The ACT Holistic Framework® of Education and Workplace Success

Author(s):  
Jeremy Burrus ◽  
Jason Way ◽  
Becky Bobek ◽  
Kristin Stoeffler ◽  
Ryan O’Connor
Keyword(s):  
2018 ◽  
Vol 28 (3) ◽  
pp. 182-185
Author(s):  
Héctor E. Pérez

AbstractGraduate training programs often produce technically ‘savvy’ scientists with inadequate non-technical skill sets essential for workplace success. The challenges associated with lack of non-technical competency may be exacerbated in highly specialized fields such as seed science. This brief communication describes recent efforts conducted at the 12th Triennial Conference of the International Society for Seed Science to address non-technical skill development for pre-career professionals. Furthermore, I propose a few adaptable ideas to begin confronting the divide between graduate education and professional development.


1996 ◽  
Vol 23 (2) ◽  
pp. 77-84
Author(s):  
Lynda Mccalman ◽  
Patricia Teel Bates ◽  
Nancy T. Morris ◽  
Margo R. Wilder

2001 ◽  
Vol 64 (3) ◽  
pp. 23-40 ◽  
Author(s):  
Kim Sydow Campbell ◽  
David L. Mothersbaugh ◽  
Charlotte Brammer ◽  
Timothy Taylor

Pedagogical practice related to oral business presentations has received little research attention despite the pervasiveness of oral presentations in business class rooms and their perceived importance to workplace success. This study collected data on three groups (self, peers, and instructor) to address four research ques tions related to (a) the usefulness of self and peer ratings as substitutes for instruc, tor evaluation of oral business presentations and (b) the relationship between vari ous content and non-content factors on overall perceptions of presentation quality. Data from this study suggest that (1) both holistic and analytical peer assessments are reasonable substitutes for instructor assessment when raters are trained; (2) self assessment does not closely reflect either peer or instructor assessments; and (3) peer assessment of delivery characteristics, command of material, and content strongly predict peer ratings of overall presentation quality.


2021 ◽  
Vol 11 (4) ◽  
pp. 2648-2654
Author(s):  
Dr. Pusuluri Sreehari

Employers assess and judge their employees on their knowledge of both technical skills and soft skills. Until the recent past, technical skills were given top priority. However, that perception has changed over time. The knowledge of soft skills is now being considered as important as or more important than technical knowledge. Professional success depends upon a host of parameters such as experience, expertise, skill level, personality traits, work style, communication style, and work-life balance. Soft skills have also become a key parameter of professional success. This paper looks at the factors that have contributed to the acknowledgment of the significance of the soft skills at workplace and also presents the ways in which the knowledge of the soft skills could be enriched to go up the career ladder. It proposes a list of key soft skills such as self-awareness, emotional intelligence, team work, cross-cultural communication and personal accountability, which are expected to be the game changers. It is hoped that the employees’ knowledge about essential soft skills would enable them to become productive and mindful professionals at their workplaces. It is also implied that employees view soft skills as valuable assets rather than extraneous matters in their professional success. The insights presented in the paper, if deployed diligently, could augur well for career growth and enable the employees to remain relevant even if the job and technology scenario keep changing.


2020 ◽  
Author(s):  
Joseph Rios ◽  
Guangming Ling ◽  
Robert Pugh ◽  
Dovid Becker ◽  
Adam Bacall

This article extends the literature on 21st-century learning skills needed for workplace success by providing an empirical examination of employers’ direct communication to potential employees via job advertisements. Our descriptive analysis of 142,000 job advertisements provides two contributions. First, this is one of the first studies to empirically rank-order skill demand. In doing so, it is clear that oral and written communication, collaboration, and problem-solving skills are in high demand by employers, with particular emphasis on the pairing of oral and written communication. Furthermore, it is apparent that many of the skills suggested in the literature as being critical for workplace success are in very low demand by employers, and some were not found to be mentioned at all (e.g., social responsibility). Second, this study explicitly examined whether 21st-century skill demand varied by job characteristics, which was found to be the case, with differences being noted for both education level and degree field requirements. Results were replicated with a sample of roughly 120,000 job advertisements collected 1 year from the initial data collection. Implications for developing educational standards around 21st-century skill development are discussed.


Work ◽  
2020 ◽  
Vol 67 (1) ◽  
pp. 223-237
Author(s):  
Marissa L. Diener ◽  
Cheryl A. Wright ◽  
Carly Taylor ◽  
Valerie D’Astous ◽  
Lauren Lasrich

BACKGROUND: Compared with people with other disabilities, individuals with autism spectrum disorder (ASD) have the lowest rates of employment and switch jobs at a higher frequency. Thus, understanding how to support workplace success for people with ASD is important. OBJECTIVE: Grounded in an ecological conceptual model, this study explores the dual employment perspectives of adults with ASD and supervisors who worked with individuals with ASD. METHODS: Using participatory research methods, a purposive sample of ten adults with ASD (all verbal with high school diplomas) and ten supervisors participated in semi-structured interviews on employment experiences. Qualitative analyses were used to identify themes. RESULTS: Four major themes emerged from an ecological framework to create a strong person-environment fit in the workplace: 1) building on interest/experiences/strengths/skills, 2) reducing social demands, 3) clear communication and expectations, and 4) ASD awareness for work environment. Comparisons between the two groups of participants showed substantive differences in expectations and accommodations. CONCLUSIONS: Supervisors, although eager to employ individuals with ASD, could benefit by employing an ecological model to successful employment. Results indicate that multiple lenses on the process of employment for those with ASD can lead to better outcomes in the workplace.


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