ROUNDTABLE ON EMPLOYABILITY SKILLS: THEIR DEVELOPMENT AND ASSESSMENT

Paul Brinkhurst

The Centre for Literacy Summer Institute 2012Workplace Literacy & Essential Skills:Shaping a New Learning CultureJune 27-29, 2012Montreal, QC

OutlineThe Skills PyramidBuilding Employability SkillsAssessing Employability SkillsYour Input:

Possible applicationsYour needs ( guides, curriculum etc.)Your limitations (cost, staff, time…)

Participation:Level 1 – informal feedbackLevel 2 – formal feedback

Conclusion

The Skills Pyramid

JOB

ESSENTIAL

EMPLOYABILITY

Employability Skills

AttitudeMotivationPresentation TeamworkTime Management

AdaptabilityStress ManagementAccountabilityConfidence

Based on our 25+ years in the field, our list of KEY employability skills is:

DEVELOPING EMPLOYABILITY SKILLS….

The Glenwood Method: Integrated Skill Development

On the job at all times

Contextualized learning

Hands on skill development

The principles….1. Common expectations:

- For both staff and learners – on the job at all times

- Common skill definitions- Detailed guidelines- Assessment rubrics for each skill

TIME MANAGEMENT

RED YELLOW GREEN

VERBAL TIME MANAGEMENT

- excessive hesitation - excessive speed - excessive talking with others

- clarity drops with excitement or shyness

- can communicate an idea verbally both effectively and efficiently - appropriate hesitation - talking for work purposes - clear speech

PHYSICAL TIME MANAGEMENT

- arrives /leaves at the wrong time - makes excuses for lateness - does not meet deadlines -does not set or follow proper priorities - is inattentive to the time -cannot tell time. - cannot read schedules - does not plan ahead

- improving ability to meet/use simple schedules effectively - attempts to meet assigned priorities - attempts to be attentive (uses strategies) with some success - shows signs of planning ahead to improve efficiency

- arrives and leaves on time -meets deadlines -is attentive and efficient - can plan ahead and use foresight - sets/meets own priorities effectively -can use complex schedules -can make schedules

CONSISTENT TIME MANAGEMENT (time)

- usually or always late regardless of time of day - never pays attention to or forgets deadlines

- is late or misses deadlines only at specific times (morning, after break etc) - is occasionally late or misses deadlines

- is rarely or never late - consistently meets deadlines well throughout their workday

CONSISTENT TIME MANAGEMENT (place)

- does not demonstrate appropriate time management in any venue

- exhibits appropriate time management skills in some venues

- exhibits appropriate time management skills in most/all venues

SCALE 1 2 3 4 5 6 7 8

Developing Employability Skills1. Create common expectations

2. Involve all staff in observing client strengths and weaknesses in a variety of venues and situations

- always be watchful for opportunities to praise and obligations to adjust behaviours - common observation recording and management system

Observation Record

Developing Employability Skills1. Create common expectations2. Involve all staff

3. Provide honest, consistent, timely and respectful feedback- honest: do not mask the truth. Tell it like it is.- consistent: all staff respond the same way.- timely: respond when the behaviour occurs.- respectful: establish a relationship of trust.

Developing Employability Skills1. Create common expectations2. Involve all staff3. Honest, consistent, timely and respectful4. Involve clients in finding and evaluating

new behavioural strategies- one-on-one counsellor/client

partnership- opportunities for testing in the work

place

Developing Employability Skills1. Common expectations2. Involve all staff3. Honest, consistent, timely and respectful

feedback4. Involve clients in new strategies5. Use a consistent assessment process to track

change

- Employability Skills Assessment Tool (ESAT)

Assessing Employability SkillsHow do you assess attitude, confidence, etc?

How do you show employability skill program effectiveness?

How do you motivate clients or funders when improvements are hard to demonstrate?

Embracing the subjectivity…

ESAT INVOLVES:

1. Repeated client self assessment surveys2. Repeated staff assessments by rubric3. Staff Consensus4. Perception comparison and analysis5. Client debrief and strategizing6. Distance Travelled Assessment

Self Assessment58 to 100 descriptive statementsClients assign scores 1 to 8 re applicabilityClients score with respect to work, and with

respect to homeESAT generates a score for each skill (8

being optimal)

Staff Assessment

Each staff member assesses a client using the definitions and rubrics on a 1-8 scale

Assessments are :IndependentBased on observations over previous 4-6 weeks

Staff ConsensusWeekly client reviews

Individual staff scores are presented and discussed

Staff reach consensus:

Create a deeper shared understanding of the client

Help reveal any bias that may existEnsure staff can substantiate scores

Comparison Output

Debrief learner…Identify strengths

Identify opportunities for growth

Discuss differences in perspective

Brainstorm new behavioural strategies

Reach agreement ( verbal, formal or contract)

Distance Travelled

Key PointsRequires consistent application of common

skill definitions and expectationsRequires strong communication between

staffRequires an investment of time in the client

But….

IT WORKS!

WAY AHEADFunding from Counselling Foundation of

CanadaIncludes software to run on an intranet or

workstationIncludes user guideAvailable January 2013

First 100 copies will be provided to non-profits at no cost – just a promise to provide feedback

Questions?

YOUR INPUTPossible Applications:

addition to employment training programs

YOUR INPUTWhat would you need to implement such a

system:

Guide – ESAT or full method?Training?Curriculum supports?Ability to adjust the tool?

Skills? Questions? Rubrics?

Your Input #3What limitations or problems do you foresee?

Time?Staff commitment?Training?Cost?Ability to do work simulation?

Participation

Level 1 – Use the ESAT and provide informal feedback on the tool and its effectiveness

Level 2 – Use the ESAT for a year and provide formal feedback on its utility, effectiveness including feedback from participants.

Name of Organization: _______________________

Contact Name: ______________________________

Email:_________________Phone: (___)__________ Interested in:

Level 1 2 Other… (please specify):

Comments:

ESAT PARTICIPATION: