Crosswalk with Illinois workNet Common Essential Skill Area Categories
National and state workplace skill standards and rubrics were reviewed to identify common skill areas and definitions. The standard/rubric definitions were collected and organized in a spreadsheet by “common category” title documenting the research. These documents are available on the Illinois workNet workforce professionals' pathway. The following standards were reviewed:
- DOL General Competency Model Blocks
- States’ Career Cluster Initiative
- National Work Readiness Skill Council
- National Academy Foundation
- National Occupational Competency Testing Institute NOCTI
- Illinois Workforce investment Board Information Technology Task Force
- Chicago Workforce Investment Council Employability Assessment
- Illinois workNet® Work Readiness
While the standards covered the same information, not all of them were grouped exactly the same. Common workplace skill categories in addition to academic and industry-wide technical skills were identified. The skill topics/areas of the various standards were placed in the most appropriate identified “common category.” Some of the details within particular skill topic/areas cross over into other common categories. However, to minimize duplicate information and complexity, the entire skill definition was placed in only one common category.
Crosswalk with Illinois workNet Common Essential Skill Area Categories (
PDF 
)
Crosswalk with Illinois workNet Skill Definitions
Skill levels are based on the DOL competency model. The skill definitions within each level are based on national standards. The workplace skill area only includes skills definitions for level 1 and 3 that are not occupation specific. The definitions were developed based on compiling the results of national research on employer's needs. Certainly not every person is going to be 100% perfect in each category, and there will be varying degrees of proficiency in each category. The definitions do not define what is acceptable for specific occupations. They define what is essential to a large number of occupations and industries. Program requirements, along with using validated assessments throughout the WIA continuum of services, will define/determine minimum requirements and will determine if a person is considered college and career ready.
Crosswalk with Illinois workNet Skill Definitions (
PDF ): The national and state standards and rubrics use various formats. The definitions were placed in the appropriate skill levels. This crosswalk shows the organizations terminology and how/where their identified skill level fits within the skills levels adopted by Illinois workNet.
Level |
Definition |
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- Foundation: Expectations for entry level and higher (not occupation/industry specific)
- Foundational competencies are essential to a large number of occupations and industries. Employers have identified a link between foundational competencies and job performance and have also discovered that foundational competencies are a prerequisite for workers to learn industry-specific skills.
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- Industry-Wide Technical: Expectations for industry specific technical skills
- Industry-wide technical competencies cut across industry sub-sectors making it possible to create career lattices where a worker can move easily across industry sub-sectors. Rather than narrowly following a single occupational career ladder, this model supports the development of an agile workforce.
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- Management: Expectations for management level and higher (not occupation/industry specific)
- Management competencies across a large number of occupations and industries. Industry specific models may include Occupation-Specific Requirements, Occupation-Specific Technical Competencies, and Occupation-Specific Knowledge Competencies.
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Reference Sources
Chicago Workforce Investment Council Employability Assessment 
Common Core State Standards Initiative DOL General Competency Model Blocks Illinois Workforce Investment Board Information Technology Task Force Illinois workNet® Worksite EvaluationNational Academy Foundation National Occupational Competency Testing Institute NOCTI National Work Readiness Skill Council States’ Career Cluster Initiative All of the skill areas (except the Industry-Wide Technical Skills) are set up with three pages.
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The first page provides two scenarios. The first scenario is typically an entry level position. The second scenario is an example from one of the STEM career clusters (pathways). The answer is based on the workplace soft skill or computer skill. It does not include in depth technical skills. |
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The second page provides a possible solution using the specific workplace skill area. All areas have foundation level answers. Some have management level answers. Management level answers are only provided if management level skills are included in the skill definitions. |
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The third page provides basic next steps for using the workplace skills to help them prepare to find a job. Plus, next steps for finding a job or finding training for technical skills. |
The Industry-Wide Technical Skills page provides information on tools to help find training programs and gain technical skills.
The center of the wheel has an image map with sound that compares a
career ladder to a rock climbing wall to show how their workplace skills can help them reach their goal.
In a classroom setting, divide youth into small groups.
- Assign each group 1 or 2 workplace skill areas.
- Have each group read the scenarios for the skill areas. Then discuss what they would do in that situation. They can look at the answers, skill definitions and resources.
- The group can discuss an example of a situation in their life where they used the workplace skill.
- Each group can present the information to their peers as a presentation. They could create a skit of how they could demonstrate they have the workplace skill in an interview. For example, have a mock interview or create a skills test that could be given as part of the interview process.
Individuals with work experience often have workplace skills, but they do not know how to market themselves with those skills.
In a classroom setting, divide youth into small groups.
- Assign each group 1 or 2 workplace skill areas.
- Have each group read the scenarios for the skill areas. Then, have them discuss an example of a situation in their life where they used the workplace skill.
- Have each person complete the activity to rate themselves on the skill.
- Have each person discuss or show how they plan to use the skill(s) in their resume and when networking.
- Have each person prepare a sample of how they would demonstrate to an employer during an interview that they have the skill.