Core abilities are essential workplace skills that cut across occupational
and academic titles. Identifies as such by Wisconsin Technical College
System, the core abilities align with other abilities, skills, or outcomes
identified in Worplace Basics: The Skills Employers Want, the
SCANS Report, and other other studies. They are broad, common
abilities that students must possess to be prepared for the work force.
They are "the broadest outcomes, skills, or purposes that are addressed
throughout a course." (Neill)
Although educational institutions typically reflect the core abilities
in their mission or philosophy statements, and although good teachers
recognize the importance of communication, employability, information
management, interpersonal, and problem solving skills, "core abilities
are not stated at the course level and therefore not planned into
the curriculum. ... As a result, these essential skills, which may
be the most important educational targets, have been overshadowed
by content-specific competencies and objectives." (Neill)
Core abilities are different than course competencies in that they
are not course-specific. They are not taught in "lessons." Instead,
they are broader skills that run through courses and lessons. They
"enable learners to perform competencies."
Core abilities may be stated differently, and the number of abilities
varies somewhat depending on how they are formulated in statements.
Even the community colleges involved in the Wisconsin project defined
the abilities differently from one college to another. The Moraine
Park Technical College model may be the most popular, however. It
identifies seven core abilities:
- WORKING PRODUCTIVELY -- "an individual possesses and applies
effective work habits and attituides within an organizational setting."
(Mielke)
- LEARNING EFFECTIVELY -- "an individual possesses necessary
basic skills in reading, writing, and computing; applies skills
in acquiring information; and uses learning tools and strategies."
(Mielke)
- COMMUNICATING CLEARLY -- "an individual is able to apply
appropriate writing, speaking, and listening skills in order to
precisely convey information, ideas, and opinions." (Mielke)
- WORKING COOPERATIVELY -- "an individual is capable of working
with others to complete tasks, solve problems, resolve conflicts,
provide information, and offer support." (Mielke)
- ACTING RESPONSIBLY -- "an individual recognizes an obligation
to self and others for his or her decisions and actions." (Mielke)
- VALUING SELF POSITIVELY -- "an individual applies the principles
of physical and psychological wellness to his or her life." (Mielke)
- THINKING CRITICALLY AND CREATIVELY -- "an individual applies
the principles and strategies of purposeful, active, organized thinking."
(Mielke)
Mielke, Ann and Weber, Dave. Core Ability
Project. Fond du Lac, Wisconsin: Moraine Park Technical College.
May 31, 1989
|
The rating sheet that follows may be useful in suggesting how the core
abilities can be incorporated into coursework.
Performance Evaluation Sheet
Student: ______________________________________ Teacher: __________________________
Class: ________________________________________ Date: _____________________________
Rating Scale -- Level
of Achievement |
3 = Always demonstrates
this characteristic |
1 = Meets minimum standards |
2 = Demonstrates this characteristic
in most situations |
0 = Not satisfactory |
Working Productively |
Means that an individual
possesses and applies effective work habits and attitudes within
a classroom setting |
3 |
2 |
1 |
0 |
1. Manages time and work load. |
|
|
|
|
2. Recognizes and applies quality
standards in performance. |
|
|
|
|
3. Handles responsibility in a
dependable manner. |
|
|
|
|
4. Carries out instructions. |
|
|
|
|
Learning Effectively |
Means that an individual
possesses necessary basic skills in reading and writing; applies
skills in acquiring information; and uses learning tools and
strategies |
3 |
2 |
1 |
0 |
1. Listens carefully. |
|
|
|
|
2. Uses learning resources appropriately. |
|
|
|
|
3. Organizes information productively. |
|
|
|
|
4. Demonstrates appropriate reading
strategies. |
|
|
|
|
5. Asks questions. |
|
|
|
|
Communicating Clearly |
Means that an individual
is able to apply appropriate writing, speaking, and listening
skills in order to precisely convey information, ideas, and
opinions |
3 |
2 |
1 |
0 |
1. Applies the English language
correctly (spelling, grammar, structure). |
|
|
|
|
2. Writes and speaks understandably. |
|
|
|
|
3. Checks for accuracy. |
|
|
|
|
4. Writes legibly. |
|
|
|
|
5. Demonstrates ability to listen
effectively. |
|
|
|
|
6. Uses language appropriate to
situation. |
|
|
|
|
Working Cooperatively |
Means that an individual
is capable of working with others to complete tasks, solve problems,
resolve conflicts, provide information, and offer support |
3 |
2 |
1 |
0 |
1. Plans and works cooperatively
with others. |
|
|
|
|
2. Applies conflict management
skills. |
|
|
|
|
3. Applies group problem-solving
strategies. |
|
|
|
|
4. Establishes productive working
relationships. |
|
|
|
|
5. Demonstrates respect for others
through word and action. |
|
|
|
|
6. Provides feedback. |
|
|
|
|
7. Receives and accepts feedback. |
|
|
|
|
Acting Responsibly |
Means that an individual
recognizes an obligation to self and others for his or her decisions
and actions |
3 |
2 |
1 |
0 |
1. Applies appropriate work standards
such as attending class regularly and punctually. |
|
|
|
|
2. Assumes responsibility for own
performance by completing assignments. |
|
|
|
|
3. Performs assigned tasks to the
best of his or her ability. |
|
|
|
|
4. Shows concern for proper work
habits. |
|
|
|
|
5. Works productively and stays
on task. |
|
|
|
|
Thinking Critically
and Creatively |
Means that an individual
applies the principles of purposeful, active, organized thinking |
3 |
2 |
1 |
0 |
1. Demonstrates willingness to
recognize others' points of view. |
|
|
|
|
2. Exhibits perseverance in accomplishing
tasks. |
|
|
|
|
3. Recognizes the difference between
facts and opinions. |
|
|
|
|
4. Articulates rationale behind
ideas and opinions. |
|
|
|
|
Grade: ______ Absences: ______ Tardies: ______
Comments:
Student's Signature: ____________________________________ Date: ___________________
Teacher's Signature: ____________________________________ Date:
___________________
|
- "... schools must return to practices that promote good work habits
and develop such positive traits as responsibility, self-discipline,
and self reliance." (Owen Butler, Chairman of the Proctor and Gamble
Company)
- "... more than in the past, individuals will need to be able to
acquire, organize, and interpret information. Workers will also
have more direct interaction with their co-workers, and therefore
will need more experience in general social skills such as problem-solving
and negotiation." (Sue Berryman and Thomas Bailey, authors of The
Double Helix of Education and the Economy)
- "At a minimum, teachers desiring to impart generic skills and
work related attitudes to students must include them as instructional
goals, along with domain-specific knowledge and skills." (Cathleen
Stasz, et. al., authors of Classrooms that Work: Teaching Generic
Skills in Academic and Vocational Settings)
- The Secretary's Commission on Achieving Necessary Skills (SCANS)
identified essential competencies associated with the use of resources,
interpersonal skills, information systems, and technology. The importance
of problem-solving, reasoning, writing, speaking, reading, behaving
responsibly, and other generic skills were strongly emphasized.
- The American Society for Training and Development (ASTD) stated
the importance of basic skills including "organizational effectiveness/
leadership, interpersonal/negotiation/teamwork, self-esteem/goal
setting- motivation/personal and career development, creative thinking/problem
solving, communication: listening and oral communication, reading/writing/
computation, and learning to learn." (Anthony Carnevale, et. al.,
authors of Workplace Basics: The Essential Skills Employers
Want)
- The MidAmerica Vocational Curriculum Consortium identified skill
groups -- foundation skills (reading, writing, math, science), communication
skills, adaptability skills, personal management skills, group effectiveness
skills, and influence skills -- and recommended that these academic
and workplace skills be included in curricula.
|