AM I EMPLOYABLE?

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GOALThis activity encourages students to begin thinking about their Essential Skills and strengths and how these skills relate to employability and work. The tasks require creativity and critical thinking.

Suitable for Grades 9-12

DURATION:Approximately 30-45 minutes

MATERIALS:• Flip chart paper/whiteboard and markers• Blank white paper (at least one for each student)• Tape• Sticky notes (5 for each student)

Write down the following 9 Essential Skills and post in the classroom: Reading Text;Document Use; Numeracy; Writing; Oral Communication; Working with Others; Thining Skills; Computer Use/Digital Skills; and Continuous Learning (leave room for students to post sticky notes around the Essential Skills).

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PROCEDURE:

1. Explain that every person is good at something. While we are all different, and therefore, good at different things, all of us have strengths and skills. (Can relate to multiple

intelligences and how everyone is intelligent in different ways.)

2. To start the journey of identifying one’s knowledge and gifts for meaningful education, career, and life goals, it is important to identify the Essential Skills we are already good

at (MFNERC, 2019). Highlight that identifying your skills can be difficult, especially for people who have not had access to many opportunities or supportive relationships.

3. Ask students to take a minute to think about one thing they are good at. Afterwards, ask them to think about a symbol that represents that strength/skill. Note: If participants are having a difficult time thinking of a skill/strength, teachers can go first and provide an example. Potential examples include: babysitting, snaring fish, volunteering at community Treaty Days, sewing jingle dresses. (Workplace Education Manitoba, 2021)

4. Ask students (and teacher might need to show encouragement by participating in this activity) to draw their symbol on a piece of blank white paper. Afterwards, ask each student to share what their symbol is and describe their strength/skill to the larger group. Then students can tape their symbols to a designated wall in the room.

5. Once all students post their symbols, summarize this task by celebrating and/or highlighting the many strengths/skills in the room. You may want to thank each student for their courage to participate in this activity.

6. Then, ask if the students have ever heard the word employability? If so, ask if anyone knows what it means? Take a few responses.

7. You can add to the student responses by explaining that employability is a word that describes how easily someone can find, get, and keep a job (Trilling & Fadel, 2009). Write this definition on the flip chart paper/whiteboard and then clarify that employability

is a broad term that includes the skills (or soft skills) and strengths that help people:

• Get along with their colleagues • Make decisions • Solve problems • Deal with change

Emphasize that employability skills can also include: • Demonstrating positive attitudes and behaviours • Being responsible • Being adaptable • Being willing to learn

• Working safely • Using teamwork (Niles & Harris-Bowlsbey, 2017) 8. Write these skills on a piece of flip chart paper/whiteboard under the heading “Employability Skills.” Ask students to think of TWO other employability skills (e.g., punctual, social, good attitude, independent worker, responds well to supervision,). Be generous with answers and add them to the list.

9. Reiterate that employability skills (or soft skills) are important to finding and keeping a job. Remind students that everyone is employable and that we all have employability

skills. The first step towards finding a job is discovering what your Essential Skills are and what skills might need more developing!

Note: If there is time, you may explain there are other skills, often referred to as technical skills or hard skills, along with post-secondary education, that employers may look for as well. Clarify that certain hard skills and education are essential to some jobs, but not to others (e.g., teacher vs janitor; both necessary jobs that require different education and hard skills).

10. The class can now explore the Essential Skills that make every member of the group employable. Explain that “coining the term Essential Skills is an act of First Nations reclamation and self-determination. Celebrating a person’s identity, accomplishments,

and skills validates the lived experience of First Nations ways of knowing, learning and seeing the world” (MFNERC, 2019). Read and point to each Essential Skill posted in the classroom and provide clarification (if needed).

Reading Text is reading and understanding written material. The text can be simple such as product labels, emails and memos. The text can also be longer and more complex such as policy manuals or instructions. Reading text often requires analysis and integration from different sources. Reading text often means skimming and scanning documents for the most pertinent information and overall meaning of text. We read text to understand, learn and evaluate.

Document Use is using documents to find, understand and store information. A sign,

checklist and label are all samples of a simple document. A chart, Excel document or graph are samples of a more complex document. Instruction manuals and time sheets

are examples of workplace documents. Most employers will need employees to fill in documents of some type, such as entering information into a template. Obtaining information from maps and blueprints are also examples of document use. Numeracy is using money (making change, receiving payments, calculating costs, making

budgets) and performing calculations for percentages, area, speed, velocity and distance. Numeracy is analyzing and comparing numerical data. Numeracy is following a time schedule. Numeracy is budgeting and doing fractions. Performing basic math functions such as addition, subtraction, multiplication in your head or on paper is also numeracy. Numeracy is the ability to use and understand numbers. Numeracy is making estimates (time, measurements).

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Writing is a means of communication where words, numbers and symbols are arranged in a certain order to get ideas across in a clear way. Writing a reminder, list, or message are examples of writing. Other examples of writing include writing a letter, summary report or essay. Writing a proposal, formal request or longer texts are also writing. Writing also demands correct grammar and spelling.

Oral Communication is the ability to clearly present thoughts and information to others in a way they will understand correctly. Oral communication is asking questions

when more information is needed. Giving instruction or explaining information is oral communication. Oral communication is giving public presentations. Oral communication involves listening to others. Participating in group discussions is oral communication.

Oral communication also requires the proper use of body language and voice tone. Oral communication includes paraphrasing, respectful interactions and clarification.

Working with Others is living and working cooperatively with others. Working with others is being an active participant and coordinating work with others. Working with others means that someone is being an active participant. Working with others means working within a group, and it sometimes means working alone but towards completing the overall end goal. Working with others means working with people to complete a plan. Working with others means helping others. Working with others requires people to be adaptable.

Computer Use/Digital Skills are the ability to use computers and other technology such as smartphones, point of sale devices, other computer devices and/or systems.

Digital technology includes using fax machines, photocopiers, GPS systems, calculators, digital cameras, debit machines, two-way radios, etc. Digital technology also includes using software programs such as Word, PowerPoint, Excel spreadsheets and email. Digital technology includes social media apps such as Instagram, Twitter, and Facebook. Many new cars today require the use of digital technology to operate the sound system, map programs and parallel parking.

Thinking Skills involve decision-making, analyzing, giving constructive criticism, evaluation, planning, creating, memory use and prioritizing. Thinking means to look at different options and determine which option is the best. Thinking is knowing and

practicing the steps to problem solving. Thinking is remembering information. Thinking requires being critical and making choices. Thinking requires organization and being aware of environment. Thinking often requires finding more information. Thinking often means being proactive. Thinking assists with reacting appropriately to situations.

Continuous Learning is the ability to continuously being open to new ideas, concepts and lessons. Continuous learning means constantly updating our skills and knowledge and being open to learning new ways to do things. Continuous learning requires bravery and asking questions. Continuous learning can happen in a classroom, at a workshop, through reading a book, listening to stories/teachings or watching a video. Continuous learning can be applying previous knowledge to a new situation. Continuous learning is research. Continuous learning requires learning, and it is important to remember every-one learns in their own way. (Canada Employment & Social Development, 2021)

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11. Then, give each student FIVE sticky notes and have them record their employability skills (previously discussed). Students can write an individual employability skill on each sticky note and post their notes around the Essential Skills (already posted in the classroom). Encourage students to use different markers, highlighters, or pencil crayons for colour.

12. Review with the group by reading all stickies posted around each Essential Skill, and, with student support, clarify if there might need to be some changes. Here, you could ask students: “What do you think?”

13. As a final step, ask students what Essential Skills they think they are good at, and what might need more development. Record responses.

Note: Try this activity again later in the school year and share previously recorded responses to observe student’s Essential Skills’ growth. Discuss.

14. To close, ask students: “Are you employable?” Note: Add a reflection piece and/or a record of insight to student’s career path portfolio. If stu-

dents need to create a career path portfolio, MFNERC has developed an Essential Skills Bundle for youth with an Indigenous focus.

Check out https://mfnerc.org/remote-learning-resources/senior-years/ and click on CAREER RESOURCES.

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References

Workplace Education Manitoba. (2021). Igniting the power within. Retrieved August 10, 2021, from https://www.ignitingthepowerwithin.ca

Manitoba First Nations Education Resource Centre (MFNERC). (2019). Essential skills bundle. (contact MFNERC at 204-594-1290 or email info@mfnerc.com)

Niles, S. G., & Harris-Bowlsbey, J. (2017). Career development interventions (5th ed.). Pearson Education.

Government of Canada. (2021). Skills for success: Assessment and training tools. Retrieved August 11, 2021, from https://www.canada.ca/en/employment-social-development/pro-grams/essential-skills/tools/what-aresential-skills.html

Trilling, B. & Fadel, C. (2009). 21st century skills: Learning for life in our times. Jossey-Bass.