Workforce Readiness and 21st Century Skills

A body of literature has demonstrated the importance of cognitive and noncognitive skills in the workforce. ETS has initiated numerous research projects and activities targeting workforce and workforce readiness issues, collaborating with the business community, educational institutions and nonprofit organizations.

To learn more about our work in this area, visit Workforce Readiness and 21st Century Skills Initiative or check out this selection of recent ETS-authored or co-authored publications.

Featured Publications

The following is a sample of our work in this area of research:

• Emotional Intelligence Relates to Well-Being: Evidence from the Situational Judgment Test of Emotional Management
  J. Burrus, A. Betancourt, S. Holtzman, J. Minsky, C. MacCann, & R. D. Roberts (2012)
  Applied Psychology: Health and Well-Being, Vol. 4, pp. 151–166
  
  This article describes a study that examined whether people high in emotional intelligence have greater well-being than people who were low in emotional intelligence. Learn more on the publisher's website.

• Noncognitive Skills in Education: Emerging Research and Applications in a Variety of International Contexts
  A. A. Lipnevich & R. D. Roberts (2012)
  Learning and Individual Differences, Vol. 22, pp. 173–177
  
  This article is the introduction to a special issue of the journal on the topic of Noncognitive Skills in Education: Emerging Research and Applications in a Variety of International Contexts. The authors of this article were the editors of the special issue. Learn more on the publisher's website.
• Strategies for Success in Vocational Education: Time Management is More Important for Part-Time than Full-Time Students
  C. MacCann, G. Fogarty, & R. D. Roberts (2012)
  Learning and Individual Differences, Vol. 22, pp. 618–623
  
  This article describes a study on the relationship between problem-focused, emotion-focused, and avoidant coping strategies and key outcomes in high school students. The study considered the outcomes of academic achievement, life satisfaction, positive feelings towards school, and negative feelings towards school. Learn more on the publisher's website.
• Emotional Intelligence 101
  G. Matthews, J. Zeidner, & R. D. Roberts (2011)
  Publisher: Springer
  
  This book provides a science-based introduction to the topic of Emotional Intelligence, including a discussion of the possible applications of research in this area. Learn more on the publisher's website.
• Factorial Versus Typological Model: A Comparison of Methods for Personality Data
  M. Von Davier, B. Naemi, & R. D. Roberts (2012)
  Measurement: Interdisciplinary Research and Perspectives, Vol. 10, No. 4, pp. 185–208
  
  This article explores the distinction between typological and factorial latent variables in personality theory. It discusses two studies involving application of rigorous methodological tools for the identification of types. Learn more on the publisher's website.
• New Perspectives on Faking in Personality Assessment
  Editors: M. Ziegler, C. MacCann, & R. D. Roberts (2011)
  Publisher: Oxford University Press
  
  This edited volume presents different viewpoints on response distortion in assessment. The contributors the definition of “faking,” the possible reasons for it, and the types of tests that can be manipulated. Learn more on the publisher's website.

For a more comprehensive list of ETS publications, visit Workforce Readiness and 21st Century Skills Initiative.