UNIT 1 – ESSENTIAL SKILLS FOR WORKING AND...

GLN4O – Navigating the Workplace Unit 1

GLN4ONAVIGATING THE WORKPLACE

GRADE 12, OPEN(Revised March 2015)

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GLN 4O - Navigating the Workplace

Materials Required:

This course is made up of 4 units. There is also a textbook: Littrell, J.J., Lorenz, J.H. and Smith, H.T. From School to Work. Illinois: The Goodheart-Willcox Company, Inc. (your teacher will give you a PDF copy of the text book).

In the units and textbook you will find most of the reading material necessary to complete the support and key questions. The units may suggest web-sites and additional resources that you may find necessary for the assignments.

LESSON OUTLINE

Unit 1 Essential Skills for Working and Learning

Lesson 1 Understanding Workplace Essential SkillsLesson 2 Using Literacy and Numeracy StrategiesLesson 3 Using Communication StrategiesLesson 4 Using Learning and Thinking StrategiesLesson 5 Developing Workplace Essential Skills

Unit 2 Personal Management

Lesson 6 Self-KnowledgeLesson 7 Self ManagementLesson 8 Conflict ManagementLesson 9 Working with OthersLesson 10 Resource Management

Unit 3 Exploration of Opportunities

Lesson 11 Job Readiness and Learning about CareersLesson 12 Workplace EtiquetteLesson 13 Resumes and InterviewsLesson 14 Research Careers and Health and SafetyLesson 15 Making Career Decisions

Unit 4 Final CPT

Lesson 16 Community Resources Research AssignmentPersonalized Exit Plan

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Note: GLN 4O is based on the Ministry of Education’s curriculum guidelines, Guidance and Career Education, The Ontario Curriculum, Grades 10 and 12.


Unit 1 – Essential Skills for Working and Learning

Lesson 1 - Understanding Workplace Essential SkillsNo matter who you become or what you decide to do, there are important general skills that will help you become more successful. These include fundamental skills, teamwork skills and personal management skills. They are called TRANSFERABLE SKILLS because they will be useful in all aspects of your life. They are the skills you need to enter, stay in and progress in the world of work – whether you work on your own or as part of a team. Transferable skills are like a “tool kit” for life and work. From every experience in your life, you will be constantly adding to this tool kit. The Conference Board of Canada calls these skills EMPLOYABILITY SKILLS.

Transferable Skills and Employability Skills (The Conference Board of Canada)

Employability Skills 2000+ are the employability skills, attitudes and behaviour that you need to participate and progress in today’s dynamic world of work. You can develop your employability skills at home, at school, at work and in the community. Family, friends, teachers, neighbours, employers, co-workers, government, business and industry can all play a part in helping you build these skills.

APPLY YOUR EMPLOYABILITY SKILLS AT WORK

Employability Skills 2000+ are the critical skills you need in the workplace—whether you are self-employed or working for others. Employability Skills 2000+ include communication, problem solving, positive attitudes and behaviours, adaptability, working with others, and science, technology and mathematics skills.

APPLY YOUR EMPLOYABILITY SKILLS ELSEWHERE IN YOUR LIFE

Employability Skills 2000+ can also be applied beyond the workplace in your daily and personal activities.

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Employability Skills 2000+

The skills you need to enter stay in and progress in the world of work – whether you work on your own or as part of a team. These skills can also be applied and used beyond the workplace in a wide range of daily activities

Fundamental SkillsThe skills needed as a base for

further development

Personal Management SkillsThe personal skills, attitudes and

behaviours that drive one’s potential for growth

Teamwork SkillsThe skills and attributes needed

to contribute productively

You will be better prepared to progress in the world of work when you can:

Communicate• read and understand information presented in a variety of forms (e.g., words, graphs, charts, diagrams)• write and speak so others pay attention and understand• listen and ask questions to understand and appreciate the points of view of others• share information using a range ofinformation and communications technologies (e.g., voice, e-mail, computers)• use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideasManage Information• locate, gather and organize information using appropriate technology and information systems• access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)Use Numbers• decide what needs to be measured or calculated• observe and record data using appropriate methods, tools and technology• make estimates and verify calculationsThink & Solve Problems• assess situations and identify problems• seek different points of view and evaluate them based on facts• recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem• identify the root cause of a problem• be creative and innovative in exploring possible solutions• readily use science, technology and mathematics as ways to think, gain and share knowledge, solve problems and make decisions• evaluate solutions to make recommendations or decisions• implement solutions• check to see if a solution works, and act on opportunities for improvement

You will be able to offer yourself greaterpossibilities for achievement when you can:

Demonstrate Positive Attitudes& Behaviours• feel good about yourself and be confident• deal with people, problems andsituations with honesty, integrity andpersonal ethics• recognize your own and other people’sgood efforts• take care of your personal health• show interest, initiative and effortBe Responsible• set goals and priorities balancing workand personal life• plan and manage time, money and otherresources to achieve goals• assess, weigh and manage risk• be accountable for your actions and theactions of your group• be socially responsible and contribute toyour communityBe Adaptable• work independently or as a part of a team• carry out multiple tasks or projects• be innovative and resourceful: identifyand suggest alternative ways to achievegoals and get the job done• be open and respond constructivelyto change• learn from your mistakes and acceptfeedback• cope with uncertaintyLearn Continuously• be willing to continuously learnand grow• assess personal strengths and areasfor development• set your own learning goals• identify and access learning sourcesand opportunities• plan for and achieve your learning goalsWork Safely• be aware of personal and group healthand safety practices and procedures, andact in accordance with these

You will be better prepared to add value to the outcomes of a task, project or teamwhen you can:

Work with Others• understand and work within the dynamics of a group• ensure that a team’s purpose and objectives are clear• be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group• recognize and respect people’s diversity, individual differences and perspectives• accept and provide feedback in a constructive and considerate manner• contribute to a team by sharing information and expertise• lead or support when appropriate, motivating a group for high performance• understand the role of conflict in a group to reach solutions• manage and resolve conflict when appropriateParticipate in Projects & Tasks• plan, design or carry out a project or task from start to finish with well-definedobjectives and outcomes• develop a plan, seek feedback, test,revise and implement• work to agreed quality standards and specifications• select and use appropriate tools and technology for a task or project• adapt to changing requirements and information• continuously monitor the success of a project or task and identify ways to improve

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QUESTION #1: Employability Skills 2000+

1. Do a google search for: Essential Skills Quiz:

https://www.jobsetc.gc.ca/toolbox/checklists/employability.jsp?lang=e

2. Complete the test. Carefully read the results, print the results out if you have access to a printer.

Essential Skills(Human Resources and Skills Development Canada)

Essential Skills are the skills people use to carry out a wide variety of everyday life and work tasks. Essential Skills are not the technical skills required by particular occupations but rather the skills applied in all occupations. For example, writing skills are required in a broad range of occupations. The complexity and frequency of writing varies, of course. Some workers fill out simple forms every day, while others write daily or monthly reports.

Essential Skills enable people to do their work. For example, repair persons may have to read and understand written work orders before they can do the repairs.Essential Skills are enabling skills that:

1. Help people perform the tasks required by their occupation and other activities of daily life.

2. Provide people with a foundation to learn other skills.3. Enhance people's ability to adapt to change.

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People who have the essential skills at the levels required for their desired occupations will have enhanced employability. However, there are other factors that also enhance employability. For example, the Conference Board of Canada's Employability Skills Profile also includes items such as honesty, persistence and a positive attitude to change. Higher skilled occupations, of course, also require a variety of technical skills.

Essential Skills are the NOT the same as Employability Skills.

These skills are similar but are not the same. Essential Skills include complexity levels and occupational profiles, which can be used to provide a wide range of information to trainers, employers, and learners. The Conference Board of Canada's Employability Skills include other factors, such as attitudes and behaviours, which are also very important for employees. The two are similar in that they both contain a set of skills considered necessary for employees to function well in the workplace.

Understanding Essential Skills

Essential Skills are the skills needed for work, learning and life. They provide the foundation for learning all other skills and enable people to evolve with their jobs and adapt to workplace change.

Through extensive research, the Government of Canada and other national and international agencies have identified and validated nine Essential Skills. These skills are used in nearly every occupation and throughout daily life in different ways and at different levels of complexity.

There are nine Essential Skills:$ Reading Text $ Document Use $ Numeracy $ Writing $ Oral Communication $ Working with Others $ Continuous Learning $ Thinking Skills $ Computer Use

Scans SkillsWhat are the SCANS skills? In 1990 the U.S. Secretary of Labor appointed a Secretary's Commission on Achieving Necessary Skills (SCANS) to examine the demands of the future workplace. The Commission surveyed businesses, organizations, unions, and more. They found that workplace competency depends on 36 skills "that high-performance workplaces require and that high-performance schools should

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produce." These skills can be divided into 5 basic competencies that are built on a 3-part foundation.

You are probably learning and practicing SCANS skills every day in your classes and at work! Many day-to-day classroom activities, such as working in groups, making PowerPoint presentations, and organizing and prioritizing study topics, are skills that are valued in most jobs. You can be more effective in both school and in the workplace if you are aware of the skills that you are learning.

The 3 - part Foundation

1. Basic Skills: reading, writing, performing arithmetic and mathematical operations, listening and speaking

Reading: locates, understands, and interprets written information in prose and in documents such as manuals, graphs, and schedules.

Writing: communicates thoughts, ideas, information, and messages in writing; and creates documents such as letters, direction, manuals, reports, graphs, and flow charts.

Arithmetic/Mathematics: performs basic computations and approaches practical problems by choosing appropriately from a variety of mathematical techniques.

Listening: receives, attends to, interprets, and responds to verbal messages and other cues.

Speaking: organizes ideas and communicates orally.

2. Thinking Skills: thinks creatively, makes decisions, solves problems, visualizes, knows how to learn, and reasons.

Creative Thinking: generates new ideas

Decision Making: specific goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternative.

Problem Solving: recognizes problems and devises and implements plans of action.

Seeing things in the Minds Eye: organizes and processes symbols, pictures, objects, and other information.

Knowing How to Learn: uses efficient learning techniques to acquire and apply new knowledge and skills.

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Reasoning: discovers a rule or principle underlying the relationship between two or more objects and applies it when solving a problem.

3. Personal Qualities: displays responsibility, self-esteem, sociability, self-management, integrity, and honesty.

Responsibility: exerts a high level of effort and perseveres towards goal attainment.

Self-esteem: believes in own self-worth and maintains a positive view of self.

Sociability: demonstrates understanding, friendliness, adaptability, empathy, and politeness in group settings.

Self-Management: assess self accurately, sets personal goals, monitors progress, and exhibits self-control.

Integrity/ Honesty: chooses ethical courses of action.

The Five Competencies

1. Resources: identifies, organizes, plans, and allocates resources

Time: selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.

Money: uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives.

Materials and Facilities: acquires, stores, allocates and uses materials or space efficiently.

Human Resources: assesses skills and distributes work accordingly, evaluates performance and provides feedback.

2. Interpersonal: Works with others.

Participates as a Member of a Team: contributes to group effort

Teaches others New Skills

Serves Clients/ Customers: works to satisfy customer's expectations

Exercises Leadership: communicates ideas to justify position, persuade and convince others, responsibly challenge existing procedures and policies

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Negotiates: work toward agreements involving exchange of resources, resolves divergent interests.

Works with diversity: works with men and women from diverse backgrounds.

3. Information: Acquires and uses information

Acquires and evaluates Information Organizes and Maintains Information Interprets and Communicates Information Uses Computers to Process Information

4. Systems: Understands complex inter-relationships

Understands Systems: knows how social, organizational, and technological systems work and operates effectively with them

Monitors and Corrects Performance: distinguishes trends, predicts impacts on system operations, diagnoses systems' performance and corrects malfunctions.

Improves or Designs Systems: suggests modifications to existing systems and develops new or alternative systems to improve performance.

5. Technology: Works with a variety of technologies.

Selects Technology: chooses procedures, tools or equipment including computers and related technologies.

Applies Technology to Tasks: understands overall intent and proper procedures for setup and operation of equipment.

Maintains and Troubleshoots Equipment: prevents, identifies, or solves problems with equipment, including computers and other technologies.

QUESTION # 2 – Transferable Skills and Employability Skills

Read the Employability Skills 2000+ chart on page 4.

1. Which skills do you believe are more important? Why?2. Which skills do you believe are least important? Why?3. Compare this list to the interests and skills you have:

i. Which skills on the list do you already have? ii. Which skills might you need to develop to be more of an asset as an employee?

How can you develop them? 4. Notice that all of the skills relate to any possible occupation. Why is this?

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5. What might be the most difficult of the skills to develop? Why? 6. What does this list tell you about what employers choose employees? 7. Can you get by on qualifications alone? 8. How important does your attitude and ability to adapt to change play in today's job

market?

QUESTION # 3 - Essential Skills Definitions

1. Go to the following website:

http://www.esdc.gc.ca/eng/jobs/les/profiles/index.shtml

OR

do a google search for: Essential Skills Profiles

2. Click: Explore Careers by Skills and Knowledge

Select any two (2) occupations which interest you and answer the following information for each:

a) Describe the occupation group / the introduction.b) List ALL the most important Essential Skills listed on the pagec) List two (2) examples of “reading text”d) List two (2) examples of “document use”e) List two (2) examples of “writing”f) List two (2) examples of “numeracy”g) List two (2) examples of “oral communication”h) List two (2) examples of “thinking skills”i) List two (2) examples of “working with others”j) List two (2) examples of “computer use”k) List two (2) examples of “continuous learning”l) List one (1) example of “other information”

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QUESTION # 4 - Developing Workplace Know-How

1. Go to the following website:

http://www.academicinnovations.com/report.html

2. Define the following terms in your notebook:

Reading Writing Arithmetic MathematicsListening Speaking Creative Thinking Decision MakingProblem Solving Reasoning Responsibility Self-EsteemSociability Self-Management Integrity/HonestySeeing Things in the Mind’s Eye Knowing How to Learn

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http://www.academicinnovations.com/report.html


Lesson 2 – Using Literacy and Numeracy Strategies

Literacy in the 21st CenturyPredicting 21st century literacy requirements is very dicey given that literacy increased a greater extent in the 20th century than in all preceding history, resulting in 18-year-olds being better readers today than at any other time in Canadian history. To keep up with this knowledge growth, citizens as employees and employers will have ever-increasing needs to access, gain, transform, and transmit information. Accessing information requires identifying and finding printed, oral, and graphic information; gaining information requires comprehension, analysis, synthesis, and evaluation; transforming information requires writing, speaking, and representing; and transmitting information means publishing or disseminating transformed knowledge. The term ‘multiliteracies’ is used to describe these multiple abilities.

For example, imagine ordering burgers and fries at McDonalds or lamb chops and a good wine in a fine restaurant. It probably will not be much different in 2050 than today, thus literacy in the retail businesses will be minimal and still dominated by logo-laden cash registers and bar-code-reading checkout devices. Janitors and cleaners will still need to operate cleaning equipment and apply solvents, but literacy will probably be less important as directions will be delivered orally and visually by portable computers.

In most future workplaces, doing the job well will require accessing numerous knowledge bases [e.g., texts, manuals, tables, tapes, videos, graphics]; reading, viewing, and listening to information [e.g., facts, viewpoints, analyses, critiques, demonstrations]; understanding, analyzing, synthesizing, and evaluating this information; and then distributing or applying it. Such abilities are certainly not new, indeed, they have been mastered by the most excellent students in schools for many decades. But with the ever-increasing expansion of knowledge, to do one's job tomorrow will often require an employee to perpetuate intentional learning endeavours well beyond the formal schooling years.

The increasing demands for literacy over the last century and the seemingly endless generation of new knowledge make it obvious that the present reading sophistication of most students will need to be stepped up several notches to meet tomorrow's workplace needs. Like it or not, the workplace is usually competitive, and the key to competitiveness will be gaining, transforming and generating knowledge. Future workplaces will require the full range of multiliteracies--most especially analysis, synthesis, and evaluation of multiple pieces and forms of information.

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Workplace Numeracy and LiteracyWorkplace Basic Skills are the core skills that employees need to do their jobs successfully. These skills are critical to the success of modern businesses. They are also crucial in public sector workplaces such as hospitals, schools and government offices.

Workplace basic skills include literacy skills and other important skills, attitudes and behaviours that are essential to workplace success and high performance. Gaining basic skills also has a positive impact on employees' attitudes and behaviours. This is often just as valuable to employers as the skills gains themselves.

Workplace Basic Skills include:

Understanding and ability to use prose (such as reports, letters, and equipment manuals)

Communicating effectively Understanding and ability to use documents (such as safety instructions,

assembly directions, maps) Understanding and ability to use numbers by themselves or charts and tables Thinking critically and acting logically to solve problems and make decisions Using computers, technology, tools and information systems effectively Ability to build and work in teams Positive attitude toward change Willingness and ability to learn for life

Workplace Basic Skills include the International Adult Literacy Survey (IALS) definition of literacy skills. IALS, a twenty-country comparative study of adult literacy in the workplace, highlighted the lack of basic skills in employed people in Canada, the United States and other highly developed countries. For employers, this means that many employees at every level in their organizations need help to improve their basic skills in order to do their jobs well.

IALS defines 'literacy' as a particular capacity and mode of behaviour: the ability to understand and employ printed information in daily activities, at home, at work and in the community - to achieve one's goals, and to develop one's knowledge and potential. IALS identified three distinct literacy types:

1. Prose literacy -- the knowledge and skills needed to understand and use information from texts including editorials, news stories, poems and fiction.

2. Document literacy -- the knowledge and skills needed to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables, and graphs.

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3. Quantitative Literacy -- the ability to work with numbers and conduct quantitative operations, such as balancing a chequebook, figuring out a tip, completing an order form, or determining interest on a loan.

(source: http://www.conferenceboard.ca/workplaceliteracy/about-skills.asp )

Numeracy in the Workplace Arithmetic and math skills are considered basic to workplace effectiveness. Learning and using basic numeracy skills to solve problems are important skills for all students to have. Companies expect their employees to have the minimal math skills required for whatever position they are seeking. Math operations of addition, subtraction, multiplication, division, using fractions, decimals and percentages are necessary math skills used often at work, school and home. If job applicants lack required math skills, it will be their responsibility to acquire them. There are a few companies and employers that will offer program to teach numeracy skills.

The type of math skills required of you at work will be determined by the job you hold. Your position may require you to operate a cash register and make change for customers or use a calculator. You may be required to perform relatively simple calculations. You may be expected to take exact measurements and figure areas. You may even need to develop charts to show data from your work.

Whether your job is working as a department manager in a clothing store, a restaurant chef, a paramedic, a painter or a bank teller some math will be essential. As you decide your career choice, you should also acquire the math skills associated with that job. Often a higher level of numeracy skills will result in better job opportunities and a higher salary for you!

QUESTION #5 – Numeracy Skills

Refer to Chapter 6, to help you answer the following questions.

1. List the ways you use math everyday at home.2. List the ways you use math everyday at school.3. List the ways you use math everyday at work.4. Discuss situations in which you had to count change.5. List business problems that could result if workers do not check a calculator’s

display area after making an entry.6. List common math mistakes people make in everyday life and at work.7. Explain the relationship of percentages to interest rates, taxes and discount sales.

Give one example of each (ex: bank accounts, credit cards, sales tax and discount prices).

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http://www.conferenceboard.ca/workplaceliteracy/about-skills.asp


QUESTION #6 – Numeracy Skills

Read “In the Real World – Markie’s Secret” and then answer the Questions to Discuss listed below. Be sure you answer each question using complete sentences.

Literacy in the WorkforceLiteracy skills are a key factor in Canada's economic prosperity. A recent Statistics Canada study demonstrates that a 1% increase in literacy skills among Canadians will drive $18.4 Billion in annual, sustainable GDP growth (June, 2004).

Employees with higher literacy skills earn more income, are less likely to be unemployed, have greater opportunities for job mobility, are more likely to find full-time work, and are more likely to receive further training. They also report higher self-esteem and fewer occupational injuries.

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People with low literacy skills have much higher rates of unemployment.

People with low literacy skills are more likely to lose their jobs and less likely to find new employment. The unemployment rate for people at the lowest literacy level is 26%, compared with 4% for those at the highest literacy levels. These figures don't include "discouraged workers" who are no longer actively looking for work. As literacy is one factor in determining a person's employability, literacy development must be included in the range of policies and programs aimed at building a productive and competitive economy. Employees with higher literacy skills earn more income, are less likely to be unemployed, have greater opportunities for job mobility, are more likely to find full-time work and are more likely to receive further training.

The labour market demands higher levels of skills than in the past.

There is increasing demand for higher literacy skills in the workplace, even for entry into positions where the skills are underused. Jobs that do not require much reading and writing are disappearing (e.g., in resource-based industries such as fishing, mining and forestry). Well-paying, secure jobs require higher levels of skills and credentials. Like many other countries, Canada has experienced a transformation from a reliance on natural resources to a knowledge-based economy. Traditional manufacturing and clerical jobs are being replaced by new jobs requiring higher technical skills.

Literacy skills are essential in all job-related training.

Lack of basic education is a barrier not only to employment, but to the job training necessary to gain employment. Usually rules for Employment Insurance and Social Assistance do not allow people to access the necessary literacy training. Less literate adults require sufficient time to build their literacy skills and make the progress that will ensure they are employable in jobs other than those that are low-paying, without benefits and that keep people below the poverty line.

Canada’s skill shortage problem is linked to our low literacy levels.

More than half of the people who will be in the labour market in 2015 are already in it. Hence, many of today’s workers will supply tomorrow’s skill requirements...More than 40% of working-age Canadians lack the necessary basic literacy skills required for successful participation in our rapidly changing labour market.

Everyone wins in a society that ensures that all Canadians can prepare for, get and keep decent paying, quality jobs.

Canada is one of the few industrialized countries without a co-ordinated national system of adult basic education. The involvement of a full range of partners at the national, provincial, regional, local, and organizational levels is necessary in developing a

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strategy that values the country's human assets. Partners could include but are not limited to government, business, labour, education, community groups, and learners.

Workplace literacy programs can benefit all workers.

A skilled workforce requires continual training and upgrading. All workers, including those with well developed literacy skills, would benefit from a work environment that provides on-going opportunities to for learning.

What can be done?

Lifelong learning, improved literacy programs and increased workplace education are all part of the solution. Workers, management, unions, community agencies, literacy organizations and governments can all be involved in developing and delivering a wide variety of learning programs.

Benefits of workplace literacy programs include greater employee self-confidence, improved literacy skills, increased participation in other training, better problem solving skills, better team-building skills, increased ability to use technology, increased health and safety and improved labour-management relations.

Reading SkillsReading comprehension is the process of understanding and constructing meaning from a piece of text. In almost every work situation, you will be expected to read many types of printed materials that involve your job. To be a truly effective employee, you will need to understand the memos, reports, books, directions, letters, instructions and other documents associated with your job.

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Characteristics of Readers

STRUGGLING READERS SKILLED READERS

Prepared for Reading start reading without preparation read without knowing why approach every reading task in the

same way

reflect on the subject to activate prior knowledge

approach the reading task with a set purpose

use a variety of strategies depending on:

- the type of text- the purpose of reading- the amount of time available

During Reading are easily distracted read mechanically and with no purpose

except to get to the end of the assigned passage

do not see any organization to the material

become discouraged or read on blindly when they lose the thread of meaning

try to remember new information without context

focus attention anticipate and predict use the structures of the text to help in

understanding use strategies to regain meaning:

- backtrack integrate new information with what

they already know

After Reading move on to something else feel that their success was the result of

luck

reflect on what they read: summarize recognize that their success was the

result of effort and skills

QUESTION #7 – My Reading Characteristics

1. After reading the above table, do you consider yourself to be a “struggling” reader or a “skilled” reader? Why?

2. If you are a “struggling” reader, list three (3) other characteristics you have that are not on the list.

If you are a “skilled” reader, list three (3) other characteristics you have that are not on the list.

3. In what areas is improvement needed in your reading characteristics?

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Reading Strategies That WorkBefore Starting to Reading

KNOWWHY?

Are you about to read this to …… learn something new?

… to find specific information?… just for fun?

… to show you understand? (like on a test)

CHOOSE YOUR APPROACH

Read top to bottom, slowly and carefully?- scan quickly just to find specific details?

- start with Headings? Captions? Graphics?

RECALLWhat do you already know about the topic?

Thinking about what you already know about the topic will help you understand and remember new information more easily.

During Reading

USE TEXT LAYOUT BOLD Italics Headings “Captions”

Pictures Paragraph divisions Punctuation!!!???...

MAKE CONNECTIONSCompare what the author says to your own experiences and opinions.

Connect it with other things you have read.Add new information to create a new “big picture” (synthesize)

GET INVOLVEDPredict Recap Ask Questions Argue

Highlight Key Points

Think about who’s giving you the information

MAKE PICTURES Make a little movie of the action in your head.

STUCK ON A NEW WORD?Notice what’s going on around it (use the context).

Use grammar. Is it a thing? A description? An action?Sometimes just skipping it works.

PAY ATTENTIONConfused? Stop. Go back and reread … what did you miss?

ORThink and read on – maybe the author is keeping you guessing.

After Reading

REVIEW What was new? What was important? How could you use this? Did it change you opinion?

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Writing in the WorkplaceHandling the paperwork becomes a key skill in many occupations spanning all industries. Many workers, although they have completed a secondary education, face challenges in writing for the varied purposes need in work settings.

The Nature of Workplace Writing: The purposes for writing are usually practical and related to action. It is this immediate and purposeful nature of workplace writing that distinguishes it from writing in other situations

Workplace Conditions: The conditions under which writing is done often make the writing task more challenging. Pressures of time, interruptions, noise and a busy environment can interfere with clear written communication.

Writing and Other Skills: Writing is integrated with other skills. In order to get a job done, workers may use other skills such as reading, using a computer and communication with other workers to complete a writing task.

Writing Efficiency: Writing needs to be efficient. Repetitive tasks are made easier and more accurate with job aids such as templates, form letters, exemplars and guides.

Writing Style: When writing at work, the style of writing must suit the purpose and audience. The precise grammar and spelling required for a formal report may be unnecessary in a quick memo to a co-worker and may even hinder the speed of the task.

Test of Workplace Essential Skills (TOWES)

The Test of Workplace Essential Skills, developed with funding from HRSDC's National Literacy Secretariat, is an assessment tool used to test the Essential Skills of Reading Text, Document Use and Numeracy. Test questions use authentic workplace materials and tasks in order to assess these skills in a way that reflects how they are used in the workplace.

You can check out some sample questions by looking at the following Sample test booklet.

http://www.towes.com/media/7478/towes%20sample%20booklet.pdf

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QUESTION # 8 – Numeracy in the Workplace

Turn to and read pages 134-135 in your textbook to read the information on Mean, Median and Mode.

1. Analyze the chart to answer the following questions

Durham Accounting Company

Salary Number of Employees (Salary) x (Number)$ 75000 2 $75000 x 2 = $150000$ 60000 3 $60000 x 3 = $ 180000$ 42000 4 $42000 x 4 = $ 168000TOTAL 9 $ 498000

(a) What is the mean salary?(b) What is the mode of the salaries?(c) What is the median of the salaries?(d) To a job applicant, which average is of greatest importance?

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QUESTION # 9 – Reading Strategies.

Read the following passage “Earn Your High School Diploma” and then answer the questions that follow.

Earn Your High School Diploma

The Learn-At-Home Program is open to all Ontario residents. Students currently enrolled in a high school program and who are part-time students may participate in the Learn-At-Home Program with approval of their home school. Full-time students cannot enrol during the school year

Course Structure

Each course consists of 20 lessons, 4 units of 5 lessons each The total work involved, and the level of difficulty, is equivalent to that specified in O.S.I.S. 1989,

and O.S.S. 1999 Policies by the Ministry of Education, regarding the definition of a credit Each lesson contains support questions, key questions, and assignments. All key questions and

assignments MUST be completed and submitted to the Learn-At-Home office for marking Courses have a mid-term examination after 10 lessons and a final examination after 20 lessons.

Final grades are calculated with the term work (40%) and the mid term examination (30%) valuing 70% of the final mark and the final examination at 30% of the final mark

Course materials are distributed to the student in four blocks of five lessons each: Unit 1 = 1-5; Unit 2 = 6-10; Unit 3 = 11-15; Unit 4 = 16-20

Course Time Line

Students will be given one (1) month to complete each of the five (5) lesson packages. If additional time is required to complete any of the lesson packages, students are to contact the Learn-At-Home office. Total time for the course completion is four (4) months

Lessons Handed in and Returned

Students may submit lessons for marking at any of the Learn-At-Home offices. Lessons that have been marked can be picked up at the Learn-At-home office

Examinations

Examinations must be written at one of the Learn-At-Home offices Students must book and examination time with the Learn-At-Home office at least one day in

advance Students may review their marked examination(s) at the Learn-At-home office Examinations cannot be removed from the Learn-At-Home office

Completed Courses

Upon successful completion a credit, students will be issued a certificate of completion and a report

Students will be contacted when the certificate is ready for pick up All credits are granted at the discretion of the Principal Students are expected to get their transcripts updated

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Maturity Credits Maturity credits are credits that are granted to adult students for prior life and non-high school

educational experience. These are available for students who started high school prior to September 1999

Students can be granted up to a maximum of twelve (12) credits, as assessed by, and at the discretion of the Guidance Counsellor/Principal

Students requiring a maturity credit assessment are advised to make and appointment with a Guidance Counsellor after the completion of their first Learn-At-Home credit. There is a $25.00 fee for this service

Students who are seeking credit for prior learning experience but started school after September 1999 may wish to complete challenge exams under the PLAR system. Make an appointment with the Guidance Counsellor for further information regarding the PLAR process

Diplomas and Graduation

Upon successful completion of all necessary diploma requirements, students are requested to complete a Diploma Request Form with the Guidance Counsellor

Diplomas will be issued to students at the annual commencement exercises that are held in June of each year

Textbooks - Lesson Books – Workbooks

The text books, lesson books, and workbooks are on loan to the students Students are requested not to write, underline, or highlight in any of the loaned materials, except

workbooks, as indicated by the teacher Defacing the materials will result in the forfeiting of the book deposit

For further Information call: 905.440.4500 or 800.408.9619

(Source: http://www.durham.edu.on.ca/s_links/schools/dce/lah_details.html)

1. What is the title of the passage?2. How many sections are there?3. List all the “Text Features” that are used.4. How many lessons does each course consist of?5. What MUST be completed and submitted to the Learn-At-Home office for marking?6. How long does each student get to complete the entire course?7. How much is the midterm exam worth? How much is the final exam worth?8. Where do you write your exams?9. What are Maturity Credits?10. How will you know if you have successfully completed a credit?11. What happens if you deface course materials?12. What is the method you would use to get further information about the program?

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QUESTION # 10 – TOWES – Measure Up

1. Go to the following website: http://www.towes.com

2. Click “Measure Up” to test your skills, then select ENGLISH.

Measure Up! Is a free web-based tool that tests your essential skills. It has problem sets similar to the ones uses in TOWES. Each problem set is based on a document – a memo, catalogue, regulations, work order – associated with workplace contests. The self-assessments found in Measure Up! Have not been subjected to the rigorous validity and reliability standards of TOWES. It is an informal tool which demonstrates the power of TOWES.

3. Under the subheading “Choices of Activities”, click “Test your Skills”

4. You may choose the “Level of Difficulty”

Complete all three tests (reading text, document use, numeracy). Print and carefully read the results. Hand in your results for assessment. Complete the assessments to the best of your ability. This is to help you with understanding where you are in the essential skills.

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http://www.towes.com/


Lesson 3 – Using Communication Strategies

Communicating On the JobCommunication is the process of conveying a message, thought, or idea so it is accurately received and understood. Through good communication skills, people share feelings, ideas, facts and opinions while performing day-to-day tasks on the job. The Primary Communication Skills needed in the workplace are listening, reading, writing and speaking.

Listening Skills

Listening is a process that involves actively hearing what another person is communicating and attending to that communication. Listening is how we receive the verbal portion of a person's message. By listening, we can show concern and interest in understanding both the person and the situation. Listening can be affected by personal bias, environmental factors, a short attention span, rehearsing a response, daydreaming, hot words, or through the use of filtering.

Active Listening: When we use our own words to repeat back what we think the student has just communicated, we are clarifying their message. This "feedback" is called active listening.

10 Tips to Effective & Active Listening Skills

Listening makes our friends, family and co-workers feel worthy, appreciated, interesting, and respected. Ordinary conversations emerge on a deeper level, as do our relationships. When we listen, we foster the skill in others by acting as a model for positive and effective communication.

Listening skills fuel our social, emotional and professional success, and studies prove that listening is a skill we can learn.

The Technique

1. Face the speaker. Sit up straight or lean forward slightly to show your attentiveness through body language.

2. Maintain eye contact, to the degree that you all remain comfortable.

3. Minimize external distractions. Turn off the TV. Put down your book or magazine, and ask the speaker and other listeners to do the same.

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4. Respond appropriately to show that you understand. Murmur ("uh-huh" and "um-hmm") and nod. Raise your eyebrows. Say words such as "Really," "Interesting," as well as more direct prompts: "What did you do then?" and "What did she say?"

5. Focus solely on what the speaker is saying. Try not to think about what you are going to say next. The conversation will follow a logical flow after the speaker makes her point.

6. Minimize internal distractions. If your own thoughts keep horning in, simply let them go and continuously re-focus your attention on the speaker, much as you would during meditation.

7. Keep an open mind. Wait until the speaker is finished before deciding that you disagree. Try not to make assumptions about what the speaker is thinking.

8. Avoid letting the speaker know how you handled a similar situation. Unless they specifically ask for advice, assume they just need to talk it out.

9. Even if the speaker is launching a complaint against you, wait until they finish to defend yourself.

10.Paraphrase and Engage yourself. Ask questions for clarification, but, once again, wait until the speaker has finished. That way, you won't interrupt their train of thought. After you ask questions, paraphrase their point to make sure you didn't misunderstand. Start with: "So you're saying…"

Keys to Effective Listening

Stop working. Stop watching TV. Stop reading. Look at the person. Keep a good distance between you and the speaker. Don't turn away from the speaker. Sit-up straight. Nod your head and make statements such as "uh-uh," "I understand," and "I see

what you mean" to show the speaker you truly understand what he/she is saying. If you don't understand, let the person know that. Don't fake listen! Repeat back phrases to clarify what the person is saying. Act like you are interested and ask questions to show that you are interested in

what the person is saying. Don't interrupt the speaker.

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QUESTION #11 – Listening Skills

Read pages 94 – 96 in Chapter 5 of your text to help you answer the questions that follow on page 28.

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Questions:

1. Why is it important to understand the model of the complete communication model? (page 94)

2. What are four (4) reasons why people fail to listen?3. List the different ways you use listening skills from the time you arise in the morning

until you go to bed at night.

Verbal Communication in the Workplace

Verbal communication includes all communication through spoken or written words in the workplace. With words you can communicate facts, points of view, feelings and explanations. Communication must be clear and concise to be effective.

Verbal and oral communication in the workplace can be affected by word choice, tone of voice and silence. Word Choice - words alone do not convey the same meaning. Carefully choose your words. Tone of Voice - the way you present a message is just as important as the words themselves. Voice tone can be an effective tool, just make sure that the tone you use conveys the message you want to send. Silence – sometimes saying nothing conveys a message too. There will be times it is better not to say nothing at all rather than say the wrong thing.

SPEAKING SKILLS: The workplace is all about communicating with people and most communication is through speech. Yet curiously, speaking is often the one skill which is neglected, both in the classroom and in the workplace. Many people feel anxious about giving a formal talk or presentation in public. Also, many people just do not feel comfortable speaking to their employers and other workers.

EFFECTIVE PRESENTATIONS: Some of the fear experienced when we have to speak in public can be overcome by following the three Ps: Planning, Preparation, Practice. Time spent on these activities means that you are really thinking through the whole process - from what to say, to how to say it. Being prepared is half the battle to overcoming anxiety.

Planning

* This involves setting your objectives; considering the purpose of your presentation and the message you are trying to get across to your audience.

* Know your audience: How many will you be speaking to? Why will they be there? What is their prior knowledge? What are their expectations?

* Brainstorm to get your ideas down on paper and then select and order the points you want to make.

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* Consider the time you have been allotted and how much you can reasonably say in that time.

* Make your notes: Unless you are reading a speech/paper, your notes should consist of key words and phrases. Just enough to jog your memory and remind you of points you want to make. You can use cue cards, mind maps or ordinary notes on paper depending on your preference, but make them stand out.

Preparation

* Prepare any visual aids you want to use. These can be transparencies for an overhead projector (OHP), slides, flip chart or black/white board.

* Make sure any equipment you need is available and that you are familiar with it.

* Check your venue and familiarize yourself with it if possible.

Practice

* Practice your presentation out loud, either on your own or in front of friends who will give you helpful feedback.

* Use a tape recorder so you can listen to yourself. This will identify: how much you vary the tone of your voice; any points you might want to emphasize; and the amount of enthusiasm you communicate.

* You could practice in front of a mirror to identify any mannerisms or gestures you might want to change. Not everyone advocates doing this, for the simple reason that you will be giving your talk to other people not to yourself.

* Practice smiling. By smiling you are conveying the message that you are pleased to be speaking to your audience. This makes them feel more comfortable, which in turn affects how you relate to your audience.

Non-Verbal Communication in the WorkplaceNon-Verbal communication includes all communication sent in visible ways in the workplace. It is any message that does not use written or spoken words, thus the opposite of verbal communication. Non-verbal communication in the workplace can be affected by body language, dress and grooming.

Body Language involves using facial expressions and movement of the head, arms, hands & body to convey messages. Common forms of non-verbal communication

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include facial expressions, gestures and body motions. Body language can reinforce or contradict what you say so be careful!

Facial Expressions communicate a wide range of emotions. Looking directly at someone with a pleasant expression shows interest. A dull, bored expression shows that you are not interested. A raised eyebrow means you are questioning what is being said and a frown means that you disagree. Body gestures also help an individual emphasize their spoken words. Finally, body motions or the way you sit, stand or walk also conveys messages to others. When you sit forward in your chair it shows you are alert and listening but if you are slouching it says you are disinterested. If you cross your arms, turn away or step back during conversation at work it creates a barrier between you and your colleague. Always a firm handshake means friendliness and confidence!

Dress and Grooming also conveys a message about the wearer. Physical appearance & personal hygiene contribute to impression

QUESTION #11 – Non Verbal Communication

Read page 109 in Chapter 5 of your textbook, then answer the following questions.

What do you think the following messages convey?o thumping fingers on the table when a customer is talking to youo folded arms along the chest when a co-worker is explaining something new to

youo swinging legs while your boss is talkingo leaning forward during a staff meetingo finger to the lips when a co-worker is talking too loud on the phon

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QUESTION #12 – Verbal Communication – Telephone Skills

Read the Case Study on Page 111 of Chapter 5 –“The Telephone Puzzle”. Answer the “Questions to Discuss”

QUESTION # 13 – Business Letters

Read pages 100 – 105 of Chapter 5 in your textbook, then answer the following questions in your notebook:

1. What are the eight (8) standard parts of a business letter? If a business letter is missing one or more of the standard parts, does this reflect badly on the company, the person who wrote it or the one who typed the letter? Explain.

2. What are the three (3) main reasons for writing business letters?

3. Name four examples of letters expressing good news or neutral messages.

4. What steps in writing a good-news letter differ from writing a bad-news letter?

5. Why is it important to word bad-news letters carefully?

6. How can writing good business letters give a favourable impression of a company and its employees? Neatness is important when writing a business letter because _______________

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Lesson 4 – Using Learning and Thinking Strategies

How Do I Learn Best?You are always learning. Your career will be about learning – the better you learn, the more successful you will be. How you learn is directly related to your multiple intelligences. People with visual/spatial intelligence learn differently from people with a dominant intelligence in music. We all have our own learning styles.

Learning Styles

To learn, we depend on your senses to bring information to our brain. Most people tend to use one of their senses more than others.

Those who prefer a visual learning style…

...learn best by reading or seeing pictures ...like looking at wall displays, books etc. ...often recognize words by sight ...use lists to organize their thoughts ...recall information by remembering how it was set out on a page

Those who prefer an auditory learning style...

…learn best by listening ...like dialogues, discussions and plays ...solve problems by talking about them ...use rhythm and sound as memory aids

Those who prefer a kinesthetic learning style...

...learn best when they are involved or active, by touching and doing things

...find it difficult to sit still for long periods ...use movement as a memory aid ...use writing and drawing as memory aids ...learn well in hands-on activities like projects and demonstrations

Determining Your Learning Styles

Use the chart below to determine your learning style. Read the word in the left column and then answer the questions in the successive three columns to see how you respond to each situation. Your answers may fall into all three columns, but one column will likely contain the most answers. The dominant column indicates your primary learning style.

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When you.. Visual Auditory Kinesthetic & Tactile

Spell Do you try to see the word?Do you sound out the word or use a phonetic approach?

Do you write the word down to find if it feels right?

TalkDo you sparingly but dislike listening for too long? Do you favour words such as see, picture, and imagine?

Do you enjoy listening but are impatient to talk? Do you use words such as hear, tune, and think?

Do you gesture and use expressive movements? Do you use words such as feel, touch, and hold?

Concentrate Do you become distracted by untidiness or movement?

Do you become distracted by sounds or noises?

Do you become distracted by activity around you?

Meet someone again

Do you forget names but remember faces or remember where you met?

Do you forget faces but remember names or remember what you talked about?

Do you remember best what you did together?

Contact people on business

Do you prefer direct, face-to-face, personal meetings?

Do you prefer the telephone?

Do you talk with them while walking or participating in an activity?

ReadDo you like descriptive scenes or pause to imagine the actions?

Do you enjoy dialog and conversation or hear the characters talk?

Do you prefer action stories or are not a keen reader?

Do something new at work

Do you like to see demonstrations, diagrams, slides, or posters?

Do you prefer verbal instructions or talking about it with someone else?

Do you prefer to jump right in and try it?

Put something together

Do you look at the directions and the picture?

Do you ignore the directions and figure it out as you go along?

Need help with a computer application

Do you seek out pictures or diagrams?

Do you call the help desk, ask a neighbour, or growl at the computer?

Do you keep trying to do it or try it on another computer?

QUESTION #14 – Learning Styles

1. How will knowing what type of learner you are change the way you will prepare for a test or a presentation?

2. How will knowing what type of learner you are affect your tasks at work?

Making It Stick – Memory Techniques

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You already have a good memory. Without it you wouldn't be able to live your life. You can help your memory work even more effectively, however, by understanding a little of how it works. There are seven key principles that will help you.

You remember the first and last items in a list best: Take frequent, short breaks when you are learning to create more opportunities for your brain to remember the 'first' and 'last' item.

Creating patterns and making connections between the things you want to remember improves the memory: A useful tool is to create a mini-story from the first letters of the list you are learning. 'My very energetic mother just served us nine pizzas' is a useful way of remembering the planets in their correct order from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto.

Things that are surprising or odd are easier to remember: Advertisers use this principle to make us remember their products. Remember the “Just Do It” or the “Got Milk?” advertisements? The odd situations were easy to remember.

Regular review of what you are learning is essential to remember: As much as 70 per cent of what you learn in one day will be forgotten by the next - unless you go over it again. Reviewing within 24 hours of learning has an enormous impact on what you remember. And if you have to take a test, two more reviews over the following week, followed by monthly reviews until the test, will make sure the learning sticks in your memory.

Emotions create strong memories: How we feel when we are learning has a critical effect on how well we remember. Think about your most memorable learning experience. Perhaps it was very funny or dramatic. You probably felt strongly about some aspect of the learning. Emotions can work both positively and negatively. If you are angry or distressed, you are unlikely to learn well. If you are happy, the opposite is true.

Sleep is essential to create enduring memories: During our waking hours we receive literally thousands of pieces of information, even more when we are learning. The brain doesn't absorb all this information properly until we are asleep. During sleep the brain appears to file away all this new information and make sense of it. Our dreams are part of that process, which is why they often relate to things that happened to us that day. A good night's sleep is essential to embed the memory of what we have learnt during the day.

Making mistakes: If you're not making mistakes, you're not learning. So don't let a mistake knock your confidence. Often people who effortlessly get things right straight away don't really understand why. They can also be very discouraged if they get something slightly wrong. Learn from your mistakes and don't let them stop you.

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Why Is Learning Important?

We all have the ability, at any age, to change our lives through learning. Our survival in the twenty-first century as individuals, organizations and nations,

will depend on our capacity to learn. A learning population is healthier, more tolerant, independent and fulfilled. Learning can take place in a range of styles: anytime, anywhere, anyhow.

Where to Learn?

Informal Learning: There is learning potential in every aspect of your life. At work, at home or out in the community. Just a few of these places are listed here:

libraries magazines restaurants newspapers holiday locationsmuseums galleries local societies zoos tourist attractionstelevision parks radio stately homes ancient monumentsgardens internet sports grounds

Formal Learning: You probably have access to more formal learning opportunities than you realize. Many of the above venues also offer formal learning as short courses, lasting as little as half a day. You can also explore the formal learning offered by:

local colleges universities learning centres technology schools

community centres specialist institutes adult education centres learn-at-home

QUESTION #15 – Where to Learn in Your Community

Do a search in your local newspaper, community centre, phone book or region website and try to find the following:

3. List five (5) informal learning centres or programs in your community that offer programs which interest YOU.

4. List two (2) formal learning centres or programs in your community that offer programs which interest YOU.

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Decision Making and Your FutureLike any other skill, decision making requires practice. It sometimes involves taking risks. Since no one is perfect, you will sometimes make decisions that are less-than-perfect. However, it is usually better to take a calculated risk than to form a habit of not being able to make any decision at all. By taking a thoughtful, positive approach, risks can be minimalized.

Types of Decisions

Routine Decisions: are choices that most people make automatically about everyday matters.

Major Decisions: are importance choices requiring careful thought because they affect a person’s career and personal life.

STEPS in the Decision Making Process

Decision making is a step-by-step process that can be learned & applied to any of life's choices

#1 – Define the problem#2 – Establish goals#3 – Identify resources#4 – Consider the alternatives#5 – Make a decision#6 – Implement the decision#7 – Evaluate the result

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Problem Solving

A PROBLEM exists when there is a difference between reality (what you have) and expectation (what you want). PROBLEM SOLVING is the process of making an expectation a reality. Employers expect their workers to be able to solve problems. Without problem-solving ability, workers are not effective in the workplace.

PROBLEM SOLVING STEPS

QUESTION #16 – Examining Decisions

1. Refer back to page 38 (Types of Decisions). Fill in the blanks with the correct terms. Answer all questions on your own paper

a) Deciding what to wear and what to eat are examples of _____________ decisions.

b) Decisions that guide a person’s career and personal life are called _____________ decisions.

c) Making career decisions and other important decisions can be easier when people use the _____________ - _____________ _____________.

d) The first step to follow when making an important decision is to _____________ the problem.

e) When people decide whether to buy something, they are making decisions as _____________.

f) Deciding whether to confront a friend who shoplifts is an example of a(n) _____________ decision.

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1. Identify and Analyze the Problem

2. Collect and Analyze Data

3. Consider Possible Solutions

4. Choose the Best Plan

5. Implement the Plan

6. Observe, Evaluate and Adjust


QUESTION #17 – Problem Solving Case Study

By using the problem solving steps listed on page 40 find a solution to the following problem.

The Grill and the Grape is a restaurant specializing in international cuisine that seats 75 customers. It is open everyday for lunch and dinner. Weekend nights are always busy, with the wait time often being and hour. Many of the customers are repeat customers. On a typical weekend night, the front room is fully staffed with one hostess, five waiters/waitresses and two busers. There is one manager on duty for both the front room and the kitchen areas.

This Saturday night, a nearby company has reserved half the seats for a party from 6 to 9 p.m. On Thursday, two waiters and one buser have notified the manager that they cannot work this weekend. The manager calls a meeting of the front-room staff to develop a Saturday action plan for the work team. There are no other staff available to “cover” for those who cannot work. The front-room staff must address the staffing problem and be prepared to handle possible complaints about prices, food quality and service. Use the following format to answer this problem:

STEP 1 - Identify and Analyze the Problem

What is the problem?What criteria would you consider?

What constraints would you consider?

STEP 2 - Collect and Analyze Data

What do you need to know about the problem that you don’t already know?What information is available to you to help you solve the problem?

STEP 3 - Consider Possible Solutions

Brainstorm some possible solutions.

STEP 4 – Choose the Best Plan

Consider your answers in STEP 1, which plan seems best?

STEP 5 – Implement the Plan

What clues might indicate that the plan is (is not) working?

STEP 6 – Observe, Evaluate and Adjust

If this plan fails, what would you recommend doing next?

What aids to problem solving did you use? Give details

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Lesson 5 – Developing Workplace Essential Skills

Ontario Skills Passport

The Ontario Skills Passport (OSP) is a resource that provides clear descriptions of the skills used in virtually all occupations, as well as important work habits. It also provides employers with a consistent method of assessing and recording the demonstration of these skills and work habits in the workplace. The skills listed in the OSP are transferable skills that a student, job seeker and worker can take from job to job, sector to sector and school to work.

The Ontario Skills Passport is a document that provides clear descriptions of skill requirements for entry-level work in today's labour market. It also includes work habits deemed to be important by

employers at the workplace.

The Ontario Skills Passport gives employers a standard way to assess and record work-related skills and work habits demonstrated at the workplace. The Ontario Skills Passport gives students and job seekers a record of their demonstration of these skills and work habits at the workplace.

The following skills are included in the Ontario Skills Passport:

Reading, writing, use of documents, use of computers, money math, data analysis, problem solving, job task planning, measurement and calculation, numerical estimation, oral communication, decision-making, scheduling and budgeting and accounting.

The Ontario Skills Passport also includes the following work habits:

Teamwork, initiative, reliability, customer service, and entrepreneurship.

The OSP consists of the following three main components:

the OSP database of skills and related tasks, listed by occupation

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the OSP work plan, which employers complete and sign to confirm demonstration of skills and work habits by passport holders (students, job seekers, or workers) in the workplace

the OSP portfolio in which passport holders keep their work plans and other skill-related documents, such as a résumé and an OSP skills summary chart

What is the purpose of the OSP?

The OSP was developed by the Ministry of Education and the Ministry of Training, Colleges and Universities. The purpose of the OSP is to document an individual’s demonstration of skills and work habits that are considered to be of great importance in the workplace.

Students and job seekers can use the OSP to identify the skills they already have and to plan further skill development so that they can more easily make the transition to the workplace and/or to postsecondary education.

Workers can use the OSP to continue developing and gathering evidence of their skills so that they may progress in their careers.

Employers can use the OSP for assessing the performance of individuals in the workplace with regard to specific skills and work habits, for recording performance demonstrated in the workplace, and for hiring and training employees.

Teachers, job developers and career counsellors can use the OSP to introduce relevant information on skills and occupation-related tasks in the classroom and in training programs, to identify expanded workplace-based opportunities, and to match students and job seekers with available work placements.

(source: http://skills.edu.gov.on.ca/OSPWeb/jsp/en/faq.jsp?announcer=FAQs#200)

How the Ontario Skills Passport Works

Only employers can verify the performance of tasks and skills at the workplace by students and job seekers. Employers record the tasks performed, skill level and consistency of performance in the Ontario Skills Passport. Employers, teachers and job developers should refer to the Quick Assessment Forms that are a companion piece to the Ontario Skills Passport. These forms consist of lists of tasks in five categories of jobs that help determine the skill level for many typical tasks in various jobs and work placements.

Why the Ontario Skills Passport is Needed

For students and job seekers, the Ontario Skills Passport will help them to understand the skills they have and the skills they need to develop to meet the requirements for entry into the labour market. The skills passport provides them with a record of work-

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related skills and work habits that they demonstrate at the workplace during various work experiences, including school-work transition programs, co-operative education programs, the Ontario Youth Apprenticeship Program, the Job Connect Program and other experiences such as volunteering, paid part-time and summer work. It will support their transition to work by providing them with the language and evidence to talk with employers about the skills they have developed and to market their skills to employers.The Ontario Skills Passport will assist employers, teachers, job developers and job seekers to build a skilled labour force in order to remain competitive in a growing global economy.

QUESTION # 18 – Ontario Skills Passport (OSP)

Go to the following website:

http://www.skills.edu.gov.on.ca/OSP2Web/EDU/Welcome.xhtml

Click “Essential Skills (ES)”

1. What are OSP skills?

List the fourteen, describe and assign yourself a “skill level” for each of the (14) OSP essential skills. Use the following chart format. To find out the “skill levels” for each essential skill, click on the word (in purple) and then chose the level which best describes your abilities.

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MY OSP SKILLS

SKILL DESCRIPTION LEVEL & DESCRIPTION

Example:

READING

The comprehension of text consisting of sentences and paragraphs.

Level 4 Integrating and synthesizing information from

various sources or from relatively detailed texts (e.g., reference books)

Interpreting complex texts (e.g., regulations)

READINGWRITING

Which essential skill would you consider to be one of your strengths? Why?

Which skills would you consider to be one of your weaknesses? Why?

Which skills do your teachers or employers say you need to develop in the future?

How do you hope to develop new and better skills in the future?

2. Click “OSP Home Page” on the menu bar of your screen.

Click “By Occupation”

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Choose three different occupations that you may be interested in learning more about. For each Occupation answer the following” Name your selected occupation. Write a brief job description for your selected occupation. What is the NOC code? What is the Level of Education or Training? What level is needed in each of the essential skills

occupations at level D require some secondary school and on-the-job training occupations at level C usually require secondary school and/or occupation-specific training occupations at level B usually require college education or apprenticeship training occupations at level A usually require university education occupations at level 0 are management types of occupations

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UNIT 1 – ESSENTIAL SKILLS FOR WORKING AND...

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