Conference Board Workforce Readiness Barometer What value can CPS bring to the discussion? Developing and Assessing Core College and Career Readiness Social-Cognitive Skills Career Services | Early College and Career Education February 28, 2012
What is career assessment? Most commonly used definition: The codification and measurement of skills perceived to have economic value to employers work ready valued skills score 2 Career Services | Early College and Career Education
So what is an assessment really? What we like to think assessment is… An objective evaluation based on careful analytical evaluation What assessment really is… A socially constructed tool informed by socioeconomic interests that defines individual, cultural and institutional value 3 Career Services | Early College and Career Education
What role does assessment play? What roles does a Work Ready Assessment play in the lives of those being assessed: � Policymaker defining what schools teach you � Gatekeeper defining what access you get � Investor defining how much money you will make � Parent defining what skills your family values � Arbiter defining what value your culture has � Counselor defining how you feel about yourself 4 Career Services | Early College and Career Education
What are Chicago’s Readiness Goals? 1 Committed to Collaboration Committed To Student 2 Momentum 3 Committed To Equity 5 Career Services | Early College and Career Education
What construct do we use? Planning Our approach to college and career readiness is focused on Academic Talent or Knowledge Technical developing skills Planning Planning that when aligned to a plan of action drive Employability Social Emotional success in a college or work setting. Planning 6 Career Services | Early College and Career Education
What are a few of the 22 existing models researched? 7 Career Services | Early College and Career Education
What skill sets were selected? Work Funda- Problem Ethic mentals Solving Character Computer Verbal Comm Literacy 8 Career Services | Early College and Career Education
What core skills were selected? FUNDAMENTALS PROBLEM SOLVING Appearance/Hygiene Supervision Timeliness Procedure/Rule Following Oratory/Speaking Problem Solving Approach Information Management WORK ETHIC / CHARACTER INTERPERSONAL Attitude Verbal Communication Accountability/Integrity Active Listening Self Control Feedback Ambition/Initiative Teamwork ≥2 people COMPUTER : Computer Literacy Career Services | Early College and Career Education 9
What design principles were used to develop the assessment? “Everything should be made as simple as possible, but not simpler.” - Albert Einstein � AUTHENTIC � FREE � DEVELOPMENTAL � QUICK � FORMATIVE � PRACTICAL � AGE-NEUTRAL � MULTI-USER � INDUSTRY-NEUTRAL 10 Career Services | Early College and Career Education
How simple is the scorecard? FUNDAMENTAL YES OR NO Appearance/Hygiene Timeliness Oratory/Speaking WORK ETHIC / CHARACTER 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation Attitude Accountability/Integrity Self Control Ambition/Initiative PROBLEM SOLVING Supervision Procedure/Rule Following Problem Solving Approach Information Management INTERPERSONAL Verbal Communication Active Listening Feedback Teamwork ≥2 people COMPUTER Computer Literacy 11 Career Services | Early College and Career Education
How are Fundamental & Work- Ethic Skills defined? FUNDAMENTAL YES or NO Dresses according to the defined norms of the workplace or school activity. Categories are business casual, business (coat and tie), and business Appearance formal (suit). Understands that appropriate appearance impacts cultural fit at the workplace. Timeliness Arrives on time and is rarely absent without cause. Understands the relationship between punctuality and how people perceive them. Uses appropriate language, volume, clarity and tone based on the norms of the environment. Uses friendly tone and smiles when conversing Oratory/Speaking with others. WORK ETHIC/ 1 = Below Standard/Expectation 2 = Meets Standard/Expectation 3 = Exceeds Standard/Expectation CHARACTER Is often negative and struggles to reorient Is usually optimistic and can reorient negative Is optimistic and quickly reorients negative negative outlook into a positive outlook. Does outlook into a positive outlook. Understands outlook into a positive outlook. Values how Attitude not understand or is not concerned with how how attitude affects performance and group attitude affects performance and group attitude affects performance and group dynamics. dynamics and tries to positively influence dynamics. conditions. Rarely acknowledges responsibility for own Acknowledges responsibility for own actions Assumes responsibility for actions and decisions. actions and decisions. Does not complete and decisions. Completes assignments and is Completes assignments and is concerned with Accountability/ assignments and is not concerned with quality concerned with quality of work. Works quality of own work and that of peers. Works Integrity of work. Has a generally low standard of towards a high standard of performance for towards a high standard of performance. performance. self. Does not have control over emotional For the most part, controls emotional Can suppress own reaction and remedy difficult reactions. Responds to difficult individuals or reactions. Responds to difficult individuals or individuals or situations with a calm and non- Self Control situations with an agitated and defensive situations with a calm and non-defensive defensive manner. Keeps personal matters from manner. Struggles to keep personal matters manner. Usually keeps personal matters from interfering and maintains top performance. from interfering with performance. interfering with performance. Has difficulty setting and achieving short term Can set and achieve short and moderate term Can set and achieve short and long term goals. goals. Rarely takes initiative and waits for goals. Takes initiative and does not wait for Takes initiative and does not wait for others to Ambition/Initiative others to give work. Is only motivated under others to give work. Is self motivated but give work. Is self motivated and can strive excessive influence or threats. Has a low needs encouragement at times. Sets independently. Sets high expectations and expectation for self. moderate expectations for self. strives to surpass them. Career Services | Early College and Career Education 12
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