Psychology majors may not recognize the range of career relevant skills that their coursework promotes, and may not effectively market themselves based on these abilities (Murray, 1997). Skills developed in the major include thinking skills, language skills, information gathering and synthesis skills, research methods and statistical skills (See Table 1). Hogan (1991) and others (e.g., Clay, 1996; Murray, 1997) argue that skill identification and information regarding the development of specific skills should be an integral part of psychology courses. We developed a skills-experience inventory and documented significant differences in seven skill areas between freshmen and graduating senior psychology majors (Kruger & Zechmeister, 1999) . This inventory was modified to compare the nature of skill acquisition by psychology majors with students in other major fields.

Unique skills were compiled from the literature and from consultation with psychology faculty. An inventory was developed with 90 items in 10 skill areas (see Table 1). These items targeted concrete experiences where students exercised a particular skill. Participants (N=124) were randomly selected from a listing of all students graduating in May 1999, in each of four major fields: psychology, natural sciences (biology and chemistry), humanities (history and English), and other social sciences (sociology, criminal justice, anthropology).

Statistically significant differences were found in 5 of the 10 skill areas (See Table 2 and Table 3). Tukey B post-hoc tests indicated that psychology majors scored higher than other social science majors and humanities majors on communication skills and ethics and values; natural science majors outscored humanities majors on ethics and values. Psychology majors scored higher than all three other groups in interpersonal, information gathering, and research methods skills.

This inventory may provide student and faculty with valuable feedback about the skills developed through academic programs. Psychology majors performed very well, indicating greater exposure in a number of skill areas. These studies provide evidence for an efficient means of assessing skill development in undergraduate psychology programs. The results from the inventory may prove useful to students and potential employers. Psychology faculty, as well as those in other fields, may be assisted in structuring course activities to enhance skill development.

Clay, R. (1996, September). Is a psychology diploma worth the price of tuition? APA Monitor, p. 33.

Hogan, P. (1991). Vocational preparation within a liberal arts framework: Suggested directions for undergraduate psychology programs. Teaching of Psychology, 18, 148-153.

Kruger, D., & Zechmeister, E. (1999, August). A skills-experience inventory for undergraduate psychology majors. Poster session presented at the annual meeting of the American Psychological Association, Boston.

Murray, B. (1997, July). Bachelor's graduates seek greater challenges. APA Monitor, p. 32.

Table 1

Ten General Areas of Academic Skills

Skill Area	Description
1. Written/Oral Communication	The ability to convey information effectively in both written and oral communication.
2. Information Gathering	The ability to obtain relevant information from publications, databases and other appropriate sources.
3. Groups/Organizations/Community	The ability to work effectively in teams and with groups of other people.
4. Interpersonal/Counseling/Interviewing/Mentoring	The ability to effectively conduct one-on-one interactions, including counseling, interviewing and administering standardized tests.
5. Behavior Management/Supervision/Teaching	The ability to teach, supervise and manage behavior through personal skills and by monitoring and manipulating relevant aspects of the immediate environment.
6. Individual differences/Special populations/Cultural diversity	The ability to work with individuals from special populations and diverse cultures in a sensitive and effective manner.
7. Critical thinking/Problem solving	The ability to critically evaluate situations and projects in a rational manner and reach conclusions based on the information available.
8. Research Methodology/Statistics	The ability to design, conduct, and analyze the results of research experiments and studies.
9. Ethics/Values	The ability to take into consideration the costs, benefits, and impact of projects on the individuals involved and society in general.
10. Technology/Computer	The ability to use computers for information gathering, analysis and dissemination.

Table 2

Skill Area	Effect
1. Communication	F(3,120) = 4.54, p = .005
2. Information Gathering	F(3,120) = 5.81, p < .001
3. Groups/Organizations	F(3,120) = 0.81, p = .493
4. Interpersonal	F(3,120) = 5.45, p < .002
5. Behavior Management	F(3,120) = 1.45, p = .232
6. Individual Differences	F(3,120) = 0.66,p = .576
7. Critical Thinking	F(3,120) = 1.69, p = .172
8. Research Methods	F(3,120) = 10.19, p < .001
9. Ethics/Values	F(3,120) = 7.19, p < .001
10. Technology/Computer	F(3,120) = 1.77, p = .156

Table 3

Mean Scores

Skill Area	Psychology	Natural Science	Social Science	Humanities
	M XX SD	XXMXX SD	M XX SD	XXMXX SD
1. Communication	5.22aXX 1.80	XX 4.54abX1.69	3.81bXX 1.39	XX 4.16bXX1.76
2. Information gathering	6.75aXX 2.05	XX5.14bXX1.57	5.38bXX 2.21	XX5.08bXX1.56
3. Groups/Organizations	5.09XX1.98XX	XX4.71XX2.26	4.31XX1.99XX	XX4.76XX1.73
4. Interpersonal	4.75aXX2.25XX	XX3.14bXX1.73	3.38bXX1.43XX	XX3.28bXX1.93
5. Behavior Management	4.19XX 2.41XX	XX3.29 XX1.92	3.34XX 2.24XX	XX4.12 XX2.60
6. Individual Differences	5.16XX1.90	XX4.91XX2.18	4.69XX1.55	XX5.36XX1.46
7. Critical Thinking	5.25XX2.00	XX4.57XX1.46	4.41XX2.00	XX4.28XX1.81
8. Research Methods	6.69aXX1.80	XX4.51bXX2.24	4.63bXX2.15	XX3.28bXX2.15
9. Ethics/Values	6.03aXX2.09	XX4.94bXX2.24	4.34bcXX1.79	XX3.40cXX2.06
10. Technology/Computer	6.28XX2.08	XX6.17XX1.48	5.63XX1.92	XX5.40XX1.69