This research illustrates that the DISC can be used with relatively young subjects prior to their entering the job market and can successfully be used as a predictive tool. In the Difference Model, entering GPA and the difference score on the D component were significant indicators of success.
This is a study of over 350 science education pre-service teachers, gathered over a 19-year period, examined behaviors, motivators and soft skills. The behavioral data suggests that most of the students who have traditionally come to teaching within this program possess attributes that make them slow to change and even slower to lead a reform effort. Have we created educational mediocrity in our building by unknowingly recruiting, preparing and placing teachers whose primary value is maintaining traditions and are afraid of change?
The purpose of this quantitative correlational research was to examine the Big Five personality traits: openness to experience, conscientiousness, extraversion, agreeableness and neuroticism, and behavioral style dimensions: dominance, influence, steadiness and compliance, as potential predictors of authentic leadership among leaders in U.S. organizations. This study found initial evidence for the potential ability of conscientiousness, extraversion and agreeableness to predict authentic leadership.
A sample of 76 entrepreneurs participated by completing an assessment that measured their behavioral style, motivators and professional and personal competencies. The emerging profile included behavioral styles reflecting competitiveness, enthusiasm, high trust and rule breakers. The primary motivator, chosen by 68% of the respondents, is “utilitarian,” which personifies practicality and efficiency and is driven by a return on investment. The second highest motivator is individualistic, reflecting a desire to be in charge and to control. The top seven professional competencies are: leadership, goal achievement, employee development/coaching, presenting, persuasion, interpersonal skills and written communication.
This study examined the relationship between predominant dispositional styles and innovative work behaviors of educators in a high performing K-12 charter school in Colorado. The results indicated no significant correlation between the two variables. Further research is recommended to gain generalizable understanding about this potential correlation between individual level characteristics of educators in high performing charter schools that could translate into scalable strategies to include attracting and hiring and developing people who have a predisposition to innovate.