Sample employability skills

  • Problem-solving: Assessing needs and identifying problems. Seeking different points of view and evaluating them. Recognising the human, interpersonal, technical, scientific, and mathematical dimensions of a problem. Being creative and innovative in exploring possible solutions. Checking to see if solutions work. Acting on opportunities for improvement.
  • Adaptability: Working independently, or as a part of a team. Carrying out multiple tasks or projects in a prioritised way. Being innovative and resourceful in identifying and suggesting alternative ways to achieve goals and get the job done. Remaining open and responding constructively to change. Learning from mistakes and accepting feedback. Coping with uncertainty.
  • Collaboration: Understanding and working within the dynamics of a group. Being flexible and respectful, open to and supportive of others thoughts, opinions, and contributions. Recognising and respecting people’s diversity, differences, and perspectives. Accepting and providing feedback in a constructive and considerate manner. Recognising, managing and resolving conflict in a productive manner.
  • Planning and monitoring: Developing plans. Seeking feedback, along with testing, revising, and implementing plans. Working to potentially changing quality standards and specifications. Selecting and using appropriate tools and technology for the specific task or project and “making do” with resources that are available. Adapting to changing requirements and information. Continuously monitoring the success of a project and identifying ways to improve. Need for a different learning methodology.

There is substantial reason to believe that cognitively higher functioning teens and adults can learn a wide range of sophisticated skills . However, significant obstacles are found when the individual tries to apply these learned skills in real-world, complex, dynamic settings, or when skills must be modified or adapted “on-the- fly” to meet circumstances that were not covered in the training curriculum.

The problem, then, is not learning specific skills per se, but their application in a more dynamic manner, to progressively more complex, “messy”, unpredictable real-world problems and settings.

This is the methodology that is incorporated into the Relationship Development Intervention Program’s Dynamic Intelligence curriculum:

Dynamic Intelligence skills include accurate self and social monitoring, perspective-taking, reflection, future planning, social and emotional coordination, self evaluation, and flexible problem solving. We believe these are the crucial pieces missing in preparing individuals for real-world success.