HUMBER COLLEGE OF APPLIED ARTS AND TECHNOLOGY GENERIC/EMPLOYABILITY SKILLS PERSONAL SKILLS

Compiled by Pat Hedley

Copyright 2003 by Humber College of Applied Arts and Technology

ACKNOWLEDGEMENTS
Special thanks are due to the many faculty who generously gave their time and ideas to make both the process and products of this initiative useful and relevant to the Humber community. Thanks to those who contributed in some or all of the following ways: Attending coordinator/faculty information and feedback meetings Contributing to focus group discussions Participating in Professional Development workshops Participating in Humber Showcase and other conferences Develping new courses to incorporate Generic Skills Editing and formatting the Resource Manuals Submitting Best Practices The engagement of the Humber community would not have been posssible without the valuable communications link afforded by the Generic Skills School Representatives. Thanks are due to these people: School of Applied Technology: Business School: School of Creative and Performing Arts: School of Health Sciences: School of Hospitality, Recreation and Tourism: School of Information Technology: School of Liberal Arts and Science: School of Media Studies: School of Social and Community Services: Steve Bodsworth Khyati Antani, Jim Skinner Diana Belshaw Audrey Taves Judy Hebner Shelly Cunningham, Jeremy Frape Barbara Ritchie Nancy Rodrigues Grace Nostbakken

As well, the Implementation Team recognizes the invaluable support of Robert Gordon, Humber College President: Dr. Grodon struck the Generic Skills Task Force and the Implementation phase and has fully supported the initiative in its various stages.

Joe Aversa, chair of the Generic Skills Task Force, and the members of the Task Force who provided the framework for the Implementation team to move forward. Richard Hook, Humber College VP Academic, sponsor of the Generic Skills Initiative: Because of Dr. Hooks constant guidance, support, feedback and immense flexibility, this initiative has developed successfully in spirit and in action. The Deans who made Generic Skills a priority and who supported faculty and staff to work on the intitiative.

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HUMBER COLLEGE THE GENERIC/EMPLOYABILITY SKILLS INITIATIVE

Generic/Employability Skills are transferable skills that provide the foundation for a students academic, vocational and personal success. Humber Colleges Generic/Employability Skills Initiative has evolved over several years and has included the engagement of support staff, faculty and administrators from across the college. In 1995, Ontarios College Standards and Accreditation Council (CSAC) published a report outlining Generic Skills Learning Outcomes required for two and three year college programs. In 1996, Humber president Dr. Robert Gordon struck a Task Force to further develop Generic/Employability Skills for Humber College. This Task Force, with college-wide representation, produced a report that identifies six major categories of Generic/Employability Skills and their related subsets. The major categories are Communications, Personal, Interpersonal, Thinking, Mathematics, and Computer Skills. After the Task Force completed its report, the Generic Skills Implementation team was established. The major goal of the team was to work with college programs to help them ensure that Humbers graduates meet the learning outcomes for the six Generic/Employability Skills. The Implementation Teams Project Leaders have compiled resource manuals that identify the learning outcomes and specific instructional objectives for each learning outcome. The manuals also offer examples of techniques for teaching, reinforcing and evaluating the skills and samples of Best Practices. This information can be of valuable for faculty and administrators in new and established programs who are incorporating Generic Skills into the curriculum. Judy Clarke Generic/Employability Skills Coordinator Generic Skills Resource Manuals: Book 1A: Book 1B: Book 2: Book 3: Book 4: Book 5: Book 6: Communications Skills Writing Across the Curriculum (WAC) Personal Skills Interpersonal Skills Thinking Skills Mathematics Skills Computer Skills Barbara Ford Karen Golets Pancer Pat Hedley Grace Nostbakken Shiela Money Jim Watson Shelly Cunningham

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Table of Contents
Introduction ....................................................................................................1 Humber Colleges Generic/Employability Skills: Personal Skills ...............3 2.1 Resource Management ....................................................................3 2.2 Responsibility ...................................................................................5 2.3 Career Development .........................................................................6 2.4 Adaptability.......................................................................................7 References.....................................................................................................10 Video Resources ...........................................................................................12 Appendix ......................................................................................................14 Appendix A Summary of Humber Colleges Generic/Employability Skills ..............................................................................14 Appendix B Tracking Form (Personal Skills).....................................16 Appendix C Resource Management....................................................17 Appendix D Responsibility ................................................................18 Appendix E Career Development ......................................................19 Appendix F Adaptability ....................................................................20 Appendix G Sample self-assessment portfolio....................................21 Appendix H Sample attendance guidelines ........................................22 Appendix I Sample presentation feedback sheet ..............................23 Appendix J Career Success Guide .....................................................24 Appendix K (a) Budget Sample #1 ...................................................25 Appendix K (b) Budget Sample #2 ...................................................26 Appendix K (c) Sample budget process ............................................27 Appendix L Sample of self-directed evaluation process ....................28 Appendix M Sample of employers evaluation of Students in the Workplace Form ............................................................29 Appendix N One Schools best practices ...........................................31 Appendix O Evaluation Strategies (attitudes, values and self-confidence)...............................................................33

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Introduction
The concept of Generic/Employability Skills originated with educators, primarily those working on programs specifically designed to facilitate obtaining, keeping and progressing in a job. Generic/Employability Skills are often described as "preparation or foundation" skills upon which a person must build job-specific skills to be competent in a particular field of work. Generic/Employability Skills are transferable core skills, attitudes and behaviours that employers look for in new recruits and that employers develop through training programs for current employees. These skills are developed in school and through a variety of life experiences outside school. Historically, assessment for the purpose of employment has consisted of general ability and personal tests, supplemented by job-specific assessments. In recent years, that picture has changed dramatically with ever-growing numbers of employers assessing foundation skills prior to hiring. It is, therefore, incumbent upon teachers/professors to assist in this component of learning. According to the literature, the best results in developing these skills seem to be achieved when Generic/Employability Skills are integrated with academic and vocational skill training, forming a set of foundation employability skills. This concept reinforces the idea that linkage projects, where cross-sectoral groups of students (e.g. public relations and marketing) become engaged in joint projects or have common assignments, may be one of the best ways of developing these skills. This manual describes the "personal" skills suggested in the literature as essential to successful employment and life. The manual defines the subsets of personal skills that can be evaluated and offers some suggestions as to how you may choose to teach, reinforce or evaluate these skills. The literature suggests that students usually learn/develop these personal skills with exposure to situations and people. Student examples that may demonstrate mastery of these skills might be Demonstrating an ability to assess the feelings the student has experienced while engaged in part-time or summer jobs Demonstrating an ability for the student to calm a friend who is annoyed with something Demonstrating an ability to apologize to someone if the student has said something wrong about another person Being able to admit to themselves when they are wrong Demonstrating comfort with meeting new people Being able to get along with other people Helping friends patch up disagreements Considering the feelings of others before doing or saying things that may be negative or perceived as negative.

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Personal Skills enable us to function effectively and to take control of our lives. Self-knowledge, self-direction, self-confidence, and self-management enhance our ability to adapt to an everchanging environment. It is wise to keep in mind that the validity of a Generic/Employability Skill assessment (for any of the employability skills) rests on job analysis and a clear and validated relationship should exist between the assessment (of the student and/or the skill) and the skills required for one or more jobs. This relationship should be based on a systematic analysis of the skills and skill levels required for the job. Any assessment must clearly mirror the nature of the job-specific skill required, and some Generic/Employability Skills may be more important to develop in some areas of employment than others. It is also paramount that these skills be perceived as teachable as this can pose the most significant barrier to implementation. A summary of the Generic/Employability Skills (Personal) is located in Appendix A.

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Humber's Generic/Employability Skills: Personal

2.1 RESOURCE MANAGEMENT Learning Outcome Upon completion of this course, the student will be able to identify and use resources effectively for personal and work-related goals. Explanation -- Making decisions and completing tasks often requires information that can be used as support to the decision-making process. The ability to access current, relevant and useful information and the ability to organize that information in understandable ways are essential for graduates. It is important that all students be able to identify and use resources effectively to plan for, and to attain personal and work-related goals. (This specific learning outcome is also linked to the Generic/Employability Skills of Communication, Thinking and Computers and may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manuals 1A, 4,5.) Instructional Objectives The student will be able to 2.1.1 2.1.2 2.1.3 2.1.4 2.1.5 Work within time frames and meets deadlines Apply various learning strategies to accomplish an educational goal Utilize expertise appropriately Work within a budget Apply stress-management strategies.

Sample Teaching/Reinforcing Strategies Designing classroom learning opportunities to provide authentic practice (as close to real life situations as possible) is key to the development of personal skills. The research supports that, for both academic and vocational classes, the key to imparting Generic/Employability Skills and attitudes is to design classroom instruction around project work. Projects or assignments should situate learning in a particular context and provide opportunities for learning to occur in a specific area or learning domain (psychomotor/doing, cognitive/thinking or affective/feeling). Teaching strategies which reflect authentic practice will usually model a work or profession-specific culture, which should be rich enough to permit the learning of complex reasoning and co-operative skills that are indirectly linked to the development of resource management skills. One suggested model or teaching hierarchy that reflects the development or reinforcement of these skills involves the following: E.g. Modeling: in teaching resource management a teacher carries out a task (meets a deadline, returns assignments in reasonable time frames or utilizes expertise appropriately) and demonstrates or models successful resource management strategies.

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Coaching: The teacher makes observations, offers hints, and uses a variety of learning strategies and may make suggestions that demonstrate effective stress management techniques. Scaffolding: The teacher does part of the task, then coaches students in using their expertise and changes techniques, if necessary, to demonstrate skills like adaptability and time or stress management. Articulation: The teacher gets students to write or speak about their knowledge or the processes they are employing to meet deadlines or goals thus reinforcing communication and resource management skills. Reflection: The teacher encourages post-mortems, record reviews, analysis of grade results, task sequencing, reference use, and task analysis emphasizing the critical thinking and/or time/resource management skills. Exploration: The teacher encourages students to participate in problem-solving exercises, strategy reviews, timeline developments (with many options) or focuses on the benefits or challenges of any one option, thus developing the time management, budget or resource management skills of the student. (Source: http:www.rand/org/publications/MR 169/MR 169.pdP) Sample Evaluation Tool Work-related case studies in which students must conduct research, use databases, libraries, computers, the Internet and other tools to get the appropriate information for completion of the task are ideal tools (See Appendix C.). This part of any assignment can/could be completed by individuals or in groups. Marks may also be attached (in process) to each component of the assignment. Research supports this as an essential requirement for students to engage actively and constructively in the process. Providing grades for timely submission or deducting marks for late assignments may also reinforce the need to work within time frames and to meet deadlines. Reflective evaluation exercises such as journal writing, case study development or formative class exercises (such as the one minute paper, See P.Cross, Classroom Assessment Techniques) may encourage students to think critically about their time management skills, utilization of appropriate expertise and/or stress management abilities. (Many excellent formative feedback tools or suggestions that can be used to evaluate the development of personal skills are identified in: Cross, P.: Formative Feedback and Classroom Evaluation. See reference section of this manual and Appendix O.)

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2.2

RESPONSIBILITY

Learning Outcome Upon completion of this course, the student will demonstrate self-confidence self-directedness, and will be able to manage him/herself in the workplace. Explanation -- Responsibility is the ability to recognize and anticipate the impact of selfconfidence, self-direction, and self-management on effectiveness in the workplace. Making decisions, taking positions, and completing tasks require graduates to be accountable for their actions and to defend their convictions. Graduates will demonstrate an ability to evaluate what they do and why they do it. They will have considered their individual values, beliefs and opinions and the effects these have on their actions. The ability to set goals and priorities in one's work and personal life and the ability to plan and manage time, money and other resources to achieve these goals are often related to personal responsibility and accountability for actions. (This specific learning outcome is also linked to the Generic/Employability Skills of Communication, Interpersonal and Thinking may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manuals 1A, 3 and 4.) Instructional Objectives The student will be able to 2.2.1 Behave within appropriate work standards and conditions of employment (See Video Resources section of this manual) 2.2.2 Accept responsibility for his/her actions, decisions and progress 2.2.3 Evaluate and act upon constructive feedback. Sample Teaching/Reinforcing Strategies The following are suggestions for incorporating these personal skills into the classroom (Bishop and Lankard 1987): 1. Demand good deportment (behaviour) in the classroom. Initiate or have students participate in the development of strict guidelines for tardiness, class cutting and discipline (linked to employment standards). 2. Express work values through classroom instruction. Promote and require timeliness, effort, responsibility, and other values. 3. Encourage self-esteem in students and expect the best from students. 4. Promote and display a positive attitude in the classroom. 5. Use instructional materials that illustrate the importance of generic/employability skills development. 6. Give frequent feedback.
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7. Employ a meaningful reward system (possibly developed or at least shaped by student involvement. 8. Provide the student with a method of monitoring on-the-job behavior or in-class behaviour (ie. Referring back to class behavioural guidelines or standards). 9. Make other class members part of the monitoring, evaluating or reward system. Sample Evaluation Tool A mark assigned to the way a student proceeds through a project is an essential part of evaluating these personal skills. Students should be evaluated on their ability to meet timelines/deadlines, their attitude with classmates and within the classroom, or their ability to demonstrate selfconfidence, self-directness or constructive feedback, etc. Self-feedback forms, group feedback forms and reflective journals (writing assignments that document the process of learning) may be a part of the evaluation. (See example in Appendix G.) These types of evaluation tools must be linked to the grading system or there will be little support from the students. (See Appendix D and H.). On-the-job placements or work simulation assignments should be monitored for personal skill development and compliance with health and safety requirements in all areas of employment. (See Video Resources.)

2.3. CAREER DEVELOPMENT Learning Outcome Upon completion of this course, the student will demonstrate the ability to develop a career/life planning process within the context of a changing environment. Explanation -- Career development is the ability to develop a career/life planning process to respond to the changing environment and learning needs of employees and individuals. Transferring skills from one context to another enables students to be lifelong learners. Graduates will have developed the confidence to know that their current skills are applicable to a range of changing, novel, and unexpected situations. They will have demonstrated their ability to reflect on what they can do, how they can match those skills to the new demands, and how they can apply previous skills or develop the additional ones that will make them effective in new situations. (This specific learning outcome is also linked to the Generic/Employability Skills of Communication, Thinking and Interpersonal skills and may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manuals 1A, 3 and 4.)

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Instructional Objectives The student will be able to 2.3.1 2.3.2 2.3.3 2.3.4 Formulate personal choices and goals, based on self-assessment and career research Analyse labour-market trends that affect employability Present personal abilities, skills and interests accurately in a resume and an interview Conduct an effective work-search plan.

Sample Teaching/Reinforcing Strategies This component of "personal" skills is ideally suited to a professional issues and employment preparatory course. The teaching of effective resume writing or the sharing of various types/styles of resumes is easily done in a group or individual context. Encouraging students to read the newspaper and to watch for labour-trend changes, significant influences in society or current political/financial influences should be encouraged. These topics lend themselves well to icebreakers (e.g. The first 5 minutes of a class could be devoted to a current issue or a significant employment trend noted in a local newspaper.) or metaphoric learning (linking the known to the unknown by examples or scenarios) in the classroom. (Please note: Employment advisors are available through the Career Services Centre to design and present special workshops, to provide materials or to research program areas and to make recommendations regarding the best type of resume for specific program areas. An appropriate web link is also noted in Appendix J.) Sample Evaluation Tool Current resume development in several different styles can be included as an assignment for students. All (or even one) of these resume styles could be evaluated or graded. Building in a component on work-search plans, keeping a journal of current interview experiences or case studies of the current work environment can be completed by students in the classroom or as an assignment. (See appendices E and F.)

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2.4

ADAPTABILITY

Learning Outcome Upon completion of this course, the student will demonstrate the ability to respond to change and uncertainty in a positive and productive manner. Explanation -- Adaptability is the ability to respond to change and uncertainty (economic cycles, global competition, emerging technologies, environmental issues, shifting demographics, personal transition) in a positive and productive manner. Recognition of and respect for people's diversity and individual differences are expected. The ability to identify and suggest new ideas to get the job done creatively can/may be modeled by learning facilitators and should be encouraged in students. (This specific learning outcome is also linked to the Generic/Employability Skills of Communication, Thinking and Interpersonal skills and may be developed in partnership with some of the teaching and evaluation strategies for these skills. See corresponding manuals1A, 3 and 4.) Instructional Objectives The student will be able to 2.4.1 Adapt to new situations and demands by applying and/or updating knowledge and skills.

Sample Teaching/Reinforcing Strategies Ongoing competence is required in most professions today. Helping students develop personal learning profiles or portfolios can be an essential part of ensuring the student develops an attitude of lifelong learning and individual goal development. Sharing daily course, team or personal goals with students, as well as working in small groups to share goals or learning expectations, can be a valuable experience for students. Generative learning strategies such as journal writing, self profile exercises, reflective tools (story writing, one minute papers, learning styles inventories, etc.), or informal feedback forms can assist students in identifying their weakness and areas to be improved. Teaching with co-operative learning activities or methods (group activities, assignments or projects) will also assist the student in developing their adaptability (personal) skills. In addition to its value as a work-related generic skill, co-operation can increase student responsibility for learning by holding the student accountable for contributing to group work or requiring the student to help others. Co-operation can enhance learning efficiency because team members are additional sources of information/instruction. Finally, cooperation can enhance motivation since team members are additional sources of motivation, and team membership can increase commitment. (Johnson and Johnsons work on cooperative learning and their books can be a significant resource for the development of cooperative learning strategies and techniques. See reference list.)

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Sample Evaluation Strategies Students could/may be asked to document their learning, project plans or process maps for evaluation. Students can be asked to rationalize their choices, directions and results and to note when and why they had to adapt or change their direction on a project. Articulation of the way they learn or process work may help them in the future to adapt more quickly or to strategize their work plans. Group feedback forms may require students to evaluate one another on their adaptability or flexibility with others. Case studies may also be an appropriate means of evaluating adaptability. (See Appendix F.) The following may assist with monitoring students' adaptability:

Identify any problems so the student can recognize behaviours that are reflective of being too set or inflexible. Define the terms that describe various behaviours. Devise a way to measure traits, attitudes, or behaviours. Give frequent feedback. Employ a meaningful reward system (incentives for participation, attendance etc.) (See Appendix H.).

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References
The College Standards and Accreditation Council, 1995 (May). Generic Skills Learning Outcomes for Two and Three Year Programs in Ontario's Colleges of Applied Arts and Technology. The College Standards and Accreditation Council, 1996 (May). Generic Skills Standards for OneYear Postsecondary Programs in Ontario's Colleges of Applied Arts and Technology. Conference Board of Canada; Employability Skills Profile: What are Employers looking for? www2.conferenceboard.ca/nbec/eprof-e.htm Clanchy, J., Ballard, B. (1995). Generic Skills in the Context of Higher Education. Higher Education Research and Development, 14 (2), 15566. Cross, K. P., Angelo, T.A. (1993) Classroom Assessment Techniques: A Handbook for College Teachers, Second Edition. Jossey-Bass, ISBN 1-55542-500.3 Cutts M., Dingle, A. (1995). Safety First (second edition). Copyright Save the Children 1998. ISBN: 1 899 12057 2. East Central Technical Institute. Georgia Department of Technical and Adult Education: Work Ethics Program. P.O. Box 1069 Fitzgerald, Georgia 21750. Forrest, W., (1999). and Promising Prospects: An Inner London Approach to 21st Century Skills. World Wide Web Edition Nov., 2 (7). Generic/Employability Skills, Task Force Report, available on the Generic/Employability Skills Web-site www.genericskills.com Giddens, B., Stasz, C. (1999). Context Matters: Teaching and Learning Skills for Work, National Center for Research in Vocational Education, University of California, Berkley, No. 8. Grayson, P. (1996). Value Added in Generic Skills Between First and Final Year, ISR Newsletter, 11 (3), ISSN: 0834 1729. Johnson, D., Johnson, R., and Smith, K. (1998). Active Learning: Cooperation in the College Classroom. ISBN 0-939603-14-4 Johnson, Spencer (1998), Who Moved my Cheese? G.P. Putnams Sons Publishers, New York. Kitawaga, K. (2000). The Employability Skills Profile, Seven Years On. Orbit, 31 (2). Lankard, B. (1990). The Fifth Basic Skill, ERIC Digest No. 104. January.

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McLaughlin, M.A. (1995). Employability Skills Profile: What Are Employers Looking For? ERIC digest, January. Miller, J.G. (2001). QBQ! The Question Behind the Question: What to Really Ask Yourself, Practicing Personal Accountability in Business and In Life. Denver Press Overtoom, C. (2000). Employability Skills: an Update, ERIC Digest No 220. Satterfeld, T. H., McLarty, J.R. (1995), Assessing Employability Skills, ERIC Digest, January, 119. Smith, A. (1977). What Are Generic Skills? Adult Training, 3 (1), 5-9. Stash, C. (1994), Classrooms that Work: Teaching and Learning Generic Skills. Centerfocus, 4 Feb http://www.rand.org_/publications/MR169.

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Video Resources
The following video resources are located in the Learning Resources (media booking) department and may be of value in teaching the various personal skills. Some of these resources have not been previewed but descriptors indicate that they are appropriate for resource management, responsibility, career development or adaptability. Resource Management 1. Delegate dont abdicate 2. Time is money 3. Time Management Revised 4. Managing Projects 5. The Survivors Guide to Learning 6. Study Skills 7. The time of your Life 8. Time Game 9. A Perfectly Normal Day 10. The Time Manager, Your Life and Time 11. Do it now. 12. How to Define Goals and Objectives 13. Managing Stress 14. Communicating to Reduce Stress on the Job 15. Stress: a Personal Challenge 16. The Joy of Stress Responsibility 17. Selling: Power of Confidence 18. A Great Place to Work 19. Working With Difficult People 20. Respect and Responsibility: A Positive Approach to Discipline 21. Safety, Fire Prevention on the Job 22. Elliot Lake 23. Before Their Time 24. Look Around, you have Rights 25. Health and Safety in your Workplace 26. A Good Deal, The Employment Standards Act Date 1974 1979 1980 1988 1990 1980 1974 1975 1978 1988 1981 1986 1993 1994 1978 1995 1982 1990 1984 1995 1988 1975 1997 1995 1994 1992 Library Call Number HD66.T92 1998 HD69.T54 T47 1979 HD69.T54 T486 1980 HD69.P75 M36 1988 LB2395.S8 no 1-5 1990 LB2395.S7615 1980 BF637.T5 1974 HD 38 HD 8039.M39 P47 1978 HD69.T54 T49 1988 BF575.P95 D6 1981 HF5549.5.G6 H68 1986 BF575.S75M3452 1993 HF5548.85.C65 1994 BF575.S75 S7566 1978 BF575,S75 L276 1995 HF5438.S42 1982 HF5549.2.U5G73 1990 HF5549.W644 1984 HF5549.12.R468 1995 TH9145.S23 1988 RC 964.E44 1975 HD7658.B16985 1997 T55.L66 1995 HD7659.05h4 1994 KE0657.Z82 G665 1992

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Career Development 27. Tuning Inn 28. Demographic Trends in Canada: Implications for the Public and Private (David Foot) 29. Writing about You 30. Tell me About Yourself 31. Tuning In 32. Job Search in Action Adaptability 33. How do we adapt? 34. Managing Change 35. Flexibility in Working Life: Opportunities for Individual Choice 36. Managing Change 37. Managing People Through Change 38. Collaborative Learning. Design Implementation

1980 1998 1970 1976 1980 1992 1973 1988 1973 1988 1989 1992

HF55 49.5.16 T8598 1980 HC113.F66.1998 ISBN 0662637941 HF.5083.j652 1970z HF 5549.5.16T52 1976 HF5549.5.16 T8598 1980 HF5382.7.J6253 1992 BF 335.H62218 1973 HD58.8.M2574 1988 HD5106.E88 1973 HD58.8.M2574 HD58.8.M25756 1989 LB1060.C644 1992

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Appendix A
Summary of Humber College's Generic Employabilty Skills: Personal The Generic/Employability Skills "personal skills are outlined in Humber College's Generic/Employability Skills Task Force Report and are listed as four subsets of skills with accompanying instructional objectives. To facilitate identification of Generic/Employability Skills for program applications, the skills and associated learning outcomes are listed below and are expanded upon in the manual. Several examples and further resources are also listed for your reference. There are many innovative ways of teaching, reinforcing and evaluating these Generic/Employability Skills, and you will see some excellent ideas that have been suggested by your colleagues. Talking about good strategies and sharing the ways that you are teaching Generic/Employability Skills will reinforce and ensure innovative practices are diffused through Humber Colleges learning community.

2.1 RESOURCE MANAGEMENT Learning Outcome Upon completion of this course, the student will be able to identify and use resources effectively for personal and work-related goals. Instructional Objectives The student will be able to 2.1.1 Work within time frames and meet deadlines 2.1.2 Demonstrate an ability to use various learning strategies to accomplish an educational goal 2.1.3 Utilize expertise appropriately 2.1.4 Work within a budget 2.1.5 Apply stress management strategies.

2.2 RESPONSIBILITY Learning Outcome Upon completion of this course, the student will demonstrate self-confidence, self-directedness, and will be able to manage him/herself in the workplace.

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Instructional Objectives The student will be able to 2.2.1 Behave within appropriate work standards and conditions of employment,

2.2.2 Accept responsibility for his/her actions decisions and progress 2.2.3 Evaluate and act upon constructive feedback.

2.3

CAREER DEVELOPMENT

Learning Outcome Upon completion of this course/program, the student will demonstrate the ability to develop a career/life planning process within the context of a changing environment. Instructional Objectives The student will be able to 2.3.1 Formulate personal choices and goals, based on self-assessment and career research 2.3.2 Analyze labour-market trends that affect employability 2.3.3 Present personal abilities, skills and interests accurately in a resume and an interview 2.3.4 Construct an effective work-search plan.

2.4

ADAPTABILITY

Learning Outcome Upon completion of this course, the student will demonstrate the ability to respond to change and uncertainty in a positive and productive manner. Instructional Objective The student will be able to 2.4.1 Adapt to new situations and demands by applying and/or updating knowledge and skills.

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APPENDIX B
GENERIC SKILLS TRACKING FORM 2.0 PERSONAL SKILLS SCHOOL _________________________________ PROGRAM _______________________________ DATE ___________________________ COMPLETED BY _________________

GENERIC SKILLS
2.1 Resource Management Upon completion of this course, the student will be able to identify and use resources effectively for personal and workrelated goals. 2.1.1 work within time frames and meet deadlines 2.1.2 demonstrate an ability to use various learning strategies to accomplish an education goal 2.1.3 utilize expertise appropriately 2.1.4 work within a budget 2.2.5 apply stress management strategies 2.2 Responsibility Upon completion of this course, the student will be able to demonstrate self-confidence, self-directedness, and be able to manage him/herself in the workplace 2.2.1 behave within appropriate standards and conditions 2.2.2 accept responsibility for his/her actions, decisions and progress 2.2.3 evaluate and act upon constructive feedback 2.3 Career Development Upon completion of this course/program, the student will be able to develop a career/life planning process within the context of a changing environment 2.3.1 formulate personal choices and goals, based on selfassessment and career research 2.3.2 analyze labour market trends that affect employability 2.3.3 accurately present personal abilities, skills and interests in a resume and an interview 2.3.4 construct an effective work search plan 2.4 Adaptability Upon completion of this course, the student will be able to demonstrate the ability to respond to change and uncertainty in a positive and productive manner. 2.4.1 adapt to new situations and demands by applying and/or updating knowledge and skills

Taught Reinforced

Evaluated

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Appendix C
Resource Management ECE - Second Semester Student Assignment Within second semester, the students work on a co-operative learning/team project. They are placed in assigned groups and must work within their teams to research, plan and evaluate a dramatic play experience for young children. Each team must submit a weekly group process sheet, stating their goals, discussing the research process/results and reflecting on their group process to date. The project lasts 11-12 weeks, and at the end, the students submit a completed group project that must include an individual group/evaluation. Students may be asked to develop the criteria for individual/group evaluation. Students can prepare a list of statements that can be evaluated and provided as feedback to their colleagues, ie:

The student came prepared to all group meetings The student contributed to the development of the final project document/product The student demonstrated leadership in the group process The student demonstrated good listening skills while working in the group The student demonstrated flexibility while working with the group The student demonstrated ability to research effectively within the online or library environment.

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Appendix D
Responsibility Child and Youth Work CYW - Human Growth and Development Assignment (See Appendix G.) Media Studies - linkage projects with other programs and with student teams. Relationship seminars in which students are encouraged to confront difficult relationships. Role-playing can be an asset in developing responsibility skills.

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Appendix E
Career Development Civil Engineering Technician/Technologist CNST 401 - Work Preparation Course Description: Students are exposed to topics such as the structure of work, organizational behaviour, corporate culture, labour relations, management processes and business ethics. The emphasis of the course is on preparing students for the job-search process and for successful entry into work. Selfassessment, presentation skills and the concept of "self-marketing" are highlighted thoroughout the course. Business School - BUSN 450 - Business Placement Students are taught to perform a job search, using the Internet and career networks. Workshops are given on resume preparation and interview techniques. Students attend networking events. Students prepare a resume and a cover letter, perform a job search, attend job interviews, negotiate compensation and perform a minimum of 84 hours at a business placement. (Evaluation includes both self and employer-assessments.) See Work Placement "Employer Information Handbook", School of Business.

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Appendix F
Adaptability Case Study Methods/Assignments Students are provided with case studies and examples of problems about which they need to be creative in designing solutions. Role-playing can be a significant asset in the development of adaptability skills. Case Study Example: Industrial Design and Applied Technology A student design challenge is at the heart of one project that the students must complete in this program of study. Imagine a caf chair which is iconic or emblematic of Toronto-ness. The students must design, have built and display their final product, a chair that exemplifies Toronto. Students work in assigned teams of five in order to design a chair and locate sponsors who in turn fabricate a pair of prototype chairs according to specifications designed as part of the assignment. While Humber students are fully capable of making their own prototypes, they are forbidden to do so for the purpose of this challenge. Sometimes things go wrong, barriers emerge along the way and challenges must be overcome. Adaptability is closely aligned with innovation, problem solving and perseverance. This is a true reflection of what might happen in the working world. As a cohort group, the class will locate a venue at which they will display, jury and celebrate their final products. This is done in the company of parents, employers, educators and peers.

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Appendix G
CHILD & YOUTH WORKER METHODOLOGY - CYW.308 SELF-ASSESSMENT/PORTFOLIO (20 % of final grade) (Note: This assignment is part of an ongoing portfolio to be retained and added to in future courses and to be kept in a three ring binder.) The focus of this assignment is for you to assess your development as a Child & Youth Worker. Many of the skills we need as CYWs, we also use in other areas of our lives. In this assignment, you are to examine your feelings, reactions and intervention techniques in school, work or personal situations. You may discuss negative or positive experiences. The purpose of this assignment is for you to assess your skills and observe your growth. Below is a list of skills, which may be exhibited by a CYW. Select eight of these, and evaluate your current development, using your experiences to provide specific examples, which back up your selfevaluation. In your self-evaluation, you must include a balance of skills: those which are strengths and those which may require further development. You must keep a journal of your daily experiences. This record is not to be handed in but will provide material for your specific examples, as only current examples will be accepted. The length of this assignment should be 6 pages, typed. Hand in the portfolio signature sheet with the assignment. Note: As professionals, you are obliged to maintain confidentiality. Please ensure that your entries reflect this commitment. Skills: Relationship Building Skills (Clients and Adults), Activity Programming Good Judgement, Common Sense Initiative Self-Awareness, Stress-Management, Empathy Listening, Confrontation/Assertiveness/Limit Setting Written Communication Observation Skills Asking for/Using Feedback, Responsibility/Dependability, Utilizing Policies and Procedures, Groupwork/Team.

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Appendix H
Attendance - It's Within Your Control Competent performance in the workplace requires good attendance, but maintaining good attendance is only the beginning of doing an effective job. Employees with a good track record of being in their place of work during all scheduled hours are more likely to be effective in the organization. Good attendance is what employers expect, but it rarely brings with it any amount of applause. This exercise is designed to heighten the students awareness of how they can maintain a good attendance record.

Steps: 1. Share the following list with your students:

Make work attendance your highest priority Know your schedule Make daily use of an alarm clock Get enough sleep Arrange your transportation ahead of time and have a contingency plan Inform your teacher/supervisor (directly) if you are unable to perform your duties.

2.

Have your students work in small groups to brainstorm the following activity:

Brainstorm (no more than 10 min.) specific things that students/employees can do to accomplish the first five steps and record ideas on flip charts or overheads Share the ideas with the large group Encourage students to record any specific ideas that they think would be of particular interest or benefit to them as individuals. (modified from an unidentified source, Pat Hedley 2003)

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Appendix I
CHILD AND YOUTH WORKER PROGRAM MENTORING: PRESENTATION FEEDBACK SHEET After this presentation, please complete the following and fax it to: ______ DATE: STUDENT NAME:

TYPE OF PRESENTATION (e.g. Panel, Career Day, etc): Please circle a rating on each of the following categories and add comments as applicable Very Poor 1. APPROPRIATE USE OF TIME: Comments: 2. ORGANIZATIONAL OF MATERIALS: Comments: 3. CLARITY OF INFORMATION: Comments: 4. EVIDENT PREPARATION: Comments: 5. ACCURATE INFORMATION: Comments: 6. RELEVANT INFORMATION: Comments: 7. CLASS INVOLVEMENT: Comments: 1........2........3........4........5........6........7 1........2........3........4........5........6........7 1........2........3........4........5........6........7 1........2........3........4........5........6........7 1........2........3........4........5........6........7 1........2........3........4........5........6........7 Average Excellent 1........2........3........4........5........6........7

Signature:

Date:

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Appendix J
Resume Writing CAREER SUCCESS GUIDE http://www.humberc.on.ca/~careersc/services.htm CAREER CENTRE FOR STUDENT EMPLOYMENT Humber College of Applied Arts and Technology Faculty and Staff will benefit from reviewing the excellent information that can be found in the Career Success Guide or setting an appointment with a Career Service professional. Topics covered on the above noted site are: Resume resources Interview resources Information interview

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Appendix K (a) Budget Sample #1

ITEM Housing Costs Mortgage or Rent 2nd Mortgage Electric Phone Water/Sewer Fuel gas or oil Phone Cable Supplies Maintenance/repairs Other: Automobile(s) Payment 1 Payment 2 Insurance Gas/oil Maintenance Licensing Other: Insurance Homeowners' Auto Life Health Disability Total PAID TO: MONTHLY PROPOSED AMT. AMT. HOW SAVINGS

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Appendix K (b) Budget Sample #2

(Modified from Boston University, Office of Financial Assistance, Family Budget worksheet) Calendar Year Expenses
ACTUAL (year) Education Rent/Mortgage Food Clothing Transportation Medical/Dental Taxes Utilities Other Expenses TOTAL ESTIMATED (next year) Mothers/Stepmothers Wages Fathers/Stepfathers Wages Other Taxable Income Non-Taxable Income Student Wages Educational Financial Assistance Other Benefits Other Resources Loans/Other TOTAL

Calendar Year Resources

ACTUAL (year) ESTIMATED (next year)

Discretionary Income Resources Expenses = DI Debt/Credit Card Payment Plan DI - % of Credit Card Debt Any remaining income can be set aside to save for the future or to pay down debts.

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Appendix K (c) Six Steps to Developing a Budget

(Developed after speaking with several colleagues and students who acknowledge that they use a personal budget plan) 1. Determine your monthly income; make sure you include all payroll deductions. Add together all income, less deductions. 2. List all monthly expenses. Note which are fixed (not changing) and variable (either vary monthly or are only paid at certain times of the year). 3. Find your discretionary income - whats left after you take your expenses from your income. 4. List all your debts. 5. Assign some of your discretionary income to pay your debts. If your remaining figure is a (-) number, you need to review step two to determine areas of overspending. 6. Establish short and long term goals.

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Appendix L
SCHOOL OF HEALTH SCIENCES
BASIC NURSING PROGRAM - YEAR 1 STUDENTS NAME: DATES: CLINICAL AGENCY: DAY(S) ABSENT: ________TOTAL:________ UNIT/DEPT: REASONS: TO: _________________

NURSING PRACTICE 201

SECTION ___________ MIDTERM/FINAL ___________

DATE:
LEARNING OUTCOMES

KEY: S = S ATISFACTORY
S NI S NI S NI S

NI - NEEDS IMPROVEMENT
NI S NI S NI S NI S NI

1. ASSESSMENT completes: Step I completes: Step II 2. PLANNING priorizes problems plans nursing care 3. IMPLEMENTATION uses appropriate interventions states rationale for interventions health teaching communicates, listens & conveys interest with clients 4. EVALUATION evaluates effectiveness of nursing care 5. INTERPERSONAL RELATIONS uses effective verbal/non-verbal communication demonstrates a positive attitude 6. SELF-DIRECTION 6.1 & 6.2 prepares for clinical practice 6.3 actively participates in learning 6.4 participates in evaluating process 6.5 assumes responsibility for all assignments 7. LEGAL, ETHICAL AND PROFESSIONAL RESPONSIBILITIES 7.1 practises within legal requirements 7.2 practises within ethical boundaries 7.3 demonstrates professional nursing behaviour

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Appendix M
EMPLOYERS EVALUATION OF WORK PLACEMENT STUDENT PROGRAM: FINANCIAL SERVICES STUDENT: INSTITUTION NAME & ADDRESS RETURN TO: Program Coordinator Humber College

EVALUATORS NAME & TITLE:

Work Placement Year ______________ January - April May - August September - December

INSTRUCTIONS: The immediate supervisor should evaluate the student objectively, comparing him/her with other students of comparable academic level, with other personnel assigned the same or similar classified jobs, or with individual standards.
ATTITUDE-APPLICATION TO WORK Outstanding in enthusiasm Very industrious and interested Average in diligence and interest Somewhat indifferent Definitely not interested ABILITY TO ADAPT TO NEW TECHNOLOGY Adapts well and incorporates into job Learns well but incorporates slowly Learns and incorporates slowly Does not adapt or learn well TEAMWORK Exceptionally well accepted Works well with others Gets along satisfactorily Has difficulty working with others Works poorly with others COMMUNICATION SKILLS ORAL Very good Satisfactory Needs improvement INITIATIVE Self-starter, seeks work Proceeds independently Does all assigned work Hesitates / Procrastinates Lacks motivation ABILITY TO LEARN Learns exceptionally well Learns rapidly Average in understanding Somewhat slow in learning Very slow in learning JUDGEMENT Exceptionally mature Above average Usually makes right decision Often uses poor judgment Consistently uses bad judgment MATURITY POISE Poised and confident Has good self-assurance Average maturity and poise Seldom assertive Timid QUALITY OF WORK Excellent Very good Average Below average Very poor QUANTITY OF WORK Usually high output More than average About average Below average Low output, slow

WRITTEN Very good Satisfactory Needs improvement

UNDERSTANDS PRODUCTS & SERVICES Advanced understanding & explanation Above average understanding & explanation Average understanding & explanation Below average understanding & explanation PROBLEM SOLVING SKILLS Analyses well & provides creative solutions Analysis and solutions about average Analysis weak but creative solutions Good analysis lacks effective solutions Skills in both require further development

ABILITY TO IDENTIFY CLIENT NEEDS Very skilled and thorough at identification Skilled and thorough at identification Skilled but lacks thoroughness Skills require further development Not focused on clients needs

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UNDERSTANDING FINANCIAL CONCEPTS Demonstrates thorough understanding Demonstrates above average understanding Demonstrates average understanding Demonstrates below average understanding

ACCOUNTABILITY Usually in advance of commitments Meets commitments without reminders Meets commitments with reminders Struggles to meet commitments with reminder Does not meet most commitments ATTENDANCE Regular Irregular PUNCTUALITY Regular Irregular

APPEARANCE & GROOMING Appropriate Inappropriate

SAFETY PROCEDURES (if applicable) Satisfactory Unsatisfactory VERY GOOD

OVERALL PERFORMANCE
OUTSTANDING AVERAGE MARGINAL UNSATISFACTORY

MAJOR STRENGTHS:
1. 2. 3.

AREAS FOR DEVELOPMENT:

1. 2. 3.

OVERALLCOMMENTS:___________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ If you had a suitable vacancy, would you hire this student? Would you participate in our Work Placement program next year? Has this report has been discussed with the student? DATE: STUDENT SIGNATURE:
YES YES YES NO NO NO

I, the undersigned, understand that this information may be shared with the student as appropriate for evaluation/reference purposes. DATE: SIGNATURE: (Immediate Supervisor)

Thank you for participating in our program this year. All information supplied will be treated confidentially. When the Work Placement is complete, please return this form to:
Please retain a copy for your files & return the original to the college.

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Appendix N
Best Practices for Personal Skills In order to ensure that generic skills are being taught, reinforced, and assessed within programs of study, individual generic skills are assigned to discrete courses. The Business Administration program is somewhat flexible, allowing students to progress at the pace best suited to their work and personal commitments. Therefore, it is not unusual that students in a particular semester will be enrolled in a different mix of courses from one another. However, the system of prerequisites ensures that students will follow the prescribed sequencing of key courses. GENERIC SKILLS: PERSONAL SKILLS: Resource Management & Responsibility Semester 2: Principles of Management BMGT 201 Course content includes teaching the functions of planning, organizing, leading and controlling. Students also learn the processes of scheduling, budgeting (resource management) group dynamics and conflict resolution. At the beginning of the course, students are required to set objectives for their performance in the course. They then determine the strategies they will use to accomplish their goals, as well as the schedule they will follow. Throughout the duration of the semester, they monitor their progress and make the necessary adjustments to achieve their objectives. For the major project of the course, students are required to work in teams to analyze the planning, organizing and controlling of a business project in an organizational setting. Teams are formed, and the roles of individuals in the team are assigned. Expectations for each member, including a group leader, are defined. Objectives are set by the team, determining the tasks to be accomplished, and the time required. A plan is submitted by each group, outlining team objectives, a schedule (Gantt Chart), and the responsibilities of each member. Throughout the project, students keep a log of their progress, charting their achievement of the schedule, or adjustments required to meet their targets (responsibility). After the group project is submitted, each student submits evaluations of their team members, as well as an analysis of the processes of group dynamics, which occurred, and the resolution of any conflict, which may have occurred in the group. Semester 4: Organizational Behaviour BMGT 310 Included in the content of this course are teamwork, assertiveness and conflict management. Various theories and processes are taught through lectures, discussions and exercises. Working in teams, students produce a major project. They perform a self-assessment, as well as an assessment of others in their group. Students establish personal and group objectives, and track their progress towards those goals, keeping a journal on group development. Students analyze interpersonal and
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group behaviour. At the end of the project, students report on how they would behave differently in a similar situation in the future (responsibility). Semester 5: Strategic Management BMGT 500 Teams of 5 to 6 students are formed in week 3 of the course. Teams identify individual and group goals, and establish individual roles in achieving assigned tasks. The group identifies a leader, and prepares a contract, which defines behavioural expectations, rewards and sanctions. The groups work together on 6 assignments in addition to a major case study and presentation. The course requires a considerable amount of work outside of class time. Students must manage all conflicts internally, using the professor as a mediator if necessary. Within parameters, the groups are self-monitoring, and may determine the allocations of grades within the group. Team members perform both self and peer evaluations. Semester 6: Business _Policy BMGT 650 This is a continuation of Strategic Management, with students performing an assessment of a business organization. Students may work in the same groups as in Strategic Management, or form new teams. The skills of teamwork, assertiveness, resource management, responsibility and conflict management are again practiced and evaluated.

GENERIC SKILL: PERSONAL SKILLS: Responsibility & Career Development Semester 1: Introduction to Business BMGT100 Students examine the various business and industry sectors as well as the functions performed in all businesses. In addition, they study the labour market to determine the types of careers that will be available to them upon graduation. Self-assessments are performed to determine the type of position and organization (or self employment) to which they are best suited. Students prepare a career portfolio including a resume, personal skills inventory and description of areas for development towards career goals. Semester 6: Business Placement BUSN 450 Students are taught to perform a job search, using Internet and career networks. Workshops are given on resume preparation and interview techniques. Students attend networking events. Students prepare a resume and cover letter, perform a job search, attend job interviews, negotiate compensation and perform a minimum of 84 hours at a business placement. Evaluation includes both self and employer assessments.

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Appendix O
Pat Cross Examples (from Cross, P. and Angelo, T.A. Classroom Assessment Techniques) Techniques for Assessing Learner Attitudes, Values and Self-Awareness Classroom Opinion Polls: Many faculty already use de facto opinion polling in their classes when they ask students to raise their hands to indicate agreement or disagreement with a particular statement. This simple technique builds on that kind of informal polling, providing more anonymity for students and more honest and accurate data for faculty. (pg. 258) Double-Entry Journals: Students begin double-entry Journals by noting the ideas, assertions, and arguments in their assigned course readings that they find most meaningful and/or most controversial. These notes on the text are the first half of the Double-Entry Journal. The second entry in the Double-Entry Journal explains the personal significance of the passage selected and responds to that passage. In this way, students engage in a dialogue with the text, exploring their reactions to the reading. (pg. 263) Profiles of Admirable Individuals: This straightforward technique requires that students write a brief, focused profile of an individual in a field related to the course whose values, skills, or actions they greatly admire. For example, each student in a social work course might be asked to write a one-page profile of a social worker whom that student particularly admires. (pg. 267) Everyday Ethical Dilemmas: Developmental psychologists, such as Lawrence Kohlberg and Carol Gillian, have long explored and evaluated young peoples responses to ethical dilemmas in order to understand their moral and ethical decision-making and development. Everyday Ethical Dilemmas bring that inquiry into the college classroom, albeit on a very limited scale. In this CAT (classroom assessment technique) students are presented with an abbreviated case study that poses an ethical problem related to the discipline or profession they are studying. Students respond briefly and anonymously to these cases, and faculty analyze the responses in order to understand the students values. (pg. 271) Course-Related Self-Confidence Surveys: Course-Related Self-Confidence Surveys consist of a few simple questions aimed at getting a rough measure of the students selfconfidence in relation to a specific skill or ability such as: How confident do you feel that youll be able to work out in a gym and/or run in public? (in a physical education class) Complete graphing and/or simple math equations (in a math class).

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