17 Factor analysis #1 Based on this work, the NACE Research team conducted a factor analysis to identify a set of behaviors that can serve as reliable indicators of the underlying competencies. During the course of this analysis, the team discovered that the correlations between the competencies were extremely high, leading to a warning of a non-positive definite (NPD) matrix. In the case of a non-positive definite matrix, the results are not invalid, but they should also not be relied upon either (Wothke, 1993). To investigate, the NACE Research team examined the loadings and model fit of the behaviors for each competency separately, finding similar loadings, and none garnered the NPD warning. Only when combining all eight competencies did the NPD warning get triggered. In the end, the team interpreted the findings that the underlying structure was reasonable, but efforts should be made to reduce the overlap within the competencies and remove behavioral statements that did not perform well. See Appendix C for the results of the factor analysis, including factor loadings, inter-factor correlations, model fit, and residual correlations. Third task force review, 2019-20 A work group was formed in fall 2018 to do a simple review of the NACE Career Readiness Competencies. During that review, the Work Group recommended to the NACE Board that a much more in-depth review should be conducted and that such a review should be conducted on a more regular basis; perhaps every five years. The NACE Board of Directors concurred, and a third task force was formed to begin work in 2019. It was charged with revising the titles and definitions of the competencies as well as identifying behaviors that demonstrate each competency. After reviewing recent literature and data on career readiness and guidelines on competency development, the task force leadership team created a survey to capture general observations about task force members’ thoughts about the existing career readiness competencies based on the literature review. Results informed the beginning discussions as to how to proceed. The greatest amount of discussion revolved around Global Fluency and Career Management. Consideration was also given to the addition of new competencies such as adaptability and resiliency. Task force members agreed that competencies needed to be enhanced with the addition of practical examples of observable behaviors that could begin to be used as a means of assessing competence. Sub-committees were formed for each competency chosen to be included in the modified list. The committees’ charge was to consider the label, definition, and behaviors that would be associated with the competency. Sub-committees reported findings to the task force for review and alteration resulting in a revised set of career readiness competencies. The revisions were shared with the co-chairs of the Diversity, Equity, and Inclusion Committee to review for inclusive language.
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