The SCANS Skills and Competencies Checklist: An Assessment Tool for Youth Work Readiness Programs

The SCANS Report for America, 2000 (1992) identified the skills youth need to compete in the workplace. The not-for-profit sector responded by implementing programs designed to give at-risk youth opportunities to learn the skills and competencies required to be work ready. Program evaluators, however, are challenged with the need to assess behavioral changes, which at best are difficult to document. In addition, at-risk youth often do not perform well with traditional paper and pencil assessments (for a variety of reasons). Improvements in SCANS attributes must be captured while the youth are engaged in learning and practicing the desired skills and behaviors. The SCANS Skills & Competencies Checklist, developed by evaluators of the RCRE Youth Farmstand Program, is a tool that can be customized easily for use with youth work readiness programs that include an experiential learning component. Background: The SCANS Report In 1990 the U.S. Secretary of Labor organized the Secretary’s Commission on Achieving Necessary Skills (SCANS). The commission engaged in a thorough study to document and understand the attributes youth should acquire before they enter the work force, and published the findings as Learning for Living: A Blueprint for High Performance (U.S. Department of Labor, 1992). The “SCANS Report” clearly identifies the skills, competencies and personal qualities youth need to compete successfully in the workplace (Table 1). The commission also charged the U.S. education system with the responsibility of integrating those skills into students’ academic preparation. Table 1 SCANS Report Competencies and Foundation Skills Competencies. Effective workers can productively use: Resources • Allocating time, money, materials, space, and staff Interpersonal Skills • Working on teams • Teaching others • Serving customers • Leading • Negotiating • Working well with people from culturally diverse backgrounds Information • Acquiring and evaluating data • Organizing and maintaining files • Interpreting and communicating • Using computers to process information Systems • Understanding social organizational, and technological systems • Monitoring and correcting performance • Designing or improving systems Technology • Selecting equipment and tools • Applying technology to specific tasks • Maintaining and troubleshooting technologies Foundation Skills. Competence requires: Basic Skills • Reading • Writing • Arithmetic and mathematics • Speaking • Listening Thinking Skills • Thinking Creatively • Making Decisions • Solving problems • Seeing things in the mind’s eye • Knowing how to learn • Reasoning Personal Qualities • Individual responsibility • Self-esteem • Sociability • Self-management • Integrity The not-for-profit sector responded to the report as well, and many non-school organizations and agencies implemented programs designed to give youth opportunities to learn the skills and competencies required to be work ready – particularly within “at-risk” populations. Since publication of the SCANS Report, many work readiness programs have incorporated the Report’s findings into their program development and implementation activities (see for example Harkins, 2001; Kowalski, Weaver, Green, & Pfaller, 1993; Packer, 2001). That was the easy part.

• Individual responsibility The not-for-profit sector responded to the report as well, and many non-school organizations and agencies implemented programs designed to give youth opportunities to learn the skills and competencies required to be work ready -particularly within "at-risk" populations.Since publication of the SCANS Report, many work readiness programs have incorporated the Report's findings into their program development and implementation activities (see for example Harkins, 2001;Kowalski, Weaver, Green, & Pfaller, 1993;Packer, 2001).
That was the easy part.

The Challenge
The greater challenge faced by work readiness programs is forging the link between assessment tools that adequately capture changes in youth's skills and competencies and the recommendations found in the SCANS Report.Program administrators are called upon to more accurately document program effects, especially those purported to change behaviors or increase skills and competencies (Clements, 1999).
Changes in human behavior, an increase in a desirable (or decrease in an undesirable) skill, behavior, or quality are difficult at best to document, much less to attribute to any specific program (Bernard, 2000;Posavac & Carey, 1997).Evaluation professionals in the past relied upon some combination of end-of-program and/or follow-up knowledge tests, or individuals' predictions of future behaviors.Longitudinal studies are often outside of organizational capabilities due to funding constraints (Bernard, 2000;Posavac & Carey, 1997).
Paper and pencil assessments, however, whether performed before, during or after program participation do not accurately measure skills or behavior -knowing is not equivalent to doing.
Evaluators have tried to bridge this gap by administering post-post self-report questionnaires and conducting interviews in an effort to cobble together enough information to ascertain whether programs had the desired results (Bernard, 2000;Clements, 1999).
The challenge to document change in at-risk youth is further compounded.Research indicates that youth of low socioeconomic status are often diagnosed with learning disabilities, and many youth have below grade literacy levels (Blair & Scott, 2002;Olson & Jerald, 1998).
Children with these difficulties may also suffer from test anxiety, and may not perform well with traditional paper and pencil assessments (Goonan, 2003).This problem further complicates the notion that scores may not capture participant gains in knowledge and competencies.
Evaluators often face this scenario when they know youth exhibited gains as a result of program participation, but traditional assessment results do not reflect achievement.So, even if a paper and pencil instrument can (or theoretically could) adequately capture improvements in skills and/or behaviors, the difficulties many at-risk youth face would continue to confound assessment results.
The problem, then, is just how do youth work readiness programs measure gains in skills, competencies and personal qualities identified in the SCANS Report?

The Solution
The first part of the solution is to use the SCANS Report as a guide to develop a program specific data collection tool that emphasizes actions over knowledge.The second part is to capture changes in youth attributes while they are engaged in learning, practicing, and/or implementing the desired skills and behaviors.
Successful work readiness programs include opportunities for youth to acquire and practice specific skills identified in the SCANS Report through service learning, internships, simulations, entrepreneurship programs, etc.This facilitates data collection while youth are in the act of using the desired skills.
The following case study illustrates how a program-specific SCANS Skills and Competencies Check list can be an ideal tool to include as part of a comprehensive evaluation protocol.

Case Study
The Program The Rutgers Cooperative Research & Extension (RCRE) Youth Farmstand Program is a statewide, interdisciplinary program designed to increase workforce readiness skills in at-risk youth, support local farmers, and build healthier, stronger communities.Specifically, youthoperated farmstands provide at-risk and special needs youth (grades 9-12) with opportunities to develop and practice many of the work readiness skills defined in the SCANS Report.
Participants make most decisions related to stand operations and receive a share of the profits at the end of the selling season.
The evaluation team needed to develop assessment tools that did not rely solely upon paper and pencil instruments, especially since program participants were at-risk youth and/or special needs youth.

Instrument Development
The team developed multiple methods and tools to triangulate data without increasing participant anxiety.The SCANS Skills & Competencies Checklist (the SCANS Checklist) was created, based upon the skills, competencies and personal qualities outlined in the SCANS Report.The team used the following process to develop the assessment: 1. Identified tasks and skills youth could learn, develop and practice as program participants.
• Interviewed program faculty and staff.
• Observed the program in action.
2. Matched identified program specific skills to relevant categories from the SCANS Report (see example Table 2).
3. Created assessment tool incorporating SCANS Report terminology and program specific skills (revised version shown in Table 3).

Table 1
SCANS Report Competencies and Foundation Skills

Competencies. Effective workers can productively use:
Technology • Selecting equipment and tools • Applying technology to specific tasks • Maintaining and troubleshooting technologies Foundation Skills.Competence requires: