skillscalescompanionguide.pdf

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Copyright 2000 National Skill Standards Board

All Rights Reserved

Printed in the United States of America

First Edition

No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or byany means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written per-mission from the publisher.

10 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication DataSkill Scales Companion Guide; National Skill Standards Board

ISBN 0-9700518-1-6

Published by National Skill Standards Board1441 L Street, N.W., Suite 9000Washington, DC 20005-3512202/254-8628www.nssb.org

Cover design and layout Carol Hardy


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Preface

About This Guide This guide includes one of the tools being used todevelop NSSB skill standards. I t is a companionpublication to Built to Work: A Common Framework for Skil l Standards as well as otherNational Skill Standards Board (NSSB) publica-tions about skill standards.

Who We Are The NSSB is a coalition of leaders from business,labor, employee, education, and community andcivil rights organizations created in 1994 to builda voluntary national system of skill standards,assessment, and certification. The goal of thiseffort is to enhance U.S. global competitiveness

and raise the living standard of all Americans.NSSB skill standards, which form the foundationof this new system, are being identified byVoluntary Partnerships, industry coalitions work-ing in full partnership with labor, civil rights, andcommunity-based organizations.

To Find Out More, Contact UsOn the Web at www.nssb.orgBy e-mail at [email protected] phone at (202) 254-8628 or (877) THE-NSSBBy fax at (202) 254-8646By mail at National Skill Standards Board1441 L Street, NW, Suite 9000Washington, DC 20005-3512

National Skill Standards BoardSetting the Standard for Workforce Excellence


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Contents

Chapter 1: Introduction ..........................................................................................................................1

A Quick Review..................................................................................................................................1

A Common Language for Knowledge and Skills................................................................................2

Linking the Knowledge and Skills to Critical Work Functions..........................................................3

Chapter 2: Academic Skill Scales ..........................................................................................................4

Chapter 3: Employability Skill Scales ................................................................................................18

Acknowledgements ...............................................................................................................................49


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1

This publication is a reference document meant toaccompany other NSSB publications that describethe development of skill standards, including Built to Work: A Common Framework for Skill Standards . Inthis companion guide, you will find the NSSBComplexity Rating Skill Scales, one of several NSSBtools being used to develop skill standards.

The following is a brief explanation of how this toolfits into the NSSBs larger efforts to develop nationalskill standards. A complete explanation of the NSSBCommon Framework for Skill Standards can be foundin Built to Work: A Common Framework for Skill Standards . For more information about how to use theskill scales, please contact the NSSB.

A Quick ReviewSkill standardsas envisioned by the NSSBaremade up of two major components:

The work -oriented component This aspect of theskill standards looks at what needs to be done on the

job and how well. It includes:

Crit ical work functions The major responsibili-ties of work.Key activit ies The major duties or tasksinvolved in carrying out a critical work func-tion.Performance indicators Information on how todetermine when someone is performing a keyactivity competently.

Introduction

CHAPTER 1

USE OF THE SKILL SCALES

The NSSB Complexity Rating Skill Scales were created specifi-

cally for use in developing skill standards. The tool should not

be used without prior consent of the NSSB. The NSSB will be

providing technical assistance and tools for using the scales.

The worker -oriented component This aspect of theskill standards looks at the knowledge and skills someoneneeds to possess in order to fulfill these responsibilities.

The NSSB has identified three types of knowledgeand skills:

Academic knowledge and skills: The knowl-edge and skills associated with the academic dis-ciplines of reading, writing, mathematics, andscience.Employability knowledge and skills: Theapplied knowledge and skills used to performeffectively across a broad range of occupationssuch as teamwork, decision making, and prob-lem solving.Occupational and technical knowledge andskills: The occupational and technical knowl-edge and skills needed for work such as enginerepair or database programming.

To identify knowledge and skill classifications, theNSSB convened an expert panel whose charge was to


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Making decisions and judgments: Makedecisions that consider relevant facts andinformation, potential risks and benefits,and short- and long-term consequences oralternatives.

Organizing and planning: Organize andstructure work for effective performance andgoal attainment; set and balance priorities;anticipate obstacles; formulate plans consis-tent with available human, financial, andphysical resources; modify plans or adjustpriorities given changing goals or conditions.

Using social skills: Interact with others inways that are friendly, courteous, and tactfuland that demonstrate respect for individualand cultural differences and for the attitudesand feelings of others.

Adaptability: Change ones own behavior orwork methods to adjust to other people or tochanging situations or work demands; bereceptive to new information, ideas, orstrategies to achieve goals.

Working in teams: Work cooperatively andcollaboratively with others to achieve goalsby sharing or integrating ideas, knowledge,skills, information, support, resources,responsibility, and recognition.

Leading others: Motivate, inspire, and influ-ence others toward effective individual orteam work performance, goal attainment,

and personal learning and development byserving as a mentor, coach, and role modeland by providing feedback and recognitionor rewards.

Building consensus: Build consensus amongindividuals or groups by facilitating agree-ments that involve sharing or exchangingresources or resolving differences in such a

way as to promote mutual goals and interests;by persuading others to change their point of view or behavior without losing their futuresupport; and by resolving conflicts, con-frontations, and disagreements while main-taining productive working relationships.

Self and career development: Identify ownwork and career interests, strengths, and lim-itations; pursue education, training, feed-back, or other opportunities for learning anddevelopment; manage, direct, and monitorones own learning and development.

Linking the Knowledge and Skillsto Critical Work FunctionsUsing these descriptions of the academic andemployability knowledge and skills, experts will iden-tify which of these knowledge and skills are neededto perform each critical work function (along with itskey activities and performance indicators).

To provide users with more detailed information,experts will identify, for a given knowledge orskill, the level of complexity required for perform-ing a particular critical work function. TheComplexity Rating Skill Scales, included in thispublication, will be used as part of this effort.

Keep in mind that these scales are not for rating anindividuals proficiency in a particular knowledgeand skill. They are intended only for rating thelevel of complexity required in a particular knowl-edge and skill based on what the work requires.

In tro d u ctio n : C H A P TE R

3


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CHAPTER 2

Academic Skill Scales


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5

M A T H E M A T IC S : A cad em ic Sk ill Sca les

MATHEMATICS

U nderstand, interpret, and manipulate numeric or symbolic information; solve problems by selecting and applying appropriate quantitative methods such as arithmetic, quantitative reasoning, estimation, measurement, probabili ty, statistics, algebra,geometry, and trigonometry.

Skills used are highlycomplex, including asubstantial understandingof number systems (i.e.,natural, whole, integer,rational, irrational, real,and complex) andproperties; an abilityto compare, order, andinterchange equivalentfractions, decimals, andpercents; and use ofsignificant digits and

precision.

Skills used are highlycomplex, including a sub-stantial understanding of geometry, measurement,and spatial sense; use of complex geometric termi-nology, techniques, andtools to measure quanti-ties in order to achievespecified degrees of preci-sion, accuracy, and error

(or tolerance); use of right triangle trigonome-try to find missing infor-mation about triangles;use of vectors; and esti-mation of volumes andsurface areas of complexshapes and real objects.

Skills used are moderatelycomplex, including anunderstanding of numbersystems (i.e., whole, ratio-nal, and irrational) andproperties; an ability toread, write, order, add, sub-tract, multiply, and dividedecimal numbers; an abili-ty to interchange equiva-lent fractions, decimals,and percents; and use of ratios and proportions.

Skills used are moderate-ly complex, including anunderstanding of geome-try, measurement, andspatial sense; use of avariety of geometricshapes and terms; calcu-lation of the perimeter,circumference, area, vol-ume, and surface area of various two- and three-

dimensional objects tospecified degrees of preci-sion; and use of thePythagorean theorem, itsconverse, and propertiesof special right trianglesto find missing informa-tion about triangles.

Skills used are minimallycomplex, including a basicunderstanding of wholenumber systems and prop-erties; an ability to read,write, order, add, subtract,multiply, and divide wholenumbers; an ability to readand write simple fractionsand decimals; and compu-tation of money in dollarsand cents.

Skills used are minimallycomplex, including abasic understanding of geometry, measurement,and spatial sense; use of basic geometric shapesand terms with concreteobjects or drawings; mea-surement of length area,perimeter, circumference,diameter, height, weight,

and volume to specifieddegrees of precision inboth the customary andmetric systems; and com-putation of time in hoursand minutes.

COMPLEXITY LEVEL SCALE

HIGH MODERATE LOW C O M P

L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

NUMBERSENSE ANDCOMPUTATIONH ow complex are the number sense and computation skills used to perform this critical work function?

GEOMETRY,MEASURE-MENT, ANDSPATIAL SENSEH ow complex are the geometry,measurement,and spatial sense skills used to perform this critical work function?

C O M P L E X I T Y O F M A T H E M A T I C S C O N T E N T


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A cad em ic Sk ill Scales: M A T H E M A T IC S

MATHEMATICSCONTINUED

Required skills are highlycomplex, including a sub-stantial understanding of data analysis, statistics,

and probability; an abilityto design and conductstatistical experiments tostudy a problem; interpre-tation and communica-tion of the results usingappropriate technology;interpretation and repre-sentation of data, com-paring distributions of data and critiquing con-clusions and the use of statistics; fitting of curves

to scatter plots to deter-mine the strength of therelationship between twodata sets; use of samplingtechniques to draw infer-ences about large popula-tions; use of experimentaland theoretical probabili-ty and combinations andpermutations to solveproblems; and use of application software toanalyze and display data.

Required skills are mod-erately complex, includ-ing an understanding of data analysis, statistics,and probability; an abilityto gather, organize, repre-sent, and interpret largesets of data; analysis anddisplay of data withrespect to frequency, dis-tribution, and centraltendencies (e.g., mode,range, mean, and medi-an); evaluation of argu-ments based on statisticalreasoning; determinationof experimental and the-

oretical probabilities; anduse of counting tech-niques to determine pos-sible outcomes.

Required skills are mini-mally complex, includinga basic understanding of data analysis, statistics,and probability; an abilityto collect, organize, anddescribe data; construc-tion and display of datain line plots, graphs,tables, and charts; inter-pretation of data usingthe concepts of largest,smallest, most often, andmiddle; an ability to findaverage (mean) of sets of data; and determinationof fairness and probability

outcomes.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

COMPLEXITY OF DATAANALYSIS,STATISTICS,

ANDPROBABILITY H ow complex are the data analysis,statistics, and probability skills used to perform this crit ical work function?



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Skills used are highlycomplex, including a sub-stantial understanding of algebraic ideas and repre-sentation; use of commontypes of functions (e.g.,linear, exponential, peri-odic, quadratic, andcubic) to model real situ-ations; use of equations torepresent curves such aslines, circles, and parabo-las; an ability to solve sys-tems of equations usingmatrices and vectors; andan ability to work withproperties and mechanics

of functions (e.g., evalua-tion, inverses, slope, localmaxima and minima).

Skills used are moderate-ly complex, including anunderstanding of algebra-ic ideas and representa-tion; analysis of function-al relationships toexplain how a change inone quantity results in achange in another; anability to solve one- ortwo-variable equationsor inequalities; and anability to model real-world phenomena usingfunctions.

Skills used are minimallycomplex, including abasic understanding of algebraic ideas and repre-sentation; an ability tocreate and use symbolicand graphical representa-tions of patterns; an abili-ty to simplify expressionsand solve simple equa-tions and inequalities;and an ability to describe,generalize, and use basictypes of functionalrelationships.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

FUNCTIONSANDALGEBRAICTHINKING

H ow complex are the functions and algebraic thinking skills used to perform this crit ical work function?




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Skills used are highlycomplex, including repre-sentation and communi-cation of complex mathe-matical ideas using math-ematical language tomake complex situationseasier to understand; anability to organize workand present mathematicalprocedures and resultsclearly, systematically,succinctly, and correctly;clear communication of logical arguments, show-ing why a result makessense and why the rea-

soning is valid; and anability to write succinctaccounts of the mathe-matical results obtainedwith diagrams, graphs,tables, and formulas inte-grated into the text.

Skills used are moderate-ly complex, includingrepresentation and com-munication of moderate-ly complex mathematicalideas using numericaltables and equations,simple algebraic equa-tions and formulas,charts, graphs, and dia-grams; an ability toexplain facets of a solu-tion orally and in writing;and an ability to labeldrawings and use othertechniques to makemeaning clear to the

audience.

Skills used are minimallycomplex, including repre-sentation and limitedcommunication of basicmathematical ideas usingwords, numbers, symbols,pictures, charts, graphs,and tables.



L E X I T

Y

S U B D

I M E N

S I O N

COMPLEXITY OF REPRESEN-TATION ANDCOMMUNICA-TIONH ow complex are the representation and communication skills used to perform thiscritical workfunction?


C O M P

L E X I T

Y

D I M E

N S I O

N



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Problems require genera-tion of multipleapproaches to allow forcomparison of results.Methods are highly com-plex and include formu-lating and carrying outdetailed solutions to com-plex problems using mul-tiple steps and appropri-ate problem-solving tech-niques; verifying theaccuracy and validity of the mathematical proce-dures used to solve prob-lems; and evaluating thevalidity and generalizabil-

ity of results.

Reasoning used is highlycomplex, including usingforms of reasoning andproof appropriate to solvethe problem at hand (e.g.,deductive and inductivereasoning, making andtesting conjectures, usingcounterexamples andindirect proof) and differ-entiating clearly between

giving examples that sup-port a conjecture andgiving a proof of thatconjecture.

Problems lend them-selves to multiple solu-tions. Methods are mod-erately complex andinclude using appropriatecomputational proce-dures; evaluatingapproaches for effective-ness and making adjust-ments; using ratios, rates,and reason appropriatelyto solve problems; con-sidering, testing, and jus-tifying more than onesolution; and generalizingsolutions and strategies tonew problem situations.

Reasoning used is moder-ately complex, includingmaking and investigatingconjectures, developingand evaluating mathe-matical arguments andproofs, and selecting andusing a variety of reason-ing and methods of proofs as appropriate.

Problems lend themselvesto a single solution thatproduces clear or obviousresults. Methods are min-imally complex andinclude determining whata problem is asking; mak-ing sensible, reasonableestimates; and using avariety of approaches tosolve problems.

Reasoning used is mini-mally complex, includingformulating conjecturesand being able to arguewhy they must be or seemtrue; making sensible,reasonable estimates; andmaking justified, logicalstatements.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

MATHE-MATICALMETHODSH ow complex

are the mathematical methods used to perform this critical work function?

MATHE-MATICALREASONINGH ow complex is the mathematical reasoning used to perform thiscritical work function?

C O M P L E X I T Y O F P R O B L E M S O L V I N G



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Tools used are highlycomplex; technologicaltoolssuch as graphingcalculators, computerspreadsheets, matrix rep-resentation, and measur-ing devices (e.g., rulers,tapes, compasses, protrac-tors), and self-generatedcomputer programsareused to analyze and solvemultiple problems.

Tools used are moderate-ly complex; appropriatetoolssuch as calcula-tors, computers, measur-ing devices (e.g., rulers,tapes, compasses, protrac-tors), and mathematicaltextsare used to ana-lyze and solve problems.

Tools used are minimallycomplex. Basic toolssuch as pencil and paper,mental computation, andmeasuring devices (e.g.,rulers, graph paper, mea-suring cups, scales),mathematical texts,manipulatives, and calcu-latorsare used to solveproblems.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

MATHE-MATICALTOOLSH ow complex are

the mathematical tools used to perform this critical work function?

C O M P L E X I T Y O F P R O B L E M S O L V I N G



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S C IE N C E : A cad em ic Sk ill Sca les

SCIENCE

U nderstand and apply the basic principles of the physical, chemical, biological, and earth sciences; understand and apply the scientific method, including formulating and stating hypotheses and evaluating them by experimentation or observation.

Highly complex questions

guide scientific inquiry;investigations aredesigned using technolo-gy and mathematicsto refine the inquiryprocess and resultingcommunications.

Evidence is used to for-mulate and revise scien-tific explanations andmodels; alternative expla-nations and models are

recognized and analyzed;and scientific argumentsare communicated anddefended.

A substantial understand-ing of the nature of sci-ence is used, includingcomplex unifying con-cepts such as systems andorganization.

Moderately complexquestions guide scientificinquiry; investigationsare designed using appro-priate tools and tech-niques to gather, analyze,and interpret data.

Evidence is used todevelop descriptions,explanations, and mod-els; the relationshipbetween evidence and

explanations is madeclear; and scientific pro-cedures and explanationsare communicated.

A moderate understand-ing of the nature of sci-ence is used, includingsomewhat complex unify-ing concepts such asmodels.

Minimally complex ques-tions are asked aboutobjects, organisms, andevents in the environ-ment; investigations aredesigned using simpleequipment and tools togather data.

Data and other evidenceare used to construct areasonable explanation.

A basic understanding of the nature of science isused, including funda-mental unifying conceptssuch as order, evidence,constancy, change, andmeasurement.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

DESIGNWhen performing this critical work function, how complex are the questions and design that guide the inquiry?

USE OFEVIDENCEWhen performing this critical work function, how

does evidence affect the explanation and analysis of scientif ic inquiry?

UNIFYINGCONCEPTS ANDPROCESSEST o what degree is an understanding of overarching scientif ic con-

cepts and processes usedto perform this critical work function?

C O M P L E X I T Y O F S C I E N T I F I C I N Q U

I R Y

C O M P L E X I T Y O F U N D E R S T A N D I N G T H E

N A T U R E O F S C I E N C E


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A cad em ic Sk ill Scales: S C IE N C E

SCIENCECONTINUED

A substantial understand-ing of physical scienceconcepts is used (e.g., mat-ter and its transformations;energy and its transforma-tions; structure of atomsand of matter; bondingand molecular interaction;chemical reactions;motions and forces such asgravitational and electri-cal; net forces and magnet-ism; conservation of ener-gy; energy conduction andconvection and radiation;interaction of energy andmatter).

A substantial understand-ing of life science con-cepts is used (e.g., struc-ture and function of cells;behavior and interdepen-dence of organisms; ecol-ogy and change; energyand photosynthesis; mol-ecular basis of hereditysuch as DNA, genes,chromosomes, and muta-

tions; evolution, specia-tion, biodiversity, andnatural selection; biologi-cal classification).

A moderate understand-ing of physical scienceconcepts is used (e.g.,matter and its transfor-mations; energy and itstransformations andmotion; properties andchanges of properties inmatter; chemical reactiv-ity; conservation of mat-ter; motions and forcessuch as inertia and bal-anced and unbalancedforces; transfer of energy;light, mechanicalmotion, and sound;nature of a chemical

reaction). A moderate understand-

ing of life science con-cepts is used (e.g., struc-ture and function in liv-ing systems such as cells,organs, tissues, organ sys-tems, whole organisms,and ecosystems; repro-duction and heredity;regulation and behavior;populations and ecosys-

tems; evolution, diversi-ty, and adaptation of organisms).

A basic understanding of physical science conceptsis used (e.g., properties of objects and materials;position and motion of objects; light, heat, elec-tricity, and magnetism,including variation of heat and temperature).

A basic understanding of life science concepts isrequired (e.g., cells,organisms, characteristicsand life cycles of organ-isms such as interdepen-dence of animals andplants in an ecosystem,evolution and changeover time).



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

PHYSICALSCIENCET o what degree is an understanding

of physical science used to perform this critical work function?

LIFE SCIENCET o what degree is an understanding of l ife science used to perform this critical work function?

C O M P L E X I T Y O F C O R E S C I E N T I F I C C O N T E N T


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S C IE N C E : A cad em ic Sk ill Sca les

SCIENCECONTINUED

A substantial understand-ing of earth and space sci-ence concepts is used(e.g., energy in the Earthsystem, geochemicalcycles, origin and evolu-tion of the Earth system,evolution of the solar sys-tem, natural resourcemanagement).

Application of scienceand technology is used todesign and implement asolution to a complex

problem, choosing amongseveral alternativeapproaches; design takesinto consideration timeconstraints, costs, risks,and benefits.

A substantial understand-ing of how science affectsthe individual and thecommunity is used (e.g.,personal and communityhealth, consequences of

overpopulation, causesand effects of natural andhuman-induced hazards).

A moderate understandingof earth and space scienceconcepts is used (e.g.,structure of the Earth sys-tem; Earths history andprocesses including erosionand plate movement;change over time and fos-sil evidence; Earth in thesolar system, includingpredictable motion of planets and moons).

Application of scienceand technology is used todesign and implement asolution to a moderately

complex problem; timelyresults are required.

A moderate understand-ing of how science affectsthe individual and thecommunity is used (e.g.,personal health andnutrition, population

growth trends, conse-quences of naturalhazards).

A basic understanding of earth and space scienceconcepts is used (e.g.,properties of Earth mate-rials such as water, gases,rocks, and soils; charac-teristics of the sun, moon,planets; importance of the sun; forces that alterthe Earths surface suchas weathering, volcanism,and earthquakes).

Application of scienceand technology is used toidentify a solution to asimple problem such as

building or improving abasic product.

A basic understanding of how science affects theindividual and the com-munity is used (e.g., per-sonal health awareness,population characteris-

tics, environmentalchanges).



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

EARTH ANDSPACE SCIENCET o what degree is an understanding of earth and space science used to perform thiscritical work function?

SCIENCE ANDTECHNOLOGY T o what degree is an application of

science and technology required when performing this critical work function?

SCIENCE INPERSONALAND SOCIALPERSPECTIVETo what degree is an understanding

of how science affects the individual and the community used to perform this critical work function?

C O M P L E X I T Y O F C O R E

S C I E N T I F I C

C O N T E N T

C O M P L E X I T Y O F A P P L I E D S C I E N C E


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A cad em ic Sk ill Scales: R E A D IN G

READING

U nderstand and use writ ten information that may be presented in a variety of formats, such as text, tables, lists, figures, and diagrams; select reading strategies appropriate to the purpose, such as skimming for highlights, reading for detail, reading for meaning, and cri tical analysis.

Highly complex or tech-nical materials are read(e.g., technical manuals,reports, proposals, proce-dures, written commen-taries, formal email, sub-stantially visual materialsuch as flowcharts); mate-rial contains high densityof information and a sub-stantial proportion of highly technical terms orunfamiliar vocabulary.

Reading skills used arehighly complex, includingevaluation of the effective-ness of the text (i.e., its rel-evance, accuracy, efficien-cy, and appropriateness)and analysis of argumentsand positions as to theirvalidity, degree of bias andsufficiency of evidence.

Reading purpose is highlycomplex; text is analyzedand evaluated, and infor-mation is applied to anew situation or task.

Moderately complex ortechnical materials areread (e.g., letters, memos,email, multistep direc-tions and instructions,reference materials, bookson particular topics, visu-als that support meaningsuch as charts, graphs, fig-ures, diagrams, andmaps).

Reading skills used aremoderately complex,including interpretation of information from multiplesources; integration of infor-mation with prior knowl-edge and experiences; andidentification of complexi-ties and discrepancies in thepresented information.

Reading purpose is moder-ately complex; text is readto obtain information thatis then communicated toothers or used to perform amultistep task.

Simple, familiar, or non-technical materials areread (e.g., labels, tele-phone messages, routineforms, lists, simple notes,signs, informal email).

Reading skills used areminimally complex,including comprehensionof simple written informa-tion to solve basic prob-lems; literal understandingof text; and application of basic features of readingsuch as phonics, syllabica-tion, and word parts.

Reading purpose is mini-mally complex; text isread to obtain generalinformation or followsimple instructions toperform a task.


HIGH MODERATE LOWCOMPLEXITYDIMENSION

COMPLEXITY OF TEXTHow complex is the type of material to be read when performing this critical work function?

COMPLEXITY OFREADING SKILLSH ow complex are the reading skills used to perform this crit ical work function?

COMPLEXITY OFREADING PURPOSEH ow complex is the reading purpose in performing this critical workfunction?


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W R IT IN G : A cad em ic Sk ill Sca les

WRITING

Express ideas and information in writ ten form clearly, succinctly, accurately, and in an organized manner; use English language conventions of spelling, punctuation, grammar, and sentence and paragraph structure; tailor wri tten communication to the intended purpose and audience.

Highly complex or tech-nical materials are read(e.g., technical manuals,reports, proposals, proce-dures, written commen-taries, formal email, sub-stantially visual materialsuch as flowcharts); mate-rial contains high densityof information and a sub-stantial proportion of highly technical terms orunfamiliar vocabulary.

The materials producedare highly complex ortechnical (e.g., technicalmanuals, reports, propos-als, procedures, writtencommentaries, formalemail, substantiallyvisual products suchas flowcharts).

Moderately complex ortechnical materials areread (e.g., letters, memos,email, multistep direc-tions and instructions,reference materials, bookson particular topics, visu-als that support meaningsuch as charts, graphs, fig-ures, diagrams, andmaps).

The materials producedare moderately complex(e.g., letters, memos,email, multistep direc-tions and instructions,and visuals that supportmeaning such as charts,graphs, figures, diagrams,and maps).

Simple, familiar, or non-technical materials areread (e.g., labels, tele-phone messages, routineforms, lists, simple notes,signs, informal email).

The materials producedare simple, familiar, andnontechnical (e.g., labels,telephone messages, rou-tine forms, lists, tables,simple notes, signs, andinformal email).



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

COMPLEXITY OF TEXTH ow complex is the type of mate- rial to be read in performing this critical work function?

TYPE OFPRODUCTH ow complex are the materials produced in performing thiscritical work function?

C O M P L E X I T Y O F W R I T I N G P R O D U C T

C O M P L E X I T Y O F T E X T


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A cad em ic Sk ill Scales: W R IT IN G

WRITINGCONTINUED

A high degree of focusand logic is used, provid-ing facts, details, andexplanations grouped in away that communicatesclearly; writer anticipatesneeds and concerns of audience and may createlayout or format for prod-uct; revisions highlightindividual voice andstyle, using sentence vari-ety and subtlety of mean-ing and tone for intendedpurpose and audiences.

Accurate, sufficient, and

accessible elaborationand explanations areused, providing specificfacts and other informa-tion, to support and con-vey meaning.

A highly complex level of writing development isused, including evalua-tion of the effectivenessof own writinginclud-

ing accuracy, efficiency,appropriateness of pre-sented informationforclarity in communicationand style; anticipation of possible effect of writingon intended audience.

A moderate degree of organization and focus isused, providing neededfacts and information;writer decides on mostappropriate format; revi-sions are based on ownreview and on feedbackfrom others.

Moderate elaboration is

used, providing someexamples and reasons, toconvey meaning.

A moderately complexlevel of writing develop-ment is used, includinginterpretation of infor-mation from multiple

sources and synthesiswith prior knowledge andexperiences; identifica-tion of complexities anddiscrepancies in theinformation; applicationof precise word choiceand appropriate tense forclarity in communicationand individual style.

A minimal degree of organization is used; for-mat is provided (e.g.,labels, forms); minimalrevision is required; writ-ing is revised for basicgrammar and usage.

Minimal elaboration

is needed to conveymeaning.

A minimally complexlevel of writing develop-ment is used, includingapplication of formalconventions of the

English language, includ-ing spelling, grammar,usage, punctuation, sim-ple paragraph structure,and simple sentenceconstruction.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

ORGANIZATIONT o what degree is product organization used to perform this critical work function?

ELABORATION

T o what degree is elaboration required to con- vey meaning in performing this critical work function?

WRITINGDEVELOPMENTH ow complex is the level of writing development

used to perform this critical work function?

C O M P L E X I T Y O F W R I T I N G P R O D U C T

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W R IT N G : A cad em ic Sk ill Sca les

WRITINGCONTINUED

Multiple strategies (e.g.,generalizations, examples,compare or contrast, ques-tion and answer) areincorporated and integrat-ed to inform the reader.

Complex logical argu-ments are used to per-suade the reader; complexand varied details, sup-porting information, andevidence from multiplesources are used; author isaware of readers possible

preference for reasons,details, explanations, andexamples.

One or two differentstrategies (e.g., classifica-tion or categorization of information) are appliedto inform the reader.

Moderately complex logi-cal arguments are used topersuade the reader; somesupporting informationor evidence is used.

Minimal strategies (e.g.,lists) are applied toinform the reader.

Minimally complex logi-cal arguments are used topersuade the reader; writ-ing is generally directedto a single audience.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

TO INFORMT o what degree are different strategies used to inform the reader in performing this critical work function?

TO PERSUADET o what degree are persuasive arguments used to inf luence the reader in performing thiscritical work

function?

C O M P L E X I T Y O F W R I T I N G P U R P O S E


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CHAPTER 3

Employability Skill Scales


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19

LISTENING

Attend to, receive, and correctly interpret verbal communications and directions through cues such as the content and context of the message and the tone, gestures, and facial expressions of the speaker.

Subject matter is highlycomplex, unfamiliar, ortechnical.

Communication islengthy or unstructured,requiring sustained, care-ful attention.

Subject matter is moder-

ately complex, unfamiliar,or technical.

Communication is of moderate length or par-tially structured, requiringclose attention.

Subject matter is simple,familiar, or nontechnical.

Communication is brief or highly structured,requiring limited atten-tion.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CONTENTCOMPLEXITY T o what degree is subject matter complex, unfamiliar, or technical when performing this critical work function?

DEMANDS ONATTENTIONH ow carefully must one listen because of communication length or lack of structure when performing this critical work function?

C O M P L E X I T Y O F C O M M U N I C A T I O

N

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Em p lo ya b ility Sk ill Sca les: L IS T E N IN G

LISTENINGCONTINUED

Subject matter is largelyconveyed indirectlythrough subtleties of lan-guage, tone, expressions,or gestures.

There is little or noopportunity to interact

with the speaker or to askquestions.

Distractions are presentto a great degree.

Subject matter is partiallyconveyed indirectlythrough subtleties of lan-guage, tone, expressions,or gestures and partiallythrough simple, directverbal terms.

There is some opportuni-ty to interact with the

speaker or to askquestions.

Distractions are presentto some degree.

Subject matter is con-veyed in simple, directverbal terms that do notinvolve subtleties of lan-guage, tone, expressions,or gestures.

There is ample or unlim-ited opportunity to inter-

act with the speaker or toask questions.

Distractions are presentto a minimal degree.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

COMMUNI-CATIONINDIRECTNESST o what degree is subject matter conveyed indirectly through subtleties of language, tone,expressions, or gestures when performing this critical work function?

LIMITATIONSON

INTERACTIONHow difficult is it to interact with the speaker or to ask questions when performing this critical workfunction?

DISTRACTIONST o what degree are physical,social, or psycho-

logical distractions present (e.g. , noise, other activity, time pressure) when performing this critical work function?

C O M P L E X I T Y O F C O M M U N I C A T I O N

B A R R I E R S T O C O M M U N I C A T I O N


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SPEAKING

Express ideas and facts orally in a clear and understandable manner that sustains listener attention and interest; tailor oral communication to the intended purpose and audience.

Highly complex, novel,

or technical informationis presented or spokenabout.

Subject matter is highlysensitive, controversial,or likely to be questionedor challenged; a highdegree of tact is required.

Moderately complex,

novel, or technical infor-mation is presented orspoken about.

Subject matter is moder-ately sensitive, controver-sial, or likely to be ques-tioned or challenged;some tact is required.

Simple, familiar, or non-

technical information ispresented or spokenabout.

Subject matter is not sen-sitive, controversial, orlikely to be questioned orchallenged; there are nospecial concerns abouttactfulness.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CONTENT

COMPLEXITY How complex,novel, or technical is the subject matter presented or spoken about when performing this critical work function?

TACT ANDSENSITIVITY REQUIREDT o what degree is subject mat ter sensitive, controversial, or likely to be questioned or challenged when performing this critical work function?


S P EA K IN G : Em p lo yab ility S kill Sca les


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SPEAKINGCONTINUED

Subject matter is largelyconveyed indirectlythrough subtleties of lan-guage, tone, expressions,or gestures.

The listeners or audiencesare highly diverse.

Subject is partially con-veyed indirectly throughsubtleties of language,tone, expressions, or ges-tures and partiallythrough simple, directverbal terms.

The listeners or audi-ences are moderately

diverse.

Subject matter is con-veyed in simple, directterms that do not involvesubtleties of language,tone, expressions, orgestures.

The listeners oraudiences are very

homogeneous.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

COMMUNI-CATIONINDIRECTNESST o what degree is subject matter conveyed indirectly through subtleties of language, tone,expressions, or gestures when performing this critical work function?

DIVERSITY OFAUDIENCE

H ow diverse are the listeners or audiences in terms of size, perspectives, level of expertise or authority, and prior familiarity with subject matter when performing thiscritical work function?


C O N T E X T D E M A N D S

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SPEAKINGCONTINUED

Little or no preparationtime or resources areavailable; speaking is gen-erally extemporaneous oron-demand (i.e.,responding on onesfeet).

Speaker must contendwith or overcome a highdegree of distractions.

Listeners are usuallyuninterested, skeptical,or in opposition ordisagreement.

Moderate preparationtime or resources areavailable; some improvi-sation or adaptation isrequired.

Speaker must contendwith or overcome somedistractions.

Listeners vary in thedegree to which they areuninterested, skeptical,or in opposition ordisagreement.

Ample time andresources are available toprepare fully.

There are few (or no) dis-tractions to contend withor overcome.

Listeners are usuallyinterested and receptive.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CONSTRAINTSONPREPARATIONTo what degree are there constraints on the time or resources available to prepare communication when performing this critical work function?

DISTRACTIONSTo what degree is communication impeded by physical, social, or psy-

chological distractions (e.g., noise,other activity, time pressure) when performing this critical work function?

LISTENERRESISTANCETo what degree is communication challenged by listeners lack of

interest, skepti- cism, or disagree- ment when performing this critical work function?

C O N T E X T D E M A N D S

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USING INFORMATION AND COMMUNICATIONS TECHNOLOGY

Select, access, and use necessary information, data, and communications-related technologies, such as basic personal comput- er applications, telecommunications equipment, Internet, electronic calculators, voice mail, email, facsimile machines, and copying equipment, to accomplish work activities.

Equipment or technologyis highly complex orunusual.

Applications are highlycomplex or unusual orrequire using the mostadvanced features orcapabilities, trouble-shooting problems, orcreating new or cus-tomized applications.

Equipment or technologyis somewhat complex orunusual.

Applications are some-what complex or unusualor require using someadvanced features orcapabilities.

Equipment or technologyis relatively simple orfamiliar.

Applications are relative-ly simple or familiar orrequire using basic fea-tures or capabilities.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

COMPLEXITY OF EQUIP-MENT ORTECHNOLOGY H ow sophisticat- ed, unusual, or unique is the equipment or technology used to perform this critical work function?

COMPLEXITY OF APPLICA-TIONSH ow sophisticat- ed, unusual, or unique are the required applications of the equipment or technology used to perform this critical work function?

C O M P L E X I T Y O F T E C H N O L O G Y A P P L I C A T I O N

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USING INFORMATION AND COMMUNICATIONS TECHNOLOGY CONTINUED

Technology must bemastered and usedimmediately.

A high degree of newlearning is required,because changes are fre-quent or involve theintroduction of entirelynew technology; docu-

mentation or informationon use of the technologyis incomplete or notavailable.

Limited time is availableto learn the technologybefore its application;learning continues as thetechnology is used.

Some new learning isrequired that buildsdirectly on existing skillor knowledge, becausechanges are moderatelyfrequent or mostly

involve upgrades thatenhance existing fea-tures; documentation orinformation on use ofthe technology variesin completeness oravailability.

Sufficient training andlearning time is availableto understand and masterthe technology before itsapplication.

Little new learning isrequired, because changesare infrequent or minor;complete documentationor information on use of the technology is readily

available.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

TRAINING TIMECONSTRAINTSH ow limited is the time available to learn how to use the technology before applying it when performing this critical work function?

NEW LEARNINGREQUIREDH ow much new learning is required because of the fr equency

of changes in equipment, technology, or applications involved in performing this critical work function?

C O M P L E X I T Y O F

T E C H N O L O G Y A P P L I C A T I O N

F R E Q U E N C Y O F T E C H N O L O G Y C H A N G E

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GATHERING AND ANALYZING INFORMATION

Obtain facts, information, or data relevant to a particular problem, question, or issue through observation of events or situations, discussion with others, research, or retr ieval from written or electronic sources; organize, integrate, analyze, and evalu- ate information.

An extensive amount of information is required.

A large number of widelydifferent sources (e.g.,written, oral, electronic)are required; many differ-ent information-gather-

ing methods are used.

Information sources arelargely unknown, requir-ing individual to performgroundwork and develop

own leads.

A moderate amount of information is required.

A moderate number of somewhat differentsources are required; sev-eral different informa-tion-gathering methods

are used.

Information sources arepartially defined orknown, but additionalresearch may be required

after initial informationgathering.

A limited amount of information is required.

A small number of simi-lar sources are required;one or two information-gathering methods areused.

Sources of informationare well established andeasily accessible.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

AMOUNT OFINFORMATIONHow much information needs to be gathered to perform this critical work function?

NUMBER ANDVARIETY OFSOURCESIn performing this critical work func-

tion, how many and how variable are the sources from which information must be gathered and the methods used to gather it?

RESOURCEFUL-NESS NEEDEDTo what degree are information

sources unknown,unclear, or difficult to access when performing this critical work function?

D I F F I C U L T Y O F I N F O R M A T I O N G A T H E R I N G

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ANALYZING AND SOLVING PROBLEMS

A nticipate or identify problems and their causes; develop and analyze potential solutions or improvements using rational and logical processes or innovative and creative approaches when needed.

Problems are highly

unique or difficult, hav-ing many potential causesand little similarity toprior problems, makingthem difficult to antici-pate and requiring new,unusual, or innovativesolutions.

A large number of differ-ent types of problems, orproblems having a largenumber of elements orfacets, occur.

Problems are moderately

unique or difficult, havingseveral potential causesand some similarity toprior problems but alsosome novel features, mak-ing them somewhat diffi-cult to anticipate andrequiring some new orinnovative solutions andsome solutions guided byexisting precedents orknown procedures.

A moderate number of similar types of problems,or problems having amoderate number of ele-ments or facets, occur.

Problems are relatively

simple, routine, recur-ring, and easily recog-nized and anticipated,having a single likelycause and lending them-selves to straightforwardlogical solutions based onexisting precedents orknown procedures.

A small number of sim-ple, straightforward prob-lems that have only oneor two elements or facetsoccur.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

PROBLEM

UNIQUENESSOR DIFFICULTY In performing this critical workfunction, to what degree are problems unique,unusual, ordifficult, making them hard to anticipate or requiring creative or nonobvious solutions?

NUMBER ANDRANGE OFPROBLEMSIn performing this critical work function, what is the frequency of occurrence and variety of problems or problem elements?

P R O B L E M C O M P L E X I T Y

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ANALYZING AND SOLVING PROBLEMSCONTINUED

Multiple solutions mustbe generated; substantial

judgment is required todiscern or select the bestsolution from results thatare often inconclusive orambiguous.

A few solutions are possi-ble; some judgment isrequired to discern orselect the best solutionfrom results that maybe inconclusive orambiguous.

Problems lend themselvesto a single solution thatproduces clear or obviousresults.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

S O L U T I O N C O M P L E X I T Y NUMBER AND

COMPLEXITY OFPOSSIBLESOLUTIONSIn performing this critical work function, to what degree is problem solving challenged by multiple possible solutions or inconclusive results?

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MAKING DECISIONS AND JUDGMENTS

M ake decisions that consider relevant facts and information, potential risks and benefits, and short- and long-term consequences or alternatives.

Few or no precedents

or informed input isavailable.

Integration of informa-tion is highly difficult;large amounts of com-plex, ambiguous, or con-tradictory information aredrawn from many sources.

Precedents or informedinput is available to aid orguide some decisions.

Integration of informa-tion is moderately diffi-cult; moderate amounts of somewhat complex,ambiguous, or contradic-tory information aredrawn from severalsources.

Precedents or informedinput is available to aidor guide most or alldecisions.

Integration of informa-tion is not difficult; smallamounts of simple,straightforward, or con-sistent information aredrawn from one or twosources.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

LACK OF

GUIDANCE ORPRECEDENTSIn performing this critical work function, to what degree is decision making challenged by the absence of precedents or informed input available to aid decision making?

INTEGRATIONDIFFICULTY In performing this critical work function, how difficult is it to integrate the information needed for decision making because of the amount of information, number of information sources, or information ambiguity?

D E G R E E O F J U D G M E N T O R I N F E R E N C E R E Q U I R E D

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MAKING DECISIONS AND JUDGMENTSCONTINUED

Few or no explicit,ambiguous, or contradic-tory policies, rules, or pro-cedures constrain deci-sion latitude.

Explicit policies, rules, orprocedures, or potentiallycontradictory rules orpolicies, constrain lati-tude for some decisions.

Most or all decisions aregoverned by explicit orconsistent policies, rules,or procedures.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

I N D I V I D U A L D E C I S I O N - M A K I N G R E S P O N S I B I L I T Y ABSENCE OR

AMBIGUITY OFRULES ORPOLICYCONSTRAINTSIn performing this critical work function, to what degree is decision making challenged by the absence of explicit policies,rules, or procedures or by ambiguous or con- tradictory rules or policies?

Em p lo ya b ility Skill Sca les: M A K IN G D E C IS IO N S A N D JU D G M E N T S


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ORGANIZING AND PLANNING

Organize and structure work for effective performance and goal attainment; set and balance priorities; anticipate obstacles; formulate plans consistent with available human, financial, and physical resources; modify plans or adjust priorities given changing goals or conditions.

There are multiple, com-plex short- and long-termobjectives, or highlyambiguous or ill-definedobjectives.

Substantial flexibility isrequired, including con-tinuous or frequent moni-

toring of progress andreadjustment of priorities;multiple alternative plansare required.

Human, financial, orphysical resources arecoordinated across multi-ple work groups.

There are general short-and long-term objectives;some objectives vary inclarity or definition.

Some flexibility isrequired, including gener-al monitoring of progress

and occasional readjust-ment of priorities; a singlebackup plan is required.

Human, financial, orphysical resources arecoordinated within ownwork group.

There are limited,straightforward, or clearlydefined short-termobjectives.

Little or no flexibility isrequired; monitoring of progress, readjustment of

priorities, and backupplans are rarely or neverrequired.

Resources are allocatedby others; hence, noresource coordination isrequired.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

GOALCOMPLEXITY OR AMBIGUITY In performing this critical work function, how complex or ambiguous are work objectives or goals?

FLEXIBILITY REQUIREDH ow much flexi-

bility is needed to perform this critical work function?

RESOURCECOORDINATIONREQUIREDH ow much resource coordination is needed to perform this critical work function?

C O M P L E X I T Y O F P L A N S

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ORGANIZING AND PLANNINGCONTINUED

Individual is responsiblefor planning and prioritiz-ing for many people;plans affect efficiency,productivity, costs, orgoal achievement of mul-tiple work groups orentire organization.

Few or no guidelines,precedents, or standardoperating procedures areavailable.

Limited or ambiguousfeedback is provided onperformance or progresstoward objectives.

Individual is responsiblefor planning and priori-tizing for a few people;plans affect efficiency,productivity, costs, orgoal achievement of ownwork group.

Some guidelines, prece-dents, or standard operat-ing procedures areavailable.

Feedback on performanceor progress toward objec-tives is of varying avail-ability, clarity, andusefulness.

Individual is responsiblefor planning and priori-tizing own work only;plans affect individualefficiency, productivity,or work objectives.

Guidelines, precedents,or standard operatingprocedures are availableto guide planning for vir-tually all work objectives.

Readily available, clearand useful feedback isprovided on performanceor progress towardobjectives.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

C O M P L E X I T Y O F P L A N S SCOPE AND

EFFECTS OFPLANNINGIn performing this critical work function, for how many people must one plan and how far reaching is the impact?

LACK OFGUIDELINESIn performing this critical work function, to what degree is planning

challenged by the absence of guidelines, precedents,or standard operat- ing procedures?

LACK OFFEEDBACK In performing this critical work function, to what degree is planning challenged by the

absence of useful feedback on performance or progress toward objectives?

C O N S T R A I N T S O N P L A N N I N G

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ORGANIZING AND PLANNINGCONTINUED

Human, financial, orphysical resources arehighly constrained.

Human, financial, orphysical resources aremarginally adequate.

Human, financial, orphysical resources areconstrained minimally ornot at all.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CONSTRAINTSON RESOURCEAVAILABILITY In performing this critical work function, to what degree are there constraints on needed resources?

C O N S T R A I N T S O N P L A N N I N G

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36

USING SOCIAL SKILLS

Interact with others in ways that are fr iendly, courteous, and tactful and that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others.

People interacted withare highly diverse.

Social interactionsrequire knowledge of andadherence to special orformal protocols orprocedures.

People interacted withare moderately diverse.

Social interactionsrequire some knowledgeof and adherence to spe-cial or formal protocols orprocedures, or they varyin the degree to whichsuch protocols arerequired.

People interacted withare very homogeneous.

Social interactions arecasual or informal, requir-ing no special or formalprotocols or procedures.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

DIVERSITY In performing this critical work function, how diverse are the people interacted with in terms of demo- graphics (e.g. ,race, gender, age,culture, education, experience) ,work roles or functions, or levels of authority?

STRUCTURE ORPROTOCOLREQUIREDIn performing this critical work function, to what degree are knowledge of and adherence to formal protocols orprocedures required in social

interactions?

C O M P L E X I T Y O F S O C I A L I N T E R A C T I O N S

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USING SOCIAL SKILLSCONTINUED

Social interactionsinvolve highly personal,sensitive, controversial,or conflict-laden issues,requiring a high degree of tact, diplomacy, andawareness of and open-ness to social cues.

Social interactionsinvolve somewhat per-sonal, sensitive, contro-versial, or conflict-ladenissues, or vary in thedegree to which theyinvolve such issues,requiring some degree of tact, diplomacy, andawareness of and open-ness to social cues.

Social interactions donot involve personal,sensitive, controversial,or conflict-laden issuesand require no specialconcerns for tact ordiplomacy or particularawareness of or opennessto social cues.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

C O M P L E X I T Y O F S O C I A L I N T E R A C T I O N S TACT AND

SENSITIVITY REQUIREDIn performing this critical work function, to what degree do social interactions involve personal, sensit ive,controversial, or conflict-laden issues?

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ADAPTABILITY

Change ones own behavior or work methods to adjust to other people or to changing situations or work demands; be receptive to new information, ideas, or strategies to achieve goals.

Frequent or rapid changesnecessitate a high degreeof openness to changeand new learning as wellas frequent adjustment of work methods or behav-ioral styles to new situa-tions or people.

Changes are highlyambiguous or unpre-dictable.

Somewhat frequent orgradual changes necessi-tate some degree of open-ness to change and newlearning as well as occa-sional adjustment of workmethods or behavioralstyles to new situations orpeople.

Changes are somewhatambiguous or unpre-dictable, or they vary intheir clarity or pre-dictability.

Infrequent or slowchanges necessitate littleor no openness to changeor new learning or adjust-ment of work methods orbehavioral styles to newsituations or people.

Changes are straightfor-ward and predictable.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

FREQUENCY

OF CHANGEIn performing this critical work function, to what degree are open- ness to change and new learning, and adjustment of work methods or behavioral styles,necessary because of frequent changes in tech-

nology, work content, or organizational structure or culture?

UNPREDICTABIL-ITY OF CHANGEIn performing this critical work function, how ambiguous or unpre- dictable are the extent, nature,

and duration of technology, work,or organizational changes?

D E G R E E O F A D A P T A B I L I T Y R E Q U I R E D

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ADAPTABILITY CONTINUED

Few or no precedents,guidelines, processes, ortraining resources areavailable.

Some precedents, guide-lines, processes, ortraining resources areavailable.

Relevant precedents,guidelines, processes, ortraining resources arereadily available.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

LACK OFSUPPORT FORCHANGEIn performing this critical work function, to what degree is adaptation challenged by the absence of precedents, guidelines, processes, or training resources to prepare for or cope with new technology, new work content, or organizational

changes?

D I F F I C U L T Y O F A D A P T I N G

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WORKING IN TEAMS

Work cooperatively and collaboratively with others to achieve goals by sharing or integrating ideas, knowledge, skills, information, support , resources, responsibil ity, and recognition.

Team activities are highly

collaborative; individualtasks are highly affectedby the performance of other team members.

The team is highlydiverse.

Team activities are some-what collaborative; indi-vidual tasks may beaffected partially by theperformance of otherteam members.

The team is moderatelydiverse.

Team activities are mini-mally collaborative; indi-vidual tasks are affectedminimally by the perfor-mance of other teammembers.

The team is very homo-geneous.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

TASK INTERDE-

PENDENCEIn performing this critical work function, to what degree are team tasks or activi ties performed collaboratively, or are individual team member tasks affected by or dependent on those performed

by other team members?

TEAMDIVERSITY In performing this critical work function, to what degree is the team comprised of people with diverse backgrounds, levels of expertise, or perspectives?

D E G R E E O F C O L L A B O R A T I O N R E Q U I R E D

T E A M

M E M B E R H E T E R O G E N E I T Y

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LEADING OTHERS

M otivate, inspire, and influence others toward effective individual or teamwork performance, goal attainment, and personal learning and development by serving as a mentor, coach, and role model and by providing feedback and recognition or rewards.

Goal attainment is highlychallenged by ambiguousor complex goals, timepressure, or resourceconstraints.

Work requires a highdegree of structuring.

Goal attainment is chal-lenged somewhat by vary-ing degrees of ambiguousor complex goals, timepressure, or resourceconstraints.

Work requires a moderatedegree of structuring.

Challenges to goalattainment are minimizedas a result of clear, sim-ple, and well-definedgoals; adequate timeframes; or lack of resource constraints.

Work requires a limiteddegree of structuring.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CHALLENGESTO GOALATTAINMENTIn performing this critical work function, to what degree is attainment of goals challenged by ambiguous or complex goals, time pressure, or resource constraints?

WORKSTRUCTURINGREQUIREMENTSIn performing this critical work function, to what degree does work require sett ing goals and priorities, delegating,and structuring the work of others?

W O R K C H A L L E N G E S

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LEADING OTHERSCONTINUED

Leadership is responsiblefor multiple or largegroups comprised of indi-viduals who are highlydiverse in their demo-graphics (e.g., race, gen-der, age, culture, educa-tion, experience), roles orfunctions, or levels of expertise or who are dis-persed geographically.

A high degree of coach-ing or oversight is need-ed because of limited

capabilities or self-direc-tion of staff.

Many internal conflictsor sensitivities must bemanaged.

Leadership is responsiblefor a few small groups or asingle moderately largegroup comprised of indi-viduals who are some-what diverse in theirdemographics (e.g., race,gender, age, culture, edu-cation, experience), rolesor functions, or levels of expertise or who may beseparated geographicallyfrom the others.

A moderate or varyingdegree of coaching oroversight is needed

because of varying capa-bilities or self-directionof staff.

A moderate or varyingdegree of internal con-flicts or managed sensi-tivities must be managed.

Leadership is responsiblefor a single small groupcomprised of individualswho are relatively homo-geneous in their demo-graphics, roles or func-tions, or levels of exper-tise and who are locatedin the same geographicarea.

A minimal degree of coaching or oversight is

needed because of highcapabilities or self-direc-tion of staff.

Few internal conflicts orsensitivities must bemanaged.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

SCOPE ANDCOMPLEXITYOF LEADERSHIPRESPONSIBILITY In performing this critical work function, to what degree does work entail leadership of large, diverse, or geographically dis- persed groups or teams?

COACHING ORMONITORINGNEEDS

H ow much staff coaching, mentor- ing, direction, and oversight is needed to perform this critical workfunction?

CONFLICTMANAGEMENTNEEDSIn performing this critical work func-

tion, how much conflict manage- ment is required as a result of the nature of the work or the diversity of the staff?

W O R K C H A L L E N G E S

P E O P L E C H A L L E N G E S

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BUILDING CONSENSUS

Build consensus among individuals or groups by facilitating agreements that involve sharing or exchanging resources or resolving differences in such a way as to promote mutual goals and interests; by persuading others to change their point of view or behavior without losing their future support; and by resolving conflicts, confrontations, and disagreements while maintaining productive working relationships.

Consensus must beachieved among a largenumber of highly diverseindividuals or groups.

Stakeholders goals arevague or ill defined, sig-

nificantly impeding theconsensus process.

Consensus must beachieved among a moder-ate number of somewhatdiverse individuals orgroups.

Stakeholders goals varyin their clarity and defini-

tion or are defined at avery general level only,resulting in a somewhatchallenging consensusprocess.

Consensus must beachieved among a rela-tively small number of fairly homogeneous indi-viduals or groups.

Stakeholders goals areclear and well defined,

significantly facilitatingthe consensus process.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

NUMBER ANDDIVERSITY OFSTAKEHOLDERSA mong how many diverse individuals or groups must consensus be achieved in performing this critical work function?

AMBIGUITYOF GOALS

In performing this critical work function, to what degree are consensus stakeholders goals unclear or ambiguous?

C O N S E N S U S P R O C E S S I N H I B I T O R S

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BUILDING CONSENSUSCONTINUED

Minimal or no organiza-tional support or otherincentives are present;consensus is impeded bythe absence of a leader orneutral party with rele-vant knowledge andexpertise or authority tointervene.

Unanimous agreement isrequired.

Issues are complex andmultifaceted.

A moderate or varyingdegree of organizationalsupport or other incen-tives are present; consen-sus is facilitated some-what by the presence of aleader or neutral partywith either relevantknowledge and expertiseor authority to interveneor force agreement.

Less than unanimousagreement is required.

Issues are moderatelycomplex, variable intheir complexity, or mayhave several facets.

A high degree of organi-zational support or otherincentives are present;consensus is facilitatedgreatly by the presence of a leader or neutral partywith relevant knowledgeand expertise and author-ity to intervene or forceagreement.

Majority or plurality of agreement is required.

Issues are simple andstraightforward, with fewunderlying facets.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

LACK OFORGANIZATIONAL SUPPORT,INCENTIVES, ORCONSENSUSLEADERSHIPIn performing this critical work function, to what degree is the consensus process impeded by an absence of organizational support or incentives to reach consensus or by an absence of an

influential leader or facilitator of consensus?

HIGHCONSENSUSSTANDARDWhat extent of agreement must be reached to achieve consensus in performing this critical work function?

COMPLEXITYOF ISSUESH ow complex are the issues on which consensus is sought in performing this critical work function?

D I F F I C U L T Y O F I S S U E S

R E Q U I R I N G C O N S E N S U S

C O N S E N S U S P R O C E S S I N H I B I T O R S

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BUILDING CONSENSUSCONTINUED

Issues are highly sensi-tive, personal, or con-tentious and tend to elicitwidely varying or diver-gent expectations, per-spectives, or opinions.

Issues are structured orcharacterized in a way

that provides few possibil-ities for resolution orcompromise.

Issues are moderately sen-sitive, personal, or con-tentious and tend to elic-it somewhat varying ordivergent expectations,perspectives, or opinions.


that provides some possi-bilities for resolution orcompromise.

Issues are nonsensitive,impersonal, or noncon-tentious and tend to elic-it minimally varying ordivergent expectations,perspectives, or opinions.


that provides many possi-bilities for resolution orcompromise.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

CONTENTIOUS-NESS OF ISSUESIn performing this critical work function, to what degree are the issues on which consensus is sought sensitive, personal,or contentious,eliciting varying or divergent expectations, perspectives,or opinions?

LACK OFOPPORTUNITIES

FORAGREEMENTIn performing this critical work function, to what degree does the nature of the issues make resolutionor compromisedifficult?

D I F F I C U L T Y O F I S S U E S R E Q U I R I N G C O N S E N S U S

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SELF AND CAREER DEVELOPMENT

Identify own work and career interests, strengths, and limitations; pursue education, training, feedback, or other opportunities for learning and development; manage, direct, and monitor ones own learning and development.

Frequent or rapid changesin work content or tech-nology necessitate continu-ous planning for andengagement in learningand development activities.

Learning and develop-ment opportunities arehighly limited.

Somewhat frequent orgradual changes in workcontent or technologynecessitate planning forand engagement in learn-ing and development activ-ities at regular intervals.

Learning and develop-ment opportunities aresomewhat limited.

Infrequent or slowchanges in work contentor technology necessitatelittle or no planning foror engagement in learn-ing and developmentactivities.

Learning and develop-ment opportunities arereadily available.



L E X I T

Y

D I M E

N S I O

N

C O M P

L E X I T

Y

S U B D

I M E N

S I O N

SELF AND

CAREERDEVELOPMENTREQUIREMENTSIn performing this critical work function, to what degree is planning for and engagement in self or career development activit ies required?

TIME,RESOURCE, ORSUPPORTCONSTRAINTSIn performing this critical work function, to what degree are learning and development opportunit ies limited by available time, resources, or organizational

support?

N E E D F O R L E A R N I N G

A N D D E V E L O P M E N T

L I M I T

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