Education Success Profile: College student

This success profile is one in a set of complete functional and behavioral qualities that, when fully realized, can help lead to professional success. View all competencies.

Overview
Most Success Profiles on this site can assist with the interviewing and selection of educational professionals (for example, high school teachers and professors). The college student profile can be used by professors and administrators to better understand the important competencies for student success. The profile was developed around the four primary settings of a college student: the classroom, group work, individual study, and research.
Core Competencies
These competencies—originally selected and defined for educators and administrators—can help high school students understand the competencies related to student success
Core Competencies
  • Decision quality and problem solving: Uses analysis, wisdom, experience, and logical methods to make good decisions and solve difficult problems with effective solutions; appropriately incorporates multiple inputs to establish shared ownership and effective action.
  • Intellectual acumen: Is intelligent and capable; deals with concepts and complexity comfortably; is good at learning and deciphering new knowledge; able to assimilate new skills independently.
  • Listening: Practices attentive and active listening; has the patience to hear people out; can accurately restate the opinions of others even when he or she disagrees.
  • Organizing: Can marshal resources (people, funding, material, support) to get things done; can orchestrate multiple activities at once to accomplish a goal; uses resources effectively and efficiently; arranges information and files in a useful manner.
  • Personal learning and development: Is personally committed to and actively works to continuously improve himself or herself; recognizes the need to change personal, interpersonal, and managerial behavior; actively seeks feedback.
  • Planning: Accurately determines the length and difficulty of tasks and projects; sets clear, realistic, and measurable goals; sets priorities and time parameters to accomplish tasks and projects; anticipates roadblocks and develops contingencies to redirect tasks so momentum is not lost.
  • Presentation skills: Is effective in a variety of formal and informal presentation settings; commands attention and manages group process during the presentation; is cognizant of audience response and able to adapt content and style accordingly.
  • Priority setting: Spends his or her time and the time of others on what is important; focuses on the critical few and puts the trivial many aside; can quickly sense what will help or hinder accomplishing a goal.
  • Time management: Uses his or her time effectively and efficiently; concentrates his or her efforts on the most important priorities; adeptly handles several tasks at once.
  • Written communications: Is able to write clearly and succinctly in a variety of communication settings and styles; can get messages across that instigate appropriate actions.
Copyright © 1992, 1996, 2001-2003 by Robert W. Eichinger and Michael M. Lombardo. ALL RIGHTS RESERVED. This work is derived from the LEADERSHIP ARCHITECT® Competency Library developed and copyrighted by Robert W. Eichinger and Michael M. Lombardo for Lominger Limited, Inc.
This competency is one in a set of complete functional and behavioral qualities that, when fully realized, can help lead to professional success.