The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, and planning that are important for work and life. It explains that validated self-assessment involves students self-assessing their employability skills performance against criteria at different levels, and getting validation from an assessor by providing evidence. The benefits of this process include improving and proving one's employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their demonstration of these skills at different performance levels through reflection and submission of evidence, which is then validated by an assessor. This validation helps students prove, improve, and apply their employability skills.
This document provides instructions for creating an employability skills portfolio. The portfolio highlights a student's skills, abilities, knowledge, and talents through organized evidence. It demonstrates abilities better than a resume alone. The portfolio contains 3 sections: personal profile with identity and career information, employability skills with examples of fundamental, personal management, and teamwork skills, and a reflection on strengths and plans to improve weaknesses in each skills area. Completing the portfolio helps students identify their suited fields, areas for improvement, and market themselves effectively to employers.
Selection criteria examples show potential employers what, why and how you performed or demonstrated that particular selection criterion. It displays that you are competent and are already trained in the skill.
IPDC Training - Behavioural Interview (Focus on Techniques and Application)IPDC Training Institute
IPDC has been facilitating a considerably numbers of public trainings and in-house training programs in Performance Management and Appraisal Skills for the last 15 years
The document provides guidance on preparing for and participating in job interviews, including researching the employer and position, practicing common interview questions, using examples from your experience, and reviewing your performance after the interview. It also describes different types of interviews like competency-based, group, panel, and assessment centers that may involve exercises, presentations, or psychometric tests. Resources for practicing interviews are recommended, as preparation, research, and demonstrating relevant skills and qualifications are emphasized as important for interview success.
The supervisor provides a glowing evaluation of student Angela Li's internship performance. Angela receives the highest possible rating of 5 out of 5 in nearly all evaluation categories, including ability to learn, reading/writing skills, listening/oral communication, creative/problem-solving skills, professional development, interpersonal/teamwork skills, work habits, and character. The supervisor notes Angela quickly learned new applications and completed all assigned tasks on time and above expectations. Additionally, the supervisor would consider Angela for a permanent position and recommends her as an asset to any organization.
Integrating technology in teaching writing - Nile TESOL PWSIGMahmoud Mokhtar
This presentation is prepared for a training session at Nile TESOL PWSIG.
In the presentation, you will find tools and websites you can integrate into teaching writing.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their demonstration of these skills at different performance levels through reflection and submission of evidence, which is then validated by an assessor. This validation helps students prove, improve, and apply their employability skills.
This document provides instructions for creating an employability skills portfolio. The portfolio highlights a student's skills, abilities, knowledge, and talents through organized evidence. It demonstrates abilities better than a resume alone. The portfolio contains 3 sections: personal profile with identity and career information, employability skills with examples of fundamental, personal management, and teamwork skills, and a reflection on strengths and plans to improve weaknesses in each skills area. Completing the portfolio helps students identify their suited fields, areas for improvement, and market themselves effectively to employers.
Selection criteria examples show potential employers what, why and how you performed or demonstrated that particular selection criterion. It displays that you are competent and are already trained in the skill.
IPDC Training - Behavioural Interview (Focus on Techniques and Application)IPDC Training Institute
IPDC has been facilitating a considerably numbers of public trainings and in-house training programs in Performance Management and Appraisal Skills for the last 15 years
The document provides guidance on preparing for and participating in job interviews, including researching the employer and position, practicing common interview questions, using examples from your experience, and reviewing your performance after the interview. It also describes different types of interviews like competency-based, group, panel, and assessment centers that may involve exercises, presentations, or psychometric tests. Resources for practicing interviews are recommended, as preparation, research, and demonstrating relevant skills and qualifications are emphasized as important for interview success.
The supervisor provides a glowing evaluation of student Angela Li's internship performance. Angela receives the highest possible rating of 5 out of 5 in nearly all evaluation categories, including ability to learn, reading/writing skills, listening/oral communication, creative/problem-solving skills, professional development, interpersonal/teamwork skills, work habits, and character. The supervisor notes Angela quickly learned new applications and completed all assigned tasks on time and above expectations. Additionally, the supervisor would consider Angela for a permanent position and recommends her as an asset to any organization.
Integrating technology in teaching writing - Nile TESOL PWSIGMahmoud Mokhtar
This presentation is prepared for a training session at Nile TESOL PWSIG.
In the presentation, you will find tools and websites you can integrate into teaching writing.
This presentation describes why and how Key Selection Criteria are used by employers in the recruitment process, and provides strategies for addressing the criteria.
The document provides an interview guide outlining the interview process in six sections:
1. Interview Preparation - Details logistics like reserving a room and providing candidate materials.
2. Interview Opening - Welcomes the candidate, introduces panel members, and explains the interview structure.
3. Evaluation Questions - Contains behavioral and technical questions to assess the candidate's background, skills, and experience over 50 minutes.
4. Interview Close - Allows candidate questions and discusses next steps.
5. Discussion and Ratings - Evaluators assess the candidate and discuss strengths and weaknesses.
6. HR Follow Up - HR collects forms, analyzes results, presents data to evaluators, and plans next steps
Mission India Consultancy www.missionindiaconsultancy.comDinesh Kumar Mishra
-understands career path & compensation
-has completed required training
Office:
-has capacity for new candidate
-can provide required support
Manager:
-is prepared with required documents
-has allotted sufficient time
Environment:
-is conducive for a career discussion
Self:
-is in a positive frame of mind
This ensures a smooth career interview
The career interview process:
1. Welcome the candidate
2. Discuss candidate's strengths
3. Explain expectations & commitments
4. Address any concerns candidate may have
5. Discuss & finalize next steps
6. Close on a positive note
This structured process helps achieve
"Presentation on writing an effective Resume. How to make a good resume
Effecive tips for writing a Resume. These PDF's are
available for all VEDA students for free on www.veda-edu.com"
The document provides an overview of interviewing skills for both interviewers and interviewees. It discusses how to effectively evaluate resumes, prepare interview questions, conduct interviews, and provide tips for interviewers before, during, and after the interview process. The goal is to structure interviews to allow candidates to demonstrate their qualifications for the position through open-ended questions and by making the interview more of a conversation.
This document provides guidance on preparing for a job interview. It outlines important steps like researching the company and job, knowing your strengths and examples of how you meet the job requirements, and practicing answers to common interview questions. Different types of interview questions are described, including motivational questions about why you want the job, technical questions to test your skills, and competency questions about your experiences. Body language, arriving on time, and making a good first impression are also emphasized. Resources for additional preparation help like mock interviews are provided.
This document introduces validated self-assessment as a method for students to assess and improve their employability skills. It discusses the key employability skills, why they are important, how self-assessment works, and the benefits it provides. Specifically, it allows students to identify, prove, and enhance their skills through reflecting on activities against performance criteria and obtaining validation from assessors.
This document introduces validated self-assessment as a method for students to assess and improve their employability skills. It discusses the key employability skills, why they are important, how self-assessment works, and the benefits it provides. Specifically, it allows students to identify, prove, and enhance their skills through reflecting on activities against performance criteria and obtaining validation from assessors.
This document discusses behavioral interviews and competency frameworks. It provides details on:
- The key features and steps of behavioral interviews, which ask applicants to describe past behaviors to determine suitability.
- Guidelines and an outline for conducting behavioral interviews, including introducing the interview, discussing job responsibilities, gaining behavioral examples, and concluding.
- Competency frameworks define the competencies required by an organization. Elements include proficiency levels, role profiles, competency definitions, and assessment data.
- Benefits of competency frameworks include linking objectives, ensuring employee clarity, and competency development.
This 3-day training program provides skills for successful job interviews, including preparing for interviews, crafting cover letters and CVs, demonstrating competencies, and practicing interview techniques. The training covers competency-based interviewing methods that assess skills through structured behavioral questions. Participants engage in role plays and learn to formulate examples using the STAR method in response to competency-based interview questions. The goal is to help candidates understand how to optimize their performance and impact during job interviews.
Training needs analysis, skills auditing and training roi presentation 31 aug...Charles Cotter, PhD
This document discusses training needs analysis, skills auditing, and training return on investment. It provides an overview of the training process and cycle, including training needs analysis, skills auditing, workplace skills plans, and evaluating training return on investment. It describes a 6-step process for conducting a training needs analysis involving situational analysis, envisioning desired outcomes, identifying data collection methods, collecting data, sharing findings, and developing an implementation plan. Best practices for skills auditing are outlined, including using job analyses and developing performance standards. The skills auditing process involves determining skills requirements, auditing actual skills, and identifying development needs.
What A GOOD Interview Process Looks LikeDavid Dewey
This presentation explores the advantages of a structured interview process and how this helps you to predict how candidates are going to perform in the role.
This 1-day training program provides an overview of competency-based job selection interviewing (CBI) skills. The objectives covered include an introduction to CBI, HR planning and job analysis processes, the fundamentals of CBI, the CBI process steps, a role play activity to practice CBI, and job selection reporting. Key aspects of CBI covered are defining selection criteria, preparing effective questions using the STAR technique, conducting a structured interview, evaluating responses, and developing a job selection report. A role play activity allows participants to practice applying the CBI process. The training aims to help participants effectively evaluate candidates and make the best selection decisions using a valid competency-based approach.
This document provides an agenda and overview for a career counseling workshop on psychometrics and assessment tools. The workshop will cover 4 main learning objectives: 1) the difference between objective and subjective assessments, 2) the importance of validity and reliability of assessment tools, 3) incorporating assessments into counseling, and 4) effective client debriefing and action planning. It will include presentations, exercises, and a review session. Various assessment tools will be discussed, including those measuring interests, abilities/skills, values, and integrative assessments.
The document provides information on performance appraisal. It discusses what performance appraisal is, why it is conducted, when it should be conducted, its objectives, and who is involved. It also outlines various traditional methods of performance appraisal like graphic rating scales, ranking, and paired comparison. Modern methods like MBO, psychological appraisals, assessment centers, and 360-degree feedback are also summarized. Common problems associated with conducting appraisals such as halo effect, bias, comparison rating, and central tendency are highlighted.
Management by Objectives (MBO) is a process where management and employees agree on objectives for the organization and what each employee needs to do to achieve them. It involves participative goal setting and decision making between managers and employees. MBO works best when employees are involved in setting goals and determining how to meet them, as they are more likely to fulfill their responsibilities. While it takes time to become effective, MBO clarifies objectives, gives managers and employees a clear understanding of important work areas and performance standards, and can improve morale and communication by increasing participation.
Performance appraisal is used to evaluate employee performance and behavior in the workplace. It provides information about performance, development needs, and feedback. There are traditional methods like graphic rating scales, rankings, and checklists as well as modern methods like management by objectives, psychological testing, and 360 degree feedback which collects input from bosses, peers, reports and customers. Effective performance appraisal aims to improve performance through communication but can be impacted by biases, comparisons, and other issues in the evaluation process.
The document discusses career planning and assessment. It covers several topics, including career development models, considerations in career planning, the ideal job, signs you're in the right job, stages of career exploration, and the role and types of assessments. Assessments are used to help clients learn about their interests, values, and skills to make well-informed career decisions. Both formal standardized assessments and informal assessments are discussed.
Lifeworks "The Competency Analyst" brochureKaiser Masood
People think training is a big deal. If there is a performance challenge from junior employees to senior leadership the first solution that occurs to senior leaders and talent professionals is training. We should pick a leaf from the medical profession - DIAGNOSIS should come first. The Analyst is about being a professional who can produce actionable insights through the skills of Diagnosis. Now that is a rare skill.
How to prepare for interviews to get the job you want. Online interview training course. How to answer interview questions. Building rapport with interviewers.
Make a Hard Core Impact with Soft Skills Training | Webinar 07.23.15BizLibrary
Soft skills are at the very heart of professional and organizational success. However, many organizations struggle to deliver impactful and effective soft skills training. The reasons vary from organization to organization. Many of the reasons are rooted in the complexities associated with the development of the skills themselves which, in turn, leads to complex challenges with measuring the business benefits to soft skills training.
www.bizlibrary.com
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
This presentation describes why and how Key Selection Criteria are used by employers in the recruitment process, and provides strategies for addressing the criteria.
The document provides an interview guide outlining the interview process in six sections:
1. Interview Preparation - Details logistics like reserving a room and providing candidate materials.
2. Interview Opening - Welcomes the candidate, introduces panel members, and explains the interview structure.
3. Evaluation Questions - Contains behavioral and technical questions to assess the candidate's background, skills, and experience over 50 minutes.
4. Interview Close - Allows candidate questions and discusses next steps.
5. Discussion and Ratings - Evaluators assess the candidate and discuss strengths and weaknesses.
6. HR Follow Up - HR collects forms, analyzes results, presents data to evaluators, and plans next steps
Mission India Consultancy www.missionindiaconsultancy.comDinesh Kumar Mishra
-understands career path & compensation
-has completed required training
Office:
-has capacity for new candidate
-can provide required support
Manager:
-is prepared with required documents
-has allotted sufficient time
Environment:
-is conducive for a career discussion
Self:
-is in a positive frame of mind
This ensures a smooth career interview
The career interview process:
1. Welcome the candidate
2. Discuss candidate's strengths
3. Explain expectations & commitments
4. Address any concerns candidate may have
5. Discuss & finalize next steps
6. Close on a positive note
This structured process helps achieve
"Presentation on writing an effective Resume. How to make a good resume
Effecive tips for writing a Resume. These PDF's are
available for all VEDA students for free on www.veda-edu.com"
The document provides an overview of interviewing skills for both interviewers and interviewees. It discusses how to effectively evaluate resumes, prepare interview questions, conduct interviews, and provide tips for interviewers before, during, and after the interview process. The goal is to structure interviews to allow candidates to demonstrate their qualifications for the position through open-ended questions and by making the interview more of a conversation.
This document provides guidance on preparing for a job interview. It outlines important steps like researching the company and job, knowing your strengths and examples of how you meet the job requirements, and practicing answers to common interview questions. Different types of interview questions are described, including motivational questions about why you want the job, technical questions to test your skills, and competency questions about your experiences. Body language, arriving on time, and making a good first impression are also emphasized. Resources for additional preparation help like mock interviews are provided.
This document introduces validated self-assessment as a method for students to assess and improve their employability skills. It discusses the key employability skills, why they are important, how self-assessment works, and the benefits it provides. Specifically, it allows students to identify, prove, and enhance their skills through reflecting on activities against performance criteria and obtaining validation from assessors.
This document introduces validated self-assessment as a method for students to assess and improve their employability skills. It discusses the key employability skills, why they are important, how self-assessment works, and the benefits it provides. Specifically, it allows students to identify, prove, and enhance their skills through reflecting on activities against performance criteria and obtaining validation from assessors.
This document discusses behavioral interviews and competency frameworks. It provides details on:
- The key features and steps of behavioral interviews, which ask applicants to describe past behaviors to determine suitability.
- Guidelines and an outline for conducting behavioral interviews, including introducing the interview, discussing job responsibilities, gaining behavioral examples, and concluding.
- Competency frameworks define the competencies required by an organization. Elements include proficiency levels, role profiles, competency definitions, and assessment data.
- Benefits of competency frameworks include linking objectives, ensuring employee clarity, and competency development.
This 3-day training program provides skills for successful job interviews, including preparing for interviews, crafting cover letters and CVs, demonstrating competencies, and practicing interview techniques. The training covers competency-based interviewing methods that assess skills through structured behavioral questions. Participants engage in role plays and learn to formulate examples using the STAR method in response to competency-based interview questions. The goal is to help candidates understand how to optimize their performance and impact during job interviews.
Training needs analysis, skills auditing and training roi presentation 31 aug...Charles Cotter, PhD
This document discusses training needs analysis, skills auditing, and training return on investment. It provides an overview of the training process and cycle, including training needs analysis, skills auditing, workplace skills plans, and evaluating training return on investment. It describes a 6-step process for conducting a training needs analysis involving situational analysis, envisioning desired outcomes, identifying data collection methods, collecting data, sharing findings, and developing an implementation plan. Best practices for skills auditing are outlined, including using job analyses and developing performance standards. The skills auditing process involves determining skills requirements, auditing actual skills, and identifying development needs.
What A GOOD Interview Process Looks LikeDavid Dewey
This presentation explores the advantages of a structured interview process and how this helps you to predict how candidates are going to perform in the role.
This 1-day training program provides an overview of competency-based job selection interviewing (CBI) skills. The objectives covered include an introduction to CBI, HR planning and job analysis processes, the fundamentals of CBI, the CBI process steps, a role play activity to practice CBI, and job selection reporting. Key aspects of CBI covered are defining selection criteria, preparing effective questions using the STAR technique, conducting a structured interview, evaluating responses, and developing a job selection report. A role play activity allows participants to practice applying the CBI process. The training aims to help participants effectively evaluate candidates and make the best selection decisions using a valid competency-based approach.
This document provides an agenda and overview for a career counseling workshop on psychometrics and assessment tools. The workshop will cover 4 main learning objectives: 1) the difference between objective and subjective assessments, 2) the importance of validity and reliability of assessment tools, 3) incorporating assessments into counseling, and 4) effective client debriefing and action planning. It will include presentations, exercises, and a review session. Various assessment tools will be discussed, including those measuring interests, abilities/skills, values, and integrative assessments.
The document provides information on performance appraisal. It discusses what performance appraisal is, why it is conducted, when it should be conducted, its objectives, and who is involved. It also outlines various traditional methods of performance appraisal like graphic rating scales, ranking, and paired comparison. Modern methods like MBO, psychological appraisals, assessment centers, and 360-degree feedback are also summarized. Common problems associated with conducting appraisals such as halo effect, bias, comparison rating, and central tendency are highlighted.
Management by Objectives (MBO) is a process where management and employees agree on objectives for the organization and what each employee needs to do to achieve them. It involves participative goal setting and decision making between managers and employees. MBO works best when employees are involved in setting goals and determining how to meet them, as they are more likely to fulfill their responsibilities. While it takes time to become effective, MBO clarifies objectives, gives managers and employees a clear understanding of important work areas and performance standards, and can improve morale and communication by increasing participation.
Performance appraisal is used to evaluate employee performance and behavior in the workplace. It provides information about performance, development needs, and feedback. There are traditional methods like graphic rating scales, rankings, and checklists as well as modern methods like management by objectives, psychological testing, and 360 degree feedback which collects input from bosses, peers, reports and customers. Effective performance appraisal aims to improve performance through communication but can be impacted by biases, comparisons, and other issues in the evaluation process.
The document discusses career planning and assessment. It covers several topics, including career development models, considerations in career planning, the ideal job, signs you're in the right job, stages of career exploration, and the role and types of assessments. Assessments are used to help clients learn about their interests, values, and skills to make well-informed career decisions. Both formal standardized assessments and informal assessments are discussed.
Lifeworks "The Competency Analyst" brochureKaiser Masood
People think training is a big deal. If there is a performance challenge from junior employees to senior leadership the first solution that occurs to senior leaders and talent professionals is training. We should pick a leaf from the medical profession - DIAGNOSIS should come first. The Analyst is about being a professional who can produce actionable insights through the skills of Diagnosis. Now that is a rare skill.
How to prepare for interviews to get the job you want. Online interview training course. How to answer interview questions. Building rapport with interviewers.
Make a Hard Core Impact with Soft Skills Training | Webinar 07.23.15BizLibrary
Soft skills are at the very heart of professional and organizational success. However, many organizations struggle to deliver impactful and effective soft skills training. The reasons vary from organization to organization. Many of the reasons are rooted in the complexities associated with the development of the skills themselves which, in turn, leads to complex challenges with measuring the business benefits to soft skills training.
www.bizlibrary.com
The document discusses career planning and assessment. It covers various career development models and considerations for career planning like education, interests, values and career paths. It also discusses formal and informal career assessments, their purposes and differences. The key aspects of working with career assessments are preparing the client, selecting the appropriate instrument, administering and interpreting the results while maintaining ethical practice.
The document discusses career planning and assessment. It covers several topics, including career development models, considerations in career planning, the ideal job, signs you're in the right job, stages of career exploration, the role of assessment, guidelines for selecting assessments, common pitfalls, and formal vs informal assessments. The key aspects are career planning is a long-term goal to maximize satisfaction through exploring alternatives, assessments help with career exploration, decision-making, and education planning, and there are ethical guidelines around appropriate use of valid assessments within one's competency level.
-understands career path and compensation
-has completed required training
Office:
-has capacity for new candidate
-can provide required support
Manager:
-is prepared with required documents
The career interview is the final step before
inviting a candidate to join the organization.
It is important to ensure the candidate is
fully prepared.
The career interview allows the manager to
assess the candidate's understanding,
commitment and fit for the role.
It is an opportunity to address any
outstanding questions and ensure mutual
understanding and agreement before
proceeding with an offer.
A well prepared candidate and manager will
have a productive career interview leading
to the
This document discusses competency mapping for a sales manager role and research and development staff role. It defines competency and lists different types of competencies. It outlines the steps in competency mapping including identifying roles, collecting data through interviews, identifying skills and proficiency levels, and mapping competencies. Assessment tools for competency mapping include behavioral event interviews and surveys. Competencies are mapped for a sales manager role focusing on dimensions like sharing vision, communication, planning, and being a team builder. Competencies are also mapped for an R&D staff role focusing on technical, managerial, and behavioral dimensions.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels of independence, have their assessments validated by an instructor, and receive feedback to improve their skills. The goal is to help students understand, prove, and improve their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their performance of these skills at one of three levels of independence, have their assessments validated by an instructor, and receive feedback to improve. The goal is to help students understand, prove, and improve their employability skills.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their performance on these skills at one of three levels of independence using validated self-assessment forms, have their evidence validated by an assessor, and receive feedback to improve their skills. Self-assessment and validation helps students understand, prove, and improve their employability skills.
This document provides instructions for how to complete a validated self-assessment of employability skills. It defines employability skills as those demanded by employers, including initiative, self-management, learning, communication, teamwork, problem solving, planning, technology use, using information, and mathematical techniques. It explains that self-assessment involves identifying activities demonstrating skills, selecting a performance level, reflecting on criteria, and identifying evidence samples. Validation involves an assessor reviewing the self-assessment. The self-assessment is designed to help individuals prove, improve, and apply their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, planning, using technology, and using information. It explains that employability skills are important for getting jobs and performing well in life. The validated self-assessment process involves students self-assessing their employability skills performance against criteria at different levels, collecting evidence, and getting validation from an assessor to help improve skills and prove skills to employers.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative and enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels of independence, have their assessments validated by an instructor, and receive feedback to improve their skills. The goal is to help students understand, prove, and improve their employability skills.
This 4 slide presentation demonstrates some of the capabilities of Aspose.Slides, including opening, reading, and saving Microsoft PowerPoint presentations, changing standard text placeholders and custom text frames, and replacing background pictures with other pictures from the presentation or new pictures.
This document introduces validated self-assessment of employability skills. It explains that employability skills, also known as key competencies or life skills, include communication, problem solving, teamwork, planning, using technology, using information, initiative & enterprise, self-management, learning, and mathematical techniques. It describes a process for students to self-assess their employability skills performance against criteria at three levels, collect evidence, and get validation from an assessor. This validation helps students prove, improve, and apply their employability skills.
This document provides instructions for how to complete a validated self-assessment of employability skills. It defines employability skills as those demanded by employers, including initiative & enterprise, self-management, learning, communication, teamwork, problem solving, planning & organizing, technology, using information, and mathematical techniques. It explains that self-assessment involves identifying activities to demonstrate skills, selecting a performance level, reflecting on criteria, and identifying evidence samples. Validation from an assessor is then used to prove skills levels. The goal is to help individuals understand, improve, and prove their employability skills.
The document introduces the concept of employability skills and validated self-assessment. It defines employability skills as a set of 10 skills including communication, problem solving, teamwork, and planning that are important for work and life. It explains that validated self-assessment involves students self-assessing their employability skills performance against criteria at different levels, and getting validation from an assessor by providing evidence. The process is meant to help students improve, prove, and apply their employability skills.
Let's Integrate MuleSoft RPA, COMPOSER, APM with AWS IDP along with Slackshyamraj55
Discover the seamless integration of RPA (Robotic Process Automation), COMPOSER, and APM with AWS IDP enhanced with Slack notifications. Explore how these technologies converge to streamline workflows, optimize performance, and ensure secure access, all while leveraging the power of AWS IDP and real-time communication via Slack notifications.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Enchancing adoption of Open Source Libraries. A case study on Albumentations.AIVladimir Iglovikov, Ph.D.
Presented by Vladimir Iglovikov:
- https://www.linkedin.com/in/iglovikov/
- https://x.com/viglovikov
- https://www.instagram.com/ternaus/
This presentation delves into the journey of Albumentations.ai, a highly successful open-source library for data augmentation.
Created out of a necessity for superior performance in Kaggle competitions, Albumentations has grown to become a widely used tool among data scientists and machine learning practitioners.
This case study covers various aspects, including:
People: The contributors and community that have supported Albumentations.
Metrics: The success indicators such as downloads, daily active users, GitHub stars, and financial contributions.
Challenges: The hurdles in monetizing open-source projects and measuring user engagement.
Development Practices: Best practices for creating, maintaining, and scaling open-source libraries, including code hygiene, CI/CD, and fast iteration.
Community Building: Strategies for making adoption easy, iterating quickly, and fostering a vibrant, engaged community.
Marketing: Both online and offline marketing tactics, focusing on real, impactful interactions and collaborations.
Mental Health: Maintaining balance and not feeling pressured by user demands.
Key insights include the importance of automation, making the adoption process seamless, and leveraging offline interactions for marketing. The presentation also emphasizes the need for continuous small improvements and building a friendly, inclusive community that contributes to the project's growth.
Vladimir Iglovikov brings his extensive experience as a Kaggle Grandmaster, ex-Staff ML Engineer at Lyft, sharing valuable lessons and practical advice for anyone looking to enhance the adoption of their open-source projects.
Explore more about Albumentations and join the community at:
GitHub: https://github.com/albumentations-team/albumentations
Website: https://albumentations.ai/
LinkedIn: https://www.linkedin.com/company/100504475
Twitter: https://x.com/albumentations
Introducing Milvus Lite: Easy-to-Install, Easy-to-Use vector database for you...Zilliz
Join us to introduce Milvus Lite, a vector database that can run on notebooks and laptops, share the same API with Milvus, and integrate with every popular GenAI framework. This webinar is perfect for developers seeking easy-to-use, well-integrated vector databases for their GenAI apps.
A tale of scale & speed: How the US Navy is enabling software delivery from l...sonjaschweigert1
Rapid and secure feature delivery is a goal across every application team and every branch of the DoD. The Navy’s DevSecOps platform, Party Barge, has achieved:
- Reduction in onboarding time from 5 weeks to 1 day
- Improved developer experience and productivity through actionable findings and reduction of false positives
- Maintenance of superior security standards and inherent policy enforcement with Authorization to Operate (ATO)
Development teams can ship efficiently and ensure applications are cyber ready for Navy Authorizing Officials (AOs). In this webinar, Sigma Defense and Anchore will give attendees a look behind the scenes and demo secure pipeline automation and security artifacts that speed up application ATO and time to production.
We will cover:
- How to remove silos in DevSecOps
- How to build efficient development pipeline roles and component templates
- How to deliver security artifacts that matter for ATO’s (SBOMs, vulnerability reports, and policy evidence)
- How to streamline operations with automated policy checks on container images
Sudheer Mechineni, Head of Application Frameworks, Standard Chartered Bank
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2. *This presentation will help you answer the following:
1. What are the ‘LINKup Employability Skills’?
2. Why are Employability Skills so important?
3. Why ‘assess’ Employability Skills?
4. Who assesses your Employability Skills?
5. How are your Employability Skills assessed?
6. What are the 3 Performance Levels?
7. How can Validated Self Assessment benefit you?
8. What are the steps involved in Self Assessment?
9. What’s involved in Validation?
OBJECTIVES
3. 1. What are the ‘LINKup Employability Skills’?
Employability Skills are …
Also known as:
Key Competencies
Generic skills
Life skills
DEMANDED by employers today
ESSENTIAL for applying your technical skills in
the workplace
Valuable in ALL areas of life!
Employability Skills
4. 1. What are the ‘LINKup Employability Skills’?
The ‘LINKup Employability Skills’ …
Initiative & Enterprise
Self Management
Learning
Communication
Teamwork
Problem Solving
Planning & Organising
Technology
Using Information
Mathematical Techniques
5. 1. What are the ‘LINKup Employability Skills’?
LINKup Employability Skills Employability Skills Key Competencies
Initiative & Enterprise Initiative & Enterprise
Self Management Self Management
Learning Learning
Communication Communication Communicating Ideas and Information
Teamwork Teamwork Working with Others and in Teams
Problem Solving Problem Solving Solving Problems
Planning & Organising Planning & Organising Planning & Organising
Technology Technology Using Technology
Using Information Collecting, Analysing and Organising Information
Mathematical Techniques Using Mathematical Ideas and Techniques
The ‘LINKup Employability Skills’ …
include Employability Skills & Key Competencies as follows:
6. Job advertisementJob advertisement
2. Why are Employability Skills so important?
JOBS!
“… a self starter, highly analytical,
effective problem solver, a good
communicator ...”
7. 2. Why are Employability Skills so important?
JOBS! Essential skills and attributes:
• High levels of written and oral communication
skills
• Problem Solving and decision making ability
• Ability to work effectively with others as part
of a team
• Ability to work in a changing environment
• Ability to research, write and evaluate
complex issues
Essential skills and attributes:
• High levels of written and oral communication
skills
• Problem Solving and decision making ability
• Ability to work effectively with others as part
of a team
• Ability to work in a changing environment
• Ability to research, write and evaluate
complex issues
Extract from Job & Person SpecificationExtract from Job & Person Specification
8. JOBS
• Employers look for these skills because they want ‘work-ready’ graduates
• Research shows successful companies recruit people with these skills
• Proving you have these skills will help you get and keep a job
LIFE IN GENERAL
• Actually, these skills help you perform effectively in ALL areas of life
2. Why are Employability Skills so important?
9. 2. Why are Employability Skills so important?
Mark Rebecca
Employee HR
Manager
Rebecca (HR Manager) …
“We look for people with very good soft skills, in particular communication,
teamwork and problem solving. We do not employ people who are unable
to work in a team regardless of their technical skills.
When I interviewed Mark, his soft skills such as communication, teamwork
and problem solving stood out by far in comparison to the other people
that we interviewed. And it was for this reason that Mark got the job.”
Advanced Rapid Robotic Manufacturing
10. 2. Why are Employability Skills so important?
Mark Rebecca
Employee HR
Manager
Mark (Graduate and employee) …
It is widely known that many employers look at soft skills first before they
look at qualifications. Therefore presenting only a Diploma or a Degree is
just simply not enough to ensure success at a job interview these days.
Gaining recognition for your soft skills through the Key Competencies
program will give you the edge at a job interview. And I guarantee it!”
Advanced Rapid Robotic Manufacturing
11. 3. Why ‘assess’ Employability Skills?
1. To PROVE your skills (through formal certification)
AND
2. To help you UNDERSTAND and IMPROVE them (through the
assessment process)
TWO reasons…
PROVE & IMPROVE!
12. 4. Who assesses your Employability Skills?
Assessment is based on SELF ASSESSMENT.
YOU take control of your assessment and YOU benefit directly…
YOU SELF ASSESS your performance, so
YOU UNDERSTAND your skills, so
YOU KNOW HOW to improve them, so
YOU can PROVE & EXPLAIN them at a job interview, so
YOU GET THE JOB! … plus many other benefits.
YOU !
13. 4. Who assesses your Employability Skills?
Trainers, employers & peers offer great support but if THEY
control the assessment then …
THEY ASSESS your performance, so
THEY UNDERSTAND your skills, so
THEY can PROVE & EXPLAIN your skills at a job interview, so
THEY GET THE JOB ????
YOU !
14. 4. Who assesses your Employability Skills?
“Who is responsible for developing (and assessing) generic skills?”
“The lecturer does make a big
difference, and so does your
employer, but at the end of the day
… its YOU!”
“Well I think its up to the
individual”
“I think the ultimate
responsibility is yourself.
But its more of a contract
between myself and the
facilitators or teachers”
“Its definitely the student’s
responsibility”
From video - Generic Skills:
Views and experiences of
workers and students.
Courtesy of NCVER
15. 5. How are your Employability Skills assessed?
• You Self Assess your Employability Skills performance
• as part of any suitable course or work activities (NOT extra activities!)
• against clear criteria on Validated Self Assessment sheets
• at one of 3 Performance Levels
• and submit samples of evidence to your assessor for Validation
Using a process called …
Validated Self Assessment
16. 6. What are the 3 Performance Levels?
PERFORMANCE LEVEL 1 - FOLLOW given guidelines to achieve set goals
PERFORMANCE LEVEL 2 - CHOOSE from a range of available strategies,
information and resources to achieve goals
PERFORMANCE LEVEL 3 - CREATE new strategies, or modify existing strategies,
to meet the specific needs of a real life context
• Performance Levels indicate how self-directed you are in
performing the Employability Skills
• The more self-directed you are, the higher the performance level
*IMPORTANT: Ensure you clearly understand the differences between these Performance Levels
Increasing
Self-Directedness
17. 6. What are the 3 Performance Levels?
PERFORMANCE LEVEL 1 - FOLLOW given guidelines to achieve set goals
PERFORMANCE LEVEL 2 - CHOOSE from a range of available strategies,
information and resources to achieve goals
PERFORMANCE LEVEL 3 - CREATE new strategies, or modify existing strategies,
to meet the specific needs of a real life context
• All Performance Levels are important
• It is beneficial to prove that you can perform at every level
• Achieving higher levels does not automatically mean you have
achieved the lower levels
Increasing
Self-Directedness
18. 7. How can Validated Self Assessment benefit you?
It is designed to help you develop your
Employability Skills ‘Know
How’
enabling you to…
• Identify your Employability Skills
• Prove your Employability Skills
• Improve your Employability Skills
• Apply Employability Skills effectively anywhere
• Talk convincingly about your Employability Skills at job interviews
Employability Skills
19. 8. What are the steps involved in Self Assessment?
Step 1: IDENTIFY a suitable activity to demonstrate an Employability Skill
Step 2: COLLECT the appropriate Validated Self Assessment sheet
Step 3: NOMINATE the appropriate Performance Level
Step 4: REFLECT on the criteria for your nominated Performance Level
Step 5: IDENTIFY samples of evidence to address the relevant criteria
Let’s consider each step in turn …
20. 8. What are the steps involved in Self Assessment?
Step 1: IDENTIFY a suitable activity to demonstrate an Employability Skill
This can be ANY suitable course or work related activity including:
• a class activity
• any self directed learning activity
• a course assessment task
• industry project or work experience
• committee meetings (eg Student Representative Council)
• special events
• ANY activity RELEVANT to your field of study or work
21. Step 2: COLLECT the appropriate Validated Self Assessment sheet
Sam Brooks
29 Feb 2003
Library Orientation Activity
Collect the appropriate Validated Self Assessment sheet for the
Employability Skill you wish to assess.
Available from ‘LINKup Assessments’ on homepage after you Register.
Enter your Name, Date and title of the Assessment Activity
8. What are the steps involved in Self Assessment?
22. 8. What are the steps involved in Self Assessment?
Step 3: NOMINATE the appropriate Performance Level
Sam Brooks
29 Feb 2003
Library Orientation Activity
Identify the ‘Level’ that reflects how ‘self-
directed’ your approach was and tick your
‘Nominated Performance Level’
23. 8. What are the steps involved in Self Assessment?
Step 4: REFLECT on the criteria for your nominated Performance Level
Criteria includes:
• General descriptions
AND
• Performance ‘Level’ criteria
24. 8. What are the steps involved in Self Assessment?
Step 4: REFLECT on the criteria for your nominated Performance Level
Read the criteria for your ‘Level’ … VERY CAREFULLY
Think about what you did in your activity that meets the criteria EXACTLY
Tick the appropriate ‘Level’ criteria if you believe you achieved it
25. 8. What are the steps involved in Self Assessment?
Step 5: IDENTIFY samples of evidence to address the relevant criteria
Refer to section 1.2 of assignment sheet for clear statement of purpose of information
IDENTIFY one sample of evidence to meet the criteria EXACTLY:
Important:
You DO NOT need to explain your evidence in detail … just clearly state, ‘point-out’ or
reference it. Evidence could include …
• a brief statement of what you did
• a specific reference to relevant sections in a document or report for the activity
• Trainer/Employer signature verifying demonstrated competence of criteria
26. 8. What are the steps involved in Self Assessment?
*** An EASIER WAY to get started ***
Start with the Interactive Forms making self
assessment MUCH EASIER including…
• audio tracks explaining the criteria
• examples of evidence
• simplified layout
• enter your evidence online
• and much more!
Assessment Forms available
from homepage in two formats:
Word or Interactive
27. 9. What’s involved in Validation?
Step 1: SUBMIT completed Validated Self Assessment to assessor
Step 2: Assessor VALIDATES that your evidence meets the criteria
Step 3: Assessor RECORDS all successful validations
Step 4: Assessor provides FEEDBACK to help you improve
Let’s consider each step in turn …
28. 9. What’s involved in Validation?
Step 1: SUBMIT completed Validated Self Assessment to assessor
Submit the Validated Self Assessment sheet (along with any attached evidence)
to the assessor responsible for the activity you have performed.
Step 2: Assessor VALIDATES that your evidence meets the criteria
The Assessor simply…
(1) Reads your evidence
(2) Checks that it clearly & fully meets the relevant Performance Level criteria
(3) Validates each satisfactory sample of evidence
To achieve validation for the Employability Skill your evidence must satisfy *all
criteria for your nominated Performance Level.
(*NOTE: Assessor may accept up to TWO criteria achieved at a different Performance
Level OR not achieved)
29. 9. What’s involved in Validation?
3. Assessor RECORDS all successful validations
Successful validations are recorded.
Unsuccessful assessments are not recorded but are
valuable learning opportunities to prepare you for
future assessments.
EXAMPLE:
“VSMART” Student Management System (TAFE SA, TTG)
Records the number of successful assessments for each
Employability Skill plus a log of evidence.
30. 9. What’s involved in Validation?
4. Assessor provides FEEDBACK to help you improve
Carefully read any assessor feedback
and feel free to discuss it with them. This
is a great way to continue to improve
your understanding and skills.
EXAMPLE:
You may receive feedback on a LINKup
Review Sheet giving you specific
recommendations to help you improve.