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Determining Hiring Criteria

As stated on page 73 of the course text, the last five Performance Evaluation Criteria shown on Table 5.1 (on page 74) are career and life skills, which “…are some of the performance qualities most often reviewed on employee evaluations.” These critical skills are not new but, rather, “some of the age-old personal skills…that are becoming more in demand as technology enhances learning, work, and life in the 21st century” (on page 71). Imagine you are a hiring manager at your work setting. As you envision the types of employee you would want to hire, consider the relative importance of the career and life skills as compared to the other criteria listed in Table 5.1. If your decision came down to two highly qualified candidates, one whose strengths lie primarily in the first six criteria, and the other whose strengths lie primarily in the last five criteria, who would you choose and why? What aspects of this decision would be most difficult?

Post a summary of the decision-making process you would use in determining the most highly qualified job candidate, given the scenario described above.

Resources:

 

Learning Resources

This page contains the Learning Resources for this week. Be sure to scroll down the page to see all of this week’s assigned Learning Resources.

Required Readings

  • Course Text: 21st Century Skills: Learning for Life in Our Times
    • Chapter 5, “Career and Life Skills: Work-Ready, Prepared for Life” (pp. 73–86)

Media

  • Course Media: “21st Century Skills: Learning for Life in Our Times” (course media that accompanies Trilling and Fadel text book) – Select and view ONE of the videos from the DVD that accompanies your textbook. As you view, look for how the project featured exemplifies the 21st century learning and innovation skills. Here is a list of the video titles.
    • Example of Project-based Learning: Overview of the California Propositions Public Service Announcement Project (The Metropolitan Arts and Technology High School, San Francisco, California, Courtesy of the Pearson Foundation)
    • Skill-by-skill Description: California Propositions Public Service Announcement Project (The Metropolitan Arts and Technology High School, San Francisco, California, Courtesy of the Pearson Foundation)
    • 21st Century Skills Assessment (Napa New Technology High School, Napa, California, Courtesy of the Pearson Foundation)
    • High Tech High and the Culture of the 21st Century Skills (High Tech High, San Diego, California, Courtesy of the Pearson Foundation)
    • Examples of Project-based Learning: Science Lab (Biology) (School of the Future, New York, New York, Courtesy of the Coalition of Essential Schools)
    • Example of Student Collaboration: SARS (Students in Egypt, Malaysia, Holland, and the United States, Courtesy of the oracle Education Foundation)
    • The Project Learning Institute (Alban Elementary School, St Albans, West Virginia, Courtesy of the Oracle Education Foundation)
    • Access to Technology: Harry’s Story, (Kumasi, Ghana, Courtesy of the Oracle Education Foundation)
    • Making Learning Relevant: The Hydrology Project: (Catalina Foothills High School, Tucson, Arizona, Courtesy of the Pearson Foundation)

Optional Resources

Note: The following two Optional Resources are useful for Weeks 3, 4, and 5.

 

  • Text: Bellanca, J. A., & Brandt, R. S. (2010). 21st century skills: rethinking how students learn. Bloomington, IN: Solution Tree Press.

 

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