Copyright © 2000 National Skill Standards Board

All Rights Reserved

Printed in the United States of America

First Edition

Individuals are free to use Built to Work: A Common Framework for Skill Standards and the Skill Scales

Companion Guide products. Any modification made to either document must be clearly specified along

with a description of the modifications. Notice of modification must be prominently displayed in and on

user products. Users shall be aware that any modification to the Built to Work documents may compromise their validity and reliability for intended uses.

10 9 8 7 6 5 4 3 2 1

Library of Congress Cataloging-in-Publication Data

Skill Scales Companion Guide; National Skill Standards Board

ISBN 0-9700518-1-6

Published by National Skill Standards Board

1441 L Street, N.W., Suite 9000 

Washington, DC 20005-3512

202/254-8628

www.nssb.org

Cover design and layout Carol Hardy
Preface

About This Guide...

This guide includes one of the tools being used to

develop NSSB skill standards. It is a companion

publication to Built to Work: A Common

Framework for Skill Standards as well as other

National Skill Standards Board (NSSB) publications about skill standards.

Who We Are...

The NSSB is a coalition of leaders from business,

labor, employee, education, and community and

civil rights organizations created in 1994 to build

a voluntary national system of skill standards,

assessment, and certification. The goal of this

effort is to enhance U.S. global competitiveness

and raise the living standard of all Americans.

NSSB skill standards, which form the foundation

of this new system, are being identified by

Voluntary Partnerships, industry coalitions working in full partnership with labor, civil rights, and

community-based organizations.

To Find Out More, Contact Us...

On the Web at www.nssb.org

By e-mail at information@nssb.org

By phone at (202) 254-8628 or (877) THE-NSSB

By fax at (202) 254-8646

By mail at National Skill Standards Board

1441 L Street, NW, Suite 9000

Washington, DC 20005-3512

National Skill Standards Board

Setting the Standard for Workforce Excellence

Contents

Chapter 1: Introduction ..........................................................................................................................1

A Quick Review ..................................................................................................................................1

A Common Language for Knowledge and Skills ................................................................................2

Linking the Knowledge and Skills to Critical Work Functions..........................................................3

Chapter 2: Academic Skill Scales ..........................................................................................................4

Chapter 3: Employability Skill Scales ................................................................................................18

Acknowledgments.................................................................................................................................51

1

This publication is a reference document meant to

accompany other NSSB publications that describe

the development of skill standards, including Built to

Work: A Common Framework for Skill Standards. In

this companion guide, you will find the NSSB

Complexity Rating Skill Scales, one of several NSSB

tools being used to develop skill standards.

The following is a brief explanation of how this tool

fits into the NSSB’s larger efforts to develop national

skill standards. A complete explanation of the NSSB

Common Framework for Skill Standards can be found

in Built to Work: A Common Framework for Skill

Standards. For more information about how to use the

skill scales, please contact the NSSB. 

A Quick Review

Skill standards—as envisioned by the NSSB—are

made up of two major components: 

The work-oriented component—This aspect of the

skill standards looks at what needs to be done on the

job and how well. It includes:

▲ Critical work functions—The major responsibilities of work.

▲ Key activities—The major duties or tasks

involved in carrying out a critical work function.

▲ Performance indicators—Information on how to

determine when someone is performing a key

activity competently. 

Introduction

CHAPTER 1

USE OF THE SKILL SCALES

The NSSB Complexity Rating Skill Scales were created specifically for use in developing skill standards. The tool should not

be used without prior consent of the NSSB. The NSSB will be

providing technical assistance and tools for using the scales. 

The worker-oriented component—This aspect of the

skill standards looks at the knowledge and skills someone

needs to possess in order to fulfill these responsibilities. 

The NSSB has identified three types of knowledge

and skills:

▲ Academic knowledge and skills: The knowledge and skills associated with the academic disciplines of reading, writing, mathematics, and

science.

▲ Employability knowledge and skills: The

applied knowledge and skills used to perform

effectively across a broad range of occupations—

such as teamwork, decision making, and problem solving. 

▲ Occupational and technical knowledge and

skills: The occupational and technical knowledge and skills needed for work such as engine

repair or database programming.

To identify knowledge and skill classifications, the

NSSB convened an expert panel whose charge was to
create a common language for describing the academic and employability knowledge and skills.*

A Common Language for

Knowledge and Skills

The following is a list of categories of academic

and employability knowledge and skills identified

as part of the NSSB Common Framework: 

Academic Knowledge and Skills Categories

▲ Reading: Understand and use written information that may be presented in a variety of

formats, such as text, tables, lists, figures,

and diagrams; select reading strategies appropriate to the purpose, such as skimming for

highlights, reading for detail, reading for

meaning, and critical analysis.

▲ Writing: Express ideas and information in

written form clearly, succinctly, accurately,

and in an organized manner; use English language conventions of spelling, punctuation,

grammar, and sentence and paragraph structure; and tailor written communication to

the intended purpose and audience.

▲ Mathematics: Understand, interpret, and

manipulate numeric or symbolic information; solve problems by selecting and applying appropriate quantitative methods such as

arithmetic, quantitative reasoning, estimation, measurement, probability, statistics,

algebra, geometry, and trigonometry.

▲ Science: Understand and apply the basic

principles of the physical, chemical, biological, and earth sciences; understand and apply

the scientific method, including formulating

and stating hypotheses and evaluating them

by experimentation or observation.

Employability Knowledge and Skills Categories

▲ Listening: Attend to, receive, and correctly

interpret verbal communications and directions through cues such as the content and

context of the message and the tone, gestures, and facial expressions of the speaker.

▲ Speaking: Express ideas and facts orally in a

clear and understandable manner that sustains listener attention and interest; tailor

oral communication to the intended purpose

and audience.

▲ Using information and communications

technology: Select, access, and use necessary

information, data, and communications-related technologies, such as basic personal computer applications, telecommunications equipment, Internet, electronic calculators, voice

mail, email, facsimile machines, and copying

equipment to accomplish work activities.

▲ Gathering and analyzing information:

Obtain facts, information, or data relevant

to a particular problem, question, or issue

through observation of events or situations,

discussion with others, research, or retrieval

from written or electronic sources; organize,

integrate, analyze, and evaluate information.

▲ Analyzing and solving problems:

Anticipate or identify problems and their

causes; develop and analyze potential solutions or improvements using rational and

logical processes or innovative and creative

approaches when needed.

CHAPTER 1: Introduction

2

* Because the occupational and technical knowledge and skills tend to be specific to each industry sector, the NSSB did not

develop a common language for this category. Instead, the NSSB developed guidelines to help describe occupational and technical knowledge and skills for each industry sector.
▲ Making decisions and judgments: Make

decisions that consider relevant facts and

information, potential risks and benefits,

and short- and long-term consequences or

alternatives.

▲ Organizing and planning: Organize and

structure work for effective performance and

goal attainment; set and balance priorities;

anticipate obstacles; formulate plans consistent with available human, financial, and

physical resources; modify plans or adjust

priorities given changing goals or conditions.

▲ Using social skills: Interact with others in

ways that are friendly, courteous, and tactful

and that demonstrate respect for individual

and cultural differences and for the attitudes

and feelings of others.

▲ Adaptability: Change one’s own behavior or

work methods to adjust to other people or to

changing situations or work demands; be

receptive to new information, ideas, or

strategies to achieve goals.

▲ Working in teams: Work cooperatively and

collaboratively with others to achieve goals

by sharing or integrating ideas, knowledge,

skills, information, support, resources,

responsibility, and recognition.

▲ Leading others: Motivate, inspire, and influence others toward effective individual or

team work performance, goal attainment,

and personal learning and development by

serving as a mentor, coach, and role model

and by providing feedback and recognition

or rewards.

▲ Building consensus: Build consensus among

individuals or groups by facilitating agreements that involve sharing or exchanging

resources or resolving differences in such a

way as to promote mutual goals and interests;

by persuading others to change their point of

view or behavior without losing their future

support; and by resolving conflicts, confrontations, and disagreements while maintaining productive working relationships.

▲ Self and career development: Identify own

work and career interests, strengths, and limitations; pursue education, training, feedback, or other opportunities for learning and

development; manage, direct, and monitor

one’s own learning and development.

Linking the Knowledge and Skills 

to Critical Work Functions

Using these descriptions of the academic and

employability knowledge and skills, experts will identify which of these knowledge and skills are needed

to perform each critical work function (along with its

key activities and performance indicators).

To provide users with more detailed information,

experts will identify, for a given knowledge or

skill, the level of complexity required for performing a particular critical work function. The

Complexity Rating Skill Scales, included in this

publication, will be used as part of this effort. 

Keep in mind that these scales are not for rating an

individual’s proficiency in a particular knowledge

and skill. They are intended only for rating the

level of complexity required in a particular knowledge and skill based on what the work requires. 

Introduction: CHAPTER 1

3
CHAPTER 2

Academic Skill Scales
5

MATHEMATICS: Academic Skill Scales

MATHEMATICS

Understand, interpret, and manipulate numeric or symbolic information; solve problems by selecting and applying appropriate

quantitative methods such as arithmetic, quantitative reasoning, estimation, measurement, probability, statistics, algebra,

geometry, and trigonometry.

• Skills used are highly

complex, including a 

substantial understanding

of number systems (i.e.,

natural, whole, integer,

rational, irrational, real,

and complex) and 

properties; an ability 

to compare, order, and

interchange equivalent

fractions, decimals, and

percents; and use of 

significant digits and 

precision.

• Skills used are highly

complex, including a substantial understanding of

geometry, measurement,

and spatial sense; use of

complex geometric terminology, techniques, and

tools to measure quantities in order to achieve

specified degrees of precision, accuracy, and error

(or tolerance); use of

right triangle trigonometry to find missing information about triangles;

use of vectors; and estimation of volumes and

surface areas of complex

shapes and real objects.

• Skills used are moderately

complex, including an

understanding of number

systems (i.e., whole, rational, and irrational) and

properties; an ability to

read, write, order, add, subtract, multiply, and divide

decimal numbers; an ability to interchange equivalent fractions, decimals,

and percents; and use of

ratios and proportions.

• Skills used are moderately complex, including an

understanding of geometry, measurement, and

spatial sense; use of a

variety of geometric

shapes and terms; calculation of the perimeter,

circumference, area, volume, and surface area of

various two- and threedimensional objects to

specified degrees of precision; and use of the

Pythagorean theorem, its

converse, and properties

of special right triangles

to find missing information about triangles.

• Skills used are minimally

complex, including a basic

understanding of whole

number systems and properties; an ability to read,

write, order, add, subtract,

multiply, and divide whole

numbers; an ability to read

and write simple fractions

and decimals; and computation of money in dollars

and cents.

• Skills used are minimally

complex, including a

basic understanding of

geometry, measurement,

and spatial sense; use of

basic geometric shapes

and terms with concrete

objects or drawings; measurement of length area,

perimeter, circumference,

diameter, height, weight,

and volume to specified

degrees of precision in

both the customary and

metric systems; and computation of time in hours

and minutes.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

NUMBER

SENSE AND

COMPUTATION

How complex are

the number sense

and computation

skills used to perform this critical

work function?

GEOMETRY,

MEASUREMENT, AND

SPATIAL SENSE

How complex are

the geometry,

measurement,

and spatial sense

skills used to perform this critical

work function?

COMPLEXITY OF MATHEMATICS CONTENT
6

Academic Skill Scales: MATHEMATICS

MATHEMATICS

CONTINUED

• Required skills are highly

complex, including a substantial understanding of

data analysis, statistics,

and probability; an ability

to design and conduct

statistical experiments to

study a problem; interpretation and communication of the results using

appropriate technology;

interpretation and representation of data, comparing distributions of

data and critiquing conclusions and the use of

statistics; fitting of curves

to scatter plots to determine the strength of the

relationship between two

data sets; use of sampling

techniques to draw inferences about large populations; use of experimental

and theoretical probability and combinations and

permutations to solve

problems; and use of

application software to

analyze and display data.

• Required skills are moderately complex, including an understanding of

data analysis, statistics,

and probability; an ability

to gather, organize, represent, and interpret large

sets of data; analysis and

display of data with

respect to frequency, distribution, and central

tendencies (e.g., mode,

range, mean, and median); evaluation of arguments based on statistical

reasoning; determination

of experimental and theoretical probabilities; and

use of counting techniques to determine possible outcomes.

• Required skills are minimally complex, including

a basic understanding of

data analysis, statistics,

and probability; an ability

to collect, organize, and

describe data; construction and display of data

in line plots, graphs,

tables, and charts; interpretation of data using

the concepts of largest,

smallest, most often, and

middle; an ability to find

average (mean) of sets of

data; and determination

of fairness and probability

outcomes.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY

OF DATA

ANALYSIS, 

STATISTICS,

AND 

PROBABILITY

How complex are

the data analysis,

statistics, and

probability skills

used to perform

this critical work

function?

COMPLEXITY OF MATHEMATICS CONTENT
7

MATHEMATICS

CONTINUED 

• Skills used are highly

complex, including a substantial understanding of

algebraic ideas and representation; use of common

types of functions (e.g.,

linear, exponential, periodic, quadratic, and

cubic) to model real situations; use of equations to

represent curves such as

lines, circles, and parabolas; an ability to solve systems of equations using

matrices and vectors; and

an ability to work with

properties and mechanics

of functions (e.g., evaluation, inverses, slope, local

maxima and minima).

• Skills used are moderately complex, including an

understanding of algebraic ideas and representation; analysis of functional relationships to

explain how a change in

one quantity results in a

change in another; an

ability to solve one- or

two-variable equations 

or inequalities; and an

ability to model realworld phenomena using

functions.

• Skills used are minimally

complex, including a

basic understanding of

algebraic ideas and representation; an ability to

create and use symbolic

and graphical representations of patterns; an ability to simplify expressions

and solve simple equations and inequalities;

and an ability to describe,

generalize, and use basic

types of functional 

relationships.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

FUNCTIONS

AND

ALGEBRAIC

THINKING

How complex

are the functions

and algebraic

thinking skills

used to perform

this critical work

function?

COMPLEXITY OF MATHEMATICS CONTENT

MATHEMATICS: Academic Skill Scales
8

MATHEMATICS

CONTINUED 

• Skills used are highly

complex, including representation and communication of complex mathematical ideas using mathematical language to

make complex situations

easier to understand; an

ability to organize work

and present mathematical

procedures and results

clearly, systematically,

succinctly, and correctly;

clear communication of

logical arguments, showing why a result makes

sense and why the reasoning is valid; and an

ability to write succinct

accounts of the mathematical results obtained

with diagrams, graphs,

tables, and formulas integrated into the text.

• Skills used are moderately complex, including

representation and communication of moderately complex mathematical

ideas using numerical

tables and equations,

simple algebraic equations and formulas,

charts, graphs, and diagrams; an ability to

explain facets of a solution orally and in writing;

and an ability to label

drawings and use other

techniques to make

meaning clear to the

audience.

• Skills used are minimally

complex, including representation and limited

communication of basic

mathematical ideas using

words, numbers, symbols,

pictures, charts, graphs,

and tables.

COMPLEXITY LEVEL SCALE

HIGH MODERATE LOW COMPLEXITY 

SUBDIMENSION

COMPLEXITY

OF REPRESENTATION AND

COMMUNICATION

How complex are

the representation

and communication skills used to

perform this 

critical work 

function?

Academic Skill Scales: MATHEMATICS

COMPLEXITY 

DIMENSION COMPLEXITY OF MATHEMATICS CONTENT
9

MATHEMATICS

CONTINUED 

• Problems require generation of multiple

approaches to allow for

comparison of results.

Methods are highly complex and include formulating and carrying out

detailed solutions to complex problems using multiple steps and appropriate problem-solving techniques; verifying the

accuracy and validity of

the mathematical procedures used to solve problems; and evaluating the

validity and generalizability of results.

• Reasoning used is highly

complex, including using

forms of reasoning and

proof appropriate to solve

the problem at hand (e.g.,

deductive and inductive

reasoning, making and

testing conjectures, using

counterexamples and

indirect proof) and differentiating clearly between

giving examples that support a conjecture and 

giving a proof of that

conjecture.

• Problems lend themselves to multiple solutions. Methods are moderately complex and

include using appropriate

computational procedures; evaluating

approaches for effectiveness and making adjustments; using ratios, rates,

and reason appropriately

to solve problems; considering, testing, and justifying more than one

solution; and generalizing

solutions and strategies to

new problem situations.

• Reasoning used is moderately complex, including

making and investigating

conjectures, developing

and evaluating mathematical arguments and

proofs, and selecting and

using a variety of reasoning and methods of

proofs as appropriate.

• Problems lend themselves

to a single solution that

produces clear or obvious

results. Methods are minimally complex and

include determining what

a problem is asking; making sensible, reasonable

estimates; and using a

variety of approaches to

solve problems.

• Reasoning used is minimally complex, including

formulating conjectures

and being able to argue

why they must be or seem

true; making sensible,

reasonable estimates; and

making justified, logical

statements.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

MATHEMATICAL

METHODS

How complex

are the mathematical methods

used to perform

this critical work

function?

MATHEMATICAL 

REASONING

How complex is

the mathematical

reasoning used to

perform this 

critical work

function?

COMPLEXITY OF PROBLEM SOLVING

MATHEMATICS: Academic Skill Scales
10

MATHEMATICS

CONTINUED 

• Tools used are highly

complex; technological

tools—such as graphing

calculators, computer

spreadsheets, matrix representation, and measuring devices (e.g., rulers,

tapes, compasses, protractors), and self-generated

computer programs—are

used to analyze and solve

multiple problems.

• Tools used are moderately complex; appropriate

tools—such as calculators, computers, measuring devices (e.g., rulers,

tapes, compasses, protractors), and mathematical

texts—are used to analyze and solve problems.

• Tools used are minimally

complex. Basic tools—

such as pencil and paper,

mental computation, and

measuring devices (e.g.,

rulers, graph paper, measuring cups, scales),

mathematical texts,

manipulatives, and calculators—are used to solve

problems. 

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

MATHEMATICAL

TOOLS

How complex are

the mathematical

tools used to perform this critical

work function?

COMPLEXITY OF PROBLEM SOLVING

Academic Skill Scales: MATHEMATICS
11

SCIENCE: Academic Skill Scales

SCIENCE

Understand and apply the basic principles of the physical, chemical, biological, and earth sciences; understand and apply the

scientific method, including formulating and stating hypotheses and evaluating them by experimentation or observation.

• Highly complex questions

guide scientific inquiry;

investigations are

designed using technology and mathematics 

to refine the inquiry

process and resulting

communications.

• Evidence is used to formulate and revise scientific explanations and

models; alternative explanations and models are

recognized and analyzed;

and scientific arguments

are communicated and

defended.

• A substantial understanding of the nature of science is used, including

complex unifying concepts such as systems and

organization.

• Moderately complex

questions guide scientific

inquiry; investigations

are designed using appropriate tools and techniques to gather, analyze,

and interpret data.

• Evidence is used to

develop descriptions,

explanations, and models; the relationship

between evidence and

explanations is made

clear; and scientific procedures and explanations

are communicated.

• A moderate understanding of the nature of science is used, including

somewhat complex unifying concepts such as

models.

• Minimally complex questions are asked about

objects, organisms, and

events in the environment; investigations are

designed using simple

equipment and tools to

gather data.

• Data and other evidence

are used to construct a

reasonable explanation.

• A basic understanding of

the nature of science is

used, including fundamental unifying concepts

such as order, evidence,

constancy, change, and

measurement.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

DESIGN

When performing

this critical work

function, how

complex are the

questions and

design that guide

the inquiry?

USE OF 

EVIDENCE

When performing

this critical work

function, how

does evidence

affect the explanation and

analysis of scientific inquiry?

UNIFYING 

CONCEPTS AND

PROCESSES

To what degree is

an understanding

of overarching

scientific concepts and

processes used 

to perform this

critical work

function?

COMPLEXITY OF SCIENTIFIC INQUIRY COMPLEXITY OF UNDERSTANDING THE NATURE OF SCIENCE
12

Academic Skill Scales: SCIENCE

SCIENCE

CONTINUED 

• A substantial understanding of physical science

concepts is used (e.g., matter and its transformations;

energy and its transformations; structure of atoms

and of matter; bonding

and molecular interaction;

chemical reactions;

motions and forces such as

gravitational and electrical; net forces and magnetism; conservation of energy; energy conduction and

convection and radiation;

interaction of energy and

matter).

• A substantial understanding of life science concepts is used (e.g., structure and function of cells;

behavior and interdependence of organisms; ecology and change; energy

and photosynthesis; molecular basis of heredity

such as DNA, genes,

chromosomes, and mutations; evolution, speciation, biodiversity, and

natural selection; biological classification).

• A moderate understanding of physical science

concepts is used (e.g.,

matter and its transformations; energy and its

transformations and

motion; properties and

changes of properties in

matter; chemical reactivity; conservation of matter; motions and forces

such as inertia and balanced and unbalanced

forces; transfer of energy;

light, mechanical

motion, and sound;

nature of a chemical

reaction).

• A moderate understanding of life science concepts is used (e.g., structure and function in living systems such as cells,

organs, tissues, organ systems, whole organisms,

and ecosystems; reproduction and heredity;

regulation and behavior;

populations and ecosystems; evolution, diversity, and adaptation of

organisms).

• A basic understanding of

physical science concepts

is used (e.g., properties of

objects and materials;

position and motion of

objects; light, heat, electricity, and magnetism,

including variation of

heat and temperature).

• A basic understanding of

life science concepts is

required (e.g., cells,

organisms, characteristics

and life cycles of organisms such as interdependence of animals and

plants in an ecosystem,

evolution and change

over time).

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

PHYSICAL 

SCIENCE

To what degree is

an understanding

of physical science

used to perform

this critical work

function?

LIFE SCIENCE

To what degree is

an understanding

of life science

used to perform

this critical work

function?

COMPLEXITY OF CORE SCIENTIFIC CONTENT
13

SCIENCE: Academic Skill Scales

SCIENCE

CONTINUED 

• A substantial understanding of earth and space science concepts is used

(e.g., energy in the Earth

system, geochemical

cycles, origin and evolution of the Earth system,

evolution of the solar system, natural resource

management). 

• Application of science

and technology is used to

design and implement a

solution to a complex

problem, choosing among

several alternative

approaches; design takes

into consideration time

constraints, costs, risks,

and benefits.

• A substantial understanding of how science affects

the individual and the

community is used (e.g.,

personal and community

health, consequences of

overpopulation, causes

and effects of natural and

human-induced hazards).

• A moderate understanding

of earth and space science

concepts is used (e.g.,

structure of the Earth system; Earth’s history and

processes including erosion

and plate movement;

change over time and fossil evidence; Earth in the

solar system, including

predictable motion of

planets and moons).

• Application of science

and technology is used to

design and implement a

solution to a moderately

complex problem; timely

results are required.

• A moderate understanding of how science affects

the individual and the

community is used (e.g.,

personal health and

nutrition, population

growth trends, consequences of natural 

hazards).

• A basic understanding of

earth and space science

concepts is used (e.g.,

properties of Earth materials such as water, gases,

rocks, and soils; characteristics of the sun, moon,

planets; importance of

the sun; forces that alter

the Earth’s surface such

as weathering, volcanism,

and earthquakes).

• Application of science

and technology is used to

identify a solution to a

simple problem such as

building or improving a

basic product.

• A basic understanding of

how science affects the

individual and the community is used (e.g., personal health awareness,

population characteristics, environmental

changes).

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

EARTH AND

SPACE SCIENCE

To what degree is

an understanding

of earth and space

science used to

perform this 

critical work

function?

SCIENCE AND

TECHNOLOGY

To what degree is

an application of

science and technology required

when performing

this critical work

function?

SCIENCE IN 

PERSONAL 

AND SOCIAL

PERSPECTIVE

To what degree is

an understanding

of how science

affects the individual and the community used to perform this critical

work function?

COMPLEXITY OF CORE SCIENTIFIC CONTENT COMPLEXITY OF APPLIED SCIENCE
14

Academic Skill Scales: READING

READING

Understand and use written information that may be presented in a variety of formats, such as text, tables, lists, figures, and

diagrams; select reading strategies appropriate to the purpose, such as skimming for highlights, reading for detail, reading for

meaning, and critical analysis.

• Highly complex or technical materials are read

(e.g., technical manuals,

reports, proposals, procedures, written commentaries, formal email, substantially visual material

such as flowcharts); material contains high density

of information and a substantial proportion of

highly technical terms or

unfamiliar vocabulary.

• Reading skills used are

highly complex, including

evaluation of the effectiveness of the text (i.e., its relevance, accuracy, efficiency, and appropriateness)

and analysis of arguments

and positions as to their

validity, degree of bias and

sufficiency of evidence.

• Reading purpose is highly

complex; text is analyzed

and evaluated, and information is applied to a

new situation or task.

• Moderately complex or

technical materials are

read (e.g., letters, memos,

email, multistep directions and instructions,

reference materials, books

on particular topics, visuals that support meaning

such as charts, graphs, figures, diagrams, and

maps).

• Reading skills used are

moderately complex,

including interpretation of

information from multiple

sources; integration of information with prior knowledge and experiences; and

identification of complexities and discrepancies in the

presented information.

• Reading purpose is moderately complex; text is read

to obtain information that

is then communicated to

others or used to perform a

multistep task.

• Simple, familiar, or nontechnical materials are

read (e.g., labels, telephone messages, routine

forms, lists, simple notes,

signs, informal email).

• Reading skills used are

minimally complex,

including comprehension

of simple written information to solve basic problems; literal understanding

of text; and application of

basic features of reading

such as phonics, syllabication, and word parts.

• Reading purpose is minimally complex; text is

read to obtain general

information or follow

simple instructions to

perform a task.

COMPLEXITY LEVEL SCALE

HIGH MODERATE LOW

COMPLEXITY 

DIMENSION

COMPLEXITY OF TEXT

How complex is the type of

material to be read when

performing this critical

work function?

COMPLEXITY OF 

READING SKILLS

How complex are the

reading skills used to perform this critical work

function?

COMPLEXITY OF 

READING PURPOSE

How complex is the reading purpose in performing

this critical work 

function?
15

WRITING: Academic Skill Scales

WRITING

Express ideas and information in written form clearly, succinctly, accurately, and in an organized manner; use English language conventions of spelling, punctuation, grammar, and sentence and paragraph structure; tailor written communication to

the intended purpose and audience.

• Highly complex or technical materials are written

(e.g., technical manuals,

reports, proposals, procedures, written commentaries, formal email, substantially visual material

such as flowcharts); material contains high density

of information and a substantial proportion of

highly technical terms or

unfamiliar vocabulary.

• The materials produced

are highly complex or

technical (e.g., technical

manuals, reports, proposals, procedures, written

commentaries, formal 

email, substantially 

visual products such 

as flowcharts).

• Moderately complex or

technical materials are

written (e.g., letters,

memos, email, multistep

directions and instructions, reference materials,

books on particular topics, visuals that support

meaning such as charts,

graphs, figures, diagrams,

and maps).

• The materials produced

are moderately complex

(e.g., letters, memos, 

email, multistep directions and instructions,

and visuals that support

meaning such as charts,

graphs, figures, diagrams,

and maps).

• Simple, familiar, or nontechnical materials are

written (e.g., labels, telephone messages, routine

forms, lists, simple notes,

signs, informal email).

• The materials produced

are simple, familiar, and

nontechnical (e.g., labels,

telephone messages, routine forms, lists, tables,

simple notes, signs, and

informal email).

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY

OF TEXT

How complex is

the type of material to be written

in performing

this critical work

function?

TYPE OF 

PRODUCT

How complex

are the materials

produced in performing this 

critical work

function?

COMPLEXITY OF WRITING PRODUCT COMPLEXITY OF TEXT
16

Academic Skill Scales: WRITING

WRITING

CONTINUED 

• A high degree of focus

and logic is used, providing facts, details, and

explanations grouped in a

way that communicates

clearly; writer anticipates

needs and concerns of

audience and may create

layout or format for product; revisions highlight

individual voice and

style, using sentence variety and subtlety of meaning and tone for intended

purpose and audiences.

• Accurate, sufficient, and

accessible elaboration

and explanations are

used, providing specific

facts and other information, to support and convey meaning.

• A highly complex level of

writing development is

used, including evaluation of the effectiveness

of own writing—including accuracy, efficiency,

appropriateness of presented information—for

clarity in communication

and style; anticipation of

possible effect of writing

on intended audience.

• A moderate degree of

organization and focus is

used, providing needed

facts and information;

writer decides on most

appropriate format; revisions are based on own

review and on feedback

from others.

• Moderate elaboration is

used, providing some

examples and reasons, to

convey meaning.

• A moderately complex

level of writing development is used, including

interpretation of information from multiple

sources and synthesis

with prior knowledge and

experiences; identification of complexities and

discrepancies in the

information; application

of precise word choice

and appropriate tense for

clarity in communication

and individual style.

• A minimal degree of

organization is used; format is provided (e.g.,

labels, forms); minimal

revision is required; writing is revised for basic

grammar and usage.

• Minimal elaboration

is needed to convey

meaning.

• A minimally complex

level of writing development is used, including

application of formal

conventions of the

English language, including spelling, grammar,

usage, punctuation, simple paragraph structure,

and simple sentence 

construction.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

ORGANIZATION

To what degree is

product organization used to perform this critical

work function?

ELABORATION

To what degree is

elaboration

required to convey meaning in

performing this

critical work

function?

WRITING

DEVELOPMENT

How complex is

the level of writing development

used to perform

this critical work

function?

COMPLEXITY OF WRITING PRODUCT COMPLEXITY OF WRITING PROCESS
17

WRITNG: Academic Skill Scales

WRITING

CONTINUED 

• Multiple strategies (e.g.,

generalizations, examples,

compare or contrast, question and answer) are

incorporated and integrated to inform the reader.

• Complex logical arguments are used to persuade the reader; complex

and varied details, supporting information, and

evidence from multiple

sources are used; author is

aware of reader’s possible

preference for reasons,

details, explanations, and

examples.

• One or two different

strategies (e.g., classification or categorization of

information) are applied

to inform the reader.

• Moderately complex logical arguments are used to

persuade the reader; some

supporting information

or evidence is used.

• Minimal strategies (e.g.,

lists) are applied to

inform the reader.

• Minimally complex logical arguments are used to

persuade the reader; writing is generally directed

to a single audience.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

TO INFORM

To what degree

are different

strategies used to

inform the reader

in performing this

critical work

function?

TO PERSUADE

To what degree

are persuasive

arguments used

to influence the

reader in performing this 

critical work

function?

COMPLEXITY OF WRITING PURPOSE
CHAPTER 3

Employability Skill Scales
19

LISTENING

Attend to, receive, and correctly interpret verbal communications and directions through cues such as the content and context

of the message and the tone, gestures, and facial expressions of the speaker.

• Subject matter is highly

complex, unfamiliar, or

technical.

• Communication is

lengthy or unstructured,

requiring sustained, careful attention.

• Subject matter is moderately complex, unfamiliar,

or technical.

• Communication is of

moderate length or partially structured, requiring

close attention.

• Subject matter is simple,

familiar, or nontechnical.

• Communication is brief

or highly structured,

requiring limited attention.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CONTENT

COMPLEXITY

To what degree

is subject matter

complex, unfamiliar, or technical when performing this critical work function?

DEMANDS ON

ATTENTION

How carefully

must one listen

because of communication

length or lack of

structure when

performing this

critical work

function?

COMPLEXITY OF COMMUNICATION

LISTENING: Employability Skill Scales
20

Employability Skill Scales: LISTENING

LISTENING

CONTINUED 

• Subject matter is largely

conveyed indirectly

through subtleties of language, tone, expressions,

or gestures.

• There is little or no

opportunity to interact

with the speaker or to ask

questions.

• Distractions are present

to a great degree.

• Subject matter is partially

conveyed indirectly

through subtleties of language, tone, expressions,

or gestures and partially

through simple, direct

verbal terms.

• There is some opportunity to interact with the

speaker or to ask 

questions.

• Distractions are present

to some degree.

• Subject matter is conveyed in simple, direct

verbal terms that do not

involve subtleties of language, tone, expressions,

or gestures.

• There is ample or unlimited opportunity to interact with the speaker or to

ask questions.

• Distractions are present

to a minimal degree.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMMUNICATION 

INDIRECTNESS

To what degree is

subject matter

conveyed indirectly through

subtleties of language, tone,

expressions, or

gestures when

performing this

critical work

function?

LIMITATIONS

ON 

INTERACTION

How difficult is it

to interact with the

speaker or to ask

questions when

performing this

critical work 

function?

DISTRACTIONS

To what degree

are physical,

social, or psychological distractions present

(e.g., noise, other

activity, time

pressure) when

performing this

critical work

function?

COMPLEXITY OF COMMUNICATION BARRIERS TO COMMUNICATION
21

SPEAKING

Express ideas and facts orally in a clear and understandable manner that sustains listener attention and interest; tailor oral

communication to the intended purpose and audience.

• Highly complex, novel,

or technical information

is presented or spoken

about.

• Subject matter is highly

sensitive, controversial,

or likely to be questioned

or challenged; a high

degree of tact is required.

• Moderately complex,

novel, or technical information is presented or

spoken about.

• Subject matter is moderately sensitive, controversial, or likely to be questioned or challenged;

some tact is required.

• Simple, familiar, or nontechnical information is

presented or spoken

about.

• Subject matter is not sensitive, controversial, or

likely to be questioned or

challenged; there are no

special concerns about

tactfulness.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CONTENT

COMPLEXITY

How complex,

novel, or technical

is the subject matter presented or

spoken about

when performing

this critical work

function?

TACT AND

SENSITIVITY

REQUIRED

To what degree

is subject matter

sensitive, controversial, or likely

to be questioned

or challenged

when performing

this critical work

function?

COMPLEXITY OF COMMUNICATION

SPEAKING: Employability Skill Scales
22

SPEAKING

CONTINUED 

• Subject matter is largely

conveyed indirectly

through subtleties of language, tone, expressions,

or gestures.

• The listeners or audiences

are highly diverse.

• Subject is partially conveyed indirectly through

subtleties of language,

tone, expressions, or gestures and partially

through simple, direct

verbal terms.

• The listeners or audiences are moderately

diverse.

• Subject matter is conveyed in simple, direct

terms that do not involve

subtleties of language,

tone, expressions, or 

gestures.

• The listeners or 

audiences are very 

homogeneous.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMMUNICATION 

INDIRECTNESS

To what degree is

subject matter

conveyed indirectly through

subtleties of language, tone,

expressions, or

gestures when

performing this

critical work

function?

DIVERSITY OF

AUDIENCE

How diverse are

the listeners or

audiences in

terms of size, perspectives, level of

expertise or

authority, and

prior familiarity

with subject matter when performing this 

critical work

function?

COMPLEXITY OF COMMUNICATION CONTEXT DEMANDS

Employability Skill Scales: SPEAKING
23

SPEAKING

CONTINUED 

• Little or no preparation

time or resources are

available; speaking is generally extemporaneous or

on-demand (i.e.,

“responding on one’s

feet”).

• Speaker must contend

with or overcome a high

degree of distractions.

• Listeners are usually

uninterested, skeptical, 

or in opposition or 

disagreement.

• Moderate preparation

time or resources are

available; some improvisation or adaptation is

required.

• Speaker must contend

with or overcome some

distractions.

• Listeners vary in the

degree to which they are

uninterested, skeptical, 

or in opposition or 

disagreement.

• Ample time and

resources are available to

prepare fully.

• There are few (or no) distractions to contend with

or overcome.

• Listeners are usually

interested and receptive.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CONSTRAINTS

ON 

PREPARATION

To what degree are

there constraints on

the time or

resources available

to prepare communication when performing this critical

work function?

DISTRACTIONS

To what degree is

communication

impeded by physical, social, or psychological distractions (e.g., noise,

other activity, time

pressure) when

performing this critical work function?

LISTENER 

RESISTANCE

To what degree is

communication

challenged by listeners’ lack of

interest, skepticism, or disagreement when performing this critical work function?

CONTEXT DEMANDS

SPEAKING: Employability Skill Scales
24

USING INFORMATION AND COMMUNICATIONS TECHNOLOGY

Select, access, and use necessary information, data, and communications-related technologies, such as basic personal computer applications, telecommunications equipment, Internet, electronic calculators, voice mail, email, facsimile machines, and

copying equipment, to accomplish work activities.

• Equipment or technology

is highly complex or

unusual. 

• Applications are highly

complex or unusual or

require using the most

advanced features or

capabilities, troubleshooting problems, or

creating new or customized applications.

• Equipment or technology

is somewhat complex or

unusual.

• Applications are somewhat complex or unusual

or require using some

advanced features or

capabilities.

• Equipment or technology

is relatively simple or

familiar.

• Applications are relatively simple or familiar or

require using basic features or capabilities.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY

OF EQUIPMENT OR

TECHNOLOGY

How sophisticated, unusual, or

unique is the

equipment or

technology used

to perform this

critical work

function?

COMPLEXITY

OF APPLICATIONS

How sophisticated, unusual, or

unique are the

required applications of the

equipment or

technology used

to perform this

critical work

function?

COMPLEXITY OF TECHNOLOGY APPLICATION

Employability Skill Scales: USING INFORMATION AND COMMUNICATIONS TECHNOLOGY
25

USING INFORMATION AND COMMUNICATIONS TECHNOLOGY

CONTINUED 

• Technology must be 

mastered and used 

immediately.

• A high degree of new

learning is required,

because changes are frequent or involve the

introduction of entirely

new technology; documentation or information

on use of the technology

is incomplete or not

available.

• Limited time is available

to learn the technology

before its application;

learning continues as the

technology is used.

• Some new learning is

required that builds

directly on existing skill

or knowledge, because

changes are moderately

frequent or mostly

involve upgrades that

enhance existing features; documentation or

information on use of 

the technology varies 

in completeness or 

availability.

• Sufficient training and

learning time is available

to understand and master

the technology before its

application.

• Little new learning is

required, because changes

are infrequent or minor;

complete documentation

or information on use of

the technology is readily

available.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

TRAINING TIME

CONSTRAINTS

How limited is

the time available

to learn how to

use the technology before applying

it when performing this critical

work function?

NEW LEARNING

REQUIRED

How much new

learning is

required because

of the frequency

of changes in

equipment, technology, or applications involved

in performing this

critical work

function?

COMPLEXITY OF 

TECHNOLOGY APPLICATION

FREQUENCY OF TECHNOLOGYCHANGE

USING INFORMATION AND COMMUNICATIONS TECHNOLOGY: Employability Skill Scales
26

GATHERING AND ANALYZING INFORMATION

Obtain facts, information, or data relevant to a particular problem, question, or issue through observation of events or situations, discussion with others, research, or retrieval from written or electronic sources; organize, integrate, analyze, and evaluate information.

• An extensive amount of

information is required.

• A large number of widely

different sources (e.g.,

written, oral, electronic)

are required; many different information-gathering methods are used.

• Information sources are

largely unknown, requiring individual to perform

groundwork and develop

own leads.

• A moderate amount of

information is required.

• A moderate number of

somewhat different

sources are required; several different information-gathering methods

are used.

• Information sources are

partially defined or

known, but additional

research may be required

after initial information

gathering.

• A limited amount of

information is required.

• A small number of similar sources are required;

one or two informationgathering methods are

used.

• Sources of information

are well established and

easily accessible.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

AMOUNT OF

INFORMATION

How much information needs to be

gathered to perform

this critical work

function?

NUMBER AND

VARIETY OF

SOURCES

In performing this

critical work function, how many

and how variable

are the sources

from which information must be

gathered and the

methods used to

gather it?

RESOURCEFULNESS NEEDED

To what degree are

information

sources unknown,

unclear, or difficult

to access when performing this critical

work function?

DIFFICULTY OF INFORMATION GATHERING

Employability Skill Scales: GATHERING AND ANALYZING INFORMATION
27

GATHERING AND ANALYZING INFORMATION

CONTINUED 

• Information is highly

complex or technical,

requiring rigorous or

sophisticated analytic

approaches.

• Most information is of

questionable or unknown

reliability, requiring substantial vetting of information or sources; relevance of information is

difficult to discern.

• Little or no guidelines,

precedents, or models are

available to guide organization or analysis of 

information.

• Information is moderately complex or technical

or is of varying complexity, requiring analytic

approaches of moderate

or varying rigor or 

sophistication.

• Some information is of

questionable or unknown

reliability, or information

is of varying reliability,

requiring some vetting of

information or sources;

relevance of information

is sometimes apparent.

• Some guidelines, precedents, or models are

available to guide organization or analysis of information, or such guidance

is available for some of

the information.

• Information is simple,

straightforward, or nontechnical, requiring simple analytic approaches.

• Most information is of

known reliability, requiring no further vetting of

information or sources;

relevance of information

is obvious.

• Information is organized

or analyzed on the basis

of well-established guidelines, precedents, or 

models.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY OF ANALYSIS

COMPLEXITY OF

INFORMATION

AND ANALYSIS

In performing this

critical work function, how complicated or technical is the

information to be

analyzed, and how

rigorous or sophisticated is the analysis

required?

NEED TO

EVALUATE

SOURCE

INFORMATION

In performing this

critical work function, to what degree

must information

or its sources be

evaluated for credibility or relevance?

LACK OF

ANALYSIS

GUIDELINES

In performing this

critical work function, to what degree

is the organization

or analysis of information challenged

by a lack of available guidelines?

GATHERING AND ANALYZING INFORMATION: Employability Skill Scales
28

ANALYZING AND SOLVING PROBLEMS

Anticipate or identify problems and their causes; develop and analyze potential solutions or improvements using rational and

logical processes or innovative and creative approaches when needed.

• Problems are highly

unique or difficult, having many potential causes

and little similarity to

prior problems, making

them difficult to anticipate and requiring new,

unusual, or innovative

solutions.

• A large number of different types of problems, or

problems having a large

number of elements or

facets, occur.

• Problems are moderately

unique or difficult, having

several potential causes

and some similarity to

prior problems but also

some novel features, making them somewhat difficult to anticipate and

requiring some new or

innovative solutions and

some solutions guided by

existing precedents or

known procedures.

• A moderate number of

similar types of problems,

or problems having a

moderate number of elements or facets, occur.

• Problems are relatively

simple, routine, recurring, and easily recognized and anticipated,

having a single likely

cause and lending themselves to straightforward

logical solutions based on

existing precedents or

known procedures.

• A small number of simple, straightforward problems that have only one

or two elements or facets

occur.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

PROBLEM

UNIQUENESS

OR DIFFICULTY

In performing this

critical work 

function, to what

degree are problems unique,

unusual, or 

difficult, making

them hard to

anticipate or

requiring creative

or nonobvious

solutions?

NUMBER AND

RANGE OF

PROBLEMS

In performing this

critical work function, what is the

frequency of

occurrence and

variety of problems or problem

elements?

PROBLEM COMPLEXITY

Employability Skill Scales: ANALYZING AND SOLVING PROBLEMS
29

ANALYZING AND SOLVING PROBLEMS

CONTINUED 

• Multiple solutions must

be generated; substantial

judgment is required to

discern or select the best

solution from results that

are often inconclusive or

ambiguous.

• A few solutions are possible; some judgment is

required to discern or

select the best solution

from results that may 

be inconclusive or

ambiguous.

• Problems lend themselves

to a single solution that

produces clear or obvious

results.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

SOLUTION COMPLEXITY

NUMBER AND

COMPLEXITY OF

POSSIBLE

SOLUTIONS

In performing this

critical work function, to what

degree is problem

solving challenged

by multiple possible

solutions or inconclusive results?

ANALYZING AND SOLVING PROBLEMS: Employability Skill Scales
30

MAKING DECISIONS AND JUDGMENTS

Make decisions that consider relevant facts and information, potential risks and benefits, and short- and long-term consequences or alternatives.

• Few or no precedents 

or informed input is

available.

• Integration of information is highly difficult;

large amounts of complex, ambiguous, or contradictory information are

drawn from many sources.

• Precedents or informed

input is available to aid or

guide some decisions.

• Integration of information is moderately difficult; moderate amounts of

somewhat complex,

ambiguous, or contradictory information are

drawn from several

sources.

• Precedents or informed

input is available to aid

or guide most or all 

decisions.

• Integration of information is not difficult; small

amounts of simple,

straightforward, or consistent information are

drawn from one or two

sources.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

LACK OF 

GUIDANCE OR

PRECEDENTS

In performing this

critical work function, to what

degree is decision

making challenged

by the absence of

precedents or

informed input

available to aid

decision making?

INTEGRATION

DIFFICULTY

In performing this

critical work function, how difficult

is it to integrate the

information needed for decision

making because of

the amount of

information, number of information

sources, or information ambiguity?

DEGREE OF JUDGMENT OR INFERENCE REQUIRED

Employability Skill Scales: MAKING DECISIONS AND JUDGMENTS
31

MAKING DECISIONS AND JUDGMENTS

CONTINUED 

• There are many potential risks and consequences; they are usually

unclear, ambiguous, or

difficult to discern, evaluate, or predict.

• Individual is fully

accountable for own decisions and has complete

decision authority,

responsibility, or 

discretion.

• There are some potential

risks and consequences;

they vary in the degree to

which they are difficult

or easy to discern, evaluate, or predict.

• Individual has partial

accountability for own

decisions and has limited

decision authority,

responsibility, or 

discretion.

• There are few potential

risks and consequences;

they are usually straightforward, obvious, and

easy to discern, evaluate,

or predict.

• Individual has little decision accountability and

must always obtain decision approval or concurrence from others.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

INDIVIDUAL DECISION-MAKING RESPONSIBILITY

QUANTITY OR

AMBIGUITY OF

RISKS AND CONSEQUENCES

In performing this

critical work function, how difficult

is it to evaluate the

potential risks,

benefits, and shortand long-term consequences of decisions because of

their quantity or

ambiguity?

ACCOUNTABILITY AND

AUTONOMY

In performing this

critical work function, to what degree

is the individual

accountable for his

or her decisions and

able to implement

them on his or her

own authority?

DEGREE OF JUDGMENT OR

INFERENCE REQUIRED

MAKING DECISIONS AND JUDGMENTS: Employability Skill Scales
32

MAKING DECISIONS AND JUDGMENTS

CONTINUED 

• Few or no explicit,

ambiguous, or contradictory policies, rules, or procedures constrain decision latitude.

• Explicit policies, rules, or

procedures, or potentially

contradictory rules or

policies, constrain latitude for some decisions.

• Most or all decisions are

governed by explicit or

consistent policies, rules,

or procedures.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

INDIVIDUAL DECISION-MAKING RESPONSIBILITY

ABSENCE OR

AMBIGUITY OF

RULES OR 

POLICY 

CONSTRAINTS

In performing this

critical work function, to what

degree is decision

making challenged

by the absence of

explicit policies,

rules, or procedures or by

ambiguous or contradictory rules or

policies?

Employability Skill Scales: MAKING DECISIONS AND JUDGMENTS
33

ORGANIZING AND PLANNING

Organize and structure work for effective performance and goal attainment; set and balance priorities; anticipate obstacles;

formulate plans consistent with available human, financial, and physical resources; modify plans or adjust priorities given

changing goals or conditions.

• There are multiple, complex short- and long-term

objectives, or highly

ambiguous or ill-defined

objectives.

• Substantial flexibility is

required, including continuous or frequent monitoring of progress and

readjustment of priorities;

multiple alternative plans

are required.

• Human, financial, or

physical resources are

coordinated across multiple work groups.

• There are general shortand long-term objectives;

some objectives vary in

clarity or definition.

• Some flexibility is

required, including general monitoring of progress

and occasional readjustment of priorities; a single

backup plan is required.

• Human, financial, or

physical resources are

coordinated within own

work group.

• There are limited,

straightforward, or clearly

defined short-term 

objectives.

• Little or no flexibility is

required; monitoring of

progress, readjustment of

priorities, and backup

plans are rarely or never

required.

• Resources are allocated

by others; hence, no

resource coordination is

required.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

GOAL 

COMPLEXITY

OR AMBIGUITY

In performing this

critical work function, how complex

or ambiguous are

work objectives or

goals?

FLEXIBILITY

REQUIRED

How much flexibility is needed to

perform this critical work function?

RESOURCE

COORDINATION

REQUIRED

How much

resource coordination is needed to

perform this critical work function?

COMPLEXITY OF PLANS

ORGANIZING AND PLANNING: Employability Skill Scales
34

ORGANIZING AND PLANNING

CONTINUED 

• Individual is responsible

for planning and prioritizing for many people;

plans affect efficiency,

productivity, costs, or

goal achievement of multiple work groups or

entire organization.

• Few or no guidelines,

precedents, or standard

operating procedures are

available.

• Limited or ambiguous

feedback is provided on

performance or progress

toward objectives.

• Individual is responsible

for planning and prioritizing for a few people;

plans affect efficiency,

productivity, costs, or

goal achievement of own

work group.

• Some guidelines, precedents, or standard operating procedures are 

available.

• Feedback on performance

or progress toward objectives is of varying availability, clarity, and 

usefulness.

• Individual is responsible

for planning and prioritizing own work only;

plans affect individual

efficiency, productivity,

or work objectives.

• Guidelines, precedents,

or standard operating

procedures are available

to guide planning for virtually all work objectives.

• Readily available, clear

and useful feedback is

provided on performance

or progress toward 

objectives.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY OF PLANS

SCOPE AND

EFFECTS OF

PLANNING

In performing this

critical work function, for how many

people must one

plan and how far

reaching is the

impact?

LACK OF 

GUIDELINES

In performing this

critical work function, to what

degree is planning

challenged by the

absence of guidelines, precedents,

or standard operating procedures?

LACK OF 

FEEDBACK

In performing this

critical work function, to what

degree is planning

challenged by the

absence of useful

feedback on performance or progress

toward objectives?

CONSTRAINTS ON PLANNING

Employability Skill Scales: ORGANIZING AND PLANNING
35

ORGANIZING AND PLANNING

CONTINUED 

• Human, financial, or

physical resources are

highly constrained.

• Human, financial, or

physical resources are

marginally adequate.

• Human, financial, or

physical resources are

constrained minimally or

not at all.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CONSTRAINTS

ON RESOURCE

AVAILABILITY

In performing this

critical work function, to what

degree are there

constraints on

needed resources?

CONSTRAINTS ON PLANNING

ORGANIZING AND PLANNING: Employability Skill Scales
36

USING SOCIAL SKILLS

Interact with others in ways that are friendly, courteous, and tactful and that demonstrate respect for individual and cultural

differences and for the attitudes and feelings of others.

• People interacted with

are highly diverse.

• Social interactions

require knowledge of and

adherence to special or

formal protocols or 

procedures.

• People interacted with

are moderately diverse.

• Social interactions

require some knowledge

of and adherence to special or formal protocols or

procedures, or they vary

in the degree to which

such protocols are

required.

• People interacted with

are very homogeneous.

• Social interactions are

casual or informal, requiring no special or formal

protocols or procedures.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

DIVERSITY

In performing this

critical work function, how diverse

are the people

interacted with in

terms of demographics (e.g.,

race, gender, age,

culture, education, experience),

work roles or

functions, or levels of authority?

STRUCTURE OR

PROTOCOL

REQUIRED

In performing this

critical work function, to what

degree are knowledge of and adherence to formal

protocols or 

procedures

required in social

interactions?

COMPLEXITY OF SOCIAL INTERACTIONS

Employability Skill Scales: USING SOCIAL SKILLS
37

USING SOCIAL SKILLS

CONTINUED 

• Social interactions

involve highly personal,

sensitive, controversial,

or conflict-laden issues,

requiring a high degree of

tact, diplomacy, and

awareness of and openness to social cues.

• Social interactions

involve somewhat personal, sensitive, controversial, or conflict-laden

issues, or vary in the

degree to which they

involve such issues,

requiring some degree of

tact, diplomacy, and

awareness of and openness to social cues.

• Social interactions do

not involve personal,

sensitive, controversial,

or conflict-laden issues

and require no special

concerns for tact or

diplomacy or particular

awareness of or openness

to social cues.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

COMPLEXITY OF SOCIAL INTERACTIONS

TACT AND

SENSITIVITY

REQUIRED

In performing this

critical work function, to what

degree do social

interactions involve

personal, sensitive,

controversial, or

conflict-laden

issues?

USING SOCIAL SKILLS: Employability Skill Scales
38

ADAPTABILITY

Change one’s own behavior or work methods to adjust to other people or to changing situations or work demands; be receptive

to new information, ideas, or strategies to achieve goals.

• Frequent or rapid changes

necessitate a high degree

of openness to change

and new learning as well

as frequent adjustment of

work methods or behavioral styles to new situations or people.

• Changes are highly

ambiguous or unpredictable.

• Somewhat frequent or

gradual changes necessitate some degree of openness to change and new

learning as well as occasional adjustment of work

methods or behavioral

styles to new situations or

people.

• Changes are somewhat

ambiguous or unpredictable, or they vary in

their clarity or predictability.

• Infrequent or slow

changes necessitate little

or no openness to change

or new learning or adjustment of work methods or

behavioral styles to new

situations or people.

• Changes are straightforward and predictable.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

FREQUENCY 

OF CHANGE

In performing this

critical work function, to what

degree are openness to change and

new learning, and

adjustment of

work methods or

behavioral styles,

necessary because

of frequent

changes in technology, work content, or organizational structure or

culture?

UNPREDICTABILITY OF CHANGE

In performing this

critical work function, how ambiguous or unpredictable are the

extent, nature,

and duration of

technology, work,

or organizational

changes?

DEGREE OF ADAPTABILITY REQUIRED DIFFICULTY OF ADAPTING

Employability Skill Scales: ADAPTABILITY
39

ADAPTABILITY

CONTINUED 

• Few or no precedents,

guidelines, processes, or

training resources are

available.

• Some precedents, guidelines, processes, or 

training resources are

available.

• Relevant precedents,

guidelines, processes, or

training resources are

readily available.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

LACK OF

SUPPORT FOR

CHANGE

In performing this

critical work function, to what

degree is adaptation challenged by

the absence of

precedents, guidelines, processes, or

training resources

to prepare for or

cope with new

technology, new

work content, or

organizational

changes?

DIFFICULTY OF ADAPTING

ADAPTABILITY: Employability Skill Scales
40

WORKING IN TEAMS

Work cooperatively and collaboratively with others to achieve goals by sharing or integrating ideas, knowledge, skills, information, support, resources, responsibility, and recognition.

• Team activities are highly

collaborative; individual

tasks are highly affected

by the performance of

other team members.

• The team is highly

diverse.

• Team activities are somewhat collaborative; individual tasks may be

affected partially by the

performance of other

team members.

• The team is moderately

diverse.

• Team activities are minimally collaborative; individual tasks are affected

minimally by the performance of other team

members.

• The team is very homogeneous.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

TASK INTERDEPENDENCE

In performing this

critical work function, to what

degree are team

tasks or activities

performed collaboratively, or are

individual team

member tasks

affected by or

dependent on

those performed

by other team

members?

TEAM 

DIVERSITY

In performing this

critical work function, to what

degree is the team

comprised of people with diverse

backgrounds, levels of expertise, or

perspectives?

DEGREE OF COLLABORATION REQUIRED TEAM MEMBER HETEROGENEITY

Employability Skill Scales: WORKING IN TEAMS
41

WORKING IN TEAMS

CONTINUED 

• Purpose and goals of 

the team are vague, ill

defined, or not well 

supported by the 

organization.

• Responsibilities are not

well defined; roles shift

frequently.

• General purpose and

goals of the team are

clear, but detailed objectives are not elaborated

fully; organization 

support is moderate 

or variable.

• Responsibilities vary 

in clarity; roles shift

occasionally.

• Purpose and goals of the

team are clear, straightforward, well elaborated,

and strongly supported by

the organization.

• Responsibilities are clear

and well defined; roles

rarely shift.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

LACK OF

CLARITY OR

SUPPORT FOR

TEAM GOALS

In performing this

critical work function, to what

degree is teamwork

challenged by

ambiguous or

poorly supported

team purposes or

goals?

LACK OF CLARITY

OR STABILITY OF

RESPONSIBILITIES

In performing 

his critical work

function, to what

degree is teamwork

challenged by 

poorly defined or

unstable team

member roles and

responsibilities?

GOAL OR ROLE AMBIGUITY

WORKING IN TEAMS: Employability Skill Scales
42

LEADING OTHERS

Motivate, inspire, and influence others toward effective individual or teamwork performance, goal attainment, and personal

learning and development by serving as a mentor, coach, and role model and by providing feedback and recognition or rewards.

• Goal attainment is highly

challenged by ambiguous

or complex goals, time

pressure, or resource 

constraints.

• Work requires a high

degree of structuring.

• Goal attainment is challenged somewhat by varying degrees of ambiguous

or complex goals, time

pressure, or resource 

constraints.

• Work requires a moderate

degree of structuring.

• Challenges to goal

attainment are minimized

as a result of clear, simple, and well-defined

goals; adequate time

frames; or lack of

resource constraints.

• Work requires a limited

degree of structuring.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CHALLENGES 

TO GOAL

ATTAINMENT

In performing this

critical work function, to what

degree is attainment of goals challenged by ambiguous or complex

goals, time pressure, or resource

constraints?

WORK 

STRUCTURING

REQUIREMENTS

In performing this

critical work function, to what

degree does work

require setting

goals and priorities, delegating,

and structuring the

work of others?

WORK CHALLENGES

Employability Skill Scales: LEADING OTHERS
43

LEADING OTHERS

CONTINUED 

• Leadership is responsible

for multiple or large

groups comprised of individuals who are highly

diverse in their demographics (e.g., race, gender, age, culture, education, experience), roles or

functions, or levels of

expertise or who are dispersed geographically.

• A high degree of coaching or oversight is needed because of limited

capabilities or self-direction of staff.

• Many internal conflicts

or sensitivities must be

managed.

• Leadership is responsible

for a few small groups or a

single moderately large

group comprised of individuals who are somewhat diverse in their

demographics (e.g., race,

gender, age, culture, education, experience), roles

or functions, or levels of

expertise or who may be

separated geographically

from the others.

• A moderate or varying

degree of coaching or

oversight is needed

because of varying capabilities or self-direction

of staff.

• A moderate or varying

degree of internal conflicts or managed sensitivities must be managed.

• Leadership is responsible

for a single small group

comprised of individuals

who are relatively homogeneous in their demographics, roles or functions, or levels of expertise and who are located

in the same geographic

area.

• A minimal degree of

coaching or oversight is

needed because of high

capabilities or self-direction of staff.

• Few internal conflicts or

sensitivities must be

managed.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

SCOPE AND

COMPLEXITY 

OF LEADERSHIP

RESPONSIBILITY

In performing this

critical work function, to what

degree does work

entail leadership of

large, diverse, or

geographically dispersed groups or

teams?

COACHING OR

MONITORING

NEEDS

How much staff

coaching, mentoring, direction, and

oversight is needed

to perform this

critical work 

function?

CONFLICT

MANAGEMENT

NEEDS

In performing this

critical work function, how much

conflict management is required as

a result of the

nature of the work

or the diversity of

the staff?

WORK CHALLENGES PEOPLE CHALLENGES

LEADING OTHERS: Employability Skill Scales
44

BUILDING CONSENSUS

Build consensus among individuals or groups by facilitating agreements that involve sharing or exchanging resources or resolving differences

in such a way as to promote mutual goals and interests; by persuading others to change their point of view or behavior without losing their

future support; and by resolving conflicts, confrontations, and disagreements while maintaining productive working relationships.

• Consensus must be

achieved among a large

number of highly diverse

individuals or groups.

• Stakeholders’ goals are

vague or ill defined, significantly impeding the

consensus process.

• Consensus must be

achieved among a moderate number of somewhat

diverse individuals or

groups.

• Stakeholders’ goals vary

in their clarity and definition or are defined at a

very general level only,

resulting in a somewhat

challenging consensus

process.

• Consensus must be

achieved among a relatively small number of

fairly homogeneous individuals or groups.

• Stakeholders’ goals are

clear and well defined,

significantly facilitating

the consensus process.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

NUMBER AND

DIVERSITY OF

STAKEHOLDERS

Among how many

diverse individuals

or groups must

consensus be

achieved in performing this critical work function?

AMBIGUITY 

OF GOALS

In performing this

critical work function, to what

degree are consensus stakeholders’

goals unclear or

ambiguous?

CONSENSUS PROCESS INHIBITORS

Employability Skill Scales: BUILDING CONSENSUS
45

BUILDING CONSENSUS

CONTINUED 

• Minimal or no organizational support or other

incentives are present;

consensus is impeded by

the absence of a leader or

neutral party with relevant knowledge and

expertise or authority to

intervene.

• Unanimous agreement is

required.

• Issues are complex and

multifaceted.

• A moderate or varying

degree of organizational

support or other incentives are present; consensus is facilitated somewhat by the presence of a

leader or neutral party

with either relevant

knowledge and expertise

or authority to intervene

or force agreement.

• Less than unanimous

agreement is required.

• Issues are moderately

complex, variable in

their complexity, or may

have several facets.

• A high degree of organizational support or other

incentives are present;

consensus is facilitated

greatly by the presence of

a leader or neutral party

with relevant knowledge

and expertise and authority to intervene or force

agreement.

• Majority or plurality of

agreement is required.

• Issues are simple and

straightforward, with few

underlying facets.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

LACK OF

ORGANIZATION

AL SUPPORT,

INCENTIVES, OR

CONSENSUS

LEADERSHIP

In performing this

critical work function, to what

degree is the consensus process

impeded by an

absence of organizational support or

incentives to reach

consensus or by an

absence of an

influential leader

or facilitator of

consensus?

HIGH

CONSENSUS

STANDARD

What extent of

agreement must be

reached to achieve

consensus in performing this critical

work function?

COMPLEXITY 

OF ISSUES

How complex are

the issues on which

consensus is

sought in performing this critical

work function?

DIFFICULTY OF ISSUES REQUIRING CONSENSUS

CONSENSUS PROCESS INHIBITORS

BUILDING CONSENSUS: Employability Skill Scales
46

BUILDING CONSENSUS

CONTINUED 

• Issues are highly sensitive, personal, or contentious and tend to elicit

widely varying or divergent expectations, perspectives, or opinions.

• Issues are structured or

characterized in a way

that provides few possibilities for resolution or

compromise.

• Issues are moderately sensitive, personal, or contentious and tend to elicit somewhat varying or

divergent expectations,

perspectives, or opinions.

• Issues are structured or

characterized in a way

that provides some possibilities for resolution or

compromise.

• Issues are nonsensitive,

impersonal, or noncontentious and tend to elicit minimally varying or

divergent expectations,

perspectives, or opinions.

• Issues are structured or

characterized in a way

that provides many possibilities for resolution or

compromise.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

CONTENTIOUSNESS OF ISSUES

In performing this

critical work function, to what

degree are the

issues on which

consensus is sought

sensitive, personal,

or contentious,

eliciting varying or

divergent expectations, perspectives,

or opinions?

LACK OF

OPPORTUNITIES

FOR

AGREEMENT

In performing this

critical work function, to what

degree does the

nature of the issues

make resolution 

or compromise 

difficult?

DIFFICULTY OF ISSUES REQUIRING CONSENSUS

Employability Skill Scales: BUILDING CONSENSUS
47

SELF AND CAREER DEVELOPMENT

Identify own work and career interests, strengths, and limitations; pursue education, training, feedback, or other opportunities

for learning and development; manage, direct, and monitor one’s own learning and development.

• Frequent or rapid changes

in work content or technology necessitate continuous planning for and

engagement in learning

and development activities.

• Learning and development opportunities are

highly limited.

• Somewhat frequent or

gradual changes in work

content or technology

necessitate planning for

and engagement in learning and development activities at regular intervals.

• Learning and development opportunities are

somewhat limited.

• Infrequent or slow

changes in work content

or technology necessitate

little or no planning for

or engagement in learning and development

activities.

• Learning and development opportunities are

readily available.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

SELF AND

CAREER

DEVELOPMENT

REQUIREMENTS

In performing this

critical work function, to what

degree is planning

for and engagement in self or

career development activities

required?

TIME,

RESOURCE, OR

SUPPORT

CONSTRAINTS

In performing this

critical work function, to what

degree are learning

and development

opportunities limited by available

time, resources, or

organizational

support?

NEED FOR LEARNING 

AND DEVELOPMENT

LIMITATIONS ON LEARNING AND 

DEVELOPMENT OPPORTUNITIES

SELF AND CAREER DEVELOPMENT: Employability Skill Scales
48

SELF AND CAREER DEVELOPMENT

CONTINUED 

• Opportunities to use or

apply learning and development activities to one’s

work are highly limited or

nonexistent.

• Opportunities to use or

apply learning and development activities to one’s

work are available to

some degree or for some

aspects of what was

learned.

• Most or all learning and

development activities

are applicable to one’s

work.

COMPLEXITY LEVEL SCALE COMPLEXITY 

HIGH MODERATE LOW DIMENSION

COMPLEXITY 

SUBDIMENSION

APPLICATION

CONSTRAINTS

In performing this

critical work function, to what

degree are opportunities to use or

apply learning and

development activities to one’s work

limited?

LIMITATIONS ON LEARNING AND DEVELOPMENT OPPORTUNITIES

Employability Skill Scales: SELF AND CAREER DEVELOPMENT


51

The NSSB acknowledges the excellent work of

the Advisory Panel on a Common Language for

Skill Standards who developed the skill scales

included in this guide.

Panel members include

Joan E Knapp, Ph.D., Chief Executive Officer,

Knapp and Associates

Kenneth Pearlman, Ph.D., Member, Endorsement

Review Panel, NSSB

Elaine Rosborough-Williams, Workforce

Development Specialist, Goodwill Industries

Leo Reddy, President, National Coalition for

Advanced Manufacturing

Sondra G. Stein, Ph.D., Senior Research

Associate and Director, Equipped for the Future,

National Institute for Literacy

John Tippie, Associate Director, Laborers-AGC

Education and Training Fund

Paul Weckstein, Co-Director, Center for Law and

Education.

Sri Ananda, Ph.D., Co-Director, Assessment and

Standards Development Services, West Ed

Alyce Louise Bertsche, President, Performance

Consulting, Inc.

Ann Borthwick, Director, Standards

Development, New Standards/National Center

on Education and the Economy

Michael A. Campion, Ph.D., Professor of

Management, Purdue University Krannert

Graduate School of Management

Linda Drake, Manager, Strategic Programs,

Motorola

Evelyn Ganzglass, Policy Studies Director,

Employment and Social Services Division,

National Governors Association for Best Practices

Joseph T. Hersh, Regional Director, Department

of Labor, Bureau of Apprenticeship and Training

Panel Staff and Consultants

James B. Hogan, Ph.D., Research Project

Manager, Carl Vinson Institute of Government,

University of Georgia

Michelle R. Dela Rosa, Ph.D., Senior Scientist,

Human Resources Research Organization

(HumRRO)

Rodney A. McCloy, Ph.D., Principal Staff

Scientist, Human Resources Research

Organization (HumRRO) 

Betsy Brown Ruzzi, Director, Development and

National Affairs, National Center on Education

and the Economy.

Edie West

NSSB Executive Director

Acknowledgments
52

NSSB Chairman:

James R. Houghton

Chairman of the Board, Emeritus

Corning, Incorporated

NSSB Vice Chairs:

James Burge

Former Corporate Vice President & 

Director of Governmental Affairs

Motorola, Inc.

Paul F. Cole

Secretary Treasurer

New York State AFL-CIO

Vice President

American Federation of Teachers

William E. Weisgerber

Former State Director

Michigan Department of Education’s Office of

Career and Technical Education

NSSB Members:

Earline Ashley

Executive Director

Rankin County Human Resource Agency

Susan Auld

President

Auld, Bishop and Adams

George Becker

President

United Steelworkers of America

George Bliss

Director of Training

United Association of Journeymen and

Apprentices of the Plumbing and Pipe Fitting

Industry of the United States and Canada

Terrance Craney

President

Wisconsin Education Association Council

Kenneth Edwards

Former Director of Research and Technical

Services

International Brotherhood of Electrical Workers

Tim C. Flynn

Chairman

Lodge Net Entertainment

Barbara Kairson

Administrator

District Council 37 Education Fund

American Federation of State, County, and

Municipal Employees

Ray Marshall 

Audre & Bernard Rapopore Centennial Chair,

Emeritus in Economics and Public Affairs

University of Texas

LBJ School of Public Affairs

Jon A. Reeves

Partner

Reeves and Williams Builders

Ronald K. Robinson

President

International Longshoremen’s Association

Marc S. Tucker

President

National Center on Education & the Economy

Jerald Tunheim

President

Dakota State University

Board Members
Anne-Lee Verville

Former General Manager of Worldwide Education

Industry

IBM Corporation

Carolyn Warner

President

Corporate Education Consulting, Inc.

Alan L. Wurtzel

Vice Chairman of the Board

Circuit City Stores, Inc.

Ex Officio Members:

The Honorable Alexis M. Herman

Secretary

U.S. Department of Labor

The Honorable William M. Daley

Secretary

U.S. Department of Commerce

The Honorable Richard W. Riley

Secretary

U.S. Department of Education

Former NSSB Members:

Bruce Carswell

Former Sr. Vice President, Human Resources &

Administration

GTE

William Crotty (Deceased) 

Former Senior Partner 

Black, Crotty, Sims, Hubka, Burnett, 

Birch & Samuels 

Marcia Greenberger

Founder and Co-President

The National Women’s Law Center

Dr. Herbert J. Grover 

Former Superintendent of Public Instruction

State of Wisconsin 

Yvette Herrera

Administrative Assistant to the President

Director of Education

Communications Workers of America 

Mayor Vera Katz 

City of Portland 

Hugh B. Price

President & Chief Operating Officer

National Urban League, Inc.

Michael Riccards

President

Fitchburg State College

Raymond J. Robertson

General Vice President & Executive Director of

Apprenticeship Training

International Association of Bridge, Structural,

Ornamental and Reinforcing Iron Workers

Stephen Sayler

Human Resource Manager

Toys R Us

Katherine Schrier 

Former Administrator 

District Council 37 Education Fund 

American Federation of State, County, and

Municipal Employees 

Dr. Esteban Soriano 

Vice President for University Advancement 

California State Polytechnic University, Pomona 

John T. Smith

Administrative Assistant to the International

President & Director United Steelworkers of

America, AFL-CIO-CLC and the Director of

the USWA Dislocated Workers Program

(Retired)

BOARD MEMBERS

53