A method and apparatus for deriving key characteristics for superior performance in a job includes deriving a set of behaviorally-related competencies relevant to most jobs, surveying persons knowledgeable about the job based on the set of competencies, and defining the job in terms of the most significant competencies identified by the surveys.
This white paper discusses the brain’s response to our DNA 23 workplace soft skills assessment. One of the major takeaways is that our self-perceptions of skill development is directly tied to emotional brain reactions that can be captured to triangulate and help explain participant responses.
Of the 23 competencies surveyed, all are below national means and their mastery. There are a few exceptions, as a group, is extremely low but please keep in mind that they are being compared to a national workforce mean and not other first-year college students. Nebraska’s College of Engineering was one of the first programs in the nation to gather this data. So, comparison to similar groupings is nearly impossible. More importantly, while documenting student entry levels is useful, what is crucial is identifying what skills our students gain as a result of their programs of study. This study opens many questions that only longitudinal studies can address.
VAA Sheri Smith has published a description of key competencies and behavioral styles found among a set of senior business managers. These skills include: persuasion, interpersonal skills, teamwork, negotiation, leadership, resiliency, conflict management, flexibility, personal accountability and self-management.
This major research project involved seven surgical training programs that studied 117 residents’ TriMetrix® reports and compared these scores to their American Board of Surgery In-Training Examination scores (ABSITE). The goal was to see if TTI SI tools could help improve program retention by creating better job matches and identifying residents who might be at risk for substandard academic performance.