Teaching Notes: Demonstrate Employability Skills

Unit Code: ENG/OS/AUT/BC/4/5/A

Estimated Time: (To be determined by instructor based on depth of coverage for each element
and learning activities)

Target Audience: (Specify, e.g., Vocational trainees, College students, Entry-level job seekers)

I. Unit Overview and Importance (10-15 minutes)

 Introduction to Employability Skills: Begin by defining employability skills as the set

of attributes and competencies that enhance an individual's ability to gain and maintain
employment and progress within the workplace.
 Why are these skills crucial? Discuss their relevance in today's job market (e.g.,
adaptability, teamwork, communication, problem-solving are highly valued by
employers).
 Unit Scope: Explain that this unit covers nine key competency areas: self-management,
interpersonal communication, critical safe work habits, leading small teams, planning and
organizing work, professional growth, workplace learning, problem-solving, and
workplace ethics.

II. Deep Dive into Each Element (Approximate time per element: 30-60 minutes,
flexible)

For each element, consider the following structure:

1. Introduce the Element: Briefly explain what the element entails.

2. Discuss Performance Criteria: Go through each performance criterion, providing
examples and clarification.
3. Relate to Required Skills & Knowledge: Link the performance criteria to the specific
skills and knowledge needed.
4. Practical Activities/Discussion Questions: Engage learners with activities or questions.
5. Connect to "Range": Explain how the "Range" section provides context for applying
the skills in different situations.

A. Element 1: Conduct Self-Management

  Definition: The ability to manage one's own time, emotions, and personal well-being to
be effective in the workplace.
 Key Performance Criteria:
o Formulating personal vision, mission, and goals: Emphasize the importance of
aligning personal goals with organizational objectives.
o Demonstrating emotional intelligence: Discuss recognizing and managing one's
own emotions and those of others.
o Evaluating and monitoring individual performance: Introduce concepts like
SMART goals.
o Developing assertiveness: Differentiate between assertiveness, aggression, and
passivity.
o Demonstrating accountability and responsibility: Stress taking ownership of
actions.
o Developing self-esteem and positive self-image: Link to confidence and
resilience.
o Observing time management, attendance, and punctuality: Discuss tools and
strategies (e.g., calendars, to-do lists).
o Identifying strengths and weaknesses: Encourage self-reflection and continuous
improvement.
 Required Skills: Critical thinking, Observation, Organizing, Decision Making.
 Required Knowledge: Work values and ethics, Company policies, Concept of time,
Time management.
 Activity: Have students draft a personal vision statement or set a SMART goal related to
their studies or future career.

B. Element 2: Demonstrate Interpersonal Communication

 Definition: The ability to effectively interact and exchange information with others in the
workplace.
 Key Performance Criteria:
o Demonstrating writing skills: Importance of clear, concise, and professional
written communication (emails, reports).
o Demonstrating negotiation and persuasion skills: Role-play scenarios.
o Identifying and interpreting stakeholder needs: Active listening and empathy.
o Establishing communication networks: Importance of networking within and
outside the organization.
o Sharing information effectively: Choosing appropriate channels and timing.
 Required Skills: Communication, Negotiation.
 Required Knowledge: Workplace communication.
 Range: Discuss "Forms of communication" (written, verbal, non-verbal, visual, formal,
informal).
 Activity: Practice active listening exercises or a short negotiation role-play.

C. Element 3: Demonstrate Critical Safe Work Habits

  Definition: Adhering to safety protocols and adopting practices that ensure well-being
and productivity.
 Key Performance Criteria:
o Managing stress: Healthy coping mechanisms.
o Demonstrating punctuality and time consciousness: Reinforce previous
discussions.
o Integrating personal objectives with organizational goals: Show how individual
contribution fits into the bigger picture.
o Utilizing resources effectively: Avoiding waste, using tools correctly.
o Setting work priorities: Prioritization matrices (e.g., urgent/important).
o Recognizing and utilizing leisure time: Work-life balance.
o Identifying and avoiding drugs and substances of abuse: Discuss workplace
policies and consequences.
o Demonstrating HIV and AIDS prevention awareness: Promote sensitivity and
adherence to policy.
o Demonstrating safety consciousness: Importance of OHS procedures, reporting
hazards.
o Identifying and dealing with emerging issues: Proactive approach to new
challenges.
 Required Skills: Observation, Decision Making, Resource utilization.
 Required Knowledge: Occupational Health and safety procedures, Personal hygiene
practices, Drug and substance abuse, HIV and AIDS, Safe work habits, Emerging issues
(Terrorism, Social media, National cohesion).
 Range: Discuss "Drug and substance abuse" examples and "Emerging issues".
 Activity: Case study on a workplace safety scenario or discussion on managing stress.

D. Element 4: Lead Small Teams

 Definition: The ability to guide and motivate a small group towards shared objectives.
 Key Performance Criteria:
o Setting performance targets for the team: Collaborative goal setting.
o Assigning duties effectively: Delegating tasks based on strengths.
o Establishing forms of communication in a team: Regular meetings, feedback
channels.
o Evaluating team performance: Constructive feedback, recognizing achievements.
o Resolving conflicts: Conflict resolution strategies.
o Identifying and mainstreaming gender-related issues: Promoting diversity and
inclusion.
o Identifying and respecting human rights and fundamental freedoms: Adherence to
legal frameworks (e.g., Constitution of Kenya 2010).
o Developing and maintaining healthy relationships: Fostering a positive team
environment.
 Required Skills: Communication, Negotiation, Monitoring, Evaluation, Problem
solving, Decision Making, Leadership.
 Required Knowledge: Gender mainstreaming, Leadership.
  Range: Discuss "Team" types (small work group, staff in a section/department, inter-
agency group) and "Relationships".
 Activity: Team-building exercise or a discussion on effective leadership qualities.

E. Element 5: Plan and Organize Work

 Definition: Systematically arranging tasks and resources to achieve work objectives.

 Key Performance Criteria:
o Identifying task requirements: Understanding deliverables.
o Interpreting tasks in accordance with OHS, environmental, and quality
requirements: Adherence to standards.
o Organizing work activity with other personnel: Collaboration and coordination.
o Mobilizing, allocating, and utilizing resources: Efficient use of available assets.
o Monitoring and evaluating work activities: Tracking progress, making
adjustments.
o Documenting job planning: Importance of records for clarity and accountability.
o Managing time to achieve goals: Reiterate time management strategies.
 Required Skills: Organizing, Monitoring, Evaluation, Resource utilization, Resource
mobilization.
 Required Knowledge: Types of resources, Work planning, Resources and allocating
resources, Organizing work, Monitoring and evaluation.
 Range: Discuss "Resources" (Human, Financial, Hardware, Software, ideas).
 Activity: Create a simple work plan for a given scenario, including task breakdown and
resource allocation.

F. Element 6: Maintain Professional Growth and Development

 Definition: Continuously improving skills and knowledge to enhance career prospects

and effectiveness.
 Key Performance Criteria:
o Identifying and assessing personal training needs: Self-assessment and gap
analysis.
o Identifying and utilizing training and career opportunities: Online courses,
workshops, mentorship.
o Mobilizing and allocating resources for training: Budgeting time and finances for
development.
o Obtaining and renewing licenses and certifications: Compliance and professional
credibility.
o Balancing work priorities and personal commitments: Sustainable development.
o Seeking recognitions: Acknowledging achievements and contributions.
 Required Skills: Decision Making.
 Required Knowledge: Professional growth and development.
 Range: Discuss "Personal growth" (growth in the job, career mobility, networking,
benefits) and "Trainings and career opportunities".
 Activity: Research potential training programs or certifications relevant to a chosen
career path.
G. Element 7: Demonstrate Workplace Learning

 Definition: Actively seeking and applying new knowledge and skills within the work
environment.
 Key Performance Criteria:
o Seeking and managing learning opportunities: Formal and informal learning.
o Demonstrating improvement in performance: Linking learning to tangible results.
o Applying learning in technical and non-technical aspects: Transferability of skills.
o Investing time and effort in learning new skills: Commitment to lifelong learning.
o Taking initiative to create more effective processes: Proactive problem-solving
and improvement.
o Developing and maintaining new systems: Adapting to technological changes.
o Demonstrating awareness of personal role in workplace innovation: Contributing
to new ideas and methods.
 Required Skills: Critical thinking, Problem solving.
 Required Knowledge: Technology in the workplace.
 Range: Discuss "Innovation" (new/original ideas, methods, processes, new tools) and
"Range of media for learning" (mentoring, peer support, IT courses).
 Activity: Brainstorm ideas for improving a common workplace process.

H. Element 8: Demonstrate Problem Solving Skills

 Definition: Identifying issues, analyzing causes, and implementing effective solutions.

 Key Performance Criteria:
o Developing creative, innovative, and practical solutions: Encouraging out-of-the-
box thinking.
o Demonstrating independence and initiative: Proactive problem-solving.
o Solving team problems: Collaborative approach to issues.
o Applying problem-solving strategies: Introduce methods like root cause analysis,
brainstorming.
o Analyzing problems and testing assumptions: Critical evaluation of information.
 Required Skills: Critical thinking, Problem solving, Decision Making.
 Required Knowledge: Workplace problems and how to deal with them.
 Activity: Present a workplace problem scenario and have students work in groups to
propose solutions.

I. Element 9: Demonstrate Workplace Ethics

 Definition: Adhering to moral principles and professional standards in the work

environment.
 Key Performance Criteria:
o Observing policies and guidelines: Importance of understanding and following
rules.
o Exercising self-worth and professionalism: Maintaining a positive professional
image.
o Observing code of conduct: Understanding expected behaviors.
 o Demonstrating integrity: Honesty, trustworthiness, and ethical decision-making.
 Required Skills: Decision Making.
 Required Knowledge: Work values and ethics, Company policies.
 Activity: Discuss ethical dilemmas in the workplace and how to approach them.

III. Assessment and Evidence (20-30 minutes)

 Critical Aspects of Competency: Reiterate that assessment will focus on demonstrating

all nine elements.
 Resource Implications: Discuss the need for a relevant workplace (actual or simulated)
for assessment.
 Methods of Assessment: Explain the various assessment methods:
o Oral questioning
o Portfolio of evidence (e.g., work samples, reports, project plans)
o Third Party Reports (e.g., supervisor feedback)
o Written tests
 Context of Assessment: Emphasize that assessment can be on-the-job, off-the-job, or
during industrial attachment.
 Guidance for Assessment: Stress the recommendation for holistic assessment,
integrating this unit with other relevant industry units.

IV. Conclusion and Recap (10-15 minutes)

 Review: Briefly recap the importance of each employability skill discussed.

 Connection to Career Success: Emphasize how mastering these skills leads to greater
job satisfaction, career progression, and overall success.
 Encourage Continuous Development: Remind learners that employability skills are
developed over time and require continuous effort and practice.
 Q&A: Open the floor for any final questions.

General Teaching Strategies:

 Interactive Learning: Use group discussions, role-playing, case studies, and practical
exercises.
 Real-World Examples: Connect concepts to real-life workplace scenarios.
 Guest Speakers: Invite professionals to share their experiences related to employability
skills.
 Technology Integration: Utilize online resources, videos, and collaborative tools.
 Formative Assessment: Regularly check for understanding through quizzes, short
assignments, or class discussions.
 Differentiated Instruction: Cater to diverse learning styles and needs.