Assessing Human Readiness

A Guide to Assess Student readiness for

Industry
What does the industry require?
Apart from the basic technical knowledge as per the
qualification, the industry today expects their
employees to be:
Understanding of the academic knowledge in real world
application
Implementing of academic knowledge into application
Adapt to industry culture
Aware of latest technologies
Team work and commitment to extra mile
Flexibility
How much they can afford to train for
the individual?
Industries are ready to spend significant amount of
time, effort and money towards training the hired
newbies
Allocation of training team
Detailed training plan
With an individual mentor along with the training
 Hands-on training before deployment within the team
Soft skills training
How do they identify their employee from
the students?
Companies engage in various strategies in identifying
the resources suitable for their organization.
Written Tests
 Technical
 Aptitude
Interviews
Group Discussions
Stress Tests
Skill Sets – Various Layers
Foundation Competencies
Personal Effectiveness Competencies, Academic
Competencies and Workplace Competencies

Industry Competencies
Technical Competencies

Occupational Competencies
Management and Occupation-specific competencies
Personal Effectiveness Competencies
Interpersonal skills
Integrity
Professionalism
Initiative
Dependability & Reliability
Lifelong learning
Academic Competencies
Science
Basic Computer Skills
Mathematics
Reading
Writing
Communication – Listening & Speaking
Critical and Analytical Thinking
Information literacy
Workplace Competencies
Business Fundamentals
Teamwork
Adaptability/ Flexibility
Marketing & Customer focus
Planning & Organizing
Problem Solving & Decision Making
Working with tools & technology
Checking, Examining & Recording
Sustainable Practices
Business Fundamentals
Business scope
Products
Market analysis
Target customer
Client base
Market cap

Workplace
Competency
Teamwork
Stages of teamwork
Forming, Storming, Norming and Performing
Importance of team work
Role of individual in a team
Effective team work
Opportunities and challenges within team

Workplace
Competency
Adaptability/ Flexibility
Adapt to change from fixed study from flexible work
in terms of
Work Environment
Time
Effort
Work allocation

Workplace
Competency
Marketing & Customer focus
The new employees to understand the market of the
company that they are going to be a part of.
Companies expect the new employees to provide
inputs and work by keeping customer at focus

Workplace
Competency
Planning & Organizing
No task level follow-up
No micromanagement
Management looks only for end results and team effort
Employees to plan day-to-day activities and prioritize
the activities to align with the team goal.

Workplace
Competency
Problem Solving & Decision Making
Problem solving - an analytical process used to
identify the possible solutions to the situation at hand.
Making decisions is a part of problem solving.
Problem solving is a complex process, and
judgement calls – or decisions – will have to be made
on the way. Decision making is a choice made by
using one's judgement

Workplace
Competency
Working with tools & technology
Awareness of the latest tools used in the office setup
with a basic know-how
Technology covered in the syllabi are most likely out-
dated by a few versions.
Ensure to highlight on the advancements and
concurrent industrial practices

Workplace
Competency
Checking, Examining & Recording
Mistakes cannot be afforded
Any submission to be verified beforehand
Any activity to be done adhering the set procedure
Any procedure to be recorded and should be repeatable

Workplace
Competency
Sustainable Practices
Employees to adhere to the sustainable practices
established in the organization
Efficient use of energy and resources
Cost reduction through improved material and energy
efficiency

Workplace
Competency
ASSESSMENT
ASSESSING GAPS
 The first step towards getting the students ready for
industry is to understand the current level and then identify
the gaps
 The current level of the students shall be identified by
having one-on-one conversation with each individual
 In cases where there are more number of students, it is
suggested to conduct an overall survey among the students
to do a self assessment on their skills.
 Based on the gaps, the teachers can categorize the students
into various groups to concentrate on covering the gaps
STUDENT READINESS: SELF-
ASSESSMENT TOOL
Survey answered by the students individually by self
evaluating themselves
Survey is used to understand the thought process of a
student
Can be used as an input to start industry readiness
training
 STUDENT READINESS: SELF-
ASSESSMENT TOOL
 How confident do you feel with regards to each of these statements?
Not Not very Neutr Confident Very
confident at confident al confident
all
I can speak clearly to employers about my
skills and experiences at an interview.
I am prepared for work I am ready to start
my industry placement
I understand the skills that employers are
looking for.
I have the behaviour and social skills that
employers need to do the job I want to do
I have the knowledge and technical skills
that employers need to do the job
I want to do I can get a job related to my
qualification
I have a good understanding of what life is
like for people who are different from me
 STUDENT READINESS: SELF-
ASSESSMENT TOOL
 To what extent do you agree or disagree with the following statements?
Strongly Disagree Neither Agree Strongly
disagree agree / agree
disagree
I am good at communicating my thoughts
and ideas in a way that is easy for others
to understand.
I am good at organising my time and the
things I have to do.
I work well with others as part of a team.
I feel connected to my local community
Most people are generally trustworthy
Measuring the current level
In order to identify the areas of improvement, the
current level of students are identified.
The aptitude skills (quantitative, verbal/ non-verbal
reasoning, reading comprehension, etc.,) can be
assessed by having a corresponding tests.
The current level of behavioural and social skills can
be compared against the established standards
Few of the behavioural and social skills standards
given for reference.
BEHAVIOR AND SOCIAL SKILLS
STANDARDS
BEHAVIOR DOES NOT MEETS EXCEEDS
& SOCIAL MEET EXPECTATIONS EXPECTATIONS
SKILL EXPECTATIONS
Proactive Produces poor Works hard to get Produces excellent results;
results things done more than what is asked for
•Does not seek •Asks for clarity when •Takes appropriate initiative
support or ask for presented with a task when there are not clear
clarity when unsure •Has an electronic or paper guidelines or when things are not
of what to do diary and to-do list that is going to plan
•Has no clear system upto-date •Has a clear system for recording
for recording •Completes tasks by the information.
information agreed deadline. Where •Plans work a week at-a time and
•Misses deadlines deadlines are going to be can realistically assess how long
Submits work missed, manager is tasks will take
without checking it informed with reasonable •Completes tasks to a high
or continues to make notice standard, doing what needs to be
the same mistake •Checks work so that it done, even if not in the original
after they have been contains no simple errors brief
told about it •Looks after him/herself •Is fully aware of how important
both physically and wellbeing is and actively seeks
mentally. Seeks support and out advice and support to look
advice when needed after him/herself both physically
and mentally
BEHAVIOR AND SOCIAL SKILLS
STANDARDS
BEHAVIOR DOES NOT MEETS EXCEEDS
& SOCIAL MEET EXPECTATIONS EXPECTATIONS
SKILL EXPECTATIONS
Team player / Is not a team Is a team player and Actively seeks out ways to
effective player or does not uses professional and support the team and is a
communicator communicate appropriate language highly effective
effectively when communicating communicator
Fails to listen to Listens to different points of Uses the most effective and
colleagues or view and responds in a appropriate form of
responds negatively professional way communication and adjusts
to views different Supports the team when according to the audience
from own asked to do tasks not in the Is proactive in offering to help
Refuses to do tasks usual job role out with tasks not in their usual
not in their usual job Contributes ideas when the job role
role to support the team faces a problem Can adapt role within a team at
team Examples of appropriate different times, e.g. taking a lead
Shows little empathy communication: or knowing when to follow
for colleagues instructions
Examples of poor Examples of outstanding
communication communication
BEHAVIOR AND SOCIAL SKILLS
STANDARDS
BEHAVIOR DOES NOT MEETS EXCEEDS
& SOCIAL MEET EXPECTATIONS EXPECTATIONS
SKILL EXPECTATIONS
Team player / Examples of poor Examples of Examples of outstanding
effective communication: appropriate communication:
communicator communication:
Phone - Slang/non- Phone - Appropriate Phone - Able to handle complex
formal English used; greeting is used, takes and questions over the phone and
mumbling, afraid to leaves phone messages that summarises any actions agreed at
make/receive phone capture all the key the end of the call
calls information, prepared for
outgoing calls:
Email/Written - Large Email/Written - All emails Email/Written - Using formatting
number of typos, not are proofread, using a effectively (bold, bullet points,
responding to, or formal but friendly tone italics) to convey meaning,
losing track of, trusted to send clear
important emails communications and able to
represent her/himself and others
well, writing e-mails in a time
effective manner
Face to face - Bored Face to face - Having an Face to face - Comfortable
and uninterested body acute awareness of liaising with people at different
language/facial appropriate body language levels of seniority
BEHAVIOR AND SOCIAL SKILLS
STANDARDS
BEHAVIOR DOES NOT MEET MEETS EXCEEDS
& SOCIAL EXPECTATIONS EXPECTATIONS EXPECTATIONS
SKILL
Responsible Failing to take Takes Is proactive and always
responsibility for actions responsibility for looks for opportunities to
actions improve performance
•Frequently needs to be told •Volunteers for Spots when things are going
what to do, regularly blames additional wrong and shares this/acts on
other people for poor opportunities where this early on
performance or gives excuses able Being in a position to take on
rather than taking ownership •Notes down and acts more tasks, doing what needs
of tasks on feedback given, to be done, rather than just
•Reacts overly defensively to recognises when they what is asked of him/her
constructive feedback or acts have underperformed At meetings, is able to
as if they think they “know it and does not shift the summarise the 3 key points
all” already. Alternatively, blame from any meeting and
they may not respond to •Comes to meetings on contribute insights
feedback at all time and prepared Can give advice on how they
•Misses meetings without like to be managed, asks for
notification , or arrives at more feedback and is able to
meetings late and unprepared give feedback to others
Keeps a clear record of
feedback and targets and acts
on this regularly
BEHAVIOR AND SOCIAL SKILLS STANDARDS
BEHAVIOR DOES NOT MEET MEETS EXCEEDS
& SOCIAL EXPECTATIONS EXPECTATIONS EXPECTATIONS
SKILL
Professional Is unprofessional Is professional Is always professional
and a fantastic
representative of the
organisation
Often arrives late to work Always comes prepared to Arrives to work early every
and/or is late to most meetings with a notepad day and arrives 5 minutes
internal meetings and pen, takes relevant early to meetings to prepare.
Tends to miss/forget notes and takes an active Is proactive about timing
things interest in content throughout the whole day
Is easily distracted from Aims to arrive 15 minutes (considers travel time and
work or inattentive, for early to work, apologises potential delays)
example, plays on phone for occasional delays and Able to maintain calm when
Any conduct that is makes up any missed time under stress/pressure
against company policy at the end of the day. Being aware of the
and causes concern, such Punctual to meetings. organisation’ s culture and
as not following the dress Suitably dressed 100% of tailoring how to act depending
code or behaviour the time on the context and audience
Treats others with respect
and as if their time is
important
ADDRESSING THE GAPS
Short term solutions
ADDRESSING THE GAPS
Learn by Doing
Internships
Projects/ Mini projects
Mentorship from industries
Mock tests and interviews
Debate/ Group discussion on technical topics
Skills
Technical skills certification
Oral and communication skills training courses
ADDRESSING THE GAPS
Long term solutions
Recommendations for Educators,
Manufacturers, and Researchers

Collaborate to align career readiness definitions and

assessments around foundational skills
Engage in ongoing conversations
Jointly develop career readiness performance tasks
Reform credentialing approaches to support accredited
programs
Collaborate to align career readiness definitions and
assessments around foundational skills

 Educators and industry officials should collaborate to align, or

develop if necessary, foundational readiness definitions and measures.
 Task force is one possible approach to this process. The task force
initially should focus on one Career Cluster, such as manufacturing.
Industry and education professionals would review current measures
of foundational skills to determine a common approach, resulting in a
work ethics certificate.
 Researchers could facilitate the collaboration, leading research,
development, and training related to measurement.
 The task force could also recommend a way forward to develop
common measures of industry- and occupation-level competencies.
This effort could reduce redundancy in the measurement system.
Engage in ongoing conversations

Ongoing, systematic conversations between educators

and industry representatives would lead to better
understanding of what manufacturers require and what
educators can offer.
Such conversations are becoming more common but
are often disjointed and ad hoc.
Jointly develop career readiness
performance tasks

Manufacturers described readiness measures they use

that may be worth developing into performance-based
assessments.
The jointly developed assessments would provide
authentic experiences for students and more familiar
information for employers.
Reform credentialing approaches to
support accredited programs

Reforming education programs to emphasize third-

party certifications, with input from manufacturers,
could mitigate employer perceptions that certifications
are too confusing and lack significance.
In addition, educators should provide manufacturers
with more information about credentialing and
certification programs to more fully articulate what the
credentials indicate.
For Educators
 Inform manufacturers about the measures educators
use to determine career readiness.

 Manufacturers consistently reported that they are not

familiar with the career readiness measures that educators
use. As pointed out in one interview, industry leaders might
find these measures useful if they knew more about them,
such as which types of measures are used (assessments,
certificates, industry-based certifications); what skills or
knowledge the measures capture (foundational, industry-
wide, or occupation-specific); and how educators believe
these measures can benefit manufacturers.
 Incorporate experiential learning into additional
classes

 Industry representatives stated that they value candidates

who have participated in hands-on, project-based
education programs. Schools can incorporate aspects of
these programs into other classes to provide similar
experiences for all students. Educators should then
communicate with employers and students to ensure that
all stakeholders are aware of these experiences.
For manufacturers
Explore additional education partnerships and
intern-type programs.
Manufacturers value applicants with real-world
experience and frequently use direct observations to
evaluate career readiness.
Education-industry collaboration programs that have
led to successful job candidates.
Such partnerships give manufacturers the opportunity
to shape education programs, provide students with
hands-on experience, and allow employers to prepare
and screen potential job candidates.
Consider adopting recommendations of
professional organizations to look at multiple types
of readiness and multiple measures.
This study shared recommendations for a multilevel,
multimeasure system of career readiness, offered by
groups such as the U.S. Department of Labor, NAM,
SME, and ACT. The companies interviewed here
focused primarily on foundational readiness, though
they used a variety of approaches to measuring
readiness.
Consider cross-industry collaboration to further
refine common definitions and measures of
readiness.
Manufacturers may be served by meeting with each
other and professional organizations to compare
current measurement practices to proposed systems.
Such collaboration could lead to the development of
consistent measures, particularly for foundational
skills.
RECAP
We have discussed on:
Industry Expectations
Various competencies
Workplace Competency
Identifying the gaps
Short term solutions
Long term Solutions
CONCLUSION
To make the student ready, we need to
Build Student Confidence
Evaluate Readiness & Reduce Fear
Remediate Basic Skills While Teaching New
Topics
Reinforce the Process, Not Only the Correct
Answer
Design with Readiness in Mind
Check Student Understanding
References
[Link]
[Link]
[Link]
20prepare%20students_3.pdf
[Link]
i?article=1098&context=it_fac
[Link]
ent-readiness/
I believe that a teacher’s primary task is to
help students overcome their fears, open
their minds and discover their abilities.
Assessing and addressing readiness and
providing the necessary support requires a
few extra steps, but it can make all the
difference. Making a difference for my
students is what makes teaching so
rewarding.
THANK YOU !