David - thanks for your response. 
 
In your community the local Workforce Investment Board, Enterprise for
Employment and Education, and the local TANF program provider in Salem, use
a video-delivered workplace simulation technology to measure and support the
development of the soft skills required of very basic jobs across a wide
range of sectors (called Workforce Readiness
<http://www.learning-resources.com/aprogram_10.cfm> Skills), and another
program that addresses more high-performance positions, Workplace
<http://www.learning-resources.com/aprogram_9.cfm> Success Skills to
identify where individuals have effective soft skills and where development
may be needed. The links provided will take you to overviews of each program
- and to opportunities to download sample video.
 
Our definition of a good soft skills assessment is probably not much
different that yours; that is, it should: 

*	Be employer validated
*	Without adverse impact
*	Consistent with Federal standards that include EEOC, ADA and FMLA
*	Is developed in compliance with the American Psychological
Association's standards for test development
*	Is predictive of performance on the job: that is, there is hard
evidence that scoring well on the assessment corresponds with do better on
the job than those who scores less well
*	Have reviewable technical data that document all of the above.

 
Please let me know if you'd like contact information for folks using the
above programs in the Chemeketa area.
 
al lesure
  _____  

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of David Reeves
Sent: Thursday, January 18, 2007 2:38 PM
To: The Workplace Literacy Discussion List
Subject: [Workplace 563] Re: Work-readiness as it relates to academic
skills(atthe levels of CASAS and TABE or WorkKeys),technical skills and that
third area - what kind of workerwillsomeone be? What are the person's soft
skills.



 Alan, I like the broad picture - some questions 1. Could you give some
examples of some specific common soft skills that go to make up the broad
domain/competency area of the soft skills set? ?  2.  What do you mean when
you say that the assessment is ok - which tests do you think do a good job
of validly assessing soft skills? Thanks for your posting

 

  _____  

From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On
Behalf Of Alan Lesure
Sent: Wednesday, January 17, 2007 1:24 PM
To: workplace at nifl.gov
Subject: [Workplace 558] Work-readiness as it relates to academic skills
(atthe levels of CASAS and TABE or WorkKeys),technical skills and that third
area - what kind of worker willsomeone be? What are the person's soft
skills.

 

In the following, I'd like to add a perspective to recent discussions re
WorkKeys for ABLELearners and, perhaps, broaden the scope of this
discussion. Our organization's focus is soft skills and our basic premise is
that:

 

1.    Every job involves 3 sets of competencies:

*	Academic skills 

*       Technical/occupational skills 

*       Workplace behaviors or soft skills 

       People need adequate or job-defined levels of each of these skill
sets.

 

There is relatively little objective measurement of people's workplace
behaviors in most ABE courses and, therefore, there is relatively little
focus on developing these skills. This is unfortunate because the very best
way to develop soft skills is through their integration into academic
(ABE/GED, etc.) and career courses. Soft skill assessment is easy - current
technology has done it fairly, validly and predictively millions of times.
Developing soft skills, changing people's behavior falls under the category
of heavy lifting and this is the focus of much of our work with workforce
professionals.

 

2.      Different jobs require different levels of soft, academic and
technical skills. 

 

3.    It is helpful to know learners' competency levels (for academic,
technical and soft skills) at the start of a program so that, by
post-assessment, one can determine the extent to which soft skills have been
enhanced.

 

Our approach to certificates, credentials and transcripts is summarized as
follows:

 

*         An effective certificate provides good and credible information as
to what people know and can do.  Hiring organizations can often compensate
if an individual does not have a particular skill set - but they must know
what these competencies are. Employers may hire individuals because they
value the skills that have been demonstrated, even if the applicant failed
to demonstrate competence in all areas.  

*         Failing to credential an individual who may have failed to
demonstrate competence in one or a few selected areas covered by a broad
certificate is wasteful and may create an unnecessary employment barrier for
an otherwise employable individual.

*         Different jobs require different skills and skill levels.  Indeed,
the same job title in one organization may require relatively low levels of
certain skills, while a higher level of performance may be required by the
same job in a different firm.

*         A one-size certificate does not fit all because it does not
respond to local, regional or national realities. Certificates work best
when they exist in an environment that provides changing and current
information about local employers' needs.  Skills required this year by an
organization might not match those needed next year. Certificates, like
employers' requirements, must be responsive to changing conditions.

 

Finally, certificates are most effective - and most portable - when they
encourage and record individuals' skills growth over time. Our approach to
assessment places heavy emphasis on employers - in three ways:

 

1.       Benchmarking:  This process engages the employer in identifying
soft, academic and/or technical skills specific to jobs available within
their industry or company.  Resulting information enables workforce
providers to tailor training programs to the unique needs of the
industry/employer/job.

 

2.       Selection: People with clear evidence of the alignment of their
skills with those sought by the employer can move more quickly - and less
expensively - through the application processes.

 

3.       Post-employment: It is the rare individual who has all of the
skills needed for a particular job. Probationary periods provide an
opportunity for supervisors to work with new hires to develop specific skill
sets.  Both the employer and the employee benefit from reduced turnover and
improved supervisor performance.

 

 

Systematically including soft skills benefits all workforce stakeholders in
the following ways:

 

For youth and other job seekers

 

*	A realistic job preview:  Video- or DVD- or Internet-based
assessment creates more realistic job expectations for employees, thus
increasing the likelihood of job satisfaction 

*	Training and development needs are specific and objective 

*	An understanding of their current skills sets in comparison with
those required of jobs in the community:  future workers receive data on
their skills gap that must be closed to qualify for specific jobs 

*	A clear competitive advantage as they enter the job market armed
with clear and documented evidence of their specific soft skills 

*	Finally, with unique insight into their own skill development needs,
they can provide employers and supervisors with clear and specific
information for planning on-the-job training and development. 

For workforce professionals

 

*	Pre-and post-assessment data measures the effectiveness of work
readiness training and development.  

*	Continuous program improvement can be based on performance data that
demonstrates the extent to which internal and external programs are enabling
individuals to move from pre-assessed soft skill levels to post-assessment.
Effective programs develop people whose skills approximate employers'
benchmarked specifications. 

*	The ability to deliver customized applicant referrals and retention
support strengthens and enhances relationships with employers and positions
workforce development organizations to be perceived as a valuable business
development resource. 

And, for those that hire

 

*	Benchmarking incumbent workers' soft skills enables the
establishment of clearer "specs;" employers and those providing applicants
know the soft skills required - skills that result in better job matching
and reduced turnover. 

*	Benchmarking is also a reality check: are incumbents as effective as
they need to be. 

*	Less time devoted to selection 

*	Increased productivity by selecting candidates who have the greatest
likelihood of success on-the-job 

*	Accuracy in identifying the developmental needs of incumbent
workers.  Developmental resources are more efficiently used when video
assessments pinpoint the specific strengths and training needs of
individuals, groups, departments, regions or entire organizations 

*	Post-employment information and support for supervisors of entry
level workers that enables them to effectively coach and develop new workers
- during probation and long-term.  Supervisors become more effective. 

*	Reduced turnover 

*	Connection to a complementary HR resource within the community that
is aligned with employers' needs 

Using the above as an organizing framework for workforce and economic
development in a community is, I believe, a somewhat new and harmonizing
approach that complements other efforts to document what individuals know
and can do. 

 

I appreciate the opportunity to share this information with this Discussion
List and would be pleased to respond to questions these ideas may prompt.

 

Alan Lesure

Learning Resources

alesure at learning-resources.com

 

 

 

 

 

 

 

 

 

Alan B. Lesure, President

Learning Resources, Inc.

1117 E. Putnam Avenue, # 260

Riverside, CT 06878

 

Phone: 203-637-5047

Fax:     203-637-2786

E-Mail: alesure at learning-resources.com

 

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