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«A Resource Guide for Parents and Teens Developed and Compiled by the Youth Council of the DuPage Workforce Board A Letter to Parents: Your teen’s ...»

-- [ Page 15 ] --

1. ________________________________________________________________

2. ________________________________________________________________

Is your career choice consistent with you personal goals? Why?

__________________________________________________________________

__________________________________________________________________

B. Your Interest and Capabilities.

Does your career choice require that you use skills or abilities related to your interests? Explain.

__________________________________________________________________

Does your career choice require that you possess specific capabilities? Please list those skills, behaviors, attitudes or knowledge areas required by your career.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

C. Job Characteristics to consider about your tentative career

choice:

__________________________________________________________________

(Position Desired) What special training or qualifications are required to enter your chosen field?

__________________________________________________________________

–  –  –

D. Will you be able to get a job in your career area of interest?

What is the expected demand for workers employed in your career field?__________________________________________

60 Where (geographic locations) do they employ large numbers of workers in your career area of interest? ________________________________________________

Does one part of our country need more workers with the skills related to your future career than others? If so, where? __________________________________

E. Other jobs which you could qualify for with the same skills:

List at least two other positions you would qualify for if you possessed all of the

skills needed and related to your career choice:

1. ________________________________________________________________

2. ________________________________________________________________

List two jobs you could do while you wait for openings related to your career area:

1. ________________________________________________________________

2. ________________________________________________________________

F. List where and how you will seek information regarding

openings in your field:

1. ______________________________3. ______________________________

2. ______________________________4. ______________________________

G. What can you do now to prepare?

Experience you can obtain:

1. ________________________________________________________________

2. ________________________________________________________________

Courses you can take in school:

1. ______________________________3. ______________________________

2. ______________________________4. ______________________________

H. List the resources you can use to locate information about your

future career choice that you do not currently know:

1. ________________________________________________________________

2. ________________________________________________________________

3. ________________________________________________________________

4. ________________________________________________________________

61 What are Employability (Soft/Personal) Skills?

The skills that employers consistently rate as critical for hiring, retention, and productivity are those skills that are difficult to teach except though modeling, mentoring, job shadowing or on the workplace experiences. These intangible skills that are often part of our personality continue to be one of the most important sets of criteria needed to become a valued employee. There are numerous definitions of these traits and some examples are cited below. Developing these skills for tomorrow’s workforce is an essential component of Career Readiness for today’s youth.

Employability A person’s capability of gaining initial employment, maintaining employment,and obtaining new employment if required Being capable of getting and keeping fulfilling work.

Career Readiness Skills:

1. Academic – (communication, math and science) ACT must be contextualized (career relevant)

2. Technical– NAM Skills Gap Report 2005 (States Cluster Initiative 16 Pathways and 79 ore specific pathways

3. Employability Partnership for21st Century Skills and the Society for Human Resource Management (SHRM)Report “Critical Skills Needs and Resources for the

Changing Workforce”in decreasing order of importance:

1. Adaptability/flexibility

2. Critical Thinking/problem solving

3. Leadership

4. Professionalism/work ethic

5. Teamwork/collaboration

6. Information technology application

7. Creativity/Innovation

8. Diversity

9. Written Communications

10. Ethics/social responsibility As of 2000 75% of new entrants into the workplace are women and minorities (USDOL) ERIC Employability is the fifth basic skill 1. Communication 2. Math 3. Science





4.Technical 5. Employability Gainer 1988

1. Individual Competence (communication, comprehension, computation, and culture0

2. Personal Reliability (personal management, ethics, and career maturity)

3. Economic Adaptability (problem solving, learning, employability and career development) Page1

4. Group and Organizational Effectiveness (interpersonal skills, organizational skills, negotiation, creativity, and leadership skills) Connections: School and Work Transitions curriculum called “Work Maturity Skills” (Lankard 1987) provided competency-based training modules for each.

1. Present a Positive Image – grooming, god health, dress for the job, self confidence

2. Exhibit Positive Work Attitudes – basic social skills, be creative and willing to learn, take pride in your work.

3. Practice Good work Habits: attendance, be thorough and diligent, follow safety practices

4. Ethical Behavior – integrity and good judgment, respect property, follow company rules,

5. Communicate Effectively – demonstrate speech, writing and nonverbal communication skills, demonstrate good listening habits

6. Accept Responsibility – use initiative use problem solving techniques, manage personal responsibilities

7. Cooperate with others as a member of a team work under supervision.

8. Bad attitude has the most negative effect on employers’ decision to hire.

The Research and Policy Committee on Economic Development in 1984

1. Entry level positions- sense of responsibility, self-discipline, pride, teamwork, and enthusiasm

2. Ability to learn and to solve problems

3. Employers feel that schools are doing a poor job of preparing students with these skills

Developing Employability Skills

The best results in teaching employability skills is integration with academic and vocational skill training-forming a set of five basic skills. In this way the relevance of the five types of skills are interrelated and taught as basic to job market success-something in which thelearner has a level of interest

1. Demand Good Deportment in the Classroom. Initiate strict guidelines for tardiness, class cutting and discipline.

2. Express Work Values through Classroom Instruction Promote and require timeliness, effort, responsibility and other values.

3. Encourage Self Esteem in Students. Expect the best from students. Attitudes about self were reflected in applicant’s nonverbal behavior.

4. Promote and Display a Positive Attitude in the Classroom. Attitude is an important part of a person’s employability rating and can be improved with practice and effort.

5. Use Instructional Materials that illustrate the importance of Employability Skill Development. (Izzo and Lakard (1987) provide examples of how having or lacking employability skills affects a person’s ability to find, get and keep a job.

Page2 Additional strategies teachers can use to monitor students’ employability skill development (Buck and Barrick 1987)

1. Identify the problem so that that person can recognize habits that are annoying

2. Define the terms that describe various habits

3. Devise a way to measure traits, attitudes or habits

4. Give frequent feedback

5. Concentrate on improving a limited number of habits at a time

6. Employ a meaningful reward system

7. Tell employees about improvements in work habits and attitudes

8. Provide the student with a method of monitoring on the job behavior

9. Make other class members (peer review) a part of monitoring, evaluation and rewards system.

Skills Most Sought After by Employers – Randall S. Hansen PhD and Katharine Hansen PhD SCANS and National Association of College and Employers

1. Communication Skills ( listening, verbal, written) by far the most often cited

2. Analytical and Research Skills

3. Computer/Technical Literacy

4. Flexibility/Adaptability/Managing Multiple Priorities

5. Interpersonal Abilities (relate to coworkers,, inspire others to participate, mitigate onflict)

6. Leadership/Management Skills

7. Multicultural Sensitivity/Awareness

8. Planning/Organizing

9. Problem Solving/Reasoning/Creativit

10. Teamwork Personal Values Desired By Employers

1. Honesty/Integrity/Morality (ranked the highest)

2. Adaptability/Flexibility (open to new ideas, work independently carry out multiple tasks and projects

3. Dedication/Hard Working/Work Ethic/Tenacity

4. Dependability/Reliability/Responsibility

5. Loyalty

6. Positive Attitude/Motivation/Energy/Passion

7. Professionalism (maturity, self-confidence, not petty)

8. Self-Confidence

9. Self-Motivated/Ability to Work With Little or No Supervision

10. Willingness to Learn Overwhelming majority (93%) of the HR managers surveyed said technical skills are easier to teach than soft skills. The most in demand soft skills cited by managers are organization skills (87%) Verbal Communication (81%) teamwork and collaboration (78%) problem solving (60%) tact and diplomacy (59%) business writing (48%) Page3 analytical skills (45%) Criteria to assess Employability Skills ERIC Ericae.net Clearinghouse on assessment and Evaluation

1. The validity rests on job analysis; aclear and validated relationship should exist between the assessment and the skills required for one or more jobs

2. The skills assessed should be teachable vs. “intrinsic abilities/personality traits”

3. The value of teaching them to non-work bound students and when they should be taught has not been proven

4. Each assessment must be evaluated in the context of its purpose. They must have strict reliability and validity standards sufficient to provide a good legal defense for using is as hiring criteria. This requires strict attention to psychometric quality including standardization of the administration and accuracy of scoring. Need to be relevant for school age students as they enter the workforce, as well as adults, making transitions into or within the workforce at later stages in their lives.Assessments using for hiring need to have more strict enforcement of psychometrics than those for training

Big Five Personality Traits (intrinsic and difficult to teach)

1. Openness (Flexibility/new ideas/adaptability)

2. Conscientiousness (Organization/attention to detail/reliability/loyalty, persistence)

3. Extraversion (Interpersonal skills, verbal communication, leadership)

4. Agreeableness (teamwork, collaboration, positive attitude)

5. Emotional Stability* (optimism, resiliency, persistence, collaboration, positive attitude, able to work under pressure, leadership) *The most critical trait for workplace effectiveness

–  –  –

In recent years, terms such as “skills mismatch” and “skills gap” have increasingly been used while discussing workforce issues. This skills gap has affected some industries more than others, in particular manufacturing and engineering. However, employers across all economic sectors and industries expect that levels of education and training required for employment will only intensify in the foreseeable future.

Achieve, a bipartisan non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability, has published a series of reports on the Future of the U.S. Workforce. Below is a summary of the findings in those reports.

Finding #1: U.S. workforce will require more education and skills in the near future About 80% of jobs in the workforce are classified as "middle skills" or "high skills" and it is estimated that thirty of the 46.8 million job openings in 2018 (about 64%) will require some education and training beyond high school.

Organizations across all industries are projecting that future jobs at all levels will require more skills, education, and credentials/certifications, with varying degrees of magnitude. A recent survey found that 50% of human resources (HR) professionals anticipate higher education requirements for most jobs and 60% anticipate more jobs with more specific technical requirements in the next 3-5 years.

Finding #2: Low skills jobs provide few opportunities for advancement or security While the fact remains that about a third of current and future jobs require a high school diploma or less, it's critical to remember that these are jobs, not careers, which the data back up in a variety of ways. One way is to simply compare the median incomes for middle skills jobs (about $43,000) to low skills jobs that require a high school diploma ($31,000) or less ($22,000).



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