Learning Plan 3
Core Abilities
Information
Overview
The overarching purpose of career training is to prepare students to become successful, competent
professionals in their chosen field. As a business owner, you know how important it is for employees to
have highly developed skill sets in both general skills and technical skills. Core abilities are the general
skills that you want to see in your employees, and that every employer your students will approach want to
see as well. You can incorporate general skills training into your curriculum activities by specifying and
targeting core abilities. In this lesson you will learn what core abilities are, where you can find those that are
appropriate for your course offerings, and how to incorporate them into your curriculum.
Target Competency
Incorporate core abilities in your curriculum
Linked Core Abilities
Think critically and creatively
You will demonstrate your competence:
o by writing one or more core abilities that complement the topics you listed on your program
map.
Your performance will be successful when:
o core ability statements begin with an action verb.
o core ability statements describe for the student the broadest outcomes or skills they will learn.
o core ability statements identify integrated, transferable skills such as critical thinking,
communication, or occupational success skills that go beyond the context of a single course.
o core ability statements are complementary to one or more topics in the list identified on your
program map.
Learning Objectives
a. Explore why core abilities are important to the student and to an employer.
b. Explore how you might incorporate core abilities in your curriculum design.
c. Describe how core abilities differ from competencies.
d. Summarize your rationale for the core abilities you've identified for the course or module /
unit of instruction you are working with.
Learning Activities
_____1.
_____2.
_____3.
_____4.
_____5.
PREVIEW the Learning Plan for Core Abilities.
VIEW the presentation for core abilities, and FOLLOW ALONG with the text in your manual
under tab 3 for Core Abilities.
PARTICIPATE in the group activity for the School of Outdoor Living to identify key words in the
mission statement and write core abilities versus competencies for a course in Tent Camping
Basics.
COMPLETE Practice Handout 3.1 by identifying the three most important things students can
learn at your school, writing a draft mission statement, and identifying key words that will help
you determine what core abilities are important for your program.
PARTICIPATE in a group discussion by sharing your mission statement and key words.
Assessment Activities
_____1.
WRITE core abilities that correspond to the topics you listed on your program map. Use
Assessment Sheet 3.1
Core Abilities
*What are core abilities?
Core abilities address broad knowledge, skills, or attitudes that transfer to
settings and situations beyond the career context for which they are training. Think of
them as “soft skills” that are necessary to be successful in a general sense, not just at
the occupation they are training to enter.
Core abilities can also be thought of as the skills that employers want to
see in their employees above and beyond the technical skills required to perform the
job. Core abilities can also be thought of as ‘life skills” that are necessary to navigate
the demands of everyday living.
Core abilities are not taught specifically in the curriculum; they are taught
through the activities that students engage in to acquire the occupation-specific
competencies they must demonstrate. In demonstrating the competencies identified in
the curriculum, they must also demonstrate certain core abilities.
*Why incorporate core abilities?
By incorporating core abilities, instructors can make progress toward
making sure their students are prepared to be successful in multiple aspects of their
lives. Students can begin to see the connections between specific occupational
competencies and the broader skills needed in everyday living. Students learn how to
apply these broad skills, such as problem-solving, responsibility, and critical thinking, to
the technical requirements of the occupation for which they are training.
*Where can core abilities be found?
Core abilities are often expressed as part of an organization’s mission
statement. Consider this mission statement:
The mission of ABC School of Massage is to train competent, responsible,
and sensitive massage therapists to provide to the public safe, therapeutic, high quality
massage services in a sanitary environment that exceeds client expectations with every
service.
The core abilities that can be identified in this mission statement might be
found in the words: responsible, safe, and client expectations. Core abilities that are
derived from those words may include:



Act responsibly
Behave ethically
Communicate effectively
Core abilities can also be found by looking to the people who are going to
employ your graduates. What “soft skills” are they looking for in an employee? Maybe
one person has a very busy shop where artists have to help each other out. Teamwork
might be an important skill the owner of the shop looks for in potential staff. A core
ability you could incorporate into your instructional program to address that need might
be:
Work as a team member.
*How are core abilities different than competencies?
Core abilities enable students to perform competencies. If you have a
competency that requires analysis, judgment, or evaluation, then the core ability “think
critically” is a necessary skill to have in order to demonstrate mastery of the
competency.
Core abilities often complement competencies. A student may be very
competent at the actual technical skill, but lack the necessary core skills to be
successful in applying their technical expertise in an occupational setting. Consider the
artist who is able to create beautiful, masterful skin art. If that person lacks the ability to
listen well to the wants and needs of the customer, that person will ultimately fail at their
job.
Core abilities are more abstract than competencies. They become clearer
when the context of practical application is put with them. The requirements for
demonstrating the core ability of “interpret information” becomes much clearer when the
practical application of customer services, articulated in a competency, is brought into
the picture.
*Will all students be able to exhibit core abilities?
Your students will come to you with different levels of proficiency in core
abilities. Some student will come in with very solid general skills and they will have no
problem putting those skills to use in learning and demonstrating the course
competencies. Others will come in with fairly good skills, and these students may or
may not see the value of acknowledging core abilities, but in time will see how putting
forth the effort to develop the indicated core abilities during their training strengthens
their technical skills in the end.
Still others will arrive with little training or knowledge in broad skill areas
and may struggle with the direction they are given. However, most often these students
experience huge gains in self-esteem when they begin to see the results of skill
development and will soon be on board with putting effort towards developing their
broad skills as well as their technical skills.
Unfortunately, there will be some who choose not to accept the
opportunity to develop their general skill set. You cannot force students to make the
choice to learn. You can, however, ensure that the opportunity is provided, that all your
students are given the information about why core abilities are included in the
instruction, and point out the consequences of lost opportunities when one chooses not
to develop those skills.
So, in sum….
Core abilities affect WHAT you teach: You teach technical skills (competencies) in
the context of core abilities. If one of your core abilities is “communicate clearly,” you
might focus on teaching your students to communicate effectively during the client
consultation so that the client understands issues of liability.
Core abilities affect HOW you teach: If “learn effectively” is a core ability in your
curriculum, you will give your students assignments that help them seek out and
interpret information, rather than always relying on someone else (you) to provide it for
them.
Core abilities make a difference in WHEN you know students have learned: Core
abilities may show up in your performance standards for your performance
assessments. If “work cooperatively” is a core ability, you may want to evaluate the
execution of an assignment in the context of cooperation with others sharing the same
space, equipment, etc.
Practice Handout: 3.1
Directions: Write down the three most important things you think a student
can learn at your school. Then try your hand at writing a mission statement
that describes your overall goals for teaching your students. Then complete
the activity by identifying the key words in your mission statement that suggest
core abilities that are important to your program.
The three most important things students can learn at my school are:
1.
2.
3.
Keeping these things in mind, my draft mission statement is:
Now circle the words that suggest core abilities that are important for
your program.
Assessment Sheet 3.1
Directions: First list the topics from your program map. Then write the core
ability statements suggested by your draft mission statement. Then try to
match them up. Share your work with a partner and ask him or her to fill out
the scoring guide.
1. List the topics from your program map:
2. Write at least one core ability statement suggested by the key words
identified in your draft mission statement from Practice Handout 3.1.
3. Now put a check mark next to the topics listed in number 1 above that
the core ability complements.
4. Share with a partner your rationale for the topics you connected to the
core ability and have him or her fill out the scoring guide below.
Core ability statement…
1. begins with an action verb
2. describes for the learner the broadest outcomes or skills they will
learn
3. identifies integrated, transferable skills such as critical thinking,
communication, or occupational success skills that go beyond the
context of a single course.
4. complements one or more topics in the list identified on your
program map.
Yes
No