1. Kate Perkins for the Ithaca Group

2. Setting the scene  Where has the CSfW come from?  What is it for? Who is it for? The framework  Skill Areas  Developmental stages  Structure Applications  On the practice field  Potential uses in your contexts 2

3.  Joint initiative DEEWR, DIISRTE  Exploratory phase  national consultations identified strong interest, need, multiple applications  Development phase  Review of research, other literature, other frameworks  Input from 700+ people ▪ employers, education & training sectors, employment services providers, govt agencies 3

4. 4 “.... to make more clear and explicit a set of non-technical skills, knowledge and understandings that underpin successful participation in work” Work = any activity directed at a specific purpose that involves mental or physical effort

5. 5

6.  The non technical requirements for successful participation…..  What employers, industry groups, trainers, educators and ‘the literature’ said: 6

7. 1. Navigate the world of work a. Manage career and work life b. Work with roles, rights and protocols 2. Interact with others a. Communicate for work b. Connect and work with others c. Recognise and utilise diverse perspectives 3. Get the work done a. Plan and organise b. Make decisions c. Identify and solve problems d. Create and innovate e. Work in a digital world 7

8.  Are they what you would expect?  Does anything surprise you? 8

9.  Employers say that they value individuals who can work in teams:  connect and work with others  communicate for work  recognise and utilise diverse perspectives  plan and organise  work with roles, rights and protocols 9

10. 10 NoviceAdvanced Beginner ProficientCapableExpert

11. 11 Novice Reliance on rules Ability to ‘read the context’, make informed (often intuitive) judgments Advanced Beginner ProficientCapableExpert Reflective practical experience

12. 12 Key concept: Every context has its own priorities …..

13.  We probably won’t perform at the same stage in all Skill Areas within a context  When we change contexts, our ability to apply these skills is likely to change 13

14.  Our ability to demonstrate and develop skills can be affected by factors within, or external to, the context 14

15. 15 Skill Cluster Skill Area Stage 1: Novice Stage 2: Advanced Beginner Stage 3: Capable Stage 4: Proficient Stage 5: Expert 1. Navigate the world of work 1a. Manage career and work life 1b. Work with roles, rights and protocols 2. Interact with others 2a. Communicate for work 2b. Connect and work with others 2c. Recognise and utilise diverse perspectives 3. Get the work done 3a. Plan and organise 3b. Make decisions 3c. Identify and solve problems 3d. Create and innovate 3e. Work in a digital world INFLUENCING FACTORS

16. Focus Areas Stage 1Stage 2Stage 3Stage 4Stage 5 Identify problems Apply problem- solving processes Performance Features describe the kinds of things someone knows, understands and can do at each stage of performance Review outcomes 16

17. 17 Demonstrable Performance Existing skills and knowledge Familiarity with the context Complexity of tasks Level of autonomy Nature and degree of support Degree of motivation Self-belief and resilience Cultural and value- based factors External factors

18.  Existing skills and knowledge  Familiarity with context  Complexity of tasks  Level of autonomy  Nature and degree of support  Degree of motivation  Self belief and resilience  Culture and value based factors  External factors 18

19. Identify and address routine and non-routine problems in order to achieve work objectives. Involves capacity to:  anticipate/identify problems  take steps to solve problems  review outcome s 19

20. Use the CSfW to describe your approach to problem solving  when you first started in your current context  right now What has changed if anything? Why? 20

21. 21 Skill Statements Stage 1Stage 2Stage 3Stage 4Stage 5 8a. When it comes to problems happening at work, I can recognise obvious problems that are interfering with what I have to get done I can use my experience to predict when a common problem might arise I recognise and anticipate common problems and can take responsibility to solve it myself I actively monitor for problems in familiar and some unfamiliar situations, taking responsibility where appropriate, and informing others or delegating where appropriate I intuitively spot anomalies and deviations to the normal routine and move directly to the area of difficulty 8b. If there is a problem to be solved in my workplace, I will follow instructions or try out some solutions based on information available to me I will initiate standard procedures or use my experience to solve common problems or get help for more complex ones I will work out a plan to get things back to normal by thinking through options, getting advice and deciding which one is likely to achieve the desired outcome I develop contingency plans for familiar problems, anticipate unfamiliar problems before they happen and use critical thinking and teamwork to resolve major issues I can identify the underlying root causes of complex problems and seek solutions based on the needs of multiple stakeholders and the anticipation of unexpected consequences 8c. After a problem occurs in my workplace, I can consider the success or failure of any actions taken and what to do next time by discussing it with others I can personally reflect on what worked and what could be done better next time I will reflect on the effectiveness of problem solving processes I used and take ownership of the success or otherwise of the outcomes I formally assess the problem solving processes used and reflect beyond the immediate problem and resolution into the intended and unintended consequences I utilise problem situations and the results of any actions taken for developing deeper understanding of problem solving as an acquired personal and workplace skill

22.  Use CSfW to:  pinpoint expectations/requirements of a work context or of a TP unit  identify a learner’s specific strengths & issues  identify drivers and barriers to learning & development  inform decisions re opportunities and support  Use relevant FSK units to focus on specific areas of need  Use CSfW  To set goals and monitor progress ▪ against Stages ▪ against Focus Areas ▪ against Performance Features 22

23. 1. Online self-assessment tool designed for university students 2. Self-reflection activity 3. An example of identifying Core Skills for Work in a unit of competency 4. A scenario for using the Framework in an employment services setting 5. Mapping against the National Curriculum General Capabilities 6. Mapping against the 2002 Employability Skills Framework 7. Expanded profiles of the Stages of Performance 8. Strategies for supporting skill development 9. Think piece on assessment 23

24. Draft report http://www.ithacagroup.com.au/102 http://book.ibsa.iconinc.net.au/content/resources- and-links More information katejperkins@bigpond.com Sample tools /resources will be available from www.deewr.gov.au/csfw 24