EMPLOYABILITY SKILLS
ACKNOWLEDGMENTS
EMPLOYABILITY SKILLS | ![]() |
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SKILL | ELEMENT(facet of the skill that employers identified as important, noting that the mix and priority of these facets would vary from job to job) |
Communication that contributes to productive and harmonious relations between employees and customers |
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Teamwork that contributes to productive working relationships and outcomes |
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Planning and organising that contributes to long and short term strategic planning |
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Self management that contributes to employee satisfaction and growth |
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Learning that contributes to ongoing improvement and expansion to employee and company operations and outcomes |
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Personal attributes that contribute to overall employability |
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Rate Your Employability Skills
The Department of Education, Science and Training (DEST), the Australian Chamber of Commerce and Industry (ACCI) and the Business Council of Australia (BCA) developed the following list of eight employability skills, sometimes referred to as 'soft skills':
The Australian Network on Disability adapted this list to provide a useful recording device that provides employers with a picture of a person with disability's skill level.
Initiative (workplace) | |||||
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Skills | Independent | Achieved - requires min support | Achieved - requires high support | Not yet achieved | Not yet attempted |
Being creative | |||||
Organises sufficient materials, utensils and tools | |||||
Organises finished work neatly and safely | |||||
Learns names and behaves responsibly with tools, equipment and materials | |||||
Checks own work and corrects errors as necessary | |||||
Accepts responsibility for own work | |||||
Demonstrates energy and physical stamina for task | |||||
Tolerates stressors on the job (machine noise, dirt, movement, job pressure, on-running tasks) | |||||
Shows interest in tasks |
Communication (workplace) | |||||
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Skills | Independent | Achieved - requires min support | Achieved - requires high support | Not yet achieved | Not yet attempted |
Listening and Understanding | |||||
Speaking clearly and directly | |||||
Reading independently | |||||
Using numeracy effectively | |||||
Being assertive | |||||
Makes eye contact when listening and speaking | |||||
Stands or sits with correct posture, positioning and distance | |||||
Speaks at appropriate volume not too loudly or softly | |||||
Expresses own work needs to supervisor with clear meaning | |||||
Interrupts appropriately | |||||
Uses appropriate greetings and partings | |||||
Uses both questioning and volunteering information skills in conversation | |||||
Moves to a new topic when appropriate |
Teamwork (getting on with others) | |||||
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Skills | Independent | Achieved - requires min support | Achieved - requires high support | Not yet achieved | Not yet attempted |
Working as an in dividual and as a member of a team | |||||
Works cooperatively | |||||
Asks before borrowing others tools, equipment | |||||
Behaves politely | |||||
Helps others only when appropriate | |||||
Does not argue or tease others | |||||
Is accepted by other workers, on and off the work floor | |||||
Technology (safety) | |||||
Having a range of basic IT skills | |||||
Being willing to learn new IT skills | |||||
Observes specific safety rules for the job | |||||
Understands emergency evacuation procedures |
Problem Solving (workplace) | |||||
Self-Management (dress & hygiene, reaction to supervision, concentration & punctuality and attendance ) | |||||
Skills | Independent | Achieved - requires min support | Achieved - requires high support | Not yet achieved | Not yet attempted |
Having goals | |||||
Taking responsibility | |||||
Phones in when late or absent, giving reason | |||||
Attends work each day on time | |||||
Signs on and off daily | |||||
Appears in work area on time | |||||
Returns from breaks on time | |||||
Makes no unnecessary or questionable breaks | |||||
Dress is appropriate and correct | |||||
Hands and nails are clean as necessary | |||||
Well groomed | |||||
Prepares sufficient meals for work or brings money to buy lunch | |||||
Carries out supervisors instructions | |||||
Acknowledges having heard instructions and directions | |||||
Asks for explanation if instructions are not understood | |||||
Begins tasks promptly | |||||
Accepts supervisor as authority on the job | |||||
Accepts being supervised without argument | |||||
Skills | Independent | Achieved - requires min support | Achieved - requires high support | Not yet achieved | Not yet attempted |
If corrected by supervisor, correction results in improved work performance | |||||
Seeks supervision when appropriate | |||||
Continues to work whether supervisor is present or not | |||||
Works on tasks without unnecessary stops | |||||
Continues working even when distractions are present | |||||
Does not stop work to talk or listen to others | |||||
Finishes one task before beginning another | |||||
Promptly begins new task when one task is finished | |||||
Resumes activity without assistance or prompts after breaks and interruptions | |||||
Does not complain about specific tasks or work in general | |||||
Works with consistent speed over the whole day | |||||
Works with consistent quality over the whole day |
Planning (workplace) | |||||
The key competencies from this category have been removed. By the very nature of the requirement for Transition to Work programs, it is unlikely that TTW job seekers will meet these requirements.It is expected that TTW job seekers will receive suitable training in these skills. | |||||
Having enthusiasm for ongoing learning | |||||
Being willing to learn in any setting, on and off the job |
The shaded skills are directly from the Employability Skills. Non-shaded skills are those identified by Vivienne Riches in her book 'Standards of Work Performance' as key for people with disability.