1. What Employers Want From Psychology Graduates R. Eric Landrum Department of Psychology Boise State University MPA Symposium “College-to-career transition issues: Strategies, skills, and shock” Midwestern Psychological Association Chicago, IL April 29, 2004

2. Psychology Degrees Conferred in the United States, 2000-2001 Doctoral: 4,659 Doctoral: 4,659 –Men: 1,475 –Women: 3,184 (68.3%) Master’s: 15,196 Master’s: 15,196 –Men: 3,615 –Women: 11,581 (76.2%) Bachelor’s: 73,534 Bachelor’s: 73,534 –Men: 16,572 –Women: 56,962 (77.4%)

4. What Can You Get Paid with Your Bachelor’s in Psychology? There are a variety of estimates available. These are STARTING SALARIES: There are a variety of estimates available. These are STARTING SALARIES: –NACE Fall 2000: $28,811 –NACE Summer 2001: $30,388 –NACE Fall 2001: $29,952

5. Prior Work—Skills Desired Eison (1988): enthusiasm, motivation, grades, communication and interpretation skills, students’ non- college jobs, types of extracurricular activities, and self-presentation Eison (1988): enthusiasm, motivation, grades, communication and interpretation skills, students’ non- college jobs, types of extracurricular activities, and self-presentation

6. Prior Work—Skills Desired Appleby (2000): social skills, personal skills, communication skills ranked highest by employers Appleby (2000): social skills, personal skills, communication skills ranked highest by employers

7. Desired Bachelor’s Level Abilities Work effectively with others Work effectively with others Ability to acquire and use information Ability to acquire and use information Use technology to solve problems Use technology to solve problems Communication skills Communication skills Computational skills/numeracy Computational skills/numeracy Problem solving skills Problem solving skills Flexibility Flexibility Proficiency in field of study Proficiency in field of study

8. Methodology Asked employers of psychology graduates (that employ 75+ employees total) to rate 88 potential skills and abilities Asked employers of psychology graduates (that employ 75+ employees total) to rate 88 potential skills and abilities Employers in Ohio, Illinois, and Idaho were mailed a survey; 26.9% response rate Employers in Ohio, Illinois, and Idaho were mailed a survey; 26.9% response rate

9. Methodology Each item was rated on a 4-point importance scale from 0 = not at all important to 3 = extremely important Each item was rated on a 4-point importance scale from 0 = not at all important to 3 = extremely important

10. What Employers Want: Top 20 Qualities, Skills, and Abilities Listening skills Listening skills Ability to work with others as part of a work team Ability to work with others as part of a work team Getting along with others Getting along with others Desire and ability to learn Desire and ability to learn Willingness to learn new, important skills Willingness to learn new, important skills Focus on customers/clients Focus on customers/clients Interpersonal relationship skills Interpersonal relationship skills Adaptability to changing situations Adaptability to changing situations Ability to suggest solutions to problem Ability to suggest solutions to problem Problem solving skills Problem solving skills Ethical decision making Ethical decision making Critical thinking Critical thinking Ability to see the big picture Ability to see the big picture Flexibility/shifting gears Flexibility/shifting gears Being able to identify problems Being able to identify problems Working smarter to improve productivity Working smarter to improve productivity Timely decision making Timely decision making Time management Time management Problem-definition skills Problem-definition skills Personality Personality

11. Conclusions What emerges as most important? What emerges as most important? –Interpersonal skills (listening, relationship skills) –Teamwork skills (work with others, getting along with others) –Work ethic (desire and ability to learn, willingness to learn new skills)

12. Conclusions Adaptability seems key (see also the covert curriculum) Adaptability seems key (see also the covert curriculum) Important to remember: the goal of a liberal arts education is more than job training, but preparation for life-long learning and good citizenship Important to remember: the goal of a liberal arts education is more than job training, but preparation for life-long learning and good citizenship

13. Conclusions Faculty members may choose to design instructional experiences that maximize the development of the skills and abilities valued by employers Faculty members may choose to design instructional experiences that maximize the development of the skills and abilities valued by employers