Employabiility Competencies (based on SCANS)

Employability Competencies (based on SCANS)

Employability Competencies are underlying skills, including work habits and ethics, essential to the workplace and personal growth. SCANS (Secretary's Commission on Achieving Necessary Skills) are the basis for these competencies and are included in all programs based on an ACAP (Austin Competency Analysis Profile). These skills are taught with the intention of providing the student with a well-rounded understanding of workplace expectations in areas not specific to a particular occupation, in an attempt to develop a valuable employee.

SCANS
	Unit 1:	Resources
	Unit 2:	Interpersonal
	Unit 3:	Information
	Unit 4:	Systems
	Unit 5:	Technology
	Unit 6:	Basic Skills
	Unit 7:	Thinking Skills
	Unit 8:	Personal Qualities

Unit 1: Resources top
Competency 1.1 Manage time effectively
	Competency Builders:
	1.1.1	Select relevant, goal-related activities
	1.1.2	Rank activities in order of importance
	1.1.3	Allocate time to activities
	1.1.4	Identify tasks to be completed
	1.1.5	Develop and follow an effective, workable schedule based on accurate estimates of such things as importance of tasks, time to complete tasks, time available for completion, and task deadlines, without wasting time
	1.1.6	Identify possible impact of schedules on other activities
	1.1.7	Evaluate and adjust a schedule

Competency 1.2 Manage money effectively
	Competency Builders:
	1.2.1	Prepare or use budgets including making cost and revenue forecasts
	1.2.2	Record details to track budget performance
	1.2.3	Adjust budget appropriately when needed
	1.2.4	Allocate money to include accurately preparing and using a budget according to a consistent and orderly accounting method
	1.2.5	Calculate future budgetary needs based on projected costs and revenues
	1.2.6	Track the extent to which actual costs and revenues differ from the estimated budget, and take appropriate and effective action

Competency 1.3 Manage material and facility resources effectively
	Competency Builders:
	1.3.1	Store resources such as materials, supplies, parts, equipment, space or final products in an order that makes the best use of them
	1.3.2	Allocate materials and facility resources to include carefully planning the steps involved in the acquisition, storage, and distribution of resources
	1.3.3	Acquire, transport, and store material and facility resources safely and efficiently
	1.3.4	Maintain material and facility resources in good condition
	1.3.5	Distribute material and resources to the end user

Competency 1.4 Manage human resources efficiently
	Competency Builders:
	1.4.1	Assess people's knowledge, skills and potential
	1.4.2	Identify present and future work load
	1.4.3	Match individual talents and workload effectively
	1.4.4	Monitor performance and provide feedback actively

Unit 2: Interpersonal Skills top
2.1 Participate as a member of a team
	Competency Builders:
	2.1.1	Work cooperatively with others
	2.1.2	Contribute to group with ideas, suggestions, and efforts
	2.1.3	Complete personal share of tasks necessary to complete a project
	2.1.4	Encourage team members by listening and responding appropriately to their contributions
	2.1.5	Build on individual team members' strengths
	2.1.6	Resolve differences for the benefit of the team
	2.1.7	Take personal responsibility for accomplishing goals
	2.1.8	Challenge existing procedures, policies, or authorities responsibly

Competency 2.2 Teach others
	Competency Builders:
	2.2.1	Coach or otherwise teach others to apply related concepts and theories to tasks
	2.2.2	Convey job information to allow others to see its applicability and relevance to tasks
	2.2.3	Identify training needs of others
	2.2.4	Assess performance of others
	2.2.5	Provide feedback on others' performance in a constructive manner
	2.2.6	Provide solutions to observed problems

Competency 2.3 Serve clients/customers
	Competency Builders:
	2.3.1	Identify customers/clients expectations through surveys, questions, body language, or expressions.
	2.3.2	Communicate and work with clients/customers to satisfy their expectations
	2.3.3	Listen actively to customers to avoid misunderstanding and to identify needs
	2.3.4	Provide alternatives to clients/customers to satisfy their expectations
	2.3.5	Provide services and goods in a timely, positive manner
	2.3.6	Obtain additional resources to satisfy client needs efficiently

Competency 2.4 Exercise Leadership
	Competency Builders:
	2.4.1	Communicate thoughts, feelings, and ideas to justify a position
	2.4.2	Motivate and/or convince individuals or groups through encouragement or persuasion
	2.4.3	Challenge existing procedures, policies or authorities responsibly
	2.4.4	Use rules/values followed by others
	2.4.5	Justify a position logically and appropriately
	2.4.6	Consider minority viewpoints in making decisions or taking action

2.5 Negotiate to arrive at a decision
	Competency Builders:
	2.5.1	Achieve agreement through exchanging specific resources or resolving divergent interests
	2.5.2	Research opposition and the history of the conflict
	2.5.3	Set realistic, obtainable goals
	2.5.4	Present facts and arguments
	2.5.5	Listen to and reflect upon what has been said
	2.5.6	Clarify problems and resolve conflicts
	2.5.7	Propose and examine possible options
	2.5.8	Make reasonable compromises

Competency 2.6 Work with cultural diversity
	Competency Builders:
	2.6.1	Work with men and women, and a variety of ethnic, social and educational backgrounds
	2.6.2	Compare one's own culture and that of others
	2.6.3	Respect the rights of others while helping them make cultural adjustments when necessary
	2.6.4	Base impression upon individual performance, not stereotypes
	2.6.5	Understand concerns of members of other ethnic and gender groups

Unit 3: Information top
Competency 3.1 Acquire and evaluate information
	Competency Builders:
	3.1.1	Pose analytic questions to determine specific information needs
	3.1.2	Select appropriate information sources
	3.1.3	Determine when new information must be created and do so
	3.1.4	Evaluate data for relevance and accuracy

Competency 3.2 Organize and maintain information
	Competency Builders:
	3.2.1	Organize a variety of information forms or sources in a systemic fashion
	3.2.2	Maintain written or other forms of information to keep up-to-date information available in a systemic fashion
	3.2.3	Organize information from computer, visual, oral and physical sources in readily accessible formats, such as computerized data bases, spreadsheets, microfiche, video disks, paper files, etc.
	3.2.4	Transform data into different formats in order to organize them by the application of various methods such as sorting, classifying, or more formal methods

Competency 3.3 Interpret and communicate information
	Competency Builders:
	3.3.1	3.3.1 Select information to be communicated
	3.3.2	Identify best methods to present information (e.g., overheads, handouts, etc.)
	3.3.3	Communicate results to others in desired format
	3.3.4	Convey information to others through a variety of means including oral, written, graphic, pictorial or multi-media methods

Competency 3.4 Process information using computer
	Competency Builders:
	3.4.1	Acquire information from the internet and other computer based resources
	3.4.2	Organize information, using spreadsheets, word processor, and data bases effectively
	3.4.3	Analyze information to identify trends, make projections, etc.
	3.4.4	Enter, modify, retrieve, store and verify data and other information in a computer
	3.4.5	Choose format for display (e.g., line graphs, bar graphs, tables, pie charts, narrative)
	3.4.6	Convey information into the chosen format
	3.4.7	Communicate information using e-mail, list serves, word processor, or other computer based communication functions

Unit 4: Systems top
Competency 4.1 Apply appropriate techniques to function within social, organizational, and technological systems to attain goals effecively and ethically
	Competency Builders:
	4.1.1	Identify dynamics and components of social, organizational and technological systems
	4.1.2	Recognize acceptable behavior and attitudes within social, organizational and technological systems
	4.1.3	Communicate through acceptable methods to interact with social, organizational, and technological systems effectively, efficiently, and ethically
	4.1.4	Recognize how a system's structures relate to goals
	4.1.5	Recognize the right of people to ask for information and where to get resources

Competency 4.2 Monitor and correct performance of a system
	Competency Builders:
	4.2.1	Distinguish trends
	4.2.2	Predict impact of actions on system operations
	4.2.3	Diagnose deviations in the function of a system/organization
	4.2.4	Correct performance through necessary action
	4.2.5	Detect deviations from systems intended purpose
	4.2.6	Troubleshoot the system
	4.2.7	Make changes to the system to rectify system function and to ensure quality of product

Competency 4.3 Improve and design systems
	Competency Builders:
	4.3.1	Make suggestions to modify or improve existing products or services
	4.3.2	Implement approved improvements in systems
	4.3.3	Evaluate the benefits of the improvements
	4.3.4	Develop/recommend new or alternative system designs based on relevant feedback
	4.3.5	Communicate the results of the evaluations

Unit 5: Technology top
Competency 5.1 Select appropriate technology
	Competency Builders:
	5.1.1	Determine the desired results or outcomes and applicable restraints
	5.1.2	Visualize the necessary methods and applicable technology
	5.1.3	Evaluate specifications
	5.1.4	Judge which procedures, tools, machines or programs will produce the desired results


Competency 5.2 Apply technology to task
	Competency Builders:
	5.2.1	Set up tools such as machines, computers, and programming systems, using proper procedures, to get desired results
	5.2.2	Analyze how different parts of machines interact and how machines interact with broader production systems
	5.2.3	Install machines including computers
	5.2.4	Interpret machine output accurately
	5.2.5	Detect errors from program output


Competency 5.3 Maintain and troubleshoot technology
	Competency Builders:
	5.3.1	Prevent problems in machines, computers, and other technologies
	5.3.2	Identify problems in machines, computers and other technologies
	5.3.3	Perform routine maintenance and service of machines, computers, and other technologies
	5.3.4	Detect more serious problems
	5.3.5	Generate workable solutions to correct deviations
	5.3.6	Recognize need for additional help

Unit 6: Basic Skills top
Competency 6.1 Read written information in prose and documents, such as manuals, graphs, and schedules with understanding
	Competency Builders:
	6.1.1	Determine the main idea or essential message
	6.1.2	Identify relevant details, facts, and specifications
	6.1.3	Infer or locate the meaning of unknown or technical vocabulary
	6.1.4	Judge the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers

Competency 6.2 Communicate thoughts, ideas, information, and messages in writing
	Competency Builders:
	6.2.1	Record information completely and accurately
	6.2.2	Compose and create documents such as letters, directions, manuals, reports, proposals, graphs, and flow charts
	6.2.3	Use language, style, organization and format appropriate to the subject matter, purpose, and audience
	6.2.4	Include supporting documentation where appropriate
	6.2.5	Attend to level of detail
	6.2.6	Check, edit, and revise for correct information, appropriate emphasis, form, grammar, spelling, and punctuation

Competency 6.3 Perform arithmetic computations and concepts with appropriate technology and/or paper and pencil to solve simple work problems
	Competency Builders:
	6.3.1	Perform basic computations
	6.3.2	Use basic numerical concepts such as whole numbers and percentages in practical situations
	6.3.3	Make reasonable estimates of arithmetic results without a calculator
	6.3.4	Use tables, graphs, diagrams, and charts to obtain or convey quantitative information

Competency 6.4 Perform mathematics in a variety of techniques to approach practical problems appropriately
	Competency Builders:
	6.4.1	Choose appropriate technique to solve problem
	6.4.2	Use quantitative data to construct logical explanations for real world situations
	6.4.3	Express mathematical ideas and concepts orally and in writing
	6.4.4	Predict an event considering the role of chance in the occurrence


Competency 6.5 Listen and react appropriately to listners
	Competency Builders:
	6.5.1	Receive, attend to, interpret, and respond to verbal messages appropriately
	6.5.2	Receive, attend to, interpret, and respond to other cues such as body language appropriately
	6.5.3	Listen to comprehend, learn, critically evaluate, appreciate, or support the speaker

Competency 6.6 Deliver oral messages appropriately to listeners
	Competency Builders:
	6.6.1	Organize ideas and communicates orally as appropriate for the situation and listeners
	6.6.2	Participate in conversation, discussion, and group presentations
	6.6.3	Select an appropriate medium for conveying a message
	6.6.4	Use verbal language and other cues, such as body language, in a way appropriate in style, tone, and level of complexity to the audience and the occasion
	6.6.5	Speak clearly and communicate a message
	6.6.6	Respond to listener feedback in a way that indicates understanding
	6.6.7	Ask questions when needed

Unit 7: Thinking Skills top
Competency 7.1 Generate new ideas using creative thinking
	Competency Builders:
	7.1.1	Change or reshapes goals using nonlinear or unusual connections
	7.1.2	Imagine new ideas by combining ideas or information in new ways
	7.1.3	Connects seemingly unrelated ideas
	7.1.4	Reshape goals in ways that reveal new possibilities

Competency 7.2 Make decisions
	Competency Builders:
	7.2.1	Specify goals and constraints
	7.2.2	Generate alternatives
	7.2.3	Consider risks
	7.2.4	Evaluate and choose best alternatives
	7.2.5	Analyze how personal, family, and social factors influence decisions, behaviors, and lifestyles
	7.2.6	Utilize a decision-making process to develop future career goals

Competency 7.3 Apply problem solving skills appropriate to situation
	Competency Builders:
	7.3.1	Recognize a problem exists (i.e., that there is a discrepancy between what is and what should be)
	7.3.2	Identify possible reasons for the problem
	7.3.3	Devise and implement a plan of action to resolve the problem
	7.3.4	Evaluate and monitor progress
	7.3.5	Revise the plan as indicated by the findings
	7.3.6	Communicate in both oral and written language while working with others to identify/resolve problems
	7.3.7	Reason inductively and deductively to solve problems
	7.3.8	Select and apply problem-solving methods


Competency 7.4 See things in the mind's eye
	Competency Builders:
	7.4.1	Organize and process symbols, pictures, graphs, objects or other information to visualize actual representation (such as a building from blueprints)
	7.4.2	Visualize possible options
	7.4.3	Communicate visualized options verbally


Competency 7.5 Apply learning strategies to support life-long learning
	Competency Builders:
	7.5.1	Apply and adapt existing and new knowledge and skills, using learning techniques, in both familiar and changing situations
	7.5.2	Evaluate learning style (visual, aural, etc.) to make proper selection of learning techniques
	7.5.3	Identify various learning techniques including formal learning strategies (note taking or clustering items that share some characteristics) and informal learning strategies (awareness of unidentified false assumptions that may lead to faulty conclusions)
	7.5.4	Make decisions/plans concerning school to work training and future educational needs using relevant resources

Competency 7.6 Apply reasoning to finding solutions or draw conclusions
	Competency Builders:
	7.6.1	Discover a rule or principle underlying the relationship between two or more objects
	7.6.2	Extract rules or principles from a set of objects or a written text
	7.6.3	Apply principles to solve problems
	7.6.4	Draw conclusion from available information using logic
	7.6.5	Apply rules and principles to a new situation
	7.6.6	Determine which conclusion is correct when given a set of facts and conclusions
	7.6.7	Evaluate alternatives and assess consequences to achieve personal and social goals

Unit 8: Personal Qualities top
Competency 8.1 Act responsibly
	Competency Builders:
	8.1.1	Persevere toward goal attainment with a high level of effort
	8.1.2	Set high standards in order to become excellent at doing tasks by setting high standards, paying attention to details, working well and displaying a high level of concentration even when assigned an unpleasant task
	8.1.3	Display a high standard of attendance, punctuality, enthusiasm, vitality, and optimism in approaching and completing tasks

Competency 8.2 Exhibit effective self-esteem
	Competency Builders:
	8.2.1	Maintain a positive view of self and believes in own self-worth
	8.2.2	Identify won skill and abilities possessed
	8.2.3	Recognize own emotional capacity and needs
	8.2.4	Identify/Apply effective ways to handle emotional capacity and needs
	8.2.5	Recognize own impression on others

Competency 8.3 Employ appropriate social skills
	Competency Builders:
	8.3.1	Demonstrate understanding, friendliness, adaptability, empathy and politeness in new and on-going group settings
	8.3.2	Assert self in familiar and unfamiliar social situations
	8.3.3	Relate well to others
	8.3.4	Respond appropriately as the situation requires
	8.3.5	Take an interest in what others say and do

Competency 8.4 Manage self
	Competency Builders:
	8.4.1	Assess own knowledge, skills, and abilities accurately
	8.4.2	Set well-defined and realistic personal goals
	8.4.3	Monitor progress toward goal attainment
	8.4.4	Motivate self through goal achievement
	8.4.5	Exhibit self-control and respond to feedback unemotionally and non-defensively
	8.4.6	Initiate action

Competency 8.5 Apply integrity and honesty to all matters
	Competency Builders:
	8.5.1	Recognize situations when faced with making a decision or exhibiting behavior that may break with commonly held personal or societal values
	8.5.2	Understand the impact of violating these beliefs and codes on an organization, self, and others
	8.5.3	Choose an ethical course of action