Essential Employability Skills

Communication

Communication skills include responding to written, spoken or visual messages in a clear, concise, and correct manner that best suits the context and audience.  

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 and 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?

• Use active learning strategies to practice reading, listening and observation skills: Think-Pair-Share, Cocktail Party, Travelling File, and Q&A sessions.
• Use a variety of writing activities to summarize information: Discussion posts, Minute Paper, Learning Jigsaw (go to activities) and blogging or podcasting which can be set up on DC connect through discussion boards or using Video Note.
• Initiate a Three Word Wednesday: provide 3 words for students to begin a story, respond to or discuss with fellow classmates.
• Use Five Frame Story: provide images to students, or have 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 VideoNote.
• Use Mentimeter or Kahoot to have students respond to random questions/scenarios.

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

• During a presentation or report, students can be evaluated on their use of audience-appropriate language, accurate terminology, and clarity of the presentation.
• During a practical demonstration, students can be assessed on their effective use of specific communication techniques, such as following legal procedures, completion of a structured health assessment, performing interviews, and/or following industry operating procedures or standards.
• During presentations, students can be evaluated on eye contact, verbal pace, body language, and effective use of non-verbal communication, such as facial expressions, posture, and gestures. Note: preferred presentation styles may differ based on cultural background. Be sure to make appropriate accommodations when required.
• When producing written work, such as case studies, reports, or worksheets, students can be evaluated on accuracy, correct use of terminology, completeness, legibility and adherence to a specific writing style or standard procedure.
• In written assessments, students can be evaluated on the correct use of APA/MLA formatting, following standardized writing processes, and the overall accuracy and clarity of their work.

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 including verbal and/or written descriptions of tasks and steps.
• Role playing or simulation such as mock client interactions or interviews.
• Oral or virtual presentations.

Numeracy

Numeracy requires the ability to apply a wide variety of mathematical skills accurately. In each program, the type and level of numeracy will vary with the specific types of numeracy requirements needed to perform in their industry.

The numeracy EES is:

3. 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
• vCalculating

What are some active learning strategies and tools?

• Develop alternate visual representations of mathematical problems/concepts using concept maps, or mind maps.
• 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.
• Work collaboratively on case studies or simulations answering questions related to projections, trend analysis, or statistical analysis.
• Create invoices, budgets, and financial records using collaborative tools such as Microsoft OneDrive.
• Create ongoing calculations, e.g., students calculating their own course mark.
• Post multiple math problems on a Padlet wall.
• Post a Numeracy Challenge of the Week to encourage continued engagement in and applications of mathematical concepts or strategies.

What are some examples of grading criteria for numeracy skills?

• In foundational courses and assessments, professors often assess students on fundamentals and elemental concepts, applying common terms and functions, and using technological tools to assist with calculations.
• In intermediate or higher-level courses and assessments, students are expected to connect prior knowledge to new learning, apply basic concepts in unfamiliar situations or new concepts in familiar situations, convert data as needed, and/or select the correct approach or formula to solve problems.
• In higher level courses and assessments, students are often expected to extend knowledge by applying it to new and complex ways. This may include applying new or existing learning to areas beyond the classroom, analyzing data, forming hypotheses, adapting to new scenarios, and solving complex problems.

What are common assignments used to evaluate numeracy EES?

• Budgets, financial plans, computer programs, and 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 assess 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 involves evaluating information and opinions in a systematic, analytical, and efficient manner. Problem solving involves finding alternative solutions or alternative methods to provide solutions to address a question, issue, or situation. Together, these skills require the ability to break down complex problems into component parts, assess and evaluate those parts to determine best practices or solutions, and apply analytical thinking to make meaningful connections. This includes transferring knowledge and adapting methods to generate solutions or suggest new creative approaches. This can include using new or existing information in innovative and creative ways, identifying unique relationships, and having the opportunity to practice different ways of thinking to yield novel approaches.

The critical thinking and problem solving EES are:

4. Apply a systematic approach to solve problems
5. 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?

• Use structured in-class or online discussions that require critical and analytical thinking to solve problems.
• Use games (So You Think You Can…, Are You Smarter Than…, Wheel of…, etc.) to judge the credibility and validity of ideas, concepts, and/or solutions.
• Use mind map or concept map solutions to analyze and organize the key components of a problem, question, case, or issue.
• Create case studies to analyze and solve.
• Analyze a real-world situation to devise alternative solutions, evaluate the leveraged solution, or construct a solution and compare it to the employed solution.
• 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.
• Create online learning activities that require analysis, such as Choose Your Own Adventure.

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

• In a foundational course or assessment, students can be asked to distinguish between fact, opinion, and assumption; list key areas of a problem; articulate the steps of problem solving; define key terminology of problem solving and critical thinking; and identify standard critical and creative thinking strategies.
• In an intermediate level course or assessments, students can be asked to apply existing methods and models of problem-solving to new situations; analyze and prioritize problems; use critical thinking to distinguish relevant data; account for perceptions and biases; and adapt strategies to overcome obstacles in the problem-solving and critical thinking process.
• In a more complex or advanced course or assessment, students may be asked to demonstrate the effectiveness of a solution, select and apply the most appropriate methods, refine problem-solving skills by recommending solutions or best practice, and apply new and existing methods and models to new or different contexts.
• Additional criteria commonly used to assess critical thinking include the use of logic, the development of sound arguments, the use of valid and reliable evidence to support decisions, and thoughtful consideration of opposing viewpoints.

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

• 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.
• 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 over time.
• Student led projects such as when students plan and implement campus-events, community events, business project, applied research projects.
• Observational assignments (for practicum or field placement) from an entry level course can be used as analytical case studies for higher level courses.

Information Management

Using computers and other technologies as tools to enhance productivity and tasks requires graduates to have the confidence and ability to use the tools well. Selecting and using appropriate tools and technologies 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:

6. Locate, select, organize, and document information using appropriate technology and information systems
7. 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, and email.
• Computer literacy activities such as locating relevant information and searching within databases.
• Organizing information into a concept map.
• Practicing different methods of completing research and using specified citation styles to reference resources.
• Reviewing online note-taking tools such as Evernote.
• Reviewing online source organization and citation tools, such as Zotero.

What are some examples of grading criteria for information management?

• Foundational level: students can be evaluated on their ability to identify sources of information, define what constitutes quality information, sort information effectively, cite sources correctly, and identify credible sources.
• Intermediate level: students can be evaluated on their ability to choose effective information for the level of learning or assignment, compile information to 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.
• Advanced level: students can be evaluated on their ability to organize information effectively, consolidate information into logical and coherent points, evaluate information for validity and relevance, and use search strategies in scenarios beyond 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.
• Students can also compile or curate information in a blog, online discussion forum, or any other web-based format.
• Produce reports or other types of assignments in courses that use specialized software.
• A Portfolio 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.

Interpersonal

Working in teams or groups in any 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 as group members, responding to others effectively, and developing effective working relationships are all components of 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, teamwork, relationships, conflict resolution, and leadership.

The two interpersonal EES are:

8. Show respect for the diverse opinions, values, belief systems, and contributions of others
9. 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, establishing and maintaining relationships.
• Identifying roles for members of a group or team.
• Clarifying one’s own role and fulfilling the 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 adjusting 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.
• Using effective listening, negotiating, collaborating, and problem-solving techniques during work in and outside of class.
• Identifying different types of conflict that can arise in workplaces and strategies to resolve them.
• Using neutral, respectful, and inclusive language and images.

What are some active learning strategies and tools?

• The most common way to support effective group work is to use a structured approach. This can include group contracts, role assignments, group reflections, peer assessments, group management tools, and task analyses.
• 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 used in combination with reflective questions to determine how various roles can influence the outcome of an event or situation.
• Conflict management learning activities used in combination with 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 provide students with an opportunity to assess leadership, respect, team contributions, and conflict resolution strategies.
• Use learning activities such as Four Corners to have students identify their own perspective and then swap to the opposite corner and present considerations for that perspective, developing a counter-argument, or using “what if” questions, assist students in appreciating situations or points through a different lens.
• Working as part of team, establishing and respecting roles and responsibilities to complete a task or project develops conflict management, leadership and respect for the opinions and perspectives of others.

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

• Foundational level: students can explore and recognize diversity, list the common roles within a group, show respect for others, identify issues that could occur within a group, and contribute as a team member.
• Intermediate level: students can anticipate potential conflicts within a group, express their opinions while respectfully listening to others, and develop strategies to achieve shared goals.
• Advanced level: students can create and promote supportive group environments, take on leadership roles, assume accountability for themselves, and the group’s goals, evaluate completed group tasks to identify areas for improvement, and build connections with others.

What are some common assignments used to evaluate interpersonal EES?

• Group contracts, group or team assignments, group progress report, group/peer/self-evaluations, and group process analysis.
• Observations and feedback from supervisors during Field placement or practicum provide valuable information on these skills.
• Journals, reports, presentations, reflective essay, portfolios, and learning journals.
• Research or reports on professionalism, analysis of industry trends about diversity, and ethical and leadership issues.
• Evaluating scenarios or case studies that involve leadership, coaching, and feedback.
• Researching, developing, and presenting an informed counter-perspective develops skills in conflict resolution, appreciating diversity and navigating differences.

Personal

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. The ability to follow develop and follow plans, 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:

10. Manage the use of time and other resources to complete projects
11. 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.
• Re-evaluating goals and using resources to make the 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 to support adherence in lab environments, for example.
• Integrate opportunities for individual choice, including options for assignment topics, presentation delivery, and demonstration of learning.
• Developing and completing an independent study, research project, or experiment.
• Adhere to a learning or project plan and contracted due dates.
• Preparing schedules and timelines, and monitoring progress in working towards deadlines.
• Pre-class activities that function as “passports” for entry to class.

What are some examples of grading criteria?

• Foundational level: students can identify personal goals and individual needs, describe the importance of deadlines, and define responsibility as it applies to their professional ethics.
• Intermediate level: students can create an action plan for growth from self-reflection, identify conflicts and propose solutions, and arrive prepared for class and meetings.
• Advanced level: students can manage multiple tasks effectively, prioritize tasks, contribute to personal development for oneself and others, meet deadlines or communicate delays in advance, 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 also be included.
• 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 industry including adhering to professional standards and expectations.
• Group, peer, and self-assessments are valuable ways to evaluate the personal skills used by many professors as a routine part of all group assignments.
• Develop learning goals or objectives and/or self-monitoring of learning plans.
• Develop prioritized lists and step-by-step instructions prior to an activity.
• Create a resource plan or allocate resources for a plan.
• Analysis of ethical issues or assignments requiring decision-making, reports, and case studies.