Apr 3, 2019
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?
Apr 3, 2019
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.
Apr 3, 2019
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.
Apr 3, 2019
This research examined the construct validity of the TTI survey and its ability to distinguish between engineers and entrepreneurially-minded engineers (EMEs). It is reasonable to conclude that time on the job does not affect behaviors, values and professional skills of engineers. Further, considering graduate degree attainment, only one professional skill is found to be significantly different: presenting. Therefore, graduate degree attainment does not affect behaviors, values and professional skills of engineers.
Apr 3, 2019
This study found that men from the sales and executive professions had higher DISC D scores than women; females from the sales and executive professions had higher PIAV Traditional scores than men; sales professionals had higher DISC I scores than executives; and sales professionals had higher PIAV Individualistic scores than executives.
