Soft Skills for Employment, School, and Volunteerism

Thursday, June 18, 2015Parent Social Activity1

Soft Skills for Employment, School, and Volunteerism

Soft skills are needed to successfully obtain employment. Soft skills are the actions which reflect skills we may learn from everyday life experiences. According to the National Collaborative on Workforce and Disability for Youth (NCOWFDY), they are “commons sense skills that are important for all aspects of life. Soft skills help youth succeed in life no matter what they are doing.” (NCOWFDY, 2011).

Why we do need soft skills?

The U.S Department of Labor’s Office of Disability Employment Policy (ODEP) discovered in 2007 that soft skills are needed to effectively “recruit, hire and promote people with disabilities. As a result of their efforts they identified four areas of focus:

• Professionalism or work ethic
• Oral and written communication
• Teamwork and collaboration skills
• Critical thinking or problem-solving skills

The ability to learn soft skills may be instinctive or challenging depending on the youth and their different abilities. We will explore which soft skills are important to address based on our youth disability and their current level of functioning. We know that our youth have overcome many obstacles. It’s up to the youth and their support team to identify which areas of focus is important for them to succeed in their employment efforts.

Areas of focus

Professionalism or work ethic skills

Professionalism the standards placed on us by others in our community. As we conduct ourselves with responsibility, integrity, accountability and excellence. We learn professionalism at home, school, and in a variety of settings. These skills are about of a lifelong learning process. It includes taking the responsibility to learn reflect and evaluate your own situation and learn from it.

Oral and written communication skills

Communication allows us to express emotion, thoughts and feeling to one another. It is a skill which can come naturally or must be acquired. This includes and not limited to reading with understanding, speaking so others can understand, and listening. Communication can be demonstrated through the following forms:

• Verbal (sounds, language, and tone of voice)
• Aural (listening and hearing)
• Non-verbal (facial expressions, body language, and posture)
• written (journals, emails, blogs, and text messages)
• Visual (signs, symbols, and pictures)

Teamwork and collaboration skills

Teamwork requires the ability to interact with others. This may or may not be easy of our youth to develop. The more we learn to work with other the better we can work to moving from a single focus to the big picture. This includes the ability to cooperate and learn from others. According to U.S. Department of Labor’s Office of Disability Employment Policy (ODEP),”Teamwork involves building relationships and working with other people using a number of important skills and habits:

• Working cooperatively
• Contributing to groups with ideas, suggestions, and effort
• Communication (both giving and receiving)
• Sense of responsibility
• Healthy respect for different opinions, customs, and individual preferences
• Ability to participate in group decision-making

Critical thinking and problem solving

Critical thinking and problem solving requires you to just try and figure things out

In this order each individual should have “the ability to use knowledge, facts, and data to solve problems” (ODEP). The ability to express your thoughts and opinions, use good judgment and make decisions based on your obligation to your employer. When working with the vast amount of soft skills an individual may possess, the ability to form all of the information together alone or with a team may occur. This process may allow our youth to advocate and influence others. This includes and not limited to observing for queues such as:

• Praise an expression of approval
• Criticism expression of disapproval based on perceived mistakes or fault
• Feedback Information about a person’s performance of task-used primarily as a basis for improvement

Everyone needs soft skills for employment. However, our youth may or may not have the ability to detect how their actions may impact others in their environment. This list is just a starting point for your discussion with your youth. It is important that this is a shared discussion to empower them to be successful. Because their success is OUR victory!!!!!

Practical list of soft skills

1. Math.2. Safety.3. Courtesy. 4. Honesty.

5. Grammar. 6. Reliability. 7. Flexibility. 8. Team skills.

9. Eye contact.10. Cooperation. 11. Adaptability. 12. Follow rules.

13. Self-directed. 14 Good attitude. 15. Writing skills. 16. Driver's license.

17. Dependability. 18. Advanced math. 19. Self-supervising. 20. Good references.

21. Being drug free. 22. Good attendance. 23. Personal energy. 24. Work experience.

25. Ability to measure. 26. Personal integrity. 27. Good work history. 28. Positive work ethic. 29. Interpersonal skills. 30. Motivational skills. 31. Valuing education. 32. Personal chemistry. 33. Willingness to learn. 34. Common sense. 35. Critical thinking skills.

36. Knowledge of fractions. 37. Reporting to work on time. 38. Use of rulers and calculators.

39. Good personal appearance. 40. Wanting to do a good job. 41. Basic spelling and grammar. 42. Reading and comprehension. 43. Ability to follow regulations. 44. Willingness to be accountable. 45. Ability to fill out a job application. 46. Ability to make production quotas.

47. Basic manufacturing skills training. 48. Awareness of how business works.

49. Staying on the job until it is finished. 50. Ability to read and follow instructions.

51. Willingness to work second and third shifts. 52. Caring about seeing the company succeed. 53. Understanding what the world is all about.

54. Ability to listen and document what you have heard.

55. Commitment to continued training and learning.

56. Willingness to take instruction and responsibility.

57. Ability to relate to coworkers in a close environment.

58. Not expecting to become a supervisor in the first six months.

59. Willingness to be a good worker and go beyond the traditional eight-hour day.

60. Communication skills with public, fellow employees, supervisors, and customers

Directions for your Empowerment Board

Locate the group that identifies your youth disability. Review each area of focus and select the soft skills you believe will empower your youth to become successful at work, school and volunteerism. We are making an Empowerment Board to enrich the lives of our youth. On the side of the board creatively write the soft skills you would like to see your youth demonstrate with others. On the other side write creatively positive reinforcement. As we well know, it can be discouraging when things do not go the way would like to. This tool can be flipped back and forth as they deem necessary. As time goes on, you may want to change the skills listed to achieve. This is an evolving document. Always under construction……….

Additional Resources for Youth with Disabilities

CAREER PLANNING BEGINS WITH ASSESSMENT: A GUIDE FOR PROFESSIONALS SERVING YOUTH WITH EDUCATIONAL AND CAREER DEVELOPMENT CHALLENGES

This guide serves as a resource for multiple audiences within the workforce development system. Youth service professionals will find information on selecting career-related assessments, determining when to refer youth for additional assessment, and additional issues such as accommodations, legal issues, and ethical considerations. Administrators and policymakers will find information on developing practical and effective policies, collaboration among programs, and interagency assessment systems.

THE 411 ON DISABILITY DISCLOSURE

This workbook is designed for youth and adults working with them. It helps young people make informed decisions about whether or not to disclose their disability and understand how that decision may impact their education, employment, and social lives. Based on the premise that disclosure is a very personal decision, it does not tell a young person what to do; rather, it helps them make informed decisions.

THE 411 ON DISABILITY DISCLOSURE: A WORKBOOK FOR FAMILIES, EDUCATORS, YOUTH SERVICE PROFESSIONALS, AND ADULT ALLIES WHO CARE ABOUT YOUTH WITH DISABILITIES

This adult-focused workbook is a companion to The 411 on Disability Disclosure: A Workbook for Youth with Disabilities. It was written for adults supporting youth with disabilities, and introduces numerous examples of young people struggling with the question of “to disclose” or “not to disclose.”

THE NATIONAL COLLABORATIVE ON WORKFORCE AND DISABILITY FOR YOUTH (NCWD/YOUTH)

NCWD/Youth assists state and local workforce development systems to better serve all youth, including youth with disabilities and other disconnected youth. Created in 2001, it brings together partners with expertise in education, youth development, disability, employment, workforce development, and family issues. Funded by a grant from the U.S. Department of Labor’s Office of Disability Employment Policy (ODEP), it is housed at the Institute for Educational Leadership in Washington, D.C.

MAKING THE MOVE TO MANAGE YOUR OWN PERSONAL ASSISTANCE SERVICES (PAS): A TOOLKIT FOR YOUTH WITH DISABILITIES TRANSITIONING TO ADULTHOOD

This guide assists youth in strengthening some of the most fundamental skills essential for successfully managing their own PAS: effective communication, time-management, working with others, and establishing professional relationships. Such skills are key to not only enhancing independence, but also thriving in the workplace and growing professionally.

ODEP – THE GUIDEPOSTS FOR SUCCESS

Developed by the Office of Disability Employment Policy (ODEP), in collaboration with NCWD/Youth, the Guideposts for Success reflect what research has identified as key educational and career development interventions that can make a positive difference in the lives of all youth, including youth with disabilities.

PACER CENTER

PACER Center is a parent training and information center for families of children and youth with all disabilities from birth through 21 years old. Located in Minneapolis, it serves families across the nation, as well as those in Minnesota. Parents can find publications, workshops, and other resources to help make decisions about education, vocational training, employment, and other services for their children with disabilities. PACER designs materials for parents and families, but also educators and other professionals who work with students with or without disabilities.

UNIVERSAL DESIGN FOR LEARNING

Universal Design for Learning (UDL) is a set of principles for curriculum development that give all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Teacher-friendly UDL tools can be found at:

NATIONAL COLLABATIVE ON WORKFORCE AND DISABILITY FOR YOU

Navigating the Road to Work: Making the Connection between Youth with Disabilities & Employment. Helping Youth Develop Soft Skills for Job Success: Tips for Parents and Families. Issue 28-May 2011

Improving Demand-Driven Services and Performance: Toolkit for Effective Front-line Services to Youth toolkit contains numerous worksheets to assist youth in figuring out how to address their career goals and to develop soft skills.

MonsterTRAK: Measure Your Soft Skills Smarts This Web site contains a short self-assessment youth can use to rate their soft skills.

National Youth Leadership Network The National Youth Leadership Network is a youth-led organization creating opportunities for youth with disabilities to gain leadership skills and network with each other.

Youth, Disclosure, and the Workplace: Why, When, What, and How

This fact sheet targeting young people with disabilities provides information about disclosure in the workplace.

Youth Information, Training and Resource Centers

Funded by the U.S. Department of Health and Human Services’

Administration for Children and Families and Administration on Developmental Disabilities, these resource centers work to increase the ability of individuals with developmental dis-abilities to exercise greater choice and self-de-termination and engage in leadership activities in their communities.

Youth work Information Brief No. 20: Work Readiness Skills

Sponsored by the Ohio Department of Job and Family Services, this information brief describes soft skills that youth need and employers are looking for to gain a competitive advantage.

I’m DeterminedParent Summit 2015Monique S. Tinsley, MBA.