The document summarizes changes in workforce skill needs over 50 years from 1955 to 2005. Unskilled jobs decreased from 60% to 12% while skilled jobs increased from 20% to 68%. It then discusses using skills assessments to determine an individual's skill level, identify gaps, and provide targeted training to efficiently close those gaps. A common language of key skills can help define job requirements and measure worker competencies.

2. Changes in Workforce Skills Needs Across Fifty Years 1955 2005 Unskilled 60% Skilled 20% Professional 20% Skilled 68% Professional 20% Unskilled 12%

5. SeamlessSystem 1 Nipurntha Ki Janch: Vayakti ki nipurntha ko mapna Perfil de trabalho: Determinar o nivel de habilidade para desempenhar um trabalho Instruction wise au point: Fermer avec competence Les lacunes d’habilite 1 Job Profiling: Determines the level of skill necessary to learn a job 2 Skill Assessments : Measures an individual’s skill level 3 Education / Training: Efficiently closes skill gaps Common Language or Metric

6. Skill Assessments : Measures an individual’s skill level

10. Applied Mathematics Reading for Information Locating Information Applied Technology Teamwork Observation Listening Writing Business Writing 0 1 2 3* 4* 5* 6* 7* 8 9 0 1 2 3* 4* 5* 6* 7* 8 9 0 1 2 3* 4* 5* 6* 7 8 9 0 1 2 3* 4* 5* 6* 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 Readiness * Computer-based Test Administration and Spanish Available Assessed Skill Levels

12. APPLIED MATHEMATICS Solve problems that require a single type of mathematics operation (addition, subtraction, multiplication, and division) using whole numbers Add or subtract negative numbers Change numbers from one form to another using whole numbers, fractions, decimals, or percentages Convert simple money and time units (e.g., hours to minutes Translate easily from a word problem to a math equation All needed information is presented in logical order No extra information 3 Skills CHARACTERISTICS OF PROBLEMS LEVEL

13. APPLIED MATHEMATICS Decide what information, calculations, or unit conversions to use to solve the problem Look up formula and perform single-step conversions within or between systems of measurement Calculate using mixed units (e.g., 3.5 hours and 4 hours 30 minutes) Divide negative numbers Problems require several steps of logic and calculation (e.g., problem may involve completing an order form by totaling the order and then computing tax) 5 Skills CHARACTERISTICS OF PROBLEMS LEVEL

16. Job Profiling: Determines the level of skill necessary to learn a job

19. Job or Occupational Profiles identify the skills required for a job or program. This sets the “Bar.” Job Profiling

20. Assessments show how an applicant, employee or student performed. The Skill Assessments

21. Gap analysis shows how the person performed relative to the “bar.” Training is available to close any gap. Targets for Instruction

22. Targets for Instruction Efficiently closes skill gaps

23. APPLIED MATHEMATICS Calculate using negative numbers, fractions, ratios, percentages and mixed numbers Calculate multiple rates and then compare the rates or use them to perform other calculations Find basic areas and volumes of rectangular solids Calculate the “best deal” using the result in another problem Identify and correct errors in calculations May require considerable translation from verbal form to mathematical expression May require considerable set up and involve multiple-step calculations or conversions May involve transposition of formulas before calculating (e.g., v = ir ; r = v/I May involve conversions using two formulas within a system of measurement 6 Skills CHARACTERISTICS OF PROBLEMS LEVEL