16 Second task force review in 2016 Based on feedback from NACE members and the public, the NACE president established a task force and charged it with revising the competencies to examine inclusion of global/intercultural fluency in 2016. A public comment period was provided to facilitate additional revisions to that competency. The task force determined an additional competency was essential: Global/Intercultural fluency was added to address important considerations of Diversity, Equity, and Inclusion. The task force then updated the competencies to include global/cultural fluency as the eighth competency, and the NACE board of directors voted to approve their recommendations. The task force also recommended NACE concretize the definitions of the competencies with observable behaviors that could be taught and assessed. Launch of current and ongoing career readiness project in 2018 Following up on the second task force’s recommendation, the NACE Center for Career Development and Talent Acquisition, working with SkillSurvey, began the first phase of an effort to give students, higher education professionals, and employers a consistent way to measure competencies as they relate to career readiness. This project was focused on adding observable behaviors to what were conceptual and aspirational definitions. To determine how to best measure career readiness with specific behaviors, the NACE Center and SkillSurvey collaborated to identify behavioral statements that can operationalize career readiness according to each of the eight competencies. More than 80 colleges and universities were involved in the first phase of the pilot, which ran from April through September 2018. Approximately 6,000 students, serving as interns or student workers, were part of the initial pool. Nearly 12,000 evaluators— made up of managers, co-workers, and mentors—provided their feedback on the students using the SkillSurvey instrument. Just over 86% of the students received feedback from more than one evaluator. Students were evaluated on a total of 28 behaviors that operationalized the eight competencies. These included such behaviors as “collaborate with others to achieve common goals” (mapped to the teamwork competency), “display proficiency with MS Office software” (digital technology), and “demonstrate dependability” (professionalism). Evaluators used a 7-point scale to rate each student intern’s behavior. In addition, they were asked to respond to two open-ended questions: Which work behaviors should the student continue demonstrating? Which work behaviors should the student start demonstrating?
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