Published Article / The problem statement to be proposed in this article is that student employability suffers as a result of the fact that students do not make use of the available employment skills training, offered by the CUT, which will enable them to present themselves in a professional manner to prospective employers when entering the labour market. Certain suggestions will be offered in this publication of how the CUT could go about creating opportunities for students to enable them to successfully enter the labour market, after the completion of their studies.

This dissertation study investigated if students, both native and transfer to the institution, showed growth in the Team URec transferrable skills model through competency trainings preparing students for career readiness. The study utilized a convenience sampling method, while assessment measures were quantitative. A statistical analysis was performed through a paired samples t-test to measure differences in students’ pre-evaluation and post-evaluation results within the Team URec model. Additionally, a MANOVA analysis examined the differences between native and transfer students’ pre-evaluation and post-evaluation scores. Lastly, a MANOVA examined the difference in student post-evaluation scores and supervisor post-evaluation scores. The participants were 78 students within a university recreation center in the southeastern United States. The independent variables included student status of native or transfer as well as rater status of supervisor or student. The dependent variables were students’ and supervisors’ ratings on the Team URec evaluation rubric, which consisted of eight competencies (i.e., teamwork, self-efficacy, adaptability, mentoring, unity, respect, excellence, and communication). The research indicated significant differences between students’ pre-evaluation and post-evaluation scores, indicating growth based on the Team URec competencies. There was no significant difference in growth when comparing native and transfer students on the Team URec competency ratings and no significant difference between students’ and supervisors’ scores on the post-evaluation. While results were not significant when comparing native to transfer student’s pre-evaluation and post-evaluation scores or student post-evaluation to supervisor post-evaluation scores, data reveal that students reported significant perceived growth in all eight competencies in their growth between pre-evaluations and post-evaluations. These results indicate a positive relation to being confident and well-prepared for their respective career paths.

The purpose of this study was to investigate self-efficacy and organizational efficacy as reported by assistant principals for relationships to their job preparation experiences in one K-12 public school district. Bandura defined self-efficacy as "]belief in one's capabilities to organize and execute the courses of action required to produce given attainments" (1997, p. 3). Organizational efficacy has been defined as "an aggregated judgment of an organization's individual members' assessment of their (a) collective capacities, (b) mission or purpose, and (c) sense of resilience" (Bohn, 2010, p. 233). As efficacious beliefs have reciprocal influence that can better fortify performance (Bandura, 1997), this study explored both self-efficacy and organizational efficacy to provide a bi-level depiction of assistant principal efficacy. The self-efficacy measurement was gathered through the 2006 School Administrator Efficacy Scale (SAES) survey (McCollum, Kajs, and Minter, 2006a, 2006b) and the organizational efficacy measurement was gathered through the 2010 Organizational Efficacy Scale (OES) survey (Bohn, 2010). Additionally, self-reported demographics and job preparation experiences were gathered through a participant information survey. Beyond descriptive analyses that established benchmarking efficacy measurements for the participating school district, ANOVA analyses revealed no significant relationships in self-reported self-efficacy or organizational efficacy based upon the job preparation experiences of assistant principals. The benchmarking measurements were presented to inform school district leaders as they direct future district succession, mentoring, or professional development planning for increased efficacious leadership development and for improved human capital management results. / Ed. D.

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