EXAMPLES OF TEACHING, REINFORCING AND EVALUATING ESSENTIAL EMPLOYABILITY SKILLS
Essential Employability Skills
Teaching Examples
1. Communicate clearly, concisely and
correctly in the written, spoken, and
visual form that fulfills the purpose
and meets the needs of the audience.
NOTE: Relates to giving or sending a
message
2. Respond to written, spoken, or
visual messages in a manner that
ensures effective communication.
NOTE: Relates to receiving a message
3. Execute mathematical operations
accurately.
Teaching students:
How to write a persuasive
essay
The rules of syntax
How to write a business
memo
Teaching students:
How to take notes
Active listening strategies
Paraphrasing techniques
Teaching students:
Algebra equations
How to create & use
formulas
How to apply percentages to
budget figures
Teaching Students:
Problem solving models such
as the “three tiered model”
or the “4 step model”
4. Apply a systematic approach to
solve problems
5. Use a variety of thinking skills to
anticipate and solve problems.
Teaching Students:
How to apply models to
various problems
Steps for diagnosing
problems in technology or
health for example
Essential Employability Skills
Teaching Examples
6. Locate, select, organize, and
document information using
Teaching Students:
The research process and
Reinforcing Examples
Written assignments – a
chance to practice writing
Students orally present
information to rest of class
Evaluating the written assignments –
marks for English grammar
Evaluating oral presentations
Evaluating PowerPoint (PPT)
presentations
Students understanding
written or oral directions for
assignments
Reading test questions
Having students calculate
their marks in class or on
assignments
Having students prepare
budgets as part of a large
assignment
Giving students cases or
problems to solve in labs,
classes or in group work –
these are not marked but
are given to allow practice of
another skill – example math
Discussion in classes that
revolve around complex
issues
Presenting problems to class
that do not have “right”
answers or where there are
several solutions
Performance on tests and
assignments – demonstrating
understanding of the message
Reinforcing Examples
Essential Employability Skills: Examples of Teaching, Reinforcing and Evaluating
Evaluating Examples
Discussion in class related to
relevancy of material
Marking math in assignments
Marking test questions related to
math concepts
Marking questions on tests or
assignments that involve applying
problem solving steps or models
Marking the ability to solve problems
or case students which can be solved
several different ways
Evaluating Examples
Marks for evaluation or critique of
sources or information
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appropriate technology and
information systems
7. Analyze, evaluate, and apply
relevant information from a variety of
sources
8. Show respect for the diverse
opinions, values, belief systems, and
contributions of others
9. Interact with others in groups or
teams in ways that contribute to
effective working relationships and
the achievement of goals.
systems
How to recognize credible
research, e.g., control group
How to conduct an Internet
search
Teaching Students:
Criteria to use to evaluate
Internet sources for
credibility
How to compare ideas or
points of an argument
Teaching Students:
How to paraphrase another
person’s points
Strategies for ‘active
listening’
How to identify their
personal prejudices or
stereotypes
How to identify their
personal emotional
responses that block
acceptance of differences
Strategies used to assist
groups in reaching
consensus
Teaching Students:
Stages of group
development
Leadership styles
Group facilitation techniques
Strategies for dealing with
difficult behaviours/people
in a group setting
How to set group norms or
contracts
Essential Employability Skills
Teaching Examples
10. Manage the use of time and other
resources to complete projects.
Teaching Students:
Time management strategies
such as calendars or
breaking tasks downs
How to determine priorities
Debates in class about
concepts or issues
Assignments involving the
expectation that information is
analyzed or compared
Marks for organization in assignments
Expectation that students
use theory, information or
sources to back up points or
arguments in class or in
papers
Marks for relating sources to points
or arguments
Debates in class – especially
where issue sides are
randomly selected
Open discussions in class
where material does not
have clear black and white,
correct answer
Group work where they are
expected to reach a
consensus
Pair exercises where points
are heard and recorded
Marking students ability to
paraphrase or practice active
listening
Marking journals related to personal
experiences regarding accepting
differences
Marking understanding of strategies
for group consensus or theories
related to accepting differences
Group work that is not
marked
Pairs exercises in class
Group assignments
Marking group work: ability to reach
goals, ability to contribute ideas,
ability to work through conflict.
Marking can involve peer evaluation
or faculty or combination
Marking understanding on tests or
assignments of group stages of
development or leadership theories
Reinforcing Examples
Essential Employability Skills: Examples of Teaching, Reinforcing and Evaluating
Deadlines for tests and
assignments
Course outlines that indicate
topics each week and
assignments due
Evaluating Examples
Marking application of strategies of
time management – example:
calendar project or journals
describing application of time
management strategies
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11. Take responsibility for one’s own
actions, decisions, and consequences.
in tasks
Strategies for organizing
space for work efficiency
Gantt charts
Mind mapping for task
organization
Teaching Students:
How to set personal goals
How to establish rewards for
goal achievement
How to establish and use
support groups
How to write and complete
personal contracts or action
plans
Essential Employability Skills: Examples of Teaching, Reinforcing and Evaluating
Programs with more than
one course per term and
multiple assessment
methods over the term
Marking understanding of concepts
or theories related to time
management on tests or assignments
Codes of conduct
Personal action plans
Due dates with
consequences
Policies that are clearly
communicated and enforced
related to late assignments,
missed classes, cheating and
professional behavior
Students lose marks for late or
missing assignments
Marking the ability to identify
strategies or concepts taught in class
– example: how to write a personal
goal. This can be evaluated on a test
for example
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