Workshop 1: Introduction to the Foundation Skills Framework (FSF) Workshop

Transcription

1 1 Workshop 1: Introduction to the Foundation Skills Framework (FSF) Workshop Workshop Purpose and Overview The purpose of this workshop is to familiarize PA CareerLink participants with the Foundation Skills Framework wheel, skills, competencies, and indicators. It can also be used to introduce the other three workshops and help participants decide if they want to attend the others should the PA CareerLink want to offer the workshops in a series. However, each workshop can also be delivered as a stand-alone workshop. The Introduction to the Foundation Skills Framework (FSF) will 1) provide a general overview of the Foundation Skills Framework Resource Guide to PA CareerLink participants by having them complete the Self-Appraisal, 2) get the participants to apply the skills and competencies to their job interests; 3) help them become familiar with information in O*NET; and 4) develop an action plan for building foundation skills that are needed for success at work. Workshop Objectives 1. Participants will be able to identify the four sections of the Foundation Skills Framework and the competencies associated with each skill 2. Participants will be able to identify the skills areas where they are strongest and those they need to work on 3. Participants will be able to access O*NET 4. Participants will be able to align the components of the Foundation Skills Framework to the skills needed for identified occupations Workshop Materials FSF Resource Guide FSF Self-Appraisal FSF Self-Appraisal Evidence Handout O*NET Scavenger Hunt Handout FSF Action Plan Handout Link to access O*NET: FSF PowerPoint Computer for facilitator Projector and screen Computers for participants Paper/Note pads and pens (Have a note pad/paper and pen available at each seat before the start of the workshop) White board or easel

2 2 Markers Workshop Prep Activity 3: 1) Computers for participants with O*NET access; 2) Be sure you can find the registered nurse O*NET information and that you know what kinds of skills and competencies are needed for this occupation and how they align with the FSF, or identify a different job that you would like to review with your participants. Foundation Skills Framework Skills and competencies/indicators covered Basic Workplace Skills W 1.1 Demonstrates word recognition and alphabetization skills W 2.2 Demonstrates knowledge of basic writing concepts W 2.3 Demonstrates knowledge of concepts about writing in a variety of situations W 3.1 Demonstrates active listening skills W 7.5 Use of Internet and World Wide Web W 7.1 Uses common workplace technologies W 6.2 Attends to visual sources of information (instrumentation, media, people, symbols, pictorial, or environmental) W 6.3 Interprets information obtained through observation Basic Employability Skills E 1.1 Cooperates with others Lifelong Learning Skills L 1.1 Knows how to learn L 1.2 Applies skills in new contexts Note to Facilitators: This is an interactive workshop with individual, partner/small group, and big group activities. If there is only one participant attending this workshop, the facilitator should take on the role of a participant and engage in all the workshop activities with the other participant. This will ensure a successful workshop experience for the participant and facilitator. Time Activity Materials 10 min Activity 1: Introduction to Foundation Skills Framework Give each participant a FSF Resource Guide and briefly introduce the Framework by giving an overview of the wheel, competencies, and indicators with whole group. FSF Resource Guide FSF PowerPoint 30 min 10 min Activity 2: Foundation Skills Self-Appraisal Step 1: Complete Self-Appraisal (Individual work) Ask participants to complete the Appraisal by reading each statement on the Appraisal and checking FSF Self-Appraisal

3 3 10 min 10 min 35 min 5 min the box that most closely describes their typical behavior. Step 2: Review Responses & Provide Evidence (Individual work) 1) Ask participants to tabulate their results by counting the number of Almost never like me, and Quite a bit like me. Explain to them that Quite a bit like me are their strengths and Almost never like me are areas that they need to work on. 2) For the items that they identified as Quite a bit like me, ask them to reflect on their skills, knowledge, education, and prior work experience, and write down the evidence for those items in the FSF Self- Appraisal Evidence Handout. Give a couple of examples of evidence. e.g., I understand what I read. Evidence: I set up my new computer by reading the user manual. Explain that evidence is important for a strong interview. Step 3: Share Results (Partner work) 1) Ask the participants to share two (2) strengths and one (1) area that they need to work on with a partner. FSF Indicators: W 1.1, W 2.2, W 2.3, W 3.1, W 3.2, W 3.3, W 5.5 Activity 3: Applying the Foundation Skill Framework Skills, Competencies, and Indicators to set participant employability goals Step 1: Introduction to O*NET Online 1) Ask participants to respond to these questions: Is anybody familiar with O*NET? Has anybody used O*NET? If yes, what do you use it for? 2) Explain that O*NET is the nation's primary source of occupational information. The Occupational Information Network (O*NET) is being developed under the sponsorship of the US Department of Labor/Employment and Training Administration (USDOL/ETA) through a grant to the North Carolina Department of Commerce. It is an interactive application for exploring and searching occupations. 3) Show participants how to open up O*NET and ask them to do the same on their computers. Briefly review the home page with participants. FSF Self-Appraisal Evidence Handout Link to access O*NET:

4 4 10 min 15 min 5 min Step 2: Guided Exploration of O*NET 1) Enter Registered Nurse in the Occupational Quick Search text box in the upper right hand corner on the O*NET home page. 2) From the list provided, click on Registered Nurses 3) Review the Summary Report page with the participants Note: Facilitators can choose to explore any occupation of their choice, for example, Licensed Practical & Licensed Vocational Nurses, Customer Service Representatives, Heavy Tractor-Trailer Truck Drivers, etc. Step 3: O*NET Scavenger Hunt: Examining the FSF skills, competencies, and indicators (Individual work) 1) Ask participants to match the information listed on the Summary Report for Registered Nurses to as many FSF competencies and skills in the FSF Resource Guide. 2) Give out the O*NET Scavenger Hunt Handout and ask the participants to follow the directions on the handout. Step 4: Report out (Large group) Ask participants to report out on the FSF skills, competencies, and indicators. Write answers on white board or easel pad. Debrief questions: What FSF skills and competencies did you find? Which Tasks, Technology Skills, Knowledge, Skills, Abilities, etc. listed for Registered nurses did they align with? FSF Indicators: W 7.5, W 7.1, W 6.2, W 6.3, E 1.1, L 1.2 O*NET Scavenger Hunt Handout White board or easel pad Markers 10 min Activity 4: Action Planning using the Foundation Skills Framework (Individual & group work) Discuss why it is important to learn about the FSF. Emphasize that the workplace is constantly changing and we need to be learning skills and strategies that enable us to continually pursue employment and learning opportunities. For example, new technology is introduced every day and we have to be continually learning and retooling ourselves and our skills. Explain

5 5 that these are lifelong learning skills (briefly review these in the FSF Resource Guide). Step 1: Compare skills to Registered Nurse FSF Skills Ask the participants to assess themselves for a Registered Nurse position based on the FSF skills, competencies, and indicators that they identified for the job. Ask them if they would be a good fit for that job based on the skills and competencies that they have on the Self-Appraisal and Evidence. Step 2: Action Planning Now that the participants have assessed themselves for a hypothetical job, ask the participants to assess their FSF skills, competencies, and indicators based on their Self-Appraisal and Evidence, so they can come up with an action plan to work on the their FSF skills, competencies, and indicators that they need to work on. 1) Ask the participants to decide which FSF skills, competencies, and indicators they need to work on based on their FSF Self-Appraisal and Evidence results. 2) Have them think about ways they can work on improving these competencies or indicators and write them in their action plan. 3) Ask each participant to share one thing they are going to work on and how they think they can do that. Ask for additional suggestions from other participants. 4) PA CareerLink staff can make a copy of the list of the action plan for future use with participants, if appropriate. FSF Self-Appraisal FSF Self-Appraisal Evidence Handout FSF Action Plan Handout FSF Self-Appraisal FSF Evidence Handout 85 min Total FSF Indicators: W 1.1, W 2.2, W 2.3, L 1.1

6 Foundation Skills Self-Appraisal Read the statements below and check the boxes that are most like you. Basic Workplace Skills 1. I understand what I read. 2. When someone tells me how to do something, I understand and go do it. 3. I can write clearly and others can understand it. 4. I communicate clearly so that when I talk with coworkers, other students, friends and neighbors, I am understood. 5. I can do math including fractions, decimals, and percentages. 6. I pay attention to what is going on around me. 7. I can use the computer with ease. 8. I can use and the internet. 9. When I need something to do a job, I go find it. Basic Workplace Knowledge 10. Safety is important to me at work, home or school. 11. I understand how this company operates. 12. I know who to go to if I have a problem. 13. Quality is important to me. 14. I understand what profit means. 15. I understand the parts of a paycheck. 16. I know the difference between products and services. 17. I know how I help provide that product or service. Basic Employability Skills 18. I have few conflicts with other people. 19. I am on time for appointments and activities. 20. I release stress in healthy ways. 21. I work well in a team. 22. I solve problems at work, home or school. 23. I make decisions at work, home or school. Lifelong Learning Skills 24. I enjoy learning something new every day. 25. I learn as much as I can when I begin a new project. 26. I have set educational or work goals for improvement. 27. I have used skills at work or school that I learned in life. 28. I have used my work skills outside my workplace. 29. I am flexible when changes are required. 30. I am willing to learn new skills to adapt to changes. Almost never like me Sometimes like me Quite a bit like me Not applicable

7 1 Foundation Skills Framework Self-Appraisal Evidence Handout Provide evidence to the statements below that you have identified as Quite a bit like me. 1. I understand what I read. 2. When someone tells me how to do something, I understand and go do it. 3. I can write clearly and others can understand it. 4. I communicate clearly, so that when I talk with coworkers, other students, friends and neighbors, I am understood. 5. I can do math including fractions, decimals, and percentages. 6. I pay attention to what is going on around me. 7. I can use the computer with ease. 8. I can use and the internet.

8 2 9. When I need something to do a job, I go find it. 10. Safety is important to me at work, home or school. 11. I understand how this company operates. 12. I know who to go to if I have a problem. 13. Quality is important to me. 14. I understand what profit means. 15. I understand the parts of a paycheck. 16. I know the difference between products and services. 17. I know how I help provide that product or service. 18. I have few conflicts with other people. 19. I am on time for appointments and activities. 20. I release stress in healthy ways.

9 3 21. I work well in a team. 22. I solve problems at work, home or school. 23. I make decisions at work, home or school. 24. I enjoy learning something new every day. 25. I learn as much as I can when I begin a new project. 26. I have set educational or work goals for improvement. 27. I have used skills at work or school that I learned in life. 28. I have used my work skills outside my workplace. 29. I am flexible when changes are required. 30. I am willing to learn new skills to adapt to changes.

10 1 O*NET Scavenger Hunt Directions to access Registered Nurses on O*NET: Go to the O*NET website at Enter Registered Nurse in the Occupational Quick Search text box in the upper right hand corner on the O*NET home page and click Return From the list provided, click on Registered Nurses Directions for the Activity: Match the information listed on the Summary Report for Registered Nurses to as many FSF competencies and skills in the FSF Resource Guide by using the chart below. 1. Review items from Tasks, Technology Skills, Knowledge, Skills, Abilities, etc. on the O*NET Summary Report for Registered Nurses. 2. Review the Foundation Skills Framework (FSF) skills, competencies and indicators and find as many of these items that are similar to the items on the O*NET Summary Report for Registered Nurse. When you find an item from the Summary Report that matches a competency or indicator, write those down on the chart below. Record the item from the Summary Report in the Skills, Task, Knowledge listed on O*NET column and the competency or indicator in the appropriate FSF column. If the item from Summary Report does not match a competency, try to match it with a FSF Skill. If it does, record the item from the Summary Report in the Skills, Task, Knowledge listed on O*NET column and the skill in the Skill listed in the FSF column.

11 2 Occupation: Skills, Task, Knowledge listed on O*NET 1. Skill listed on FSF Competency listed on FSF Indicator listed on FSF

12 FSF Action Plan Directions: 1) Decide which skills, competencies, and indicators you need to work on based on your Self Appraisal and Evidence results. 2) Think about ways you can work on improving these competencies or indicators and write them in your action plan. 3) Share one competency or indicator you are going to work on and how you think you can do that. Ask for additional suggestions from other participants. Name: Contact information Phone: FSF Skill Competency Indicator What steps can I take to work on them?

13 1 Workshop 2: Foundation Skills Framework: Basic Workplace Skills Workshop Workshop Purpose and Overview The purpose of the workshop is to familiarize PA CareerLink participants with the Foundation Skills Framework Basic Workplace skills, competencies, and indicators. It can be offered as part of the four-part Foundation Skills Framework (FSF) workshops in a series or as a stand-alone workshop. The Basic Workplace Skills workshop will: 1) provide PA CareerLink participants the opportunity to review and understand the importance of the Basic Workplace skills, competencies, and indicators; 2) identify where participants are strong and where they need to improve by having them complete the Self-Appraisal; 3) help participants to apply the skills and competencies to their job interests by preparing an elevator pitch for an O*NET occupation of their choice, and 4) have participants create an action plan for developing the FSF skills and competencies needed for that occupation. Workshop Objectives 1. Participants will be able to identify the four sections of the Foundation Skills Framework 2. Participants will be able to identify the Basic Workplace Skills and the competencies associated with each skill 3. Participants will be able to identify the skills areas where they are strongest and those they need to work on 4. Participants will be able to access O*NET 5. Participant will be able to deliver an elevator pitch related to a job of their choice 6. Participants will be able to align the components of the Foundation Skills Framework to the skills needed for identified occupations Workshop Materials FSF Resource Guide Elevator pitch directions for facilitators YouTube link for an elevator pitch: Elevator Pitch - Good Example - Basic Workplace Skills Self-Appraisal Basic Workplace Skills Evidence Handout Link to access O*NET: O*NET Activity Handout Elevator pitch handout FSF Action Plan Handout FSF PowerPoint Computer for Facilitator

14 2 Projector and screen Computers for participants Timer Paper/Note pads and pens (Have a note pad/paper and pen available at each seat before the start of the workshop) White board or easel pad Markers Workshop Prep Activity 1, Step 3: Write the You-Tube video questions on a white board or easel pad. Activity 4: 1) Computers for participants with O*NET access; 2) For PA CareerLink clients who have set goals, make sure to have their career goals on hand so that they can use those to do their O*NET search; for those that haven t set goals, have some high priority jobs available that participants can use to do their O*NET search. Be sure that you can find the registered nurse O*NET information, that you know what kinds of skills and competencies are needed for this occupation, and how the skills and competencies align with the FSF. You can also identify a different job that you would like to review with your participants if that works better. Foundation Skills Framework Skills and competencies/indicators covered Basic Workplace Skills W 1.1 Demonstrates word recognition and alphabetization skills W 2.2 Demonstrates knowledge of basic writing concepts W 2.3 Demonstrates knowledge of concepts about writing in a variety of situations W 3.1 Demonstrates active listening skills W 3.2 Demonstrates comprehension of verbal message, conversation, or other oral communication, including when the speaker is not physically present (e.g., telephone and virtual meetings W 3.3 Analyzes information communicated orally W 4.1 Demonstrates knowledge of basic concepts about effective speech W 4.2 Participates in basic conversation, discussion, or interview W 4.3 Uses questioning strategies effectively to obtain or clarify information W 4.4 Uses explanatory language and basic persuasive language effectively to communicate information W 6.1 Sets purpose and strategies for observing W 6.2 Attends to visual sources of information (instrumentation, media, people, symbols, pictorial, or environmental) W 6.3 Interprets information obtained through observation W 7.1 Uses common workplace technologies W 7.5 Use of Internet and World Wide Web Basic Employability Skills E 1.1 Cooperates with others

15 3 Lifelong Learning Skills L 1.1 Knows how to learn L 1.2 Applies skills in new contexts Note to Facilitators: This is an interactive workshop with individual, partner/small group, and large group activities. If there is only one participant attending this workshop, the facilitator should take on the role of a participant and engage in all the workshop activities with the other participant. This will help ensure a successful workshop experience for the participant and facilitator. Time Activity Materials 25 min Activity 1: 30-Second Elevator Pitch 10 min 5 min Step 1: Elevator Pitch Review the elevator pitch directions and purpose of the elevator pitch. Participants will complete 30-second introductions of themselves at a career fair or job interview to three (3) other participants. Divide the participants into pairs and have them stand facing one another. In three 1-minute rounds, each participant will make a 30-second introduction. One member of each pair will stay in place while the other members will move down the line. Elevator pitch scenario and prompt: You are at a job interview for a job that you want. Respond to this prompt from the interviewer: Tell me about yourself in 30- seconds. Step 2: Debrief (whole group) Ask participants the following questions: How did it go? Were you satisfied with your introduction? What skills do you need for an effective elevator pitch? Would you introduce yourself differently depending on the job that you were looking for? If so, why? If not, why? Elevator Pitch directions for facilitators

16 4 10 min Step 3: Critique of an elevator pitch (group activity) Show a YouTube clip of an elevator pitch and ask the participants to watch it keeping the following questions in mind. Write these questions on a white board or easel pad. What did you observe? Was this a good introduction? Why? What did the person say and do? What were the person s non-verbal mannerisms? What message did they convey? What skills did you observe? Here is an example of an elevator pitch: Elevator Pitch - Good Example - A Note: Facilitators can choose an example of an elevator pitch from YouTube for participants to critique. Using a bad example of an elevator pitch is not very useful. White board or easel pad Markers YouTube link: watch?v=jh0thez9gva Debrief on the YouTube clip and ask participants to critique the video by asking the following questions: What did you observe? Was this a good introduction? Why? What did the person say? Do? What were the person s non-verbal mannerisms? What message did they convey? What skills did you observe? Write the participant feedback on a white board or easel pad. FSF Indicators: W 6.1, W 6.2, W 6.3, W 4.1, W 4.2, W 4.3, W 4.4, W 3.1, W 3.2, W min Activity 2: Basic Workplace Skills Self- Appraisal

17 5 5 min 10 min Step 1: Complete Basic Workplace Skills Self- Appraisal (Individual work) Ask participants to complete the Basic Workplace Skills Self-Appraisal by reading each statement on the Appraisal and checking the box that most closely describes their typical behavior. Step 2: Review Responses & Provide Evidence (Individual work) 1) Ask participants to tabulate their results by counting the number of Almost never like me, and Quite a bit like me. Explain to them that Quite a bit like me are their strengths and Almost never like me are areas that they need to work on. 2) For the items that they identified as Quite a bit like me, ask them to reflect on their skills, knowledge, education, and prior work experience, and write down the evidence for those items in the FSF Basic Workplace Skills Self-Appraisal Evidence Handout. Give a couple of examples of evidence. e.g., I can write clearly and others can understand it. Evidence: I wrote a memo at work to my supervisor about setting up fire safety protocols at work and my supervisor set up fire safety workshops for all personnel by the local fire department. Explain that evidence is important for a strong interview. Basic Workplace Skills Self-Appraisal Basic Workplace Skills Self-Appraisal Evidence Handout FSF Indicators: W 2.1, W 2.2, W min Activity 3: Introduction to Basic Workplace Skills (Group activity) 1) Give each participant a FSF Resource Guide. 2) Briefly give an overview of the FSF wheel, competencies, and indicators by going over the Guide. 3) Lead a discussion on the Basic Workplace Skills, competencies, and indicators by going over the Guide. Guiding questions for the discussion: What do you know about the Basic Workplace Skills? Why are Basic Workplace Skills important? How do Basic Workplace Skills apply to work in general and to your jobs of interest? FSF Resource Guide FSF PowerPoint

18 6 FSF Indicators: W 6.2, W min 10 min 10 min Activity 4: Applying the Basic Workplace Skills Competencies, and Indicators to redo the elevator pitch Participants will tailor their elevator pitch to address the skills, knowledge areas, education, etc. needed for a job that they re interested in. They will use O*NET to find the skills and knowledge areas needed for the job and align it to the Foundational Skills Framework Basic Workplace Skills, competencies, and indicators. Step 1: Finding the skills and knowledge areas needed for an occupation on O*NET (Individual work) Show participants how to open up O*NET and ask them to do the same on their computers. Briefly review the home page with participants. Ask the participants to identify tasks, skills, knowledge, education, work values, and wages & employment trends listed from O*NET for an occupation that they re interested in using the O*NET Handout. Note: Ask the participants to pick a job that they are interested in and think is a good match for their qualifications. Give out the O*NET Activity Handout and ask the participants to follow the directions on the handout Step 2: Examine competencies (Partner work) 1) Ask the participants to align the tasks, skills, and knowledge listed for the occupation of their choice from O*NET with the FSF Basic Workplace Skills and competencies by following the directions on the handout. Ask them to identify as many Basic Workplace Skills and competencies as they can. 2) Ask the participants to compare their skills and competencies based on their knowledge, education, prior experience, etc., to the FSF skills and competencies listed for the job of their choice. Link to access O*NET: O*NET Activity Handout

19 7 10 min 5 min 5 min Step 3: Redo 30-second Elevator Pitch for the job of your choice (Individual work & partner work) 1) Ask the participants to write down their 30- second introduction tailoring it to address the FSF skills, competencies, knowledge areas, education, etc. needed for the job of their choice. (Individual work) 2) Ask them to find a partner that they have not worked with before and introduce themselves to that person using their reworked Elevator Pitch. (Partner work) FSF Indicators: W 7.5, W 7.1, W 6.2, W 6.3, E 1.1, W 4.1, W 4.2, W 4.3, W 4.4, W 3.1, W 2.1, W 2.2, W 2.3, L 1.2 Elevator Pitch Handout 5 min Activity 5: Action Planning using the Foundation Skills Framework (Individual work & group work) Discuss why it is important to learn about the FSF. Emphasize that the workplace is constantly changing and we need to be learning skills and strategies that enable us to continually pursue employment and learning opportunities. For example, new technology is introduced every day and we have to be continually learning and retooling ourselves and our skills. Explain that these are lifelong learning skills. 1) Ask the participants to decide which Basic Workplace Skills, competencies, and indicators they need to work on for the job of their choice by filling out the third column in the O*Net Handout as well as their Self- Appraisal and Evidence results. Note: For participants who attended other FSF workshops, participants can review their action steps from previous workshops, track their progress toward their action plan, and set new action steps if appropriate. 2) Have them think about ways they can work on improving these skills, competencies or indicators and write them in their action plan. 3) Ask each participant to share one thing they are going to work on and how they think they O*NET Activity Handout FSF Action Plan Handout

20 8 90 min Total can do that. Ask for additional suggestions from other participants. 4) PA CareerLink staff can make a copy of the action plan for future use with participants, if appropriate. FSF Indicators: W 1.1, W 2.2, W 2.3, L 1.1

21 Elevator Pitch Directions for Facilitators Activity 1: The 30-second Elevator Pitch An elevator speech is a clear, brief message or commercial about you. It communicates who you are, what you re looking for and how you can benefit a company or organization. It s typically about 30 seconds, the time it takes people to ride from the top to the bottom of a building in an elevator. (The idea behind having an elevator speech is that you are prepared to share this very concise information with anyone, at any time, even in an elevator.) At a career fair, you can use your speech to introduce yourself to employers. It is important to have your speech memorized and practiced. This elevator speech is: absolutely NO longer than 25 to 30 seconds Directions: In three 1-minute rounds, each participant will do a 30-second introduction. One member of each pair will stay in place while the other members will move down the line. The person at the end of the line will need to move forward to the top of the line. Divide the participants into pairs and have them stand facing one another. Designate one row as Line A ; the other Line B. Ask participants in Line A to give their 30 second speech to their partner (the person standing opposite them) in Line B. Time the 30 seconds. Once 30 seconds is up, have Line B practice deliver their 30 second speech to their partner in Line A. Time the 30 seconds. Have Line A move down one person so that they have a new partner in Line B. Repeat 2 more times. Give the participants this scenario and prompt: You are at a job interview for a job that you want. Respond to this prompt from the interviewer: Tell me about yourself in 30-seconds. Adapted from

22 Basic Workplace Skills Self-Appraisal Read the statements below and check the boxes that are most like you. Almost never like me Sometimes like me Quite a bit like me Not applicable Basic Workplace Skills 1. I understand what I read. 2. When someone tells me how to do something, I understand and go do it. 3. I can write clearly and others can understand it. 4. I communicate clearly so that when I talk with coworkers, other students, friends and neighbors, I am understood. 5. I can do math including fractions, decimals, and percentages. 6. I pay attention to what is going on around me. 7. I can use the computer with ease. 8. I can use and the internet. 9. When I need something to do a job, I go find it.

23 Basic Workplace Skills Self-Appraisal Evidence Handout Provide evidence to the statements below that you have identified as quite a bit like me. 1. I understand what I read. 2. When someone tells me how to do something, I understand and go do it. 3. I can write clearly and others can understand it. 4. I communicate clearly, so that when I talk with coworkers, other students, friends and neighbors, I am understood. 5. I can do math including fractions, decimals, and percentages. 6. I pay attention to what is going on around me. 7. I can use the computer with ease. 8. I can use and the internet. 9. When I need something to do a job, I go find it.

24 1 O*NET Activity Handout Directions to access occupations on O*NET: Go to the O*NET website at Enter the name of the job of interest to you in the Occupational Quick Search text box in the upper right hand corner on the O*NET home page and click Return From the list provided, click on the job that you are interested in Directions for the Activity: (With a partner) Match the information listed on the Summary Report to as many FSF competencies and skills in the FSF Resource Guide. List your matches on the chart below. Try to identify as many Basic Workplace Skills and competencies as you can. 1. After reading the information on the summary report, compare the information from the Summary Report (for example, from Tasks, Technology Skills, Knowledge, Skills, Abilities, etc.) to the skills, competencies, and indicators on the FSF Resource Guide, Basic Workplace Skills section. 2. When you find an item from the Summary Report that matches a competency or indicator, write those down on the chart below. Record the item from the Summary Report in the O*NET column and the competency in the FSF column. 3. If the item from Summary Report does not match a competency, try to match it with a Basic Workplace Skill. If it does, record the item from the Summary Report in the O*NET column and the skill in the FSF column. 4. Try to identify as many Basic Workplace Skills and competencies as you can. 5. Compare your skills and competencies based on your knowledge, education, prior experience, etc., to the FSF skills and competencies listed for the job of your choice. Record them in the third column entitled My Skills in the chart below.

25 Basic Workplace Skills 2 Occupation: O*NET FSF My Skills & Experience

26 1 Elevator Pitch Handout Directions for Redoing your 30-second Elevator Pitch: 1. Read this handout 2. Take 5 minutes to write your 30-second elevator pitch. Remember that the purpose of the elevator pitch is to quickly communicate what you bring to the job by tailoring it to address the FSF skills, competencies, knowledge areas, education, etc. needed for the job. 3. Practice it with a partner that you have not worked with before The 30 Second Elevator Pitch An elevator speech is a clear, brief message or commercial about you. It communicates who you are, what you re looking for and how you can benefit a company or organization. At a career fair, you can use your speech to introduce yourself to employers. It is important to have your pitch memorized and practiced. Rehearse your 30 second elevator speech with a friend or in front of a mirror. The important thing is to practice it OUT LOUD. You want it to sound natural. Get comfortable with what you have to say so you can breeze through it when the time comes. This elevator speech is: absolutely NO longer than 25 to 30 seconds, or in words - approximately 80 to 90 words, or in sentences - 8 to 10 sentences A Sample Elevator Speech Outline These speech topics will help you to write a carefully planned and prepared presentation that grabs attention and says a lot in a few words. Use each idea to write one short powerful sentence. About You Smile to your counterpart, and open with a statement or question that grabs attention: a hook that prompts your listener to ask questions. Tell who you are: describe yourself. Tell what you do (or have done) and show enthusiasm. What Do You Offer Tell why you are interested in the job with the company or organization. Tell what problems you have solved or contributions you have made. Offer an illustrative example.

27 2 What Are The Benefits Tell what skills, knowledge you can offer the company or organization. Tell what very special service, product or solutions you can offer the company or organization. What are the advantages of working with you? How Do You Do It Give a concrete example to show your uniqueness and provide an illustration on how you work. Call For Action What is the most wanted response after your elevator speech? Do you want a business card, a referral or an appointment for an interview after your elevator speech? Checklist For Finetuning Step 1: First write down all what comes up in your mind. Step 2: Then cut the jargon and details. Make strong short and powerful sentences. Eliminate unnecessary words. Step 3: Connect the phrases to each other. Your elevator address has to flow naturally and smoothly. Don't rush. Adapted from

28 FSF Action Plan Directions: 1) Decide which skills, competencies, and indicators you need to work on based on your Self Appraisal and Evidence results. 2) Think about ways you can work on improving these competencies or indicators and write them in your action plan. 3) Share one competency or indicator you are going to work on and how you think you can do that. Ask for additional suggestions from other participants. Name: Contact information Phone: FSF Skill Competency Indicator What steps can I take to work on them?

29 1 Workshop 3: Foundation Skills Framework: Basic Employability Skills Workshop Workshop Purpose and Overview The purpose of the training is to familiarize PA CareerLink participants with the Foundation Skills Framework Basic Employability Skills, competencies, and indicators. It can be offered as one of the four-part Foundation Skills Framework (FSF) workshops in a series or as a stand-alone workshop. The Basic Employability Skills workshop will 1) provide an overview of the Basic Employability Skills competencies, and indicators; 2) help PA CareerLink participants become familiar with the content and assess their strengths and areas that need improvement; 3) enable participants to apply the skills and competencies to their job interests by participating in a team decision making activity; and 4) help participants develop an action plan to work on the FSF skills and competencies participants identified in their Self-Appraisal. Workshop Objectives 1. Participants will be able to identify the four sections of the Foundation Skills Framework 2. Participants will be able to identify the Basic Employability Skills and the competencies associated with each skill 3. Participants will be able to identify the skills areas where they are strongest and those they need to work on 4. Participants will be able identify the steps in the five-step decision making process Workshop Materials FSF Resource Guide Makes Decisions Activity Scenarios Sheet Handout of each of the 5 Basic Employability Skills Basic Employability Skills Self-Appraisal Basic Employability Skills Evidence Handout FSF Action Plan Handout FSF PowerPoint Computer Projector and screen Paper/Note pads and pens (Have a note pad/paper and pen available at each seat before the start of the workshop) White board or Easel pad Markers

30 2 Workshop Prep Activity 2: 1) Copy of the Individual Scenarios Handout with the 5 different scenarios cut into strips to give out to the 5 different teams; 2) copy of the five Basic Workplace Employability Skills with their competencies and indicators for the teams. Foundation Skills Framework Skills and competencies/indicators covered Basic Workplace Skills W 2.1 Demonstrates word recognition and alphabetization skills W 2.2 Demonstrates knowledge of basic writing concepts W 2.3 Demonstrates knowledge of concepts about writing in a variety of situations W 3.1 Demonstrates active listening skills W 3.2 Demonstrates comprehension of verbal message, conversation, or other oral communication, including when the speaker is not physically present (e.g., telephone and virtual meetings W 3.3 Analyzes information communicated orally W 4.1 Demonstrates knowledge of basic concepts about effective speech W 4.2 Participates in basic conversation, discussion, or interview W 4.4 Uses explanatory language and basic persuasive language effectively to communicate information Basic Employability Skills E 1.1 Cooperates with others E 4.5 Implements solution and evaluates consequences E 5.1 Recognizes situation when a decision must be made E 5.2 Identifies decision-making options E 5.3 Analyzes and evaluates options E 5.4 Implements decision and evaluates consequences Note to Facilitators: This is an interactive workshop with individual, partner/small group, and big group activities. If there is only one participant attending this workshop, the facilitator should take on the role of a participant and engage in all the workshop activities with the other participant. This will ensure a successful workshop experience for the participant and facilitator. Time Activity Materials 15 min Activity 1: Introduction to Basic Employability Skills (Group activity) 1) Give each participant a FSF Resource Guide. 2) Briefly give an overview of the FSF wheel, competencies, and indicators by going over the Guide. 3) Lead a discussion on the Basic Employability Skills, competencies, and indicators by going over the Guide. Guiding questions for the discussion: What do you know FSF Resource Guide FSF PowerPoint

31 3 about the Basic Employability Skills? Why are Basic Employability Skills important? How do Basic Employability Skills apply to work in general and to their jobs of interest? FSF Indicators: W 6.2, W min 15 min 15 min Activity 2: Makes Decisions Activity Step 1: Do the activity (Small group activity) 1) Break group into 5 teams of 2 3 participants 2) Assign each team one Basic Employability Skill 3) Give each team the appropriate Makes Decisions Scenario from the Makes Decisions Activity Scenarios Sheet and ask each team to identify the five (5) most important indicators from their assigned Basic Employability Skill in planning their company event and why they are important Step 2: Debrief (Large group) 1) Ask participants the following questions: What company event did you plan and which five (5) indicators from your assigned Basic Employability Skill list did you identify as the most important? How did you decide? Did you come to a consensus? How did you arrive at a consensus? What Basic Employability Skills and competencies did you use in this activity? 2) Write their answers on the white board or Easel pad 3) Briefly go over the five basic steps to better critical thinking, problem-solving, and decision making skills (adapted from Steck-Vaugh Workskills; Guffey, 1996) with the participants: a) Identify the problem b) Gather information about the problem c) List possible solutions that address the problem d) Consider alternatives and implications Draw conclusions from the gathered evidence and pose solutions. Then, weigh the advantages and disadvantages of each alternative. e) Choose and implement the best solution 4) Ask the participants how these steps informed their process. Aske them to give an example for each of these steps. Did they follow each of the five steps or did they combine or skip any of these steps? Makes Decisions Activity Scenarios Sheet Handout of each of the 5 Basic Employability Skills White board or Easel pad Markers

32 4 FSF Indicators: E 1.1, E 5.1, E 5.2, E 5.3, E 5.4, E 3.1, E 3.2, E 4.1, E 4.2, E 4.4, E min 5 min 10 min 5 min Activity 3: Basic Employability Skills Self-Appraisal Step 1: Complete Basic Employability Skills Self- Appraisal (Individual work) Ask participants to complete the Basic Employability Skills Self-Appraisal by reading each statement on the Appraisal and checking the box that most closely describes their typical behavior. Step 2: Review Responses & Provide Evidence: Participants will tabulate their results on their own 1) Ask participants to tabulate their results by counting the number of Almost never like me, and Quite a bit like me. Explain to them that Quite a bit like me are their strengths and Almost never like me are areas that they need to work on. 2) For the items that they identified as Quite a bit like me, ask them to reflect on their skills, knowledge, education, and prior work experience, and write down the evidence for those items in the Basic Employability Skills Self- Appraisal Evidence Handout. Give a couple of examples of evidence. e.g., Demonstrates promptness. Evidence: I come to work on time every day. Explain that evidence is important for a strong interview or to make a case to support a decision or recommendation. Step 3: Share Results (Partner work) Ask the participants to share two (2) strengths and one (1) area that they need to work on with a partner. FSF Indicators: W 1.1, W 2.2, W 2.3, W 3.1, W 3.2, W 3.3, W 5.5 Basic Employability Skills Self- Appraisal Basic Employability Skills Self- Appraisal Evidence Handout 10 min Activity 5: Action planning using the Basic Employability Skills Self-Appraisal (Individual Work & group work) Discuss why it is important to learn about the FSF. Emphasize that the workplace is constantly changing and we need to be learning skills and strategies that enable us to continually pursue employment and learning opportunities. For example, new technology is introduced every day and we have to be

33 5 continually learning and retooling ourselves and our skills. Explain that these are lifelong learning skills. 1) Ask the participants to decide which Basic Employability Skills, competencies, and indicators they need to work on based on the Basic Employability Self-Appraisal and Evidence results. Note: For participants who attended other FSF workshops, participants can review their action steps from previous workshops, track their progress toward their action plan, and set new action steps if appropriate. 2) Have them think about ways they can work on improving these competencies or indicators and write them in their action plan. 3) Ask each participant to share one thing they are going to work on and how they think they can do that. Ask for additional suggestions from other participants. 4) PA CareerLink staff can make a copy of the action plan for future use with participants, if appropriate. Basic Employability Skills Self- Appraisal Basic Employability Skills Self- Appraisal Evidence Handout FSF Action Plan Handout 75 min Total References FSF Indicators: W 1.1, W 2.2, W 2.3, L 1.1 Mary Ellen Guffey, Business Communication: Process and Product, 2E (Cincinnati: South- Western College Publishing, 1996, Chapter 1. Copyright 1998 by Mary Ellen Guffey Bonnie Goonen & Susan Pittman-Shetler (2012). Steck-Vaughn Workskills: Situational Judgment and Active Listening. Orlanda, FL: HMH Supplemental Publishers.

34 1 Makes Decisions Activity Scenarios Basic Employability Skill: Demonstrates Effective Interpersonal Skills Instructions to Participants: 1. Your Basic Employability Skill: Demonstrates Effective Interpersonal Skills 2. You are planning the company holiday party for 50 people which will take place in a month. You are in charge of all aspects of the event, the theme, the venue, the food, the decorations, etc.. 3. Identify the five (5) most important indicators from your assigned Basic Employability Skill needed in planning this company event. State why they are important. Basic Employability Skill: Demonstrates Self-Management Strategies Instructions to Participants: 1. Your Basic Employability Skill: Demonstrates Self-Management Strategies 2. You are planning an emergency board meeting. You have found out that your office building is going to be demolished and have to decide where to move your company. You only have 24 hours to plan this important meeting. 3. Identify the five (5) most important indicators from your assigned Basic Employability Skill needed in planning this board meeting. State why they are important. Basic Employability Skill: Works in Teams Instructions to Participants: 1. Your Basic Employability Skill: Works in Teams 2. You are planning a regional sales conference for your product. You have to plan all the details of the conference including the location, the set-up, promotional materials, etc. 3. Identify the five (5) most important indicators from your assigned Basic Employability Skill needed in planning this sales conference. State why they are important.

35 2 Basic Employability Skill: Solves Problems Instructions to Participants: 1. Your Basic Employability Skill: Solves Problems 2. You are working on a community fundraising event, a spaghetti dinner, sponsored by your company. You have to decide on the event, the venue, and all the details, and then carry out the event. 3. Identify the five (5) most important indicators from your assigned Basic Employability Skill needed in planning this company event. State why they are important. Basic Employability Skill: Makes Decisions Instructions to Participants: 1. Your Basic Employability Skill: Makes Decisions 2. You are planning the first company staff retreat and have to decide on the budget, the location, the activities for the day, etc. 3. Identify the five (5) most important indicators from your assigned Basic Employability Skill needed in planning this company event. State why they are important.

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41 Basic Employability Skills Self-Appraisal Read the statements below and check the boxes that are most like you. Almost never like me Sometimes like me Quite a bit like me Not applicable Basic Employability Skills 1. I have few conflicts with other people. 2. I am on time for appointments and activities. 3. I release stress in healthy ways. 4. I work well in a team. 5. I solve problems at work, home or school. 6. I make decisions at work, home or school.

42 Basic Employability Skills Self-Appraisal Evidence Handout Provide evidence to the statements below that you have identified as Quite a bit like me. 1. I have few conflicts with other people. 2. I am on time for appointments and activities. 3. I release stress in healthy ways. 4. I work well in a team. 5. I solve problems at work, home or school. 6. I make decisions at work, home or school.

43 FSF Action Plan Directions: 1) Decide which skills, competencies, and indicators you need to work on based on your Self-Appraisal and Evidence results. 2) Think about ways you can work on improving these competencies or indicators and write them in your action plan. 3) Share one competency or indicator you are going to work on and how you think you can do that. Ask for additional suggestions from other participants. Name: Contact information Phone: FSF Skill Competency Indicator What steps can I take to work on them?

44 1 Workshop 4: Foundation Skills Framework Basic Workplace Knowledge Workshop Workshop Purpose and Overview The purpose of the workshop is to familiarize PA CareerLink participants with the Foundation Skills Framework Basic Workplace Knowledge Skills, competencies, and indicators. It can be offered as part of the four-part Foundation Skills Framework (FSF) workshops in a series or as a stand- alone workshop. The Basic Workplace Knowledge workshop will 1) provide an overview of the Basic Workplace Knowledge Skills, competencies, and indicators; 2) help PA CareerLink participants become familiar with the content and assess their strengths and areas that need improvement; 3) enable participants to apply the skills and competencies to their job interests by participating in two activities; and 4) help participants develop an action plan to work on the FSF skills and competencies participants identified in their Self-Appraisal. Workshop Objectives 1. Participants will be able to identify the four sections of the Foundation Skills Framework 2. Participants will be able to identify the Basic Workplace Knowledge Skills and the competencies associated with each skill 3. Participants will be able to identify the skills areas where they are strongest and those they need to work on 4. Participants will be able to align the components of the Foundation Skills Framework to the skills needed for a job Workshop Materials FSF Resource Guide Five Spots Activity Handout Handout of each of the 5 Basic Workplace Knowledge Skills 5 Job Pictures O*Net Summary Report for the 5 jobs on the pictures Basic Workplace Knowledge Self-Appraisal Basic Workplace Knowledge Evidence Handout FSF Action Plan Handout FSF Basic Workplace Knowledge PowerPoint Computer for the facilitator Projector and screen Paper/Note pads and pens (Have a note pad/paper and pen available at each seat before the start of the workshop) Highlighters 3 x 5 cards White board or easel

45 2 Markers Tape Workshop Preparation Activity 2: 1) 8x11 sheet of paper with the name of one of the five Basic Workplace Knowledge Skills on each spot on the wall; tape or something to adhere the sheets to a wall; place the corresponding handout of the Basic Workplace Knowledge Skill at each spot (could be taped on the wall or at a nearby table). 2) Have two, 3x5 cards for each participant. 3) Go over the Five Spots Handout and familiarize yourself with the prompts and discussion questions. Activity 3: 1) Have 5 pictures of people working different jobs and have O*Net Summary Reports printed out for each of those five jobs. Foundation Skills Framework Skills and competencies/indicators covered Basic Workplace Skills W 1.1 Demonstrates word recognition and alphabetization skills W 2.1 Demonstrates word recognition and alphabetization skills W 2.2 Demonstrates knowledge of basic writing concepts W 2.3 Demonstrates knowledge of concepts about writing in a variety of situations W 3.1 Demonstrates active listening skills W 3.2 Demonstrates comprehension of verbal message, conversation, or other oral communication, including when the speaker is not physically present (e.g., telephone and virtual meetings W 3.3 Analyzes information communicated orally W 4.1 Demonstrates knowledge of basic concepts about effective speech W 4.2 Participates in basic conversation, discussion, or interview W 5.5 Applies math concepts to understand and solve problems W 6.1 Sets purpose and strategies for observing W 6.2 Attends to visual sources of information (instrumentation, media, people, symbols, pictorial, or environmental) W 6.3 Interprets information obtained through observation Basic Employability Skills E 1.1 Cooperates with others E 4.5 Implements solution and evaluates consequences E 5.1 Recognizes situation when a decision must be made E 5.2 Identifies decision-making options E 5.3 Analyzes and evaluates options E 5.4 Implements decision and evaluates consequences Note to Facilitators: This is an interactive workshop with individual, partner/small group, and big group activities. If there is only one participant attending this workshop, the facilitator should take on the role of a participant and engage in all the workshop activities with the other participant. This will ensure a successful workshop experience for the participant and facilitator.

46 3 Time Activity Materials 15 min Activity 1: Introduction to Basic Workplace Knowledge Skills (Group activity) 1) Give each participant a FSF Resource Guide. 2) Briefly give an overview of the FSF wheel, competencies, and indicators by going over the Guide. 3) Explain in detail the Basic Workplace Knowledge Skills, competencies, and indicators by going over the Guide. FSF Indicators: W 6.2, W 3.1 FSF Resource Guide FSF Workplace Knowledge PowerPoint 25 min Activity 2: Five Spots Activity 1) Label five different spots of the room with the five (5) Basic Workplace Knowledge Skills. 2) Put the corresponding handout of the Basic Workplace Knowledge Skill with their associated competencies and indicators at each spot. 3) Hand out two (2) 3x5 cards to each participant. Step 1: Do the activity 10 min per prompt NOTE: This activity is repeated two times; once for each prompt (see prompts below). It will take about 10 minutes to complete each prompt. 1) Point out the 5 Basic Workplace Knowledge Skills posted around the room. 2) Read prompt #1 and ask the participants to go stand by the skill that best reflects their answer. 3) Ask the participants to review the competencies and indicators associated with the skill on the handout. 4) Ask participants to independently think about why they chose that skill, making notes on a 3x5 card. 5) Have participants discuss the reasons for selecting that skill and the discussion questions. 6) Ask one participant from each group to present a summary of their discussion. 7) Repeat this process with prompt #2. Five Spots Activity Handout Handout of each of the 5 Basic Workplace Knowledge Skills at each spot 3x5 cards Prompts: 1) Which is the Basic Workplace Knowledge Skill that you are best at?

47 4 DISCUSSION QUESTIONS a. Why do you think that you are good at this skill? Use the competencies and indicators to support your reasoning. b. Are there indicators in this competency that you are surprised by? Why? c. Which indicators do think that you need to work on? Why? 2) Which Basic Workplace Knowledge Skill is the most relevant to your target job? DISCUSSION QUESTIONS a. What is your target job and why do you think this skill is most relevant or important for that job? Use the competencies and indicators to support your reasoning. b. Which indicators do think that you do well that make you a great match for this job? Why? c. Which indicators do think that you need to work on to make you a great match for this job? Why? FSF Indicators: W 3.1, E 1.1, E 5.1, E 5.2, W 6.3, W4.1, W 4.2, W 2.1, W 2.2, W min 15 min Activity 3: Aligning Basic Workplace Knowledge Skills, Competencies, and Indicators Step 1: Do the activity (Small group) Now that you have an understanding of the FSF and the Basic Workplace Knowledge Skills, competencies, and indicators, you will have the opportunity to apply these skills to an activity. Have five pictures of people working different jobs Have the O*NET Summary Report for each of those five jobs 1) Break the group into pairs or teams 2) Give each pair or team a picture 3) Ask the pairs or teams to look at the picture, then looking at the Basic Workplace Knowledge Skills, competencies and indicators, highlight the competencies or skills they think are needed for the job FSF Resource Guide 5 Job Pictures Highlighters

48 5 10 min 10 min 5 min 5 min NOTE: Remind groups that they are only looking for items that are considered Basic Workplace Knowledge Skills 4) Give each pair or team the O*NET Summary Report for the job picture 5) Ask them to compare the O*NET Summary Report with their list of Basic Workplace Knowledge Skills. Did they miss any skills, competencies, and indicators needed for the job? Step 2: Report back (Large group) Ask the different pairs or teams to report back on their jobs and what they found in terms of Basic Workplace Knowledge Skills. Note key thoughts on the white board. FSF Indicators: W 3.1, E 1.1, W 6.1, W 6.2, W4.1, W 4.2 Activity 4: Basic Workplace Knowledge Skills Self Appraisal Step 1: Complete Basic Workplace Knowledge Skills Self- Appraisal (Individual work) Ask participants to complete the Basic Workplace Knowledge Skills Self-Appraisal by reading each statement on the Appraisal and checking the box that most closely describes their typical behavior. Step 2: Review Responses & Provide Evidence: Participants will tabulate their results on their own 1) Ask participants to tabulate their results by counting the number of Almost never like me, and Quite a bit like me. Explain to them that Quite a bit like me are their strengths and Almost never like me are areas that they need to work on. 2) For the items that they identified as Quite a bit like me, ask them to reflect on their skills, knowledge, education, and prior work experience, and write down the evidence for those items in the Basic Workplace Knowledge Evidence Handout. Give a couple of examples of evidence. e.g., Safety is important to me at work, home or school. Evidence: At my last job, I always remembered to wear the safety glove when I was slicing meat. Explain that O*Net Summary Report for the 5 jobs on the pictures White board or easel Markers Basic Workplace Knowledge Self- Appraisal Basic Workplace Knowledge Evidence Handout

49 6 evidence is important for a strong interview or to make a case to support a decision or recommendation. FSF Indicators: W 1.1, W 2.2, W min Activity 5: Action planning using the Basic Workplace Knowledge Self-Appraisal (Individual work & group work) Discuss why it is important to learn about the FSF. Emphasize that the workplace is constantly changing and we need to be learning skills and strategies that enable us to continually pursue employment and learning opportunities. For example, new technology is introduced every day and we have to be continually learning and retooling ourselves and our skills. Explain that these are lifelong learning skills (briefly review these in the FSF Resource Guide). 1) Ask the participants to decide which Basic Workplace Knowledge Skills, competencies, and indicators they need to work on based on the Basic Workplace Knowledge Self- Appraisal and Evidence results. Note: For participants who attended other FSF workshops, participants can review their action steps from previous workshops, track their progress toward their action plan, and set new action steps if appropriate. 2) Have them think about ways they can work on improving these competencies or indicators and write them in their action plan. 3) Ask each participant to share one thing they are going to work on and how they think they can do that. Ask for additional suggestions from other participants. 4) PA CareerLink staff can make a copy of the action plan for future use with participants, if appropriate. FSF Action Plan Handout Basic Workplace Knowledge Self- Appraisal Basic Workplace Knowledge Evidence Handout 85 min Total FSF Indicators: W 1.1, W 2.2, W 2.3, L 1.1

50 Five Spots Activity Handout Instructions to Participants: 1. When the facilitator reads the prompt, go stand by the skill that best reflects your answer. 2. At your spot, review the competencies and indicators associated with the skill on the Basic Workplace Knowledge Skill handout. 3. Write down why you chose that Basic Workplace Knowledge Skill on your 3x5 card. 4. Discuss the reasons for selecting that skill and the discussion questions with the others gathered at that skill. 5. Choose a person from your group to present a summary of your discussion to the whole group. Prompt 1: Which is the Basic Workplace Knowledge Skill that you are best at? DISCUSSION QUESTIONS a. Why do you think that you are good at this skill? Use the competencies and indicators to support your reasoning. b. Are there indicators in this competency that you are surprised by? Why? c. Which indicators do you think you need to work on? Why? Prompt 2: Which Basic Workplace Knowledge Skill is the most relevant to your target job? DISCUSSION QUESTIONS d. What is your target job and why do you think this skill is most relevant or important for that job? Use the competencies and indicators to support your reasoning. e. Which indicators do you think that you do well on that make you a great match for this job? Why? f. Which indicators do think you need to work on to make you a great match for this job? Why?

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61 Summary Report for: Nursing Assistants Updated 2016 Provide basic patient care under direction of nursing staff. Perform duties such as feed, bathe, dress, groom, or move patients, or change linens. May transfer or transport patients. Includes nursing care attendants, nursing aides, and nursing attendants. Sample of reported job titles: Certified Medication Aide (CMA), Certified Nurse Aide (CNA), Certified Nurses Aide (CNA), Certified Nursing Assistant (CNA), Geriatric Nursing Assistant (GNA), Licensed Nursing Assistant (LNA), Nurses' Aide, Nursing Aide, Nursing Assistant, State Tested Nursing Assistant (STNA) View report: Summary Details Custom Tasks Technology Skills Tools Used Knowledge Skills Abilities Work Activities Detailed Work Activities Work Context Job Zone Education Credentials Interests Work Styles Work Values Wages & Employment Job Openings Additional Information Tasks 5 of 33 displayed Answer patient call signals, signal lights, bells, or intercom systems to determine patients' needs. Turn or reposition bedridden patients. Provide physical support to assist patients to perform daily living activities, such as getting out of bed, bathing, dressing, using the toilet, standing, walking, or exercising. Review patients' dietary restrictions, food allergies, and preferences to ensure patient receives appropriate diet. Measure and record food and liquid intake or urinary and fecal output, reporting changes to medical or nursing staff. Technology Skills 5 of 6 displayed Show 50 tools used Accounting software Billing software Medical software GE Healthcare Centricity EMR; Medical procedure coding software software; MEDITECH software Office suite software Microsoft Office Spreadsheet software Microsoft Excel Word processing software Microsoft Word ; Medical record charting Hot Technology a technology requirement frequently included in employer job postings. Knowledge 5 of 7 displayed Customer and Personal Service Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

62 Skills Abilities 5 of 8 displayed 5 of 15 displayed Work Activities Psychology Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders. Medicine and Dentistry Knowledge of the information and techniques needed to diagnose and treat human injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health care measures. Public Safety and Security Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. Service Orientation Actively looking for ways to help people. Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Social Perceptiveness Being aware of others' reactions and understanding why they react as they do. Coordination Adjusting actions in relation to others' actions. Monitoring Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences. Problem Sensitivity The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing there is a problem. Near Vision The ability to see details at close range (within a few feet of the observer). Oral Expression The ability to communicate information and ideas in speaking so others will understand. Speech Recognition The ability to identify and understand the speech of another person. 5 of 25 displayed Assisting and Caring for Others Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co workers, and subordinates by telephone, in written form, e mail, or in person. Identifying Objects, Actions, and Events Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time. Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources. Detailed Work Activities 5 of 22 displayed Adjust positions of patients on beds or tables. Assist patients with daily activities.

63 Work Context Job Zone Record vital statistics or other health information. Assess physical conditions of patients to aid in diagnosis or treatment. Monitor patients to detect health problems. 5 of 28 displayed Face to Face Discussions 85% responded Every day. Physical Proximity 71% responded Very close (near touching). Contact With Others 74% responded Constant contact with others. Work With Work Group or Team 71% responded Extremely important. Spend Time Walking and Running 51% responded Continually or almost continually. Title Job Zone Two: Some Preparation Needed Education These occupations usually require a high school diploma. Related Experience Some previous work related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers. Education SVP Range (4.0 to < 6.0) Percentage of Respondents Education Level Required 60 High school diploma or equivalent 25 Post secondary certificate 8 Some college, no degree Credentials Interests All 3 displayed Interest code: SCR

64 Work Styles 5 of 16 displayed Work Values Social Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Realistic Realistic occupations frequently involve work activities that include practical, hands on problems and solutions. They often deal with plants, animals, and real world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations. Concern for Others Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. Cooperation Job requires being pleasant with others on the job and displaying a good natured, cooperative attitude. Stress Tolerance Job requires accepting criticism and dealing calmly and effectively with high stress situations. Self Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. All 3 displayed Relationships Occupations that satisfy this work value allow employees to provide service to others and work with co workers in a friendly non competitive environment. Corresponding needs are Co workers, Moral Values and Social Service. Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Working Conditions Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. Wages & Employment Trends Median wages (2015) $12.36 hourly, $25,710 annual State wages Employment (2014) 1,492,000 employees Projected growth ( ) Much faster than average (14% or higher) Projected job openings ( ) 599,000 State trends Top industries (2014) Health Care and Social Assistance Source: Bureau of Labor Statistics 2015 wage data and employment projections. "Projected growth" represents the estimated change in total employment over the projections period ( ). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web

65 Sources of Additional Information All 2 displayed Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non DOL Internet sites are provided for your convenience and do not constitute an endorsement. Nursing assistants and orderlies Handbook, Edition.. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook National Association for Home Care and Hospice (NAHC), 228 7th St. SE, Washington, DC Phone: (202) Fax: (202)

66 Summary Report for: Construction Laborers Updated 2017 Perform tasks involving physical labor at construction sites. May operate hand and power tools of all types: air hammers, earth tampers, cement mixers, small mechanical hoists, surveying and measuring equipment, and a variety of other equipment and instruments. May clean and prepare sites, dig trenches, set braces to support the sides of excavations, erect scaffolding, and clean up rubble, debris and other waste materials. May assist other craft workers. Sample of reported job titles: Construction Laborer, Construction Worker, Curb and Gutter Laborer, Drain Layer, Drop Crew Laborer, Helper, Laborer, Post Framer, Skill Labor, Union Laborer View report: Summary Details Custom Tasks Technology Skills Tools Used Knowledge Skills Abilities Work Activities Detailed Work Activities Work Context Job Zone Education Credentials Interests Work Styles Work Values Related Occupations Wages & Employment Job Openings Additional Information Tasks 5 of 26 displayed Control traffic passing near, in, or around work zones. Clean or prepare construction sites to eliminate possible hazards. Signal equipment operators to facilitate alignment, movement, or adjustment of machinery, equipment, or materials. Read plans, instructions, or specifications to determine work activities. Load, unload, or identify building materials, machinery, or tools, distributing them to the appropriate locations, according to project plans or specifications. Technology Skills All 3 displayed Show 129 tools used Computer aided design CAD software Operating system software Microsoft Windows Autodesk Revit Project management software Oracle Primavera Enterprise Project Portfolio Management Hot Technology a technology requirement frequently included in employer job postings. Knowledge 5 of 8 displayed Building and Construction Knowledge of materials, methods, and the tools involved in the construction or repair of houses, buildings, or other structures such as highways and roads. Mechanical Knowledge of machines and tools, including their designs, uses, repair, and maintenance. Administration and Management Knowledge of business and management principles involved in strategic planning, resource allocation, human resources modeling, leadership technique, production methods, and coordination of people and resources. Public Safety and Security Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications.

67 Skills Abilities 5 of 6 displayed 5 of 23 displayed Work Activities 5 of 17 displayed Detailed Work Activities Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Coordination Adjusting actions in relation to others' actions. Operation Monitoring Watching gauges, dials, or other indicators to make sure a machine is working properly. Reading Comprehension Understanding written sentences and paragraphs in work related documents. Social Perceptiveness Being aware of others' reactions and understanding why they react as they do. Manual Dexterity The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. Arm Hand Steadiness The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. Multilimb Coordination The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. Static Strength The ability to exert maximum muscle force to lift, push, pull, or carry objects. Control Precision The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co workers, and subordinates by telephone, in written form, e mail, or in person. Performing General Physical Activities Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. Handling and Moving Objects Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. Inspecting Equipment, Structures, or Material Inspecting equipment, structures, or materials to identify the cause of errors or other problems or defects. Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources. 5 of 37 displayed Direct vehicle traffic. Clean work sites. Signal equipment operators to indicate proper equipment positioning. Review blueprints or specifications to determine work requirements. Move construction or extraction materials to locations where they are needed. Work Context

68 5 of 34 displayed Job Zone Contact With Others 76% responded Constant contact with others. Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets 74% responded Every day. Face to Face Discussions 63% responded Every day. Spend Time Standing 50% responded Continually or almost continually. Outdoors, Exposed to Weather 66% responded Every day. Title Job Zone Two: Some Preparation Needed Education These occupations usually require a high school diploma. Related Experience Some previous work related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers. Education SVP Range (4.0 to < 6.0) Percentage of Respondents Education Level Required 70 High school diploma or equivalent 23 Less than high school diploma 6 Post secondary certificate Credentials Interests All 2 displayed Interest code: RC Realistic Realistic occupations frequently involve work activities that include practical, hands on problems and solutions. They often deal with plants, animals, and real world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow.

69 Work Styles 5 of 13 displayed Work Values Attention to Detail Job requires being careful about detail and thorough in completing work tasks. Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations. Integrity Job requires being honest and ethical. Cooperation Job requires being pleasant with others on the job and displaying a good natured, cooperative attitude. Self Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. All 3 displayed Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Relationships Occupations that satisfy this work value allow employees to provide service to others and work with co workers in a friendly non competitive environment. Corresponding needs are Co workers, Moral Values and Social Service. Working Conditions Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. Related Occupations 5 of 10 displayed Terrazzo Workers and Finishers Helpers Brickmasons, Blockmasons, Stonemasons, and Tile and Marble Setters Bright Outlook Helpers Carpenters Green Rock Splitters, Quarry Cleaners of Vehicles and Equipment Wages & Employment Trends Median wages (2015) $15.34 hourly, $31,910 annual State wages Employment (2014) 1,159,000 employees Projected growth ( ) Faster than average (9% to 13%) Projected job openings ( ) 378,600 State trends Top industries (2014) Construction Self Employed

70 Source: Bureau of Labor Statistics 2015 wage data and employment projections. "Projected growth" represents the estimated change in total employment over the projections period ( ). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web Sources of Additional Information All 4 displayed Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non DOL Internet sites are provided for your convenience and do not constitute an endorsement. Construction laborers and helpers Handbook, Edition.. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Laborers' International Union of North America (LIUNA), th St. NW, Washington, DC Phone: (202) LIUNA Training and Education Fund, 37 Deerfield Rd., P.O. Box 37, Pomfret Center, CT National Center for Construction Education and Research (NCCER) Phone: (888) Fax: (352) , 3600 NW 43rd St., Bldg. G, Gainesville, FL

71 Summary Report for: Machinists Updated 2015 Set up and operate a variety of machine tools to produce precision parts and instruments. Includes precision instrument makers who fabricate, modify, or repair mechanical instruments. May also fabricate and modify parts to make or repair machine tools or maintain industrial machines, applying knowledge of mechanics, mathematics, metal properties, layout, and machining procedures. Sample of reported job titles: Gear Machinist, Journeyman Machinist, Machine Operator, Machine Repair Person, Machinist, Maintenance Machinist, Maintenance Specialist, Production Machinist, Set Up Machinist, Tool Room Machinist View report: Summary Details Custom Tasks Technology Skills Tools Used Knowledge Skills Abilities Work Activities Detailed Work Activities Work Context Job Zone Education Credentials Interests Work Styles Work Values Related Occupations Wages & Employment Job Openings Additional Information Tasks 5 of 29 displayed Calculate dimensions or tolerances, using instruments such as micrometers or vernier calipers. Machine parts to specifications, using machine tools, such as lathes, milling machines, shapers, or grinders. Set up, adjust, or operate basic or specialized machine tools used to perform precision machining operations. Align and secure holding fixtures, cutting tools, attachments, accessories, or materials onto machines. Measure, examine, or test completed units to check for defects and ensure conformance to specifications, using precision instruments, such as micrometers. Technology Skills 5 of 10 displayed Show 123 tools used Analytical or scientific software Armchair Machinist software; CNC Consulting Machinists' Calculator; Kentech Trig Kalculator Computer aided design CAD software Autodesk AutoCAD ; Kentech Kipware Studio Computer aided manufacturing CAM software Electronic mail software Microsoft Outlook Spreadsheet software Microsoft Excel CNC Mastercam; CNC TurboCAD/CAM; JETCAM Hot Technology a technology requirement frequently included in employer job postings. Knowledge All 5 displayed Mathematics Knowledge of arithmetic, algebra, geometry, calculus, statistics, and their applications. Mechanical Knowledge of machines and tools, including their designs, uses, repair, and maintenance. Production and Processing Knowledge of raw materials, production processes, quality control, costs, and other techniques for maximizing the effective manufacture and distribution of goods. English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar.

72 Skills Abilities 5 of 7 displayed 5 of 19 displayed Work Activities Design Knowledge of design techniques, tools, and principles involved in production of precision technical plans, blueprints, drawings, and models. Operation Monitoring Watching gauges, dials, or other indicators to make sure a machine is working properly. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Operation and Control Controlling operations of equipment or systems. Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Coordination Adjusting actions in relation to others' actions. Arm Hand Steadiness The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. Manual Dexterity The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects. Control Precision The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions. Finger Dexterity The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects. Multilimb Coordination The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion. 5 of 16 displayed Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources. Controlling Machines and Processes Using either control mechanisms or direct physical activity to operate machines or processes (not including computers or vehicles). Making Decisions and Solving Problems Analyzing information and evaluating results to choose the best solution and solve problems. Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co workers, and subordinates by telephone, in written form, e mail, or in person. Handling and Moving Objects Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. Detailed Work Activities 5 of 28 displayed Measure dimensions of completed products or workpieces to verify conformance to specifications. Calculate dimensions of workpieces, products, or equipment. Operate cutting equipment. Operate grinding equipment.

73 Work Context Job Zone Operate metal or plastic forming equipment. 5 of 27 displayed Wear Common Protective or Safety Equipment such as Safety Shoes, Glasses, Gloves, Hearing Protection, Hard Hats, or Life Jackets 90% responded Every day. Face to Face Discussions 85% responded Every day. Importance of Being Exact or Accurate 72% responded Extremely important. Exposed to Hazardous Equipment 85% responded Every day. Spend Time Using Your Hands to Handle, Control, or Feel Objects, Tools, or Controls 71% responded Continually or almost continually. Title Job Zone Three: Medium Preparation Needed Education Most occupations in this zone require training in vocational schools, related on the job experience, or an associate's degree. Related Experience Previous work related skill, knowledge, or experience is required for these occupations. For example, an electrician must have completed three or four years of apprenticeship or several years of vocational training, and often must have passed a licensing exam, in order to perform the job. Job Training Employees in these occupations usually need one or two years of training involving both on thejob experience and informal training with experienced workers. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations usually involve using communication and organizational skills to coordinate, supervise, manage, or train others to accomplish goals. Examples include food service managers, travel guides, electricians, agricultural technicians, barbers, nannies, and medical assistants. Education SVP Range (6.0 to < 7.0) Percentage of Respondents Education Level Required 50 Post secondary certificate 34 High school diploma or equivalent 5 Associate's degree Credentials Interests All 3 displayed

74 Interest code: RCI Work Styles 5 of 14 displayed Work Values Realistic Realistic occupations frequently involve work activities that include practical, hands on problems and solutions. They often deal with plants, animals, and real world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Investigative Investigative occupations frequently involve working with ideas, and require an extensive amount of thinking. These occupations can involve searching for facts and figuring out problems mentally. Attention to Detail Job requires being careful about detail and thorough in completing work tasks. Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations. Independence Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. Initiative Job requires a willingness to take on responsibilities and challenges. Self Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. All 3 displayed Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Working Conditions Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. Independence Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. Related Occupations 5 of 10 displayed Computer Controlled Machine Tool Operators, Metal and Plastic Bright Outlook Green Milling and Planing Machine Setters, Operators, and Tenders, Metal and Plastic Model Makers, Metal and Plastic Patternmakers, Metal and Plastic Tool and Die Makers Wages & Employment Trends Median wages (2015) $19.49 hourly, $40,550 annual State wages Employment (2014) 400,000 employees

75 Projected growth ( ) Faster than average (9% to 13%) Projected job openings ( ) 154,700 State trends Top industries (2014) Manufacturing Source: Bureau of Labor Statistics 2015 wage data and employment projections. "Projected growth" represents the estimated change in total employment over the projections period ( ). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web Sources of Additional Information All 4 displayed Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non DOL Internet sites are provided for your convenience and do not constitute an endorsement. Machinists and tool and die makers Handbook, Edition. National Tooling and Machining Association (NTMA) (800) Precision Machined Products Association (PMPA) (440) Fax: (440) Precision Metalforming Association Educational Foundation (PMAEF) Phone: (216) Fax: (216) Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook, 9300 Livingston Rd., Fort Washington, MD Phone:, 6700 West Snowville Rd., Brecksville, OH Phone:, 6363 Oak Tree Blvd., Independence, OH

76 Summary Report for: Postal Service Mail Carriers Updated 2016 Sort mail for delivery. Deliver mail on established route by vehicle or on foot. Sample of reported job titles: City Carrier, City Carrier Assistant (CCA), City Letter Carrier, City Mail Carrier, Letter Carrier, Mail Carrier, Rural Carrier, Rural Carrier Associate (RCA), Rural Mail Carrier, Rural Route Carrier View report: Summary Details Custom Tasks Technology Skills Tools Used Knowledge Skills Abilities Work Activities Detailed Work Activities Work Context Job Zone Education Interests Work Styles Work Values Related Occupations Wages & Employment Job Openings Additional Information Tasks 5 of 22 displayed Technology Skills Scan labels on letters or parcels to confirm receipt. Obtain signed receipts for registered, certified, and insured mail, collect associated charges, and complete any necessary paperwork. Return to the post office with mail collected from homes, businesses, and public mailboxes. Sort mail for delivery, arranging it in delivery sequence. Deliver mail to residences and business establishments along specified routes by walking or driving, using a combination of satchels, carts, cars, and small trucks. Knowledge 5 of 6 displayed Show 10 tools used Data base user interface and query software Address Management System AMS; Automated Data Collection System ADCS; End of Run Report EOR Enterprise resource planning ERP software Map creation software Delivery Routing System DRS Operating system software Microsoft Windows Time accounting software Electronic Time Clock ETC All 4 displayed Delivery operations information system DOIS Customer and Personal Service Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Public Safety and Security Knowledge of relevant equipment, policies, procedures, and strategies to promote effective local, state, or national security operations for the protection of people, data, property, and institutions. Sales and Marketing Knowledge of principles and methods for showing, promoting, and selling products or services. This includes marketing strategy and tactics, product demonstration, sales techniques, and sales control systems.

77 Skills Abilities All 4 displayed 5 of 10 displayed Work Activities 5 of 6 displayed Detailed Work Activities Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Social Perceptiveness Being aware of others' reactions and understanding why they react as they do. Speaking Talking to others to convey information effectively. Information Ordering The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). Near Vision The ability to see details at close range (within a few feet of the observer). Arm Hand Steadiness The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position. Category Flexibility The ability to generate or use different sets of rules for combining or grouping things in different ways. Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences. Operating Vehicles, Mechanized Devices, or Equipment Running, maneuvering, navigating, or driving vehicles or mechanized equipment, such as forklifts, passenger vehicles, aircraft, or water craft. Performing General Physical Activities Performing physical activities that require considerable use of your arms and legs and moving your whole body, such as climbing, lifting, balancing, walking, stooping, and handling of materials. Handling and Moving Objects Using hands and arms in handling, installing, positioning, and moving materials, and manipulating things. Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources. Performing for or Working Directly with the Public Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. 5 of 17 displayed Enter information into databases or software programs. Collect deposits, payments or fees. Obtain written authorization to perform activities. Route mail to correct destinations. Sort mail. Work Context 5 of 25 displayed

78 Job Zone Outdoors, Exposed to Weather 91% responded Every day. In an Enclosed Vehicle or Equipment 88% responded Every day. Spend Time Making Repetitive Motions 70% responded Continually or almost continually. Importance of Being Exact or Accurate 65% responded Extremely important. Importance of Repeating Same Tasks 51% responded Extremely important. Title Job Zone Two: Some Preparation Needed Education These occupations usually require a high school diploma. Related Experience Some previous work related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers. Education SVP Range (4.0 to < 6.0) Percentage of Respondents Education Level Required 78 High school diploma or equivalent 15 Less than high school diploma 7 Some college, no degree Interests All 2 displayed Interest code: CR Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Realistic Realistic occupations frequently involve work activities that include practical, hands on problems and solutions. They often deal with plants, animals, and real world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others. Work Styles 5 of 13 displayed Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations. Attention to Detail Job requires being careful about detail and thorough in completing work tasks. Integrity Job requires being honest and ethical.

79 Work Values Independence Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. Self Control Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. All 3 displayed Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Relationships Occupations that satisfy this work value allow employees to provide service to others and work with co workers in a friendly non competitive environment. Corresponding needs are Co workers, Moral Values and Social Service. Working Conditions Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. Related Occupations 5 of 10 displayed Baggage Porters and Bellhops Couriers and Messengers Postal Service Mail Sorters, Processors, and Processing Machine Operators Light Truck or Delivery Services Drivers Bright Outlook Refuse and Recyclable Material Collectors Green Wages & Employment Trends Median wages (2015) $28.02 hourly, $58,280 annual State wages Employment (2014) 297,000 employees Projected growth ( ) Decline ( 2% or lower) Projected job openings ( ) 57,400 State trends Top industries (2014) Government Source: Bureau of Labor Statistics 2015 wage data and employment projections. "Projected growth" represents the estimated change in total employment over the projections period ( ). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web

80 Sources of Additional Information All 1 displayed Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non DOL Internet sites are provided for your convenience and do not constitute an endorsement. Postal service workers Edition.. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook Handbook,

81 Summary Report for: Customer Service Representatives Updated 2016 Interact with customers to provide information in response to inquiries about products and services and to handle and resolve complaints. Sample of reported job titles: Account Manager, Account Representative, Call Center Representative, Client Services Representative, Customer Care Representative (CCR), Customer Service Agent, Customer Service Representative (Customer Service Rep), Customer Service Specialist, Member Services Representative, Sales Facilitator Also see: Patient Representatives View report: Summary Details Custom Tasks Technology Skills Tools Used Knowledge Skills Abilities Work Activities Detailed Work Activities Work Context Job Zone Education Credentials Interests Work Styles Work Values Related Occupations Wages & Employment Job Openings Additional Information Tasks 5 of 15 displayed Confer with customers by telephone or in person to provide information about products or services, take or enter orders, cancel accounts, or obtain details of complaints. Check to ensure that appropriate changes were made to resolve customers' problems. Keep records of customer interactions or transactions, recording details of inquiries, complaints, or comments, as well as actions taken. Resolve customers' service or billing complaints by performing activities such as exchanging merchandise, refunding money, or adjusting bills. Complete contract forms, prepare change of address records, or issue service discontinuance orders, using computers. Technology Skills 5 of 32 displayed Show 13 tools used Customer relationship management CRM software Blackbaud The Raiser's Edge Salesforce software ; Telemation e CRM ; Parature eticket; Data base user interface and query software Customer service knowledge generation software; Data entry software ; Microsoft Access ; Stamps.com Enterprise resource planning ERP software Intuit QuickBooks Enterprise Solutions; Oracle PeopleSoft ; Sage MAS 200; SAP Medical software Healthcare common procedure coding system HCPCS ; Medical condition coding software ; Medical procedure coding software ; MEDITECH software Network conferencing software Active Data Online WebChat; estara Softphone; Parature erealtime; Timpani Chat Hot Technology a technology requirement frequently included in employer job postings. Knowledge All 4 displayed

82 Skills Abilities 5 of 10 displayed 5 of 11 displayed Work Activities Customer and Personal Service Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction. English Language Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar. Clerical Knowledge of administrative and clerical procedures and systems such as word processing, managing files and records, stenography and transcription, designing forms, and other office procedures and terminology. Computers and Electronics Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming. Active Listening Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. Speaking Talking to others to convey information effectively. Service Orientation Actively looking for ways to help people. Reading Comprehension Understanding written sentences and paragraphs in work related documents. Critical Thinking Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems. Oral Comprehension The ability to listen to and understand information and ideas presented through spoken words and sentences. Oral Expression The ability to communicate information and ideas in speaking so others will understand. Speech Clarity The ability to speak clearly so others can understand you. Speech Recognition The ability to identify and understand the speech of another person. Near Vision The ability to see details at close range (within a few feet of the observer). 5 of 19 displayed Getting Information Observing, receiving, and otherwise obtaining information from all relevant sources. Interacting With Computers Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. Communicating with Persons Outside Organization Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e mail. Communicating with Supervisors, Peers, or Subordinates Providing information to supervisors, co workers, and subordinates by telephone, in written form, e mail, or in person. Establishing and Maintaining Interpersonal Relationships Developing constructive and cooperative working relationships with others, and maintaining them over time. Detailed Work Activities 5 of 14 displayed Discuss goods or services information with customers or patrons.

83 Work Context Job Zone Respond to customer problems or complaints. Maintain financial or account records. Refer customers to appropriate personnel. Calculate costs of goods or services. 5 of 20 displayed Telephone 100% responded Every day. Contact With Others 85% responded Constant contact with others. Electronic Mail 74% responded Every day. Face to Face Discussions 66% responded Every day. Importance of Being Exact or Accurate 57% responded Extremely important. Title Job Zone Two: Some Preparation Needed Education These occupations usually require a high school diploma. Related Experience Some previous work related skill, knowledge, or experience is usually needed. For example, a teller would benefit from experience working directly with the public. Job Training Employees in these occupations need anywhere from a few months to one year of working with experienced employees. A recognized apprenticeship program may be associated with these occupations. Job Zone Examples These occupations often involve using your knowledge and skills to help others. Examples include orderlies, forest firefighters, customer service representatives, security guards, upholsterers, and tellers. Education SVP Range (4.0 to < 6.0) Percentage of Respondents Education Level Required 67 High school diploma or equivalent 16 Bachelor's degree 6 Some college, no degree Credentials Interests All 3 displayed

84 Interest code: ESC Work Styles 5 of 16 displayed Work Values Enterprising Enterprising occupations frequently involve starting up and carrying out projects. These occupations can involve leading people and making many decisions. Sometimes they require risk taking and often deal with business. Social Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others. Conventional Conventional occupations frequently involve following set procedures and routines. These occupations can include working with data and details more than with ideas. Usually there is a clear line of authority to follow. Attention to Detail Job requires being careful about detail and thorough in completing work tasks. Cooperation Job requires being pleasant with others on the job and displaying a good natured, cooperative attitude. Integrity Job requires being honest and ethical. Dependability Job requires being reliable, responsible, and dependable, and fulfilling obligations. Concern for Others Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. All 3 displayed Relationships Occupations that satisfy this work value allow employees to provide service to others and work with co workers in a friendly non competitive environment. Corresponding needs are Co workers, Moral Values and Social Service. Support Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. Independence Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. Related Occupations 5 of 10 displayed Bill and Account Collectors Hotel, Motel, and Resort Desk Clerks Interviewers, Except Eligibility and Loan Receptionists and Information Clerks Bright Outlook Reservation and Transportation Ticket Agents and Travel Clerks Wages & Employment Trends Median wages (2015) $15.25 hourly, $31,720 annual State wages Employment (2014) 2,582,000 employees

85 Employment (2014) 2,582,000 employees Projected growth ( ) Faster than average (9% to 13%) Projected job openings ( ) 888,700 State trends Top industries (2014) Finance and Insurance Administrative and Support Services Source: Bureau of Labor Statistics 2015 wage data and employment projections. "Projected growth" represents the estimated change in total employment over the projections period ( ). "Projected job openings" represent openings due to growth and replacement. Job Openings on the Web Sources of Additional Information All 1 displayed Disclaimer: Sources are listed to provide additional information on related jobs, specialties, and/or industries. Links to non DOL Internet sites are provided for your convenience and do not constitute an endorsement. Customer service representatives Handbook, Edition.. Bureau of Labor Statistics, U.S. Department of Labor. Occupational Outlook

86 Basic Workplace Knowledge Self-Appraisal Read the statements below and check the boxes that are most like you. Almost never like me Sometimes like me Quite a bit like me Not applicable Basic Workplace Knowledge 1. Safety is important to me at work, home or school. 2. I understand how this company operates. 3. I know who to go to if I have a problem. 4. Quality is important to me. 5. I understand what profit means. 6. I understand the parts of a paycheck. 7. I know the difference between products and services. 8. I know how I help provide that product or service.