In the Interpersonal skill category, there are five defining skills that relate to two learning outcomes.

Introduction

This section provides some suggestions for the delivery of material related to Essential Employability Skills Outcomes 8 and 9: the interpersonal skills. There are two sections. The first looks at learning activities and assignments that would support the teaching of these outcomes and address the assess component. The second section provides sample evaluation tools that focus on these two outcomes.

Learning Activities and Assignments

The following list provides some suggested learning activities and assignments that would support the teaching and assessment of the outcomes in the Interpersonal skill category.

8.  show respect for diverse opinions

• role plays involving diversity, opinions, values, and belief systems
• structured debates dealing with "hot" or contentious topics
• case studies that hinge on diversity and inclusiveness
• sensitivity training
• conflict management training

9.  interact in groups

• maintaining meeting minutes when groups meet
• group and peer evaluations
• group projects or presentations that devote significant time and marks to the process of teamwork
• project logbooks
• scenarios and activities that involve rotating leadership roles

When considering the teaching and assessment of the Interpersonal skill category, it is important to distinguish between the focus on team work, relationship management, conflict resolution, leadership, and networking for their own sake, and the use of these skills as a way of demonstrating the achievement of other outcomes. For instance, students may be required to complete a project or lab in teams. If this group work is a tool for ensuring that all students have access to limited resources or that they complete a larger task in a shorter time, then it is less likely that the focus is on the EES Interpersonal skill category.

As with other EES skill categories, it is important to distinguish between expectations of student performance and the knowledge, skills, and attitudes that are being assessed.

Evaluation Tools

The evaluation tools provided below are intended to help with the visualisation of the outcomes in terms of student achievement.

General Examples

In order to provide a broader picture of the possibilities for evaluating these outcomes, the EES committee has prepared rubrics for each outcome. Following the work of Fostaty Young and Wilson, the rubrics have been developed using the ICE model, which, among other things, allows for a consideration of components of the outcome with increasing depth, through a movement from Ideas to Connections to Extensions.

• ICE rubric for EES Outcome #8 (Adobe Acrobat File)
• ICE rubric for EES Outcome #9 (Adobe Acrobat File)