Essential Employability Skills

Essential Employability Skills (EES) are skills that, regardless of a student’s program, are critical for success in the workplace, day-to-day living, and for lifelong learning.

The teaching and attainment of these EES for students are anchored in a set of three fundamental assumptions:

  • These skills are important for every adult to function successfully in society today;
  • Our colleges are well equipped and well positioned to prepare graduates with these skills;
  • These skills are equally valuable for all graduates, regardless of the level of their credential, whether they pursue a career path, or they pursue further education.

What programs are required to teach and assess the EES?

All students graduating from an Ontario College Certificate, Diploma or Advanced Diploma must be able to reliably demonstrate the EES by the end of their program (Ministry of Advanced Education and Skills Development).

At Durham College, we have a longstanding practice of including EES in ALL courses and programs, as we believe that these skills are equally valuable for ALL graduates.

What is the best way to introduce EES to students?

At the start of a course, it is important for all faculty to provide a clear and meaningful overview of how each EES is taught and evaluated in the course to their students. Providing students with examples and quotes from employer or graduates, examples from personal work experience, and job descriptions are valuable teaching tools. Research on job skill needs and requirements, hiring practices, and an overview of the roles and responsibilities within your discipline are also excellent ways to help students connect to these skills.

How do I determine which EES to include in my course outline?

Selecting the “right” EES begins with analyzing how each course contributes to the overall set of EES outcomes across a program. For example, a first semester business course might prepare students to demonstrate foundational level business writing skills and a final semester business course might prepare students to demonstrate advanced writing, research and analysis skills.

Where can I find additional resources on EES?

Use the following resources as a guide. Talk to colleagues and ask for sample assignments, marking criteria, and rubrics. Also, visit us or email us at We have many additional samples and tools that we can share.



communications image Communicating in a clear, concise, and correct manner requires producing the written, spoken or visual material that best suits the situation. Communication skills include responding to written, spoken or visual messages. Communication includes skills related to reading listening, and observing messages contained within narrative and visual forms. It also includes visual representations information or data.

The two communication EES are:

  1. Communicate clearly, concisely and correctly in the written, spoken and visual form that fulfills the purpose and meets the needs of the audience
  2. Respond to written, spoken, or visual messages in a manner that ensures effective communication

What are the defining skills included in communication?

  • Reading
  • Writing
  • Speaking
  • Listening
  • Presenting
  • Visual Literacy
  • Responding to questions/feedback

How can students demonstrate communication skills?

  • Develop and use strategies to read, listen and observe effectively
  • Clarify what has been read, heard, and observed
  • Reproduce or summarize original information in other formats
  • Plan and organize written or oral communication according to a specific purpose and audience
  • Incorporate content that is meaningful and necessary
  • Produce material that conforms to the conventions of the chosen format
  • Ensure material is free from mechanical errors

What are some active learning strategies and tools?

  • Active learning strategies to practice reading, listening and observation skills such as Think-Pair-Share, Cocktail Party, Travelling File (go to activities) Twitter discussions, Q&A sessions
  • Using a variety of writing activities to summarize information such as Minute Paper, Learning Jigsaw (go to activities) and blogging or podcasting using WordPress, Blogger and Podomatic.
  • Initiate a Three Word Wednesday, provide 3 words for students to begin a story, respond to or discuss with fellow classmates.
  • Create an image with words on PicLits or use Five Frame Story, by providing images to students, or having students provide them to one another, and ask students to create a story using the images.
  • Record responses to questions and problems for self or peer assessment using Audacity.
  • Use Plinky to have students respond to random questions/scenarios.
  • Use VoiceThread, Animoto or AdobeVoice to provide written, audio or video response options for students.

What are some examples of grading criteria used to evaluate communication skills?

  • During a presentation or report, students can demonstrate using language which is appropriate for the intended audience, accurate use of terminology, and being clear and audible.
  • During a practical demonstration, students can demonstrate their use of specific communication techniques such as following legal proceedings, completion of a structured health assessment, interviewing, and following industry operating procedures or standards.
  • During presentations, students are often evaluated on eye contact, pace, body language, and effective use of non-verbal communication such as facial expressions, posture, and gestures.
  • Case studies, reports, or worksheets can be evaluated for accuracy, correct use of terminology, completeness, legibility and following a specific writing style or standard procedure.
  • Common grading criteria in a report or include correct use of APA/MLA format, follows standardized writing processes, and is free of errors.

What are some examples of assignments where communication skills can be evaluated?

  • Written papers, reports, charts, case studies, memos, emails or essays.
  • Portfolios, articles, and projects.
  • Demonstrations, role playing, or simulation.
  • Oral or audiovisual presentations.
  • Observation of technical or practical skills, group project, simulation, or role play.


numeracy image Using mathematics effectively in everyday situations requires the ability to apply a wide variety of mathematical skills accurately. Each program will have specific types of math requirements and requirements. Students may need to demonstrate their ability to apply the concepts of number and space to situations which include quantities, magnitudes, measurements, and ratios. They may need to apply mathematical techniques (concepts, conventions, strategies, and operations) and check the results of their applications.

The numeracy EES is:

  1. Execute mathematical operations accurately

What are the defining skills included in numeracy?

  • Applying mathematical concepts and reasoning
  • Analyzing and using numerical data
  • Conceptualizing
  • Adapting and combining method to solve problems
  • Estimating
  • Calculating

What are some active learning strategies and tools?

  • Develop alternate visual representations of mathematical problems/concepts using concept maps, mind maps, chart or
  • Calibrate, adjust, problem solve, calculate, fix, correct, and troubleshoot equipment or tools with numeric measures, percentages, ratios, apertures, degrees, fractions, integers etc.
  • Calculate, adjust, and create varying scales, angles and perspective in art, design, or various types of media.
  • Group case studies or simulations with questions related to projections, trend analysis, or statistical analysis.
  • Create invoices, budgets, and financial records using collaborative tools such as Google Docs.
  • Use the Big Simple Talking Calculator or create a number jigsaw to make calculations more fun.
  • Have students create ongoing calculations of their course mark.
  • Post multiple math problems on a Padlet wall or plot equations using the Function Visualizer.
  • Use StudyMate to create crossword puzzles, flash cards and other types of quizzing.

What are some examples of grading criteria for numeracy skills?

  • In foundational assignments and courses, professors will often grade students on the fundamentals and elemental concepts, applying common terms and functions, using technological tools to assist with calculations.
  • In intermediate or higher assignments or courses, students are expected to link what is already known to new learning, applying basic concepts in unfamiliar situations or applying new concepts in familiar situations, converting data, selecting correct approach or formula.
  • In higher level assignments or courses, students will often be required to extend the learning by applying new learning to areas beyond the classroom, analyzing data, making hypotheses, adapting learning to new scenarios, and solving complex problems.

What are common assignments used to evaluate numeracy EES?

  • Budgets, financial plans, computer programs, are lab assignments are common assignments used to evaluate EES in many programs at Durham College.
  • Patient/Client assessments, clinical case studies, and case studies are often used to evaluate numeracy in health, emergency, community and some applied science courses and programs.
  • Technical and applied science lab and shop courses will commonly use worksheets, checklists, reports, and demonstrations to demonstrate a wide variety of numeracy skills.
  • Field placement courses will often require students to demonstrate numeracy by solving a variety of problems, calculations, planning client care plans, or when completing industry documentation and reports.
Critical Thinking & Problem Solving

Critical Thinking & Problem Solving

man with lightbulb in hand Critical thinking skills involve evaluating information and opinions in a systematic, purposeful, efficient manner. Problem solving involves finding alternative ways to solve a question, issue, or address a situation or issue. Critical thinking and problem solving can include analysis of the different components of a problem, bringing together of ideas to suggest a new approach, creative thinking skills to find alternative ways to address situations, and evaluation of issues, products, or decisions. It can also include using old information in new ways, identifying unique relationships, and practicing different ways of thinking that will yield new approaches.

The critical thinking and problem solving EES are:

  1. Apply a systematic approach to solve problems
  2. Use a variety of thinking skills to anticipate and solve problems

What are the defining skills in critical thinking and problem solving?

  • Analyzing
  • Synthesizing
  • Categorizing
  • Evaluating
  • Making decisions
  • Trouble‐shooting
  • Applying a problem solving model
  • Thinking creatively
  • Sequencing
  • Prioritizing
  • Investigating
  • Justifying

What are some active learning strategies and tools?

  • Engage students in solving problems or analysis using structured in-class or online discussions that require critical thinking and logic puzzles.
  • Have students judge the credibility of something related to the course using games (So You Think You Can…, Are You Smarter Than…, Wheel of… etc.).
  • Use Mind map solutions to analyze and organize the key components of a problem, question, case, or issue.
  • Create case studies to analyze and solve.
  • In small groups, have students reassemble the parts of an answer to a puzzling question, list, process, set of principles, steps in a problem etc.
  • Evaluate a product, website, service, or company using a set of criteria.
  • Hold a Moot Court debate or have students Take a Stand (go to activities) on an issue or problem.
  • Use a Traveling File (go to activities) in combination with a case study.
  • Create online learning activities that require analysis, such as Choose a Different Ending Videos.

What are some examples of grading criteria for critical thinking and problem solving?

  • In a foundational assignment or course, students would often begin to distinguish between fact, opinion, and assumption, list key areas of a problem, articulate the steps of problem solving, defines key terminology of problem solving and critical thinking, identifies standard critical and creative thinking strategies.
  • In an intermediate level assignment students can be evaluated on their ability to apply past problem-solving experiences or new situations, analyzes a problem-solving situation, prioritizes problems, uses critical thinking to distinguish relevance of data, accounts for perceptions and biases in ideas and explanations, adapts strategies to overcome obstacles in critical thinking.
  • In a more complex or advanced assignment or course, students can be evaluated on their ability demonstrate the effectiveness of a solution, select the most appropriate problem-solving model, refine problem-solving skills, or apply problem solving techniques to a new situation.
  • Additional criteria commonly used when assessing critical thinking include use of logic, having a sound argument, using valid and reliable evidence to support decisions, and consideration of opposing views.

What are some common assignments used to evaluate critical thinking and problem solving?

  • There are a wide variety of commonly used assessments that can be used to evaluate critical thinking and problem solving skills including case study analysis, research projects, proposals, portfolios, lab assignments, presentations, and simulation.
  • Field placement, practicum, or clinical experience are also commonly used to evaluate critical thinking and problem solving. Often secondary information from industry supervisors or practicum supervisors are used to determine successful achievement of these skills.
  • Cross-curriculum assignments (part A of assignment completed in one course, part B in a second course), program portfolios (create a portfolio from first semester to final semester), and collaborative webpages are excellent ways for students to demonstrate these EES skills over time – by developing something that is added to from semester to semester.
  • Student led projects such as when students plan and implement a campus-events, community events, business project, applied research projects are excellent ways to demonstrate the integration of higher level thinking skills and abilities including critical thinking and problem solving.
Information Management

Information Management

folder and magnifying glass Using computers and other technologies as tools to increase productivity and to enhance tasks requires graduates to have the confidence and ability to use the tools well. Developing the ability to recognize when computers and other technologies contribute to completing tasks, solving problems, performing research, and creating products is a critical survival skill of the future. Selecting and using appropriate tools and technology for a task or project, computer literacy, and gathering and managing information are all potential aspects of the Information Management skill set.

The information management EES are:

  1. Locate, select, organize, and document information using appropriate technology and information systems
  2. Analyze, evaluate, and apply relevant information from a variety of sources

What are the defining skills in information management?

  • Gathering and managing information and data.
  • Selecting and using appropriate tools and technology for a task or a project.
  • Applying computer literacy.
  • Using internet skills for a variety of purposes.
  • Conducting and evaluating research.

What are some active learning strategies and tools?

  • Retrieving and sharing activities that require students to locate and analyze relevant information such as, text summaries, interviewing experts, research scavenger hunts, Twitter posts, email, and webquests.
  • Computer literacy activities such as locating relevant information and searching within databases.
  • Organizing information into a flow chart or mind map.
  • Practice different methods of completing research and citations.
  • Review online note-taking tools such as Evernote.
  • Review online source organization and citation tools, such as Zotero.

What are some examples of grading criteria for information management?

  • In foundational level assignments or courses, students can be evaluated on their ability to identify where information is found, define quality information, sort information, cite sources properly, and identify credible sources.
  • In intermediate level assignments or courses, students can be evaluated on their ability to choose effective information for the level of learning/assignment, compile information that will support a point of view, assess the type of information needed, prioritize information based on credibility, use a variety of tools and/or techniques to locate and organize information, and locate scholarly and reliable information.
  • In advanced courses or assignments, students can be evaluated on their ability to organize information, consolidate information into logical points, evaluate information for validity and relevance, and use search strategies in scenarios outside the classroom.

What are some common assignments used to evaluate information management?

  • Case studies, applied research, reports, research assignments, research plans, literature reviews, annotated bibliographies, and research-based projects are common assignments used to evaluate information management.
  • Students can also compile or curate information in a blog, online discussion forum, or any other web-based format.
  • In courses that use specialized software, students would be evaluated on their ability to produce reports or other types of assignments.
  • An ePortfolio is an excellent way for students to demonstrate information management and can be introduced in one course or as part of a program/capstone portfolio project.


characters coming out of laptops to handshake

Working in teams or groups in either a work or personal context requires the ability to assume responsibility for collective duties and decisions. It also requires interacting effectively with the members of the group. The ability to understand and complete the various tasks required of them as group members, respond to others effectively, and develop effective working relationships are all components fo the Interpersonal skill set.

Showing respect for the diverse opinions, values, belief systems and contribution of others requires an appreciation of the concepts of diversity, team work, relationships, conflict resolution, and leadership.

The two interpersonal EES are:

  1. Show respect for the diverse opinions, values, belief systems, and contributions of others
  2. Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals

What are the defining skills in the interpersonal EES?

  • Treating others equitably and fairly.
  • Resolving conflict.
  • Demonstrating leadership.
  • Networking and establishing and maintaining relationships.
  • Identifying roles for members of a group or team.
  • Clarifying one’s own role and fulfilling role in a timely fashion.
  • Identifying tasks to be completed and establishing strategies to accomplish tasks.
  • Contributing one’s own ideas, opinions, and information while demonstrating respect for others.
  • Employing techniques intended to bring about the resolution of any conflicts.
  • Regularly assessing the group’s progress and interactions and make adjustments when necessary.
  • Valuing diversity, including using images, examples, and case studies from a variety of diverse perspectives.
  • Participating in peer and self-evaluation.
  • Negotiating differences of opinion so all parties feel respected and heard.
  • Use effective listening, negotiating, collaborating, confronting and problem solving techniques during work in and outside of class.
  • Identify different types of conflict that can arise in workplaces and strategies for how to resolve them.

What are some active learning strategies and tools?

  • One of the most common ways to practice effective group work is to use a structured approach and design for a course with a group assignment. Using a group contract, role assignment, group reflection, peer assessment, group management tools, and task analysis are just a few of the different ways that students can practice these skills.
  • A wide variety of active learning strategies can be used to engage students in collaborative research, information management, analysis, or problem solving such as through role playing, debates, interviews, panel discussions, and DC Connect Discussion Board postings.
  • Case studies are often used in combination with reflective questions to determine how various roles impacted the outcome of an event or situation.
  • Conflict management learning activities or similar types of activities involving self-assessment of strengths and areas for future growth.
  • Guest speakers provide a great opportunity for students to hear about opportunities, strengths, challenges and solutions to common work environments.
  • Discussing and analyzing daily news, industry trends, articles, legal proceedings, and research provides students with actual real-world challenges upon which to reflect, analyze, and pose suggestions and solutions.
  • Structured debriefs of videos, stories, articles and events can help student to practice the skills of assessing leadership, respect, team contributions, and conflict resolution.

What some examples of grading criteria that can be used to evaluate interpersonal skills?

  • In foundational level courses and assignments, students can define and acknowledge diversity, list the common roles within a group, defines respect for others, identify issues that could occur within a group, and participate as a team member.
  • In an intermediate level assignment or course, students can anticipate potential conflicts within a group, express opinion and respectfully listens to others, and develop strategies to accomplish goals within a group.
  • In a more advanced assignment or course, students create and promote supportive environments, lead the team or group, assume accountability for self and others within the group towards the group’s goals, evaluate completed group tasks identifying gaps, and network with others.

What are some common assignments used to evaluate interpersonal EES?

  • A common type of assignment used to evaluate interpersonal skills are group contracts, group or team assignments, group progress report, group/peer/self-evaluations, and group process analysis.
  • Another common type of evaluation is when students complete a Field placement or practicum. Observations and feedback from supervisors provide valuable information on these skills.
  • Other common assignments include journals, reports, presentations, reflective essay, portfolios, and learning journals.
  • Students can complete research or reports on professionalism, industry trends, diversity topics, ethical issues, and leadership issues.
  • Evaluating scenarios or case studies that involve leadership, coaching, feedback and complex communication roles is an effective way to evaluate interpersonal EES.


deadline in calendar

Achieving task-related goals in their personal and professional lives requires students to use their time, money, space, and other, often limited, resources as efficiently as possible. Developing an ability to plan and predict ways of achieving goals is an important aspect of Personal skills. The ability to follow plans and use the tools, assessing regularly how realistic the goals, plans, and processes are and adapting when it is necessary are all important aspects of the Personal skill set.

The personal EES are:

  1. Manage the use of time and other resources to complete projects
  2. Take responsibility for one’s own actions, decisions, and consequences

What are the defining skills in Personal EES?

  • Managing self-including ethical behavior as an individual or as a group.
  • Defining reasonable and realistic goals and using planning tools to achieve and monitor goals.
  • Prioritizing and using resources efficiently to accomplish tasks.
  • Reevaluating goals and the use of resources and make appropriate adjustments.
  • Managing change in a flexible, adaptable way.
  • Analyzing labour-market trends that affect employability.
  • Conducting an effective work-search plan.
  • Taking responsibility for outcomes and effects of one’s own actions.
  • Participating in an ongoing process of personal reflection, including ongoing evidence of effort to improve.
  • Formulating personal choices and goals, based on self-assessment and career research.
  • Presenting on personal abilities, skills and interests accurately in a resume and an interview.

What are some active learning strategies and tools?

  • Articulate and implement course policies consistently.
  • Integrate opportunities for individual choice.
  • Independent study.
  • Allow students to choose within selected assignment options.
  • Contracted due dates.
  • Preparing schedules and timelines.
  • Pre-class activities that function as “passports” for entry to class.

What are some examples of grading criteria?

  • In a foundational assignment or course, students can identify goals, individual needs, importance of completing and submitting assignments on time, define responsibility as it applies to one’s self, and describe the role of professional ethics.
  • In an intermediate assignment or course, students can create an action plan for growth from self-reflection, identify conflicts and propose solutions, and arrive prepared for classes and meetings.
  • In an advanced assignment or course, students can complete multiple tasks, prioritize, contribute to personal development for one’s self and others, complete assignments on time and/or advise of late submission with advanced notice, perform tasks ethically, and resolve conflicts professionally.

What are some common assignments used to evaluate personal EES?

  • Capstone and project-based assignments provide students with rich and complex assignments upon which to debrief, reflect, and self-assess. Students can use individual or group progress reports to analyze and reflect on their contribution to the ongoing success of a project or activity.
  • Reflective journals or portfolios are an excellent way to engage students in routine and regular self-assessment. Weekly monitoring records including using graphs, timelines, time charts, prioritization lists, and self-assessment can be included also to ensure that the students have ways to monitor their own personal skills and see trends.
  • Project Charters, Project Plans, meeting notes, action plans, Gantt charts, and other tools commonly used in project management serve as valuable assignments in a course with a project.
  • Students who work in labs, simulation environments, field placements, or practicum can be evaluated on their ability to practice within their scope of practice including adhering to professional standards and expectations.
  • Group, peer, and self-assessments are valuable ways to evaluate the Personal EES outcomes and used by many professors as a routine part of all group assignments.
  • Developing learning goals or objectives and/or self-monitoring of learning plans.
  • Assignments that require students to develop prioritized lists and step by step instructions prior to an activity.
  • Creating a resource plan or allocating resources for a plan.
  • Ethical analysis or decision making assignments, reports, and case studies.