Feb 17, 2022
20% of success in any career is believed to be based on intelligence: the ability to learn, understand and reason. The other 80% is based on the ability to understand oneself and interact with other people (Kirch, Tucker & Kirch, 2001).” An incremental laboratory experience was designed to create an environment for soft skill development that does not diminish the attention to accounting theory and technical development. Mandatory experiences were added to two required accounting classes starting in the spring of sophomore year. The lab experience includes: (1) Professional Motivation, (2) Emotional Intelligence, (3) Soft Skill Development, (4) Career Skills, and (5) Time Management.
Aug 20, 2021
This research provides data driven insights that can be used by engineering educators to better understand distinct segments of undergraduate students. Three clusters emerged that delineated students into three distinct typologies: Steadiness Compliance (SC); Influencing Steadiness (IS) and Dominance Influencing (DI) typology. This affirms once again that students are unique and individual differences require different teaching and learning approaches.
Jun 29, 2021
This study suggests that for a variety of reasons, male and female students do not bring in the same sets of soft skills into a college classroom. The impact of their educational experiences on male and female students is different.
May 3, 2021
An entrepreneur’s judgment is perhaps the most important asset that a start-up company has. As important as entrepreneurial judgment is, it is a difficult characteristic for others to discern and to evaluate. The purpose of this research project is to bring greater insight and clarity to the process of evaluating the judgment capacities of entrepreneurs during this critical stage of the founding of their companies. This project applies the theory of formal axiology as a lens for studying entrepreneurial judgment and decision-making by analyzing how entrepreneurs receive and respond to feedback. An assessment tool known as the Hartman Value Profile (HVP) provides a way to measure the multi-faceted nature of judgment axiologically. Analysis of participants’ HVP scores suggests that HVP scores are capable of revealing meaningful insights for investors, entrepreneurs, and academics. Many of the findings relate to self awareness, with entrepreneurs being more likely to reflect upon feedback rather than deflect it.
Aug 11, 2020
In the paper ‘Co-op education and the impact on the behaviors and competencies of undergraduate engineering students’, Dr. Nassif E. Rayess, Dr. David Pistrui, Dr. Ron Bonnstetter and Dr. Eric T. Gehrig used TTI Success Insights’ TriMetrix DNA assessment to gauge the effect of an internship experience on undergraduate students’ behaviors and competencies.
Jun 23, 2020
In the paper ‘Response Process Validation Protocol Using Neurophenomenological Gamma Asymmetry’, the research team explains the process TTI SI uses to observe the brain’s reaction to reading and answering questions during an assessment.
May 4, 2020
To prosper in the Industry 4.0 ecosystem, individuals and organizations will be required to develop 21st century skill sets. This research seeks to identify emerging trends, pinpoint challenges and gain data-driven insights into the forces shaping the technical talent pipeline of Industry 4.0 in the United States. To successfully navigate the Industry 4.0 environment (and beyond), organizations will need to integrate four different generations (soon to be five) in their workforce. Next-Generation Leaders were found to be lacking in creativity and innovation and conceptual thinking, critical skills required in navigating an Industry 4.0 environment. This should serve as a wake-up call to educators tasked with overhauling an antiquated system, particularly at the graduate level. Based on responses to a series of questions using the TTI TriMetrix DNA assessment suite a data-driven, validated assessment instrument, this research presents an overview of the development of 25 professional competencies that contribute to superior performance.
May 4, 2020
Effective interdisciplinary research (IR) teams require skills of collaboration, sharing, and abilities to integrate knowledge from diverse disciplines. Pre-post data was collected using three learning modules designed to support the development of collaboration and teamwork skills in the context of IR. Results showed (1) participants learned and practiced essential collaborative skills in authentic contexts; (2) training modules were valued and helped participants recognize the important role that personal dispositional characteristics have on IR teams; (3) participants’ confidence in adapting to differences among team members increased; and (4) participants recognized that effective collaboration requires intentionality. This paper also introduces the concept of dispositional distancing.
