In the Personal skill category, there are four 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 10 and 11: the personal 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 Personal skill category.

10.  manage the use of time

• gantt charts
• preparation of schedules and timelines
• inventory and allocation of resources
• scenarios and situations involving changing timelines and priorities
• case studies and activities dealing with limited resources

11.  take responsibility

• completing self-assessment forms
• writing self-reflective pieces dealing with performance
• exercises and activities involving ethics
• more fomalised "check-ins" at the beginning of lab or shop classes
• pre-lab or pre-class activities that function like passports to allow entry

When considering the teaching and assessment of the Personal skill category, it is important to distinguish between the focus on managing self, managing change and being flexible and adaptable, engaging in reflective practices, and demonstrating personal responsibility for their own sake, and the use of these skills as a way of demonstrating the achievement of other outcomes. For instance, students may face penalties for the late submission of assignments. In this case, those penalties address time management and personal responsibility from a negative perspective and are, therefore, less likely to focus on the EES Personal 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 achievment.

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 with increasing depth, through a movement from Ideas to Connections to Extensions.

• ICE rubric for EES Outcome #10 (Adobe Acrobat File)
• ICE rubric for EES Outcome #11 (Adobe Acrobat File)