Profile Frequency Codes

• >>>indicates that most respondents use that skill
• >>indicates that some respondents use that skill
• >indicates that few respondents use that skill

• In Essential Skills Profiles that are based on interviews with workers, chevrons are used to indicate the proportion of interviews in which a particular skill element was reported.
• The chevrons do not refer to frequency of use, but rather to the percentage of interviews in which an item was reported. That means, for instance, that a task done rarely by everyone is scored with one chevron, while a task done frequently by a specialized group is scored with several chevrons.
• In Essential Skills Profiles developed as part of an occupational standard, these symbols are not used.

The Process of Integrating
Workplace Essential Skills into
Curricula and Programs

• The integration process will be described in a linear format but this is for clarity purposes and to show the sequence.
• It is actually more of a spiral process, in which one stage revisits and builds upon earlier stages.
• At each step, reference will be made to the program developed for Portage college.

Process

1. Identify and research the occupations to be included in the program.

• You cannot build in workplace essential skills without knowing the workplace. May be as easy as looking at the trade or already being familiar with the occupation
• If this is a pre employment program, identify what occupations you are preparing the learners for.
• If this is a skills training program for learners to become more marketable in the labour force, then where in the labour force might they be headed? Where are they the most likely to get employment? What companies or industries will be hiring?
• May include knowing the learners. In the case of an Aboriginal program, may need to talk to instructors who have worked in Aboriginal programs.