Professional Competencies of Undergraduate Students · Undergraduate Students Dave Gosselin,...
Transcript of Professional Competencies of Undergraduate Students · Undergraduate Students Dave Gosselin,...
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Assessment of 21st Century Professional Competencies of Undergraduate Students Dave Gosselin, Director
Environmental Studies University of Nebraska-Lincoln
Ron Bonnstetter, Senior VP of Research and Development Director, Center for Applied Cognitive Research Target Training International
Alison Creeger, University of Nebraska-Lincoln
Plus - Houston Lester, Jim Bovaird, and Kate Lagerstrom University of Nebraska-Lincoln
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Question
What skills will help new
graduates perform well on the job and
foster career development?
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Question
To what extent are we helping our students develop 21st Century Skill Sets?
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EmployerExpecta.ons
ProviderExpecta.ons
Question: To what extent do we, as employee providers, meet employer expectations?
Question: Are we connected or disconnected?
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How we are approaching
the challenge?
UNL’s Undergraduate Environmental
Studies Program
Cooper 2011
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Partner with Business
Our Approach
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Data Collection Target Training International's TriMetrix™ Assessment
Dispositional Attributes
How (Give and Receive
Information) Behavior
DISC
Why (Time & Energy)
Attitudes Motivational
DriversPersonal
DNA
What Personal Competencies
(23 or 25) DNA INDEX
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CompetenciesWorkforce Context
• areawayoftalkingaboutwhathelpspeoplegetresultsintheirjobs.
• refertoskillsorknowledgethatleadtosuperiorperformance.
• arenot"fixed"–theycanusuallybedevelopedwitheffortandsupport.
Modifiedfrom:h-p://www.carltonglobal.com/samplelesson_HR.pdf
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Our Challenge Domains from TTI Performance DNA Competencies
Cognitive Competencies: n=6
Planning and Organizing Problem Solving Ability Decision Making Conceptual Thinking Creativity Futuristic Thinking
Intrapersonal Competencies: n = 6
Continuous Learning Goal Achievement Resiliency Self- Management Flexibility Personal Accountability
Interpersonal Competencies: n=13
Employee Development/Coaching Presenting Diplomacy and Tact Understanding and Evaluating Others Customer Focus Interpersonal Skills Leadership Teamwork Conflict Management Empathy Persuasion Written Communication Negotiation
Intrapersonal
Competency Domains
Interpersonal
Cognitive
Skills
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DataSetandAnalysis
• Pre-andPost-programApproach• 170Students(includes129matched
pairs)• 2009to2015• Mul.levelModelingFrameworkto
AccountforDependence(GeneralizedANOVA)
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• Experience
• Context
• Self-Report - Perception of
others - Self-perception - Self-efficacy
Dave’s Data
Personal Competencies and Skills (What?)
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DataSet1:Pre-ProgramDifferences
MeanDifference
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DataSet2:Pre-andPostChange*p<0.01**p<0.05***p<0.10
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DataSet3:GenderDifferences
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DataSet4:ComparisontoWorkforce
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DataSet4:ComparisontoWorkforce
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DataSet4:ComparisontoWorkforce
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Summary • Business-related instruments provide useful
assessment information about 21st century skill development
• Gender differences in perceived ability pre-program and changes from pre- to post program
• Collective Pre- to Post- Program Improvement - Continuous Learning; Diplomacy, Employee Development and Coaching; Futuristic Thinking; Leadership; Presenting; and Teamwork
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A Big Question for Higher Education
To what extent do we help our students develop competence for professional practice in the 21st Century?
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Questions
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n=322,683jobs2018projected
50%Bachelors23%Masters17%Ph.D
70%Bachelors26%Masters3%Ph.D
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Summary • Business-related instruments provide useful
assessment information about 21st century skill development
• Gender differences in perceived ability pre-program and changes from pre- to post program
• Collective Pre- to Post- Program Improvement - Continuous Learning; Diplomacy, Employee Development and Coaching; Futuristic Thinking; Leadership; Presenting; and Teamwork
• On average ENVR Students meet or exceed 70% of current mean workforce skill sets.