Enjoy understanding their own behaviour, emotions, and responses to different situations.
- Emotional intelligence
Often described as the meta skill of the 21st Century. The research suggests that if we are not able to identify our own development needs it is hard to develop self or others. This is also the foundation of emotional intelligence.
- Journaling
- Completing self-insight tools
Energised by the opportunity to collaborate and support their colleagues.
- Cultural awareness
- Relationship building
- Inclusive
Collaboration has been consistently the most desired behavioural skill for global early career employers for the last 10 years. In recent years the capacity to collaborate virtually has also been noted. Collaboration also requires the individual to consider the best way to communicate to deliver a task when working as part of a group.
- Work integrated learning / experiential learning within the curriculum
Methodically analyse and interpret problems, numbers, and complex information.
- Cognitive mindset
- General intelligence
Consistently employers are seeking individuals who are not solely numerically proficient but who can demonstrate their capacity to analyse and process information before taking action.
- Much is learned through degree-level study
- A focus on ‘how’ decisions are taken is as important as correct response
Assume full responsibility for delivering on promises.
- Ownership
- Agency
Taking ownership and being responsible for work tasks and own behaviour is a critical skill desired by employers globally. Ownership involves keeping promises, knowing when additional effort is needed to deliver and demonstrating commitment.
- Project planning to support delivery and understand delegation
Naturally inquisitive, constantly seeking new information.
- Commercial awareness
- Problem solving
For the last 5 years FTSE 100 CEOs have been focused on candidates with the capacity to be curious about their business. They are looking for individuals who ask thoughtful questions.
- Resources to encourage good questioning and research skills
- Active listening and open questioning resources
Ability to effectively explain complex issues clearly to others in a that is easy to understand.
- Communication
- Verbal reasoning
The capacity to communicate clearly in multi forms e.g. writing and verbally is critical in all roles. Clarity is a skill that requires the individual to consider how best to deliver their messages to multi stakeholders so that they are appropriate and understood.
- Personal brand awareness
- Communication and active listening techniques
- Workplace writing skills
Self-motivated and push themselves to achieve their goals.
- Proactive
- Organised
- Delivery
Drive the second most sought after behavioural skill by global employers. Employers are looking for individuals who are proactive and take the initiative. The capacity to set goals and deliver on tasks now more critically than ever. The capacity to be driven when working in ambiguous and changeable environments is also seen as important.
- Goal setting
- Motivation and visualisation techniques
Determined and have a positive attitude in overcoming obstacles.
- Work ethic
- Persistence
- Bounceback
For employers, resilience is not solely about working hard but knowing how to work in a way that is sustainable and engaging. For employers resilience includes being able to bounce back from setback and developmental feedback.
- Wellbeing resources
- Mindfulness
- Strengths identification
- Ways to build optimism
That support other skills to be built on and accelerated.
Acknowledging individuals with different personality types and neuro divergence will activate these skills in different ways to deliver successful outcomes.
The eight core skills are ‘pure’ and foundational - ie there is no single way to lead - as such ‘Leadership’ is not included as a skill in its own right as it requires a mix of foundational skills.
The eight core skills are ‘pure’ and foundational - ie there is no single way to lead - as such ‘Leadership’ is not included as a skill in its own right as it requires a mix of foundational skills.
The eight core skills are applicable to full time, internships, placements, apprenticeships and other part time or gig work across all sectors and organisation sizes.
That support other skills to be built on and accelerated.
Acknowledging individuals with different personality types and neuro divergence will activate these skills in different ways to deliver successful outcomes.
The eight core skills are ‘pure’ and foundational - ie there is no single way to lead - as such ‘Leadership’ is not included as a skill in its own right as it requires a mix of foundational skills.
All eight of the Skills-for-Skills have been examined to ensure that they do not demonstrate any adverse impact against minority or marginalised groups. The Skills-for-Skills model has also been statistically tested to ensure it is inclusive and free from bias.
The eight core skills are applicable to full time, internships, placements, apprenticeships and other part time or gig work across all sectors and organisation sizes.
Skills can be defined in three ways: behavioural, cognitive and technical. Historically skills-based approaches have tended to focus on technical skills (e.g. coding or language speaking) and occasionally cognitive (e.g. numerical capability). Behavioural skills have sometimes been labelled as ‘soft skills’ which can limit their relevance to only relationship skills and sometimes be wrongly under valued.
The skills that underpin natural behaviours and motivations, These are the skills that are likely to be consistent requirements across multiple employers and jobs/roles.
The skills of mental capacity around numerical ability, verbal ability, and logical thinking, typically developed but based on innate capacity. These skills are likely to have a baseline ability for different levels in organisations and for different roles e.g. accountancy/banking will typically look for a certain level of cognitive skill.
The skills required for performing a specific task, typically learned or acquired. These are the skills that are more likely to differentiate job families or skills clusters.
Much already exists in this space. Skills-for-Skills focuses on lifelong learning and as such, co-exists with existing frameworks, summarised below.
Language is also important. For example, 'employability' can be off putting for all but a minority of students. ‘Careers’ may feel less relevant to self-employment. Whilst concepts often align, language can vary between employers and educators.
Lifelong learning - eight foundational skills that build skills.
Transition to work from education and achieving success in organisations or as an entrepreneur.
Frameworks within careers and employability services or across the full institution.
Competencies gained from the curriculum through the natural course of studying.
Attributes extracted from each course or module or study.
Overall attributes that students will gain from their study at the institution.
Behaviours and technical attributes.
Industry and role specific competencies.
General frameworks such as SkillsBuilder.org
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