Title 2

Promoting Critical Enagement

At The Institutes, we recognize that facts are free. Anyone with an internet connection can Google a concept or keyword, and if they apply themselves, remember and likely understand the basics associated with that query. True professional growth, however, requires more than memorizing definitions or recognizing terms; it demands the ability to think critically, solve problems, and innovate within real-world contexts.

[Need bullets that will serve as links to 2 sections below]

[Conclusion.]

Section Title 1

As discussed in our earlier exploration of Bloom’s Taxonomy, the framework organizes learning objectives from foundational to advanced thinking skills (Anderson & Krathwohl, 2001). Figure 1 serves as a quick reference, showing the progression from “remember” at the bottom to “create” at the top. In this section, we’ll focus on how instructors can use the upper levels to promote deeper engagement, the kind that equips learners to think critically, solve complex problems, and adapt to the unpredictable challenges they will face as industry professionals.

Figure 1

Bloom’s Revised Taxonomy for RMI Instruction

While the foundational levels of “remember” and “understand” are important, learners achieve lasting impact when they’re challenged to apply, analyze, evaluate, and create. These higher-order activities foster the kind of critical engagement that turns information into actionable expertise.

In addition to the examples in Figure 1, RMI educators could ask learners to:

Apply their knowledge by designing a claims-handling workflow for a newly acquired business unit based on provided background information and operational requirements.

An exercise like this would reinforce the practical application of policy and process knowledge to new business contexts, preparing them to adapt quickly during organizational change.

Analyze a mock client’s coverage portfolio to pinpoint overlooked exposures before they lead to losses, explaining the reasoning behind their findings.

Completing this task would sharpen risk assessment skills and the ability to synthesize complex information, preparing learners to make informed coverage recommendations under real-world time and data constraints.

Evaluate the risk controls of a large-scale infrastructure project and defend their recommendations in a simulated presentation to senior stakeholders.

Engaging in simulations like this would build evaluative judgment and persuasive communication skills, preparing learners for high-stakes situations where they must justify recommendations to decision-makers.

Create a customized risk financing plan for a fictional company that balances regulatory requirements with competitive advantage.

By focusing instruction on these upper four levels of Bloom’s Taxonomy, RMI instructors give learners the opportunity to work through challenges and discover why certain tasks need to be approached in specific ways. As they work through these challenges, learners can try different methods — some successful, others not — and use both experiences as part of their learning process. This cycle of trying, reflecting, and adjusting described in Kolb’s experiential learning theory (1984), transforms learning from passive reception into active exploration, allowing learners to discover what works, what doesn’t, and why. This kind of discovery builds the judgment and adaptability RMI professionals need to navigate the complex, unpredictable situations inherent in the industry with confidence.

A practical and impactful way to foster that discovery is by immersing learners in realistic, high-stakes scenarios within a consequence-free environment, situations that mirror the kinds of decisions professionals make in the field, where the outcomes can carry significant business, financial, and reputational impact. Practicing in these simulated settings challenges learners to weigh all the factors that shape a decision (e.g., regulatory requirements, client relationships, operational realities, evolving risk conditions) instead of being limited to static, fact-based instruction that stops at “what the rules say” without exploring how to apply them in dynamic, real-world situations. For example, a class might role-play advising a multinational client during a simulated natural disaster, making urgent coverage and claims-handling decisions as conditions change. In doing so, learners must interpret incomplete or evolving information, balance competing priorities, and anticipate the downstream effects of their choices, just as they would in an actual crisis. The exercise not only reinforces technical skills but also cultivates the situational awareness, adaptability, and judgment that distinguish effective professionals in RMI.

Through this progression, learners aren’t just practicing isolated skills; they’re developing the habits of mind, meaning the ingrained ways of thinking and approaching problems that empower them to respond decisively to complex challenges, anticipate emerging risks, and innovate within their roles. Ultimately, this is what RMI education is all about: preparing professionals to apply what they learn directly to the work they do, so they can handle whatever the industry throws at them with competence and confidence.

Section 2

While the concepts above outline why advancing through Bloom’s Taxonomy builds the higher-order thinking and real-world problem-solving skills RMI professionals need, it’s equally important to see how this progression applies within specific RMI roles. In doing so, we can see that each role draws on the full range of taxonomy skills, from remembering and understanding to applying, analyzing, evaluating, and creating.

The following examples translate theory into practice by showing instructional tasks that directly mirror the responsibilities of a single professional track and how those tasks can be designed to progress from foundational recall to innovative, strategic creation. Each table moves step-by-step through Bloom’s levels, with the degree of critical engagement — and alignment to complex, real-world decision-making — increasing as you move from left to right in the table. These levels reflect the relative cognitive complexity of each task, not its importance. Lower-level tasks, such as recalling regulatory requirements, remain essential foundations for professional competence; without mastery of these fundamentals, higher-level skills like analysis, evaluation, and creation cannot be developed effectively.

Claims Adjusters [temp title]

First, the alignment of a claims adjuster’s professional responsibilities with instructional tasks in RMI education is shown below. The table also indicates the level of critical engagement each task requires and explains why that level is appropriate for both the instructional activity and the corresponding responsibility of an adjuster in the industry.

Remember

Have learners list the statutory deadlines for acknowledging, investigating, and settling claims in a specific jurisdiction.
Mirrors a claims adjuster’s need to recall time-sensitive regulatory requirements to remain compliant.
Builds essential knowledge for meeting legal obligations and avoiding costly penalties.
Low: The instructional and industry tasks rely on accurate recall of established facts, with no need for analysis or judgment. The instructional task is therefore well-suited for preparing learners to meet this industry requirement.

Insurance Broker [Temp title]

While the claims adjuster table illustrates how Bloom’s Taxonomy aligns with one role in the RMI field, the same framework applies to every position in the industry. The next table focuses on insurance brokers, reinforcing that all six levels of Bloom’s — from foundational recall to advanced creation — are present in every RMI role. Just as with claims adjusters, these examples show how Bloom’s Taxonomy can guide broker training by aligning instructional activities with real-world responsibilities, and how increasing cognitive complexity in instruction mirrors the critical engagement required in professional brokerage work.

Remember

Have learners list the standard endorsements available for a commercial general liability (CGL) policy.
Mirrors a broker’s need to recall policy options to ensure clients have comprehensive, appropriate coverage.
Builds a strong foundation of product knowledge essential for client trust and accuracy.
Low: The instructional and industry tasks rely on accurate recall of established facts, with no need for analysis or judgment. The instructional task is therefore appropriate preparation for meeting this industry requirement.

Understand

Ask learners to explain the difference between first-party and third-party claims to a mock policyholder.
Reflects an adjuster’s responsibility to clearly communicate claim types and coverage implications to customers.
Strengthens the ability to convey technical information in clear, client-friendly language.
Low–Moderate: The instructional and industry tasks require comprehension and clear explanation, but little critical decision-making beyond ensuring clarity and accuracy. Therefore, the instructional task appropriately develops this professional communication skill.

Understand

Ask learners to explain the difference between an occurrence-based policy and a claims-made policy to a mock business owner.
Reflects a broker’s responsibility to help clients understand how coverage triggers affect risk protection.
Strengthens the ability to translate technical insurance language into clear, client-friendly explanations.
Low–Moderate: The instructional and industry tasks require comprehension and clear explanation, but little critical decision-making beyond ensuring clarity and accuracy. Therefore, the instructional task appropriately develops this professional communication skill.

Apply

Provide a case file with policy documents and loss details, and have learners determine coverage and calculate the payable amount.
Matches an adjuster’s role in applying policy terms and calculations to real-world claim situations.
Reinforces the process of interpreting contracts and applying them accurately to facts.
Moderate: The instructional and industry tasks require applying established rules to specific circumstances, but not yet high-level evaluation or synthesis. The instructional task is therefore an appropriate simulation of how this process works in practice.

Apply

Provide a client profile and risk assessment, and have learners recommend a package of coverage types to meet the client’s needs.
Matches a broker’s role in applying knowledge of coverage options to real client scenarios.
Reinforces practical decision-making and product-matching skills.
Moderate: The instructional and industry tasks require applying established knowledge to specific client circumstances, but do not yet involve high-level evaluation or synthesis. The instructional task is therefore an appropriate simulation of this industry process.

Analyze

Present multiple witness statements, inspection photos, and expert reports for a loss, and have learners identify inconsistencies or red flags.
Mirrors the adjuster’s task of evaluating evidence to detect fraud or clarify disputed facts.
Sharpens investigative skills and the ability to synthesize multiple information sources.
High: The instructional and industry tasks involve examining diverse sources, identifying patterns or discrepancies, and drawing reasoned conclusions. The instructional task therefore provides a realistic, risk-free environment to practice this analytical work.

Analyze

Present multiple quotes from different insurers and have learners compare terms, exclusions, and pricing to determine the best fit for a client.
Mirrors a broker’s task of evaluating competing offerings to secure optimal value and protection for clients.
Sharpens comparative analysis skills and teaches how to balance cost with coverage quality.
High: The instructional and industry tasks involve evaluating multiple sources, identifying trade-offs, and drawing reasoned conclusions. Therefore, the instructional task provides a realistic, risk-free environment to practice this analytical work.

Evaluate

Assign learners to review and critique a settlement strategy for a complex liability claim.
Reflects an adjuster’s responsibility to assess the fairness, adequacy, and defensibility of settlement offers.
Builds judgment and the ability to justify decisions with supporting evidence.
High–Very High: The instructional and industry tasks require weighing multiple options, anticipating outcomes, and defending decisions based on evidence. Therefore, the instructional task effectively mirrors the evaluative process needed for sound settlement decisions.

Evaluate

Assign learners to assess the adequacy of an existing client’s insurance program given recent business changes.
Reflects a broker’s responsibility to periodically review coverage and recommend updates to address evolving risks.
Develops judgment and consultative skills, building long-term client relationships.
High–Very High: The instructional and industry tasks require weighing multiple options, anticipating potential exposures, and defending recommendations. The instructional task therefore effectively mirrors the evaluative process needed for strategic client advising.

Create

Task learners with designing a best-practices checklist for handling catastrophe claims from intake to final payment.
Parallels an experienced adjuster’s work in developing efficient, repeatable processes that ensure quality outcomes.
Encourages process improvement, strategic thinking, and leadership in claims operations.
Very High: The instructional and industry tasks require integrating knowledge, solving problems creatively, and producing original, actionable tools. The instructional task is therefore directly relevant to preparing learners for process-creation work in the field.

Create

Task learners with designing a risk presentation and proposal for a prospective client, including recommended coverages, limits, and rationale.
Parallels a broker’s work in crafting persuasive proposals to win new business.
Encourages strategic thinking, creativity, and effective communication to secure client trust.
Very High: The instructional and industry tasks require synthesizing knowledge, solving problems creatively, and producing persuasive, customized solutions. Therefore, the instructional task directly prepares learners for this complex, high-stakes professional activity.

Whether in claims adjusting, brokerage, or any other RMI role, Bloom’s Taxonomy provides a clear framework for aligning instruction with the realities of professional practice. By intentionally designing activities across all six levels — from foundational recall to innovative creation — RMI instructors ensure that learning is not only relevant, but also equips professionals to think critically, adapt to change, and deliver value in complex, high-stakes environments. This alignment between instructional tasks and industry responsibilities is what transforms information into actionable expertise, whether it be assessing risks, making sound coverage recommendations, designing risk management strategies, or navigating the evolving demands of the industry.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Complete ed.). Longman.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.