In my earlier blog, I had mentioned about employability skills and the need for it. Let us discuss the various employability skills.  

Employability skills can be categorized into three skill sets:  

(a) Basic Academic skills which  includes reading, writing, science, maths, oral communication and listening skills.

(b) Higher-order thinking skills which includes learning, reasoning, creativity, decision making and problem solving, and   

(c) Personal qualities which includes honesty, integrity, team spirit, adaptability & fexibility, good work attitude, social skills, cooperative, self motivation, self confidence and self control.   

Basic Academic skills are essential at all levels of the job, but more so at mid and senior levels. At the entry-level jobs, basic academic skills are essential for high job performance. Ideally, employees at the entry level jobs should have the ability and desire to learn. They also need the ability to listen to and read instructions and then to carry out those instructions. These individuals should be able to respond appropriately both orally and in writing.  Reading ability includes comprehending what has been read and using a variety of written materials, including graphs, charts, tables and displays. Entry level employees also need the ability to complete basic math computations accurately.  

Higher-order thinking skills refer to the ability to think, reason, and make sound decisions, which is very crucial for employees. A person who can think critically, act logically, and evaluate situations to make decisions and solve problems, is a valuable asset to the company.  

In addition to basic academic skills and higher order thinking skills, personal skills are also very important. It is difficult to utilize workers effectively who lack personal skills. Entry-level employees with good personal skills have confidence in themselves and deal with others honestly and openly, displaying respect for themselves, their co-workers, and their supervisors regardless of other people’s diversity and individual differences. They view themselves as a part of a team and are willing to work within the culture of the group. They have a positive attitude and take the initiative to learn new things to get the job done. Rather than blaming others when things go wrong, they are accountable for their actions. They also have the ability to set goals and priorities in their work and personal lives so that resources of time, money and other resources may be conserved and managed. These individuals practice good personal habits, come to work as scheduled, on time and dress appropriately, and are agreeable to change when necessary.  

Failure to equip young people with the job readiness skills critical to job success is equivalent to placing employability barriers in their path. Allowing students to graduate with these deficiencies has far reaching implications. There are ways, however, these deficiencies may be corrected. For example,

1. Employability skills are teachable skills and may be taught in both school and employment settings. Goals and objectives for teaching employability skills should be set. Instruction should be designed to ensure those goals and objectives are reached.

2. Parents need to be involved in goal setting and modeling behavior for in-school youth.

3. Teach employability skills using a democratic approach so that students’ awareness of values, attitudes, and worker responsibilities is increased.

4. Supervisors, trainers and teachers should set good examples of the desired behavior.

Students should have the opportunity to observe the type of work place behavior that is being required of them.

5. When possible, classrooms should replicate the features of real work settings.

6. Set and communicate high expectations and hold students responsible for their behavior.

7. Teach, don’t tell. Teachers and trainers tend to be most effective when they assume

the role of coach or facilitator.

It is often said that it is too late to teach values after a child has reached or completed high school; that their personality is set and nothing can change it. That is not true. It is, fortunately, never too late. Change may be difficult, but it can be done. Teaching of values should begin in the home as a child, be continued through development to adulthood, and reinforced as an adult. If good behavior is reinforced and good role models are presented, people can change for the better. Good habits can be acquired.

Employers, schools and parents should remember that you get the behavior you reward

and model.