Note: footnotes and appendices are not included with this electronic version.

Knowledge, Skills and Abilities Required for Entry-Level Jobs in the Technology Industries and the Related Supply and Service Industries.

Introduction

The EnterTech Project seeks to create a business-validated, competency-based instructional program that prepares learners with the knowledge, skills and abilities necessary to be a graduate trainable for entry-level jobs in technology industries and related supply and service industries or a graduate prepared to continue their education.

The EnterTech Project was conceived to address several convergent issues:

As a collaborative effort between industry partners, educators, government and community stakeholders, the EnterTech project can affect change by creating a training program concentrated on technology industry needs. Technology industry jobs provide opportunities for improved employment outcomes, including sustainable wages, career pathways and continued skill improvement, for EnterTech targeted learners.

EnterTech Project coalition members (Appendix A) in technology companies were utilized to gather the following information:

Additional information on industry growth and needs projections were obtained from the Texas State Occupational Information Coordinating Committee (SOICC).

Two EnterTech Project advisory teams provided reviews and recommendations in the process of determining the knowledge, skills and abilities matrix: The Resources, Knowledge, Skills and Abilities Team and the Curriculum Design Team (membership listings and team descriptions in Appendix B). The teams provided feedback on job descriptions, industry data, related curriculum and workforce training programs, and jobs to be profiled.

Accordingly, the data for this report was collected through researching and analyzing:

Whereas job profiling activities are ongoing, this report details the research and information resources utilized to-date and the resultant matrix of the knowledge, skills and abilities required of the EnterTech Project graduate and by technology industry employers.

 

Section 1. Research and analyze available information relating to industry growth, employer staffing needs, and best paying entry-level jobs.

Through the year 2005 almost half of all new manufacturing jobs in Texas are expected to be in industries related to high technology, including computers, semiconductors, and telecommunications equipment. Texas’ high technology industries added 69,000 new jobs between 1990 and 1996, more than any other state, according to the American Electronics Association. The Texas State Comptroller Office projects an additional creation of 51,000 technology jobs in Texas during the next four years.

Employment Comparisons
Select Industries in 1996

More occupationally targeted projections are available from the SOICC Occupational and Skill Computer-Assisted Researcher (OSCAR). A review of entry- level technology industry jobs within the OSCAR database revealed the following annual growth rates:

 



Occupation		 Projected Annual Job Openings through 2005
Employment
Increase
Electric and Electronic Equipment Assemblers – Precision 455 20.72%
Electric and Electronic Inspectors and Testers 360 19.57%
Electronic Components Assemblers 710 29.47%
Electronic Semiconductor Processors 240 11.97%
Electronic Semiconductor Test and Development Technicians 240 11.97%
Materials Inspectors 360 19.57%
Precision Devices Inspectors and Testers 360 19.57%
Production, Planning and Expediting Clerks 685 28.62%
Shipping, Receiving and Traffic Clerks 1955 24.73%

 

Whereas service sector jobs represent the fastest growing employment sector within Texas and indeed nationally, high-tech industries provide a greater increase in real wages for individuals than do wages available in the service industry. For example, The Monthly Labor Review indicates that within the United States, average weekly earnings for blue-collar workers in electronic manufacturing in 1997 were $533.40 per week; conversely, the average weekly earnings for workers in service industries was $400.33 per week.

Most service sector jobs begin at minimum wage, $5.15 per hour. A survey of EnterTech employer coalition members reported an average starting wage of $9 per hour for positions such as Assembler, Machine Operator, Manufacturing Associate, Material Handler, Production Associate, and Warehouse/Shipping Clerk.

Appendix C provides the EnterTech employer survey results, including wages and job demands for entry-level positions in these technology companies.

A focus on high-tech workforce training can raise the standard of living for Texas residents with skills needed by technology industries. Texas will not only benefit from an increase in real wage income for it residents, but will also begin to build the support needed to attract new high-tech industries, and continue its success in its exports of computers and electronics.

The Texas Technology Survey of 1997, conducted by the Governor’s Science and Technology Council, found a growing workforce shortage among high-tech industry, with more than 60% of the companies reporting unfilled jobs. The survey also revealed significant skill gaps in Texas workers. More than 90% of the surveyed companies said their workforce lacked some essential skills, such as computer skills, industry-specific skills, problem-solving skills or communication skills.

A national survey conducted by the Economic and Social Research Institute found employers value reliable workers with a positive attitude more than any other quality. "Education, technical training, and even prior work experience do not appear as important as good attitude, responsible work habits, and good references."

Employers repeatedly noted they are willing and able to teach job-related tasks, but it is much harder to teach a person to be a "good worker."

Job Candidate Qualities Rated as Most Important by Employers
(top three choices combined)

Employers desire basic workplace competencies more than other worker attributes, such as educational attainment. Supporting this fact, the Texas State Occupational Information Coordinating Committee notes that almost two-thirds of the Texas labor force requires employer or specialized occupational training, whereas only 26% of Texas jobs require a two-year degree or higher.

Current Employment By Training Category
Texas 1992

 

In other words, as one employer said, "Business doesn’t need a trained graduate. What business needs is a graduate who is trainable."

At the October 9, 1998 EnterTech Coalition Member meeting, participants were asked to list the traits, attitudes, or characteristics most desirable in the entry-level worker. Most often cited responses were:

  1. effective self-management in workplace,
  2. general positive attitude towards work,
  3. managing work relationships,
  4. constant learning,
  5. following directions,
  6. asking for assistance,
  7. absorbing and responding to criticism,
  8. understanding relation of self to organization,
  9. identifying with organizational goals, and
  10. awareness of how own work role relates to other work roles.

The national, state and local employer surveys indicate strong preferences for employees with self-management knowledge, employability skills, and on-the-job learning abilities. Therefore, the EnterTech curriculum should likewise emphasis the collaborative and interpersonal skills required by employers while providing refresher exercises in the basic academic skills.

Section 2. Research and analyze available information relating to knowledge, skills and abilities required for entry-level jobs in the technology industries and the related supply and service industries.

To begin evaluating the knowledge, skills and abilities required for the EnterTech curriculum, various forms of information were reviewed as follows:

2.1 current workforce training;

2.2 national skills standards, and

2.3 job descriptions and tasks lists of entry-level positions in technology industries.

 

2.1 Current Workforce Training

Appendix D contains the summary of 118 educational products reviewed by the EnterTech production team. The publishers and titles were recommended by EnterTech coalition members and by ACT Inc., the creator of Work Keys, a workplace skills standard and assessment system.

The Work Keys system is a metric that describes skill requirements for specific jobs and the competencies required by the incumbent workers as "skill levels." Each skill level describes the skill area in terms of specific proficiencies. The levels are used for instructional development that can accurately prepare learners for the demands of the workplace.

The Work Keys skills levels provide a systematic and defined hierarchy by which curriculum could be evaluated and compared. The curriculum review was intended to identify best practices, and to avoid unnecessary duplication of effective and affordable products available within the marketplace.

From this initial review, the team distilled the curricula most aligned to the EnterTech Project goals into a matrix with the Work Keys skill components. The following publishers and their curricula were integrated into the matrix:

The completed matrix is in Appendix E.

Additionally, the following Texas-specific training programs and skills standards were reviewed for instructional practices and skills sets:

 

2.2 National Skills Standards

Competencies also were evaluated and extracted from national skill standards such as the Comprehensive Adult Student Assessment System (CASAS), the ACT Work Keys system, and the U.S. Department of Labor Secretary's Commission on Achieving Necessary Skills (SCANS),.

CASAS competencies are organized into the following categories:

Work Keys targets for instruction are organized into the following skill areas:

And the SCANS is comprised of a three-part skills set and a five-part competency matrix:

SCANS was selected as a foundation, or baseline skills listing, appropriate to organize the EnterTech curriculum.

SCANS Basic Skills

Reading:

Locates, understands, and interprets written information in prose and documents--including manuals, graphs, and schedules--to perform tasks; learns from text by determining the main idea or essential message; identifies relevant details, facts, and specifications; infers or locates the meaning of unknown or technical vocabulary; and judges the accuracy, appropriateness, style, and plausibility of reports, proposals, or theories of other writers.

Writing:

Communicates thoughts, ideas, information, and messages in writing; records information completely and accurately; composes and creates documents such as letters, directions, manuals, reports, proposals, graphs, flow charts; uses language, style, organization, and format appropriate to the subject matter, purpose, and audience. Includes supporting documentation and attends to level of detail; checks, edits, and revises for correct information, appropriate emphasis, form, grammar, spelling, and punctuation.

Arithmetic/Mathematics:

Performs basic computations; uses basic numerical concepts such as whole numbers and percentages in practical situations; makes reasonable estimates of arithmetic results without a calculator; and uses tables, graphs, diagrams, and charts to obtain or convey quantitative information. Approaches practical problems by choosing appropriately from a variety of mathematical techniques; uses quantitative data to construct logical explanations for real world situations; expresses mathematical ideas and concepts orally and in writing; and understands the role of chance in the occurrence and prediction of events.

Listening:

Receives, attends to, interprets, and responds to verbal messages and other cues such as body language in ways that are appropriate to the purpose; for example, to comprehend; to learn; to critically evaluate; to appreciate; or to support the speaker.

Speaking:

Organizes ideas and communicates oral messages appropriate to listeners and situations; participates in conversation, discussion, and group presentations; selects an appropriate medium for conveying a message; uses verbal languages and other cues such as body language appropriate in style, tone, and level of complexity to the audience and the occasion; speaks clearly and communicates message; understands and responds to listener feed back; and asks questions when needed.

SCANS Thinking Skills

Creative Thinking:

Uses imagination freely, combines ideas or information in new ways, makes connections between seemingly unrelated ideas, and reshapes goals in ways that reveal new possibilities.

Decision Making:

Specifies goals and constraints, generates alternatives, considers risks, and evaluates and chooses best alternatives.

Problem Solving:

Recognizes that a problem exists (i.e., there is a discrepancy between what is and what should or could be), identifies possible reasons for the discrepancy, and

devises and implements a plan of action to resolve it. Evaluates and monitors progress, and revises plan as indicated by findings.

Seeing Things in the Mind's Eye:

Organizes and processes symbols, pictures, graphs, objects or other information; for example, see a building from blue print, a system's operation from schematics, the flow of work activities from narrative descriptions, or the taste of food from reading a recipe.

Knowing How to Learn:

Recognizes and can use learning techniques to apply and adapt new knowledge and skills in both familiar and changing situations. Involves being aware of learning tools such as personal learning styles (visual, aural, etc.), formal learning strategies (note taking or clustering items that share some characteristics), and informal learning strategies (awareness of unidentified false assumptions that may lead to faulty conclusions).

Reasoning:

Discovers a rule or principle underlying the relationship between two or more objects and applies it in solving a problem. For example, uses logic to draw conclusions from available information, extracts rules or principles from a set of objects or written text; applies rules and principles to a new situation, or determines which conclusions are correct when given a set of facts and a set of conclusions.

SCANS Personal Qualities

Responsibility:

Exerts a high level of effort and perseverance towards goal attainment. Works hard to become excellent at doing tasks by setting high standards, paying attention to details, working well, and displaying a high level concentration even when assigned an unpleasant task. Displays high standards of attendance, punctuality, enthusiasm, vitality, and optimism in approaching and completing tasks.

Self-Esteem:

Believes in own self-worth and maintains a positive view of self; demonstrates knowledge of own skills and abilities; is aware of impact on others; and knows own emotional capacity and needs and how to address them.

Sociability:

Demonstrates understanding, friendliness, adaptability, empathy, and politeness in new and on-going group settings. Asserts self in familiar and unfamiliar social situations; relates well to others; responds appropriately as the situation requires; and takes an interest in what others say and do.

Self-Management:

Assesses own knowledge, skills, and abilities accurately; sets well-defined and realistic personal goals; monitors progress toward goal attainment and motivates self through goal achievement; exhibits self-control and responds to feedback unemotionally and non-defensively; is a "self-starter."

Integrity/Honesty:

Can be trusted. Recognizes when faced with making a decision or exhibiting behavior that may break with commonly held personal or societal values; understands the impact of violating these beliefs and codes on an organization, self, and others; and chooses an ethical course of action.

SCANS Five Workplace Competencies

Resources:

Identifies, organizes, plans, and allocates resources.

Time--Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules

Money--Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives

Material and Facilities--Acquires, stores, allocates, and uses materials or space efficiently

Human Resources--Assesses skills and distributes work accordingly, evaluates performance and provides feedback

Interpersonal:

Works with others.

Participates as Member of a Team--contributes to group effort

Teaches Others New Skills

Serves Clients/Customers--works to satisfy customers' expectations

Exercises Leadership--communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies

Negotiates--works toward agreements involving exchange of resources, resolves divergent interests

Works with Diversity--works well with men and women from diverse backgrounds

Information:

Acquires and uses information.

Acquires and Evaluates Information

Organizes and Maintains Information

Interprets and Communicates Information

Uses Computers to Process Information.

Systems:

Understands complex inter-relationships.

Understands Systems--knows how social, organizational, and technological systems work and operates effectively with them

Monitors and Corrects Performance--distinguishes trends, predicts impacts on systems operations, diagnoses deviations in systems' performance and corrects malfunctions

Improves or Designs Systems--suggests modifications to existing systems and develops new or alternative systems to improve performance

Technology:

Works with a variety of technologies.

Selects Technology--chooses procedures, tools or equipment including computers and related technologies

Applies Technology to Task--Understands overall intent and proper procedures for setup and operation of equipment

Maintains and Troubleshoots Equipment--Prevents, identifies, or solves problems with equipment, including computers and other technologies.

2.3 Job Descriptions and Task Lists

The following EnterTech coalition employers submitted job descriptions or task lists for their entry-level positions:

The information garnered from these materials was reviewed by the advisory teams and incorporated into the knowledge, skills and abilities listing. Appendix F contains the job descriptions and task lists provided, with the names of the companies blackened to protect confidentiality.

Additional job descriptions appropriate to Texas technology industries also were selected from the U.S. Department of Labor’s Dictionary of Occupational Titles (DOT) and from the Texas SOICC electronic version of the DOT, called the Occupational and Skill Computer-Assisted Researcher or OSCAR. Occupational titles reviewed included:

Appendix F also contains the additional job descriptions and task lists selected by the EnterTech advisory teams.

Section 3. Research and analyze entry-level jobs in the technology industries and the related supply and service industries to determine the knowledge, skills and abilities required for those particular jobs, if needed.

Augmenting the cumulative research efforts, Work Keys profiles were collected, performed or are scheduled for selected entry-level positions.

The following Work Keys profiles were contributed to the project by coalition employers:

ACT Inc. provided skill levels for the following occupational titles:

Assembler Electromechanical

Assembler Semiconductor

Computer Operator

Electronics Assembler

Material Handler

Order Clerk

Packager, Machine

Shipping and Receiving Clerk.

Additionally, the Workforce Development Services group provided complete Work Keys profiles of the following jobs:

Laboratory Technician

Production Cell Team Member

Call Center Officer.

Work Keys profiles have been performed by the EnterTech Project or are scheduled:

Copies of completed profiles are in Appendix G. The remaining job profiling will continue through January 1999. The EnterTech Project competency matrix will be adjusted to reflect any necessary modifications or additions.

The skills sets verified to-date include the following Work Keys levels:

 

Skill Profile Levels Range
Reading for Information 3-5 3-7
Applied Mathematics 3-5 3-7
Listening 4-5 1-5
Writing 3-4 1-5
Locating Information 3-4 3-6
Teamwork 3-6 3-6
Applied Technology 3-5 3-6
Observation 4-5 3-6

Work Keys profiling involves the following steps:

  1. Developing a list of the most critical tasks of the job;
  2. Identifying the tasks associated with each Work Keys skill;
  3. Identifying on-the-job behaviors associated with each skill; and
  4. Determining the Work Keys skill levels of the job.

Profiling is conducted with incumbent workers who select and sort the task requirements of their job. The criticality of each task is factored through combining the relative time spent at the task and the overall importance of the task. On-the-job behaviors and activities that require a particular skill, such as reading manuals or adding a list of numbers, are categorized into the Work Keys skill areas and levels. Entry requirements are usually at least one skill level below the expected performance level of an incumbent worker with several months on-the-job experience.

Section 4. Matrix of the knowledge, skills and abilities required of the EnterTech Project graduate and by technology industry employers.

From the curriculum research, national skills standards, employer-gathered information, and Work Keys job profiles, a preliminary matrix of performance objectives was created for the EnterTech Project. The matrix is divided into eight major domains:

Each domain is divided into "knowledge" categories, the sub-related "competencies," followed by a listing of proposed performance objectives.

Career Management and Employee Awareness

Knowledge

Competency

Performance Objective
Seek and Gain Employment Determine career goals
  • Identify and prioritize personal, educational, and workplace goals
  • Identify common occupations and the skills and education each requires
  • identify appropriate skills and education for retaining employment and advancing
  • Identify and rank tangible and intangible rewards of work
  • Assess personal skills
  • Assess personal marketability
  • Learn how to plan a career
  • Develop road map from job and basic skills training to successful employment and career
  Understand employer's needs
  • Identify factors that affect job retention and advancement (such as appropriate behavior, appropriate attire, positive work attitudes, understanding of organizational structure, skill acquisition)
  • View relationship with employer as partnership
  Conduct job search
  • Identify common occupations and the skills and education required for them
  • Be resourceful in identifying employment opportunities
  • Locate and use job descriptions, announcements, postings and other sources of employment information
  • Interpret general work-related vocabulary (e.g., experience, swing shift)
  • Interpret and compare salary, benefit, and perquisite options
  Apply for position
  • Interpret and complete job applications, résumés, and letters of application
  • Prepare work history for use in developing resume
  • Reinterpret life skills and experience to make them attractive to employers
  • Prepare and/or update resume
  • Assess skills in light of individual employer needs, adapting resume for each employer
  Interview for position
  • Conduct interview in professional manner (proper attire, punctuality, positive attitude, appropriate manners)
  • Prepared with all relevant documents
  • Advocate effectively for self
  • Prepared for difficult questions
Retain Employment Understand employer's organizational structure
  • Identify the formal organizational structure of a work environment
  • Describe line and staff organizational structures
  • Describe how a system's structures relate to its goals
  • Compare organizational policies and procedures
  Understand policies and procedures
  • Interpret work-related documents such as employment contract employee handbooks, personnel policies and job manuals, wages and benefit statements, timekeeping forms
  • Understand legal employment guidelines, including Sexual Harassment, ADA, Violence in Work place)
  • Attend orientation
  • Ask fellow employees and supervisors for clarification
  Function effectively within the formal and informal codes of the social and organizational system
  • Identify organization’s goals
  • Demonstrate interest in organizational goals
  • Appear for work on time with only minor exceptions
  • Present acceptable appearance as defined by organization: appropriate clothing, accessories, hygiene
  • Utilize interpersonal skills (see Individual and Interpersonal Affective Skills)
  Perform job according to direction
  • Interpret job responsibilities
  • Interpret work specifications and quality standards
  • Interpret employer expectations
  • Monitor own work performance
  Advance within organization
  • Participate in performance reviews
  • Understand own role in the larger context of organization and industry
  • Understand work-related hierarchies
  • Enhance own performance by developing technical skills
  • Align personal interests and performance standards with the organization's
  • Redirect personal efforts in response to the organization's changing priorities and ambiguous circumstances
  Understand customer relationship to business
  • Understand the organization’s business model
  • Identify the organization’s external customers
  • Identify internal customers within the organization
  • Understand the difference between customer needs and customer expectations

 

Affective Skills

 

Knowledge

 

Competency

Performance Objective
Individual Affective Skills Develop positive self-image
  • Identify positive successful role models
  • Reframe failure experiences as learning opportunities
  • Re-create self-image of effective person in life rather than victim of circumstances
  • Express negative feelings in the context of a larger positive worldview, rather than as confirmation of negative worldview
  Positive attitude
  • Exhibit positive attitude, demeanor, facial expression, body language, oral expression
  • Understand own positive attributes
  • Be aware of own skills and abilities
  • Monitor development of positive personal attributes
  Manage personal stress
  • Identify personal responsibilities
  • Identify sources of stress
  • Work to resolve stressful issues
  • Manage personal issues relevant to reliability at work (child care, transportation especially)
  • Identify and eliminate self-sabotaging behaviors
  • Express feelings such as fear, anger, depression, defeatism in ways that do not negatively affect work behavior
  Perform work responsibly
  • Follow written and oral instructions
  • Take direction readily from supervisor
  • Complete tasks as assigned
  • Take on additional assignments as necessary
  Comply with established safety practices
  • Maintain neat & orderly condition of work station
  • Wear safety equipment
  • Identify safety concerns and hazards
  • Report safety concerns and hazards
  Manages assigned workload independently
  • Initiate tasks without prompts
  • Set well-defined, realistic goals
  • Set priorities
  • Monitor progress towards the goal
  • Work with little supervision
  Exhibit honesty and integrity
  • Demonstrate good personal ethics
  • Understand good/poor business ethics practices
  • Understand how ethical choices at work impact business reputation
Interpersonal Affective Skills Effectively communicate messages, ideas, and opinions
  • Select appropriate communication methods
  • Understand how listening and communication are affected by personalities, cultures, work styles, and expertise
  • Respond diplomatically and effectively to ambiguous, subtle, or conflicting messages and goals within the workplace
  Use business telephone skills
  • Place and answer telephone call in courteous, business-like manner
  • Leave an effective voicemail message.
  • Accurately receive information spoken over the telephone.
  • Accurately convey a telephone message to a third person.
  Give and receive criticism and suggestions
  • Admit mistakes
  • Accept and respond appropriately to constructive criticism
  • Use tact in handling criticism, disappointment, disagreement, suggesting improvements
  • Use effective strategies to cope with negative feedback
  Work cooperatively
  • Help co-workers meet deadlines
  • Participate in conversations, discussions, meetings, presentations
  • Understand the characteristics of successful and unsuccessful teams
  • Understand typical processes and phases of teams
  • Identify barriers to effective teamwork
  Negotiate and resolve conflicts
  • Present facts and arguments
  • Recognize and empathize with differing points of view
  • Offer options
  • Make compromises
  Work with diverse group of employers, employees, and customers
  • Avoid use of stereotypes in speaking and interactions
  • Demonstrate respect for individual differences
  • Show appreciation for personal and professional qualities of other team members
  • Understand the value of cultural diversity
  • Demonstrate cultural awareness
  Communicate effectively with customers and clients
  • Deal appropriately with irate customers
  • Communicate with customer to clearly define requirements
  • Confer with and update customers throughout production
  • Demonstrate initiative and resourcefulness in solving problems of customers

 

Manage and Allocate Resources

 

Knowledge

 

Competency

Performance Objective
Information Identify, secure, evaluate, process, and/or store information
  • Understand the differences between data and information
  • Identify essential information
  • Asks analytic questions to determine specific information needs
  • Determine the right people to ask for information and where to get resources
  • Use reference materials
  Use organizational systems for information
  • Utilize and maintain system of organization using a filing system or other ordered system (e.g., coded or numbered)
  • Locate information within organizational system
  • Categorize figures, reports, and data
  • Utilize intranet and internet to gather information by using search engines and following links
  • Evaluate relevance and veracity of information sources
  Create organizational systems for information
  • Organize material with a logical flow
  • Determine ways to structure or classify multiple pieces of information
  • Design system of organization such as notebooks, files, calendars, folders, and checklists, databases
  • Perform file management, backup and archiving
  • Determine when new information must be created
  • Choose best methods to present information (overheads, handouts, multimedia, oral or written communication, etc.)
Time and Schedule Self-management
  • Be punctual in arriving at work and taking breaks
  • Plan transportation to work: bus or carpool schedule
  • Plan back-up arrangements for primary transportation
  • Develop accurate estimates of importance of tasks, time needed to complete tasks, time available for completion, and task deadlines
  • Set priorities for completing work
  • Organize schedule to accomplish goals
  • Evaluate and adjust schedule
  • Complete tasks by assigned deadline
  Coordinate others
  • Interpret schedules: maintenance/repair, inventory/purchasing
  • Schedule meetings and appointments
  • Coordinate schedules and resources to meet customer needs
Financial Resources Uses budgets at work
  • Keep detailed financial records
  • Track status of expenditures and revenue
  • Calculate charges for billable service
  • Prepare work-related budget
  Understand financial systems related to productivity
  • Identify steps within manufacturing processes that determine unit cost
  • Calculate the overhead for specific manufacturing processes
  • Calculate unit cost for manufacturing processes
  • Identify immediate and real costs of accidents
  • Determine factors to be considered when establishing unit price
  • Describe relationship between cost and price of products
  • Understand how one's work contributes to employer success through growth, liquidity, and profit
  • Understand how one's work influences return on investment, overhead, cost of waste, down time, absenteeism, and defects
  • Identify opportunities and possible barriers for profit in manufacturing processes
  • Makes forecasts based on projected costs and revenues
Basic Office Tools Understand and use common business tools
  • Use voicemail systems, copy machines, fax machines, printers, computers
  • Use common office computer programs, such as word-processing, spreadsheet, database, statistical processing, & graphics software
  Understand computer operation
  • Identify basic parts of a computer system
  • Understand operating systems and user interface
  • Use keyboard and mouse to operate computer
  • Understand software licensing and documentation

 

Basic Skills: Oral Communication

 

Knowledge

 

Competency

Performance Objective
Speaking Effectively convey a message by spoken communication
  • Use spoken language to convey a message
  • Reinforce the message with nonverbal strategies such as eye contact, facial expression, posture, and body language
  • Reinforce the message with voice-related strategies such as pitch, tone of voice, and rate of speaking.
  Clarify and verify shared meaning
  • Answer questions to clarify understanding
  • Ask listener to verify meaning
  • Provide additional details as necessary to make meaning clear.
  Share organized information orally
  • Orally report progress on activities, status of assigned tasks, and problems and other situations affecting job completion
  • Suggest improvements by clear, crisp, tactful written and oral communication
  • Use spoken and body language appropriate in style, tone, and level of complexity to the audience and the occasion
Listening Use active listening skills.
  • Understand information and ideas presented in spoken words and sentences
  • Determine central idea from a spoken message.
  • Observe for meaning conveyed in voice-related portions of spoken communication such as tone of voice, pitch, rate of speaking and use of pauses.
  • Observe for meaning conveyed in nonverbal communication such as eye contact, facial expression, posture, and body language.
  • Distinguish fact from opinion in a spoken message
  Follow spoken directions
  • Determine specific steps in a spoken set of directions.
  • Ask questions as needed to clarify understanding
  Critical listening
  • Distinguish fact from opinion in a spoken message
  • Evaluate worth of information received.
  • Evaluate veracity of spoken message

 

Basic Skills: Written Communication

 

Knowledge

 

Competency

Performance Objective
Reading for Information Obtain information from written materials
  • Obtain information from sentences and paragraphs in work-related documents.
  • Determine central idea in a written message.
  • Obtain information from written materials such as directions, manuals, reports, proposals, technical documentation, safety directives
  • Read work instructions to determine sequence of tasks, position of unit, required component parts and tools
  • Apply complex instructions to described situations, including conditionals and procedures with multiple steps
  Interpret meaning of written materials
  • Interpret operator messages on computer screen
  • Recognize implied details and probable rationale behind policies and procedures
  • Interpret job-related technical information, such as from service manuals and training classes
  • Recognize the definitions of difficult, uncommon jargon or technical terms, based on the context of the reading materials
  • Interpret and clarify specifications prepared by others
  • Evaluate value and veracity of information received
Writing and Creating

Graphics for Information

 Organize information for writing
  • Use pre-writing strategies to generate ideas, develop voice, and plan
  • Organize ideas to ensure coherence, logical progression, support for ideas in writing
  • Use supportive details to convey insight into particular situation the message involves
  Compose written information such as letters, directions, manuals, reports, proposals, graphs, flow charts
  • Use grammar, punctuation, mechanics according to rules of written business English
  • Write information clearly, precisely, and logically
  • Use language, style, organization, and format appropriate to the subject matter, purpose, and audience
  • Proofread and revise own writing for appropriateness of organization, correct information, style, appropriate emphasis, conventions, grammar, spelling, and punctuation
  • Correct technical documents that are in error or require modification
  • Report progress on activities, status of assigned tasks, and problems and other situations affecting job completion
  • Produce business documents using word-processing, database, spreadsheet, and desktop publishing software
Writing and Creating Graphics for Information (continued) Electronic Communication
  • Send and receive e-mail messages
  • Uses established guidelines and etiquette for email and web publishing
  Record information
  • Document results of measurement activities and calculations
  • Record test results
  • Perform data entry
  • Maintains log of gauge readings and shift production
  • Complete daily final inspection log
  • Receive and communicate process flow instructions and delivery schedules
  • Maintain cross-shift communications and shift reporting
  • Prepare forms for transaction
  • Verify and record shipments using bills of lading, invoices and other records
Interpreting Visual Information Obtain information from graphic displays
  • Interpret graphic displays of information: symbols, diagrams, illustrations, blueprints, flowcharts, technical sketches, schematics, and scale drawings
  • Use maps to navigate to and from, and within, job sites
  Obtain information from visual inspection
  • Scan environment for information
  • Follow sample boards and assemblies to determine assembly duties and select components
  • Read measurements from inspection devices (micrometers, calipers)
  • Monitor indicators such as dials and gauges
  • Visually inspect products and equipment for defects

 

Basic Skills: Arithmetic and Mathematics

 

Knowledge

  

Competency

Performance Objective
Basic Math Understand numbers, arithmetic operations and numerical concepts
  • Count & record quantities
  • Perform simple arithmetic operations: addition, subtraction, multiplication, division,
  • Make reasonable estimates of arithmetic results without calculation
  • Understand fractions, decimals, negative numbers
  Understand geometric concepts
  • Identify basic shapes
  • Identify angles within a circle
  • Calculate perimeters and areas of basic shapes
  • Plot values on an x-y graph
  Calculate formulas
  • Calculate percentages, averages, rates, ratios, proportions
  • Identify and correct errors in calculations
  • Properly order and solve multiple-step problems
  • Convert between USCS and metric measurement systems, fractional measurements to decimal measurements, temperatures between Fahrenheit and Centigrade
Applied Math Calculate formulas
  • Recognize identifying numbers (parts numbers, work order numbers)
  • Calculate and record postage/shipping charges
  • Calculate production rate in manufacturing processes
  • Calculate billable hours
  • Understand concept of "tolerances"
  • Use a hand-held calculator
  Apply concepts of measurement
  • Performs measurements: number, length, height, width, weight
  • Uses specialized measurement tools to provide measurements
  • Interpret results of measurement activities and calculations
  • Analyze and interpret test data for compliance to specifications
  Communicate with numerical information in visual form
  • Obtain quantitative information from tables, graphs, diagrams, and charts
  • Evaluate relationships/trends with data display
  • Make decisions and/or predictions based on information presented in graphics
  • Create tables, graphs, diagrams, and charts to convey quantitative information
  Apply mathematical concepts to solve problems
  • Uses quantitative data to construct logical explanations for real world situations
  • Organizes a problem and selects mathematical method to solve problem
  • Extract information needed to solve a problem from a diagram or graph
  • Analyze data from monitoring systems to identify problems, patterns and solutions
  • Compile and evaluate statistical data to determine and maintain quality of products
  • Describes the role of probability in the occurrence and prediction of events

 

Problem-Solving and Systems Thinking

 

Knowledge

 

Competency

Performance Objective
Problem Solving Define problem
  • Recognize when something is wrong or likely to go wrong
  • Identify possible reasons for discrepancy between what is and what should be
  • Identify additional issues
  • Identify parameters and constraints
  • Identify opportunities for applying problem-solving techniques
  Apply problem-solving techniques
  • Use deductive reasoning: apply general rules to specific problems
  • Use inductive reasoning: extract rules or principles from given information
  • Make comparisons, differentiate among/sort/classify items, information, or ideas
  • Come up with a logical explanation for why a series of events occur together
  • Identify component elements and causal and part/whole relationships
  • Understand different methodologies and select appropriate one
  • Break down problems into component parts
  • Take initiative in figuring out next step to take in a multi-step problem
  • Sequence problem-solving steps
  • Apply known rules and principles to a new situation
  • Use convergent thinking to focus attention on root cause
  • Considers risks, goals, constraints, consequences, and weighing alternatives
  Generate solutions
  • Generate ideas using divergent (brainstorming) approaches
  • Analyze alternate scenarios
  • Develop approaches for implementing an idea
  • Arrive at generalizations, judgments, decisions based on known or obtainable standards, characteristics, or dimensions
  Evaluate effectiveness of solution
  • Determine which conclusions are correct when given set of facts and set of conclusions
  • Evaluate and monitor progress, revise plan as indicated by findings
  • Evaluate outcome of an implemented solution, suggest modifications as needed
  Develop problem-solving strategies
  • Develop original processes, methods and procedures as needed
  • Develop test and troubleshooting strategies
Systems Thinking Understands and can evaluate systems
  • Determine when important changes have occurred or are likely to occur in a system
  • Distinguish trends, predict impacts on systems operations, diagnose deviations in systems' performance, correct malfunctions
  • Identify downstream consequences, determine long-term outcomes of change in operations

 

On-going Learning

 

Knowledge

 

Competency

Performance Objective
Acquire New Skills and Information Manage on-going learning
  • Identify training needs
  • Identify and use training opportunities beyond minimum requirements
  • Update existing skills
  • Remain current on training and certification programs
  Learn from variety of sources
  • Identify sources of information and assistance
  • Evaluate informational resources
  • Access learning resources within a system
Knows How to Learn Share learning with others
  • Teach others knowledge, skill, or task
  • Act as a teacher and mentor
  • Exhibit patience with self and others
  Use learning strategies
  • Identify personal learning styles and strategies
  • Understand impact of previous negative learning experiences on self-esteem
  • Set learning goals
  • Utilize test-taking skills
  • Create devices or processes for remembering information
  • Ask questions to increase knowledge and clarify understanding
  • Relate new ideas to what is already known
  • Utilize effective study strategies
  • Use multiple approaches to learning or teaching new things
  • Assess how well one is doing when learning or doing something new
  • Establish support systems for structuring learning, such as study groups
  • Evaluate outcomes of problem solution to identify lessons learned or redirect efforts
  • Apply skills learned in one situation to another
Change Management Demonstrate flexibility and adaptability in workplace
  • Perform a variety of jobs
  • Identify constructive ways of dealing with change
  • Keep up to date with technology and trends
  • Change strategies and procedures to meet changing work environment

Section 5. Conclusion

EnterTech Project coalition members are currently reviewing the knowledge, skills and abilities matrix. The Resources, Knowledge, Skills and Abilities Advisory Team and employer representatives are providing responses through a survey form (Appendix H). With this feedback, along with the completion of the additional Work Keys job profiles, appropriate modifications will be incorporated into the matrix.

The matrix represents a conceptual framework from which to develop the EnterTech Project curriculum. Building from this needs analysis, performance objectives, assessment activities and instructional strategies can be determined for the specific knowledge, skills and abilities.

Among the most important lessons to impart are the basic employability skills and abilities of teamwork, interpersonal communications, problem solving, organizational thinking, and career management. Along with enhancements to basic knowledge in mathematics, writing, reading, and computer skills in context with technology industry job tasks, the EnterTech curriculum can meet the needs of employers and targeted learners alike.

Bibliography

 

ACT Inc. Work Keys Skill Scales. 1996.

Cyberstates Update. American Electronics Association. 1998.

The Monthly Labor Review. August 1998.

High-Tech Jobs Outnumber Oil and Gas in Texas, Austin-American Statesman. Tuesday, August 25, 1998.

Looking Toward Tomorrow: Industry & Occupation Projections to the Year 2005. Texas Workforce Commission, Labor Market Information Department. April 1998.

October 9, 1998 EnterTech Coalition meeting. Electronic data gathered from the IBM Team Focus Decision software.

OSCAR Occupational Characteristics Narratives, Texas SOICC. 1996.

Regenstein, Marsha, Jack A. Meyer and Jennifer Dickemper Hicksl. "Job Prospects for Welfare Recipients: Employers Speak Out." Urban Institute, Washington D.C. Series A, No. A-25. August 1998.

Report of Governor’s Science and Technology Council, 1998.

Tait, Jane, Development Systems Corp., Final Report on Job Profiles and Skills Assessment Results for Dell Computer Inc., 1997.

Targeting Your Labor Market, Texas SOICC. Reprinted July 1998.

Texas Business and Education Coalition.

What Work Requires of Schools, A SCANS Report for America 2000, U.S. Department of Labor. 1991.