920 doctors who trained in a non-PBL atmosphere (Prince et al.,

2005).

Developing the Ability to Access and Analyze Information

Students use technology on a daily basis to access information, mostly through social

media; yet, with the overall excess of information available, they are not able to process it

(Wagner, 2008). Students need to develop information literacy which “entails learning the skills,

competencies, knowledge and values to access, use and communicate information in any of its

forms” (Pinto, Doucet & Fernandez-Ramos, 2010, p. 464). This allows students to continue to

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 28

learn beyond school and assume responsibility for their own learning (Pinto et al., 2010). Bybee

(2013) describes this as a “non-routine problem solving-skill” in which students “examine a

broad span of information, recognize patterns and narrow information” (p. 39) to solve a

problem. This analysis of new information creates connections between existing knowledge, new

knowledge and their relationship to the project.

Accessing and analyzing information is known as information literacy, and it helps

people become “critical users of information and creative producers” (Kai, et al., 2011, p. 134)

through the use of knowledge. The ability to find relevant information and apply it to a project is

crucial to the success of a project; implying students need to analyze what they have learned in

order to apply it to the project. The literature suggests PBL can develop information literacy

skills (the ability to access and analyze information); however there is very little research

available to verify this.

Developing Imagination and Curiosity

Creativity has been described as the “ability to take risks, problem identification and

articulation, tolerance of ambiguity and integration of knowledge across different disciplines”

(Bybee, 2013, p. 44)(Bybee, 2013, p. 44). A large part of developing curiosity is escaping the

model that has always been used and be experimental in order to find where new ideas lead (von

Oetinger, 2004). Hmelo-Silver (2004) suggests that as students become more curious about their

own interests they also become more curious about subjects that relate to or influence their

interests; as such, student choice (just as they will have a choice as to which career they pursue)

should be considered in developing project ideas. Along with curiosity goes imagination and the

development of the “what if” questions. These “what if” questions, when answered with an “I

don’t know,” lead to experimentation. Through this curiosity and experimentation, meaningful,

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 29

relevant learning takes place. The development of a person’s imagination “contributes to the

achievement of such crucial educational values as understanding, critical thought, and moral

sensitivity” (Takaya, 2009, p. 79), all of which benefit not only the project, but also the students

leadership skills. Both von Oetinger (2004) and Wagner (2008) agree curiosity and imagination

are important for both problem solving and innovation.

Real world problems presented in project-based learningPBL require imagination,

creativity and the willingness to take risks (Jones & English, 2004) in order to develop unique

solutions. These problems develop students’ abilities to reason critically and creatively (Dunlap,

2005; Takaya, 2009). As students learn to accept responsibility for and ownership of their

learning, creativity is promoted (Jamal et al., 2014); the promotion of creativity aids in the

development of students willingness to use their imagination to solve problems. A study with 15

graduate students studying the effectiveness of PBL found an 11% increase in student creativity

(Wurdinger & Querishi, 2015); this is as opposed to a study of 519 graduate students enrolled in

a PBL based entrepreneurship class who reported a 53% increase in creativity.

Implications for the Classroom

All of the interpersonal, social and professional skills discussed in this paper are

interrelated in that they build upon and are dependent upon one another. These skills are

developed through experience and practice rather than rote learning and standardized testing.

The Medical, Engineering and Technology (MET) Professional Academy, in the Peoria Unified

Scholl District (Arizona) opens in August of this year, with the intent of developing students

who are not only technically astute, but who possess the professional skills industry reports as

deficient. Today’s graduates entering the workplace need to be equipped with “deep intellectual

capabilities and a battery of applied practical skills which make them more work ready”

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 30

(Lowden et al., 2011, p. 5). As a result of these expectations of the MET Professional Academy,

there will be daily meetings in lieu of direct instruction (except where absolutely necessary). I

intend to use project-based learningPBL to help my students develop these social and

interpersonal professional skills.

Problem solving and critical thinking will be developed through the assigned projects

(some of which are individually chosen and some of which are assigned). Students will need to

ask appropriate questions in order to reach conclusions that are applicable to their current

project. Project-based learningPBL provides a means of “student engagement in creative

problems solving and learning to work together” (Jamal et al., 2014, p. 128). I believe providing

minimal guidance as the teacher during this process will help students gain confidence in their

problem solving and information literacy abilities as well as their creativity and imagination. In

the event a student is struggling with a problem, it will be discussed at the class’s daily meeting

in order for students not associated with the project to provide suggestions for a solution path.

Johnson and Delawsky (2013) state persistence and continual learning are praised by industry.

Problem solving requires students to access available information; critical thinking requires the

analysis of this new information and the synthesis of it into their project. Students are going to

learn design thinking (IDEO.Org, 2015) in order to learn how best to approach working with an

open mindset, research and discover, and collaboration. Rather than be taught in a traditional

didactic setting, this is going to take place around a conference table; this will provide both the

teacher and the students to lead discussions in a professional meeting setting, which will also

improve student communication and allow for students to reflect on how to personally better run

a meeting.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 31

Working in teams, students will learn collaboration, conflict resolution and the ability to

negotiate with each other. I will emphasize to the students they are working in teams not groups;

students working in groups have a tendency to have each member perform every task and choose

the best result, in teams, each member is working within their strengths resulting in a higher

quality end product. In order for teams to work effectively, each member needs to be aware of

the work of the other team members; allowing the efforts of each team member to integrate

seamlessly into the final product. This requires students to demonstrate the agility to adapt to

their teammates.

Successful projects are dependent upon the students’ ability to modify work habits and

mindsets in order to best serve the needs and meet the goals of their team. It is necessary to

recognize as a project progresses, the goals and needs of the team may be altered, resulting in a

change of focus. This mirrors the current work environment which requires employees to “cope

with continual technological and organizational change” (Mills & Treagust, 2003, p. 2). To

simulate part of this change, students will be assigned to teams based on a random number

generator (in order to prevent any bias) at the beginning of each assigned project. Teams will be

required to report how well they are working together as well as any internal issues once a week

at the daily meeting.

Working on team projects, students will need to demonstrate the initiative to move the

project forward, this includes individual contributions as well as motivating the rest of the team.

Both group and individual projects will require creative solutions to problems that arise; these

will require distinctive changes to expected outcomes, processes developed within the project,

and the use of materials and tools. The development of entrepreneurial skills will be evident as

students explain their ideas; these explanations should include the problem solving process as

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 32

well as the value of the solution. Curiosity and imagination are the drivers for the

entrepreneurialism and change that will make the students of the MET Professional Academy

successful.

Written and oral communication are going to be evidenced in multiple ways. Students

will need to write proposals for their personal projects; in addition, students will blog about their

personal and team projects. Students will communicate with teammates in person and through

email and Google Docs, requiring both written and spoken communication. To improve

presentation skills, students will be expected to run the daily meetings (this will be determined

by a random number generator) and will present their progress in a lecture hall, using a

microphone once a week (this is expected to take less than five minutes per student). While the

students may be uncomfortable with the public speaking, I believe the best way to develop public

speaking skills is to speak publicly.

Most of these skills are very difficult to quantify. While written communication and

meeting the criteria of a project can be measured against a metric, the balance of the skills need

to be assessed holistically. I believe I will assess these social, interpersonal and professional

skills on individual improvement over the course of the semester; this affords me the opportunity

to provide individualized feedback (similar to a professional evaluation) and the flexibility to

discuss individual areas of strength as well as areas of improvement. To be effective, I will be

speaking to DECA and Future Business Leaders of America (FBLA) advisors, and utilize their

assessments and models as well as those from my experiences as a SkillsUSA advisor; each of

these organizations host state and national compeitions in which students demonstrate their

social and interpersonal professional skills. In this manner, students will be directly involved in

creating personalized professional improvement plans.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 33

As I am always looking to improve my practice, I look for new ways to engage my

students as I help them grow. There are three lessons I developed in the last week which I

consider to be innovative, these are called: a) new ideas, b) find the problem, and c) the failure

test. The “new ideas” assignment will ask students to come up with 30 improvements on items

they are familiar with in 60 minutes. The “find the problem” task will provide a solution ask

students to find 20 problems it solves in 30 minutes (an example would be a wheel is the

solution, what are the possible problems?). The “failure test” is going to ask students to fail at 20

tasks in 90 minutes. Each of these is intended to improve creativity and create an sense of

comfort in taking risks for the students. I have observed students tend to be safe rather than

taking risks when working on projects because they are afraid of failure; they need to recognize

an unexpected outcome is only truly a failure if they do not learn from the unexpected outcome.

Conclusion

There is a need for research in both what social and interpersonal professional skills

business and industry require. In addition, there is a need for research pertaining to the

development of these social and interpersonal professional skills through PBL. I believe an

annual study of industry needs, across multiple business sectors addressing current and

anticipated future needs is required, similar to the survey IBM (2010) performed; these studies

should indicate the skills that are valued in entry-level employees. In addition, there is a great

need to research the relationship between the development of social and interpersonal

professional skills and PBL. The PBL studies should be multi-disciplined, with a large, diverse

pool of participants. In addition, these studies should follow the participants from their freshmen

year in high school through their first year in their chosen profession. In this manner, we can

truly determine the effectiveness of PBL in developing the skills employers value the most.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 34

The literature and (limited) research indicates there is a need for social and interpersonal

professional skills. The most sought after skills are communications and a desire for lifelong

learning. Communication skills are essential because these are used to ask questions and share

ideas and information. Lifelong learning is the result of curiosity, the willingness to ask

questions and seek answers, and a willingness to take chances and promote improvement and

change.

Lowden et al. (2011) state the “importance of promoting employability skill and

attributes has been directed at the higher education sector, often in response to concerns from

employers and the respective organizations” (p. 7). Employers are expecting students to learn the

social and interpersonal professional skills they seek while in school; yet these employers

continue to report these professional skills are deficient in entry-level employees. Having the

skills business and industry are looking for are among the best ways “to maintain and enhance

individuals’ attractiveness in the labor market” (Rothwell & Arnold, 2007, p. 24).

Carlgren (2013) expresses the concern businesses have with the need for internal

entrepreneurs and innovation, as a result of these needs, employers desire “employees who are

communicative, resourceful and self-sufficient” and who are “capable of complex thinking and

problem solving” (p. 68). These are the attributes students develop through project-based

learningPBL. A clear relationship exists between industrial expectations of their employees, the

skills necessary skills described by Wagner (2008) and the skills developed through project-

based learningPBL. In addition, there is a relationship between all of the professional skills

employers’ desire in that they are improved through experience rather than intervention. These

are the same professional skills that students holistically learn (they are not directly taught)

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 35

through project-based learningPBL. As a result, it appears students can gain invaluable

professional skills through project-based learningPBL.

Working with others to develop real world products in an environment in which solutions

are not easily developed is the primary purpose of project-based learningPBL. While more

research needs to be performed in order to demonstrate the degree to which project-based

learningPBL develops a student’s social and interpersonal professional skills, the literature and

available research clearly identifies a strong link in that the skills sought by employers are

developed through collaborative projects. The most important aspect of this (to me) is student

reflection; students will reflect on what they have learned, what they need to know, their

interactions with others, and what if scenarios. When this happens, students are developing the

professional skills Wagner (2008) claims are lacking.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 36

Appendix A—Samples of Assigned Team Projects

[I.] When an oil company drills a new oil well they are only capable of extracting

approximately 35% of the oil available. Your job is to develop a way that is

economically viable and environmentally responsible, to extract at least 50% more of

the oil.

[II.] The Ogallala Aquifer occupies the High Plains of the United States, extending from

western Texas to South Dakota. The Ogallala Aquifer is used to water the crops and

cattle we use for food. We will no longer be able to get water from the Ogallala

Aquifer sometime in next 50 years. Your job is to develop a way to continue to water

the crops and cattle of the American Midwest without using the aquifer. Your

solution must be economically viable and environmentally responsible.

[III.] The current EPA regulations are making it increasingly difficult to use the most

abundant energy source in the United States. With the current technology, alternative

energy is unreliable. This leaves nuclear energy as the best option at this time. When

nuclear fuel rods are removed as “used” from the reactor, 99% of the uranium has not

been used. Your job has two parts. First, you must develop a way to recycle the fuel

rods so that they may be reinserted into the reactor. Second, develop a way to utilize

the radiation energy being emitted from the waste material. Your solution must be

economically viable and environmentally responsible. Note: The issue with storage

of nuclear waste in the United States is a political issue, not one of science or

technology

[IV.] The average family in the United States deposits 4.3 pounds of solid waste into landfills

every day. This creates a large impact on open spaces and land resources. Your job

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 37

is to develop a way (other than recycling) to reduce the impact of the amount of waste

that is placed in these landfills. Your solution must be economically viable and

environmentally responsible.

[V.] The current scientific theories claim that global climate change is the result of human

activity in the form of releasing carbon dioxide into the atmosphere. It is necessary

to continue using the energy that creates the carbon dioxide in order to maintain the

global economy. Your job is to develop an economically viable and environmentally

responsible way to sequester the carbon dioxide that is being emitted into the

atmosphere.

[VI.] One sixth of the world’s population does not have access to potable drinking water.

Your job is to develop a way to provide a sustainable method to provide safe, clean

drinking water to these populations. You may assume that a water source is

available. Your solution must be economically viable and environmental responsible.

[VII.] In 2005, Hurricane Katrina devastated the city of New Orleans. Despite many

overtones, not much has been done to prevent a repeat of the event. Your job is to

develop an economically viable and environmentally responsible way to safeguard

the people and the property of New Orleans against a repeat of a Katrina-like disaster.

[VIII.] Approximately 12.5% of the global population suffers from chronic malnourishment.

While there are many reasons for this, the primary reason is access to food. Your job

is to develop a way to provide healthy food to these people. Your solution should be

economically viable, environmentally responsible and sustainable.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 38

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Appendix A—Samples of Assigned Team Projects

I. When an oil company drills a new oil well they are only capable of extracting

approximately 35% of the oil available. Your job is to develop a way that is

economically viable and environmentally responsible, to extract at least 50% more of

the oil.

II. The Ogallala Aquifer occupies the High Plains of the United States, extending from

western Texas to South Dakota. The Ogallala Aquifer is used to water the crops and

cattle we use for food. We will no longer be able to get water from the Ogallala

Aquifer sometime in next 50 years. Your job is to develop a way to continue to water

the crops and cattle of the American Midwest without using the aquifer. Your

solution must be economically viable and environmentally responsible.

III. The current EPA regulations are making it increasingly difficult to use the most

abundant energy source in the United States. With the current technology, alternative

energy is unreliable. This leaves nuclear energy as the best option at this time. When

nuclear fuel rods are removed as “used” from the reactor, 99% of the uranium has not

been used. Your job has two parts. First, you must develop a way to recycle the fuel

rods so that they may be reinserted into the reactor. Second, develop a way to utilize

the radiation energy being emitted from the waste material. Your solution must be

economically viable and environmentally responsible. Note: The issue with storage

of nuclear waste in the United States is a political issue, not one of science or

technology

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 47

IV. The average family in the United States deposits 4.3 pounds of solid waste into

landfills every day. This creates a large impact on open spaces and land resources.

Your job is to develop a way (other than recycling) to reduce the impact of the

amount of waste that is placed in these landfills. Your solution must be economically

viable and environmentally responsible.

V. The current scientific theories claim that global climate change is the result of human

activity in the form of releasing carbon dioxide into the atmosphere. It is necessary

to continue using the energy that creates the carbon dioxide in order to maintain the

global economy. Your job is to develop an economically viable and environmentally

responsible way to sequester the carbon dioxide that is being emitted into the

atmosphere.

VI. One sixth of the world’s population does not have access to potable drinking water.

Your job is to develop a way to provide a sustainable method to provide safe, clean

drinking water to these populations. You may assume that a water source is

available. Your solution must be economically viable and environmental responsible.

VII. In 2005, Hurricane Katrina devastated the city of New Orleans. Despite many

overtones, not much has been done to prevent a repeat of the event. Your job is to

develop an economically viable and environmentally responsible way to safeguard

the people and the property of New Orleans against a repeat of a Katrina-like disaster.

VIII. Approximately 12.5% of the global population suffers from chronic malnourishment.

While there are many reasons for this, the primary reason is access to food. Your job

is to develop a way to provide healthy food to these people. Your solution should be

economically viable, environmentally responsible and sustainable.

PROJECT-BASED LEARNING AND PROFESSIONAL SKILLS 48

[IX.]