Skills Diagnostics And Screening Tools: A Literature Review
Department for Work and PensionsResearch Report No 459Skills diagnostics andscreening tools:A literature reviewJenny Bimrose, Sally-Anne Barnes, Alan Brown, Chris Hasluck andHeike BehleA report of research carried out by the Warwick Institute for Employment Research,University of Warwick on behalf of the Department for Work and PensionsCorporate Document Services
Crown Copyright 2007. Published for the Department for Work and Pensionsunder licence from the Controller of Her Majesty’s Stationery Office by CorporateDocument Services, Leeds.Application for reproduction should be made in writing to The Copyright Unit,Her Majesty’s Stationery Office, St Clements House, 2-16 Colegate, Norwich NR3 1BQ.First Published 2007.ISBN978 1 84712 276 6Views expressed in this report are not necessarily those of the Department forWork and Pensions or any other Government Department.Printed by Corporate Document Services.
ContentsContentsAcknowledgements. xiThe Authors. viiAbbreviations and acronyms. ixGlossary of terms. xiSummary.1Introduction.1Aims of the literature review.1Main findings – skills review.2Main findings – screening tools.412Introduction.91.1Introduction.91.2Aims and objectives.91.3Review questions.101.4Report structure.11Skills review, identification, assessment and diagnosis.132.1Introduction.132.2Background .142.3Skills reviews, identification, assessment and diagnosis .172.4Skills appraisals for career progression .182.4.1Strong Interest Inventory and Skills Confidence Inventory.182.4.2Campbell Interest and Skills Survey.19iii
ivContents32.4.3Expanded Skills Confidence Inventory.202.4.4Kuder Career Search and Kuder Skills Assessment .202.4.5Task-Specific Occupational Self-Efficacy Scale.212.4.6Bilans de compétences.222.4.7Skills Diagnostic.222.5Other skills appraisals tools.232.6Examples of good practice that accommodate differentmodels of delivery.242.7Discussion.252.8Conclusions .282.9Summary.30Identification of customers/clients needing intensive .1Adviser discretion.433.2.2Eligibility rules.453.2.3Diagnostic or assessment tools.46Tools, methodologies and evidence of good practice.473.3.1Attitudinal screening.473.3.2Statistical modelling.483.3.3Other diagnostic .6Summary.63Appendix A Research process.65Appendix BDetails of electronic databases.77Appendix C Search results – skills review, identification, assessment anddiagnostic tools.83Appendix D Data extraction instrument for evidence on skills review,identification and diagnostics.87
ContentsAppendix ESearch results for literature on the identification of customersclients needing intensive support.91Appendix FData extraction instrument for evidence on screening tools andmethodologies for employment.97Appendix G Strengths and limitations of a systematic review process.101Appendix H Annotated bibliography for skills review, identification,assessment and diagnosis.105Appendix ISelected online skills assessment and diagnostic tools.115Appendix JAnnotated bibliography for screening tools andmethodologies for employment.123Appendix K Summary of recent developments in the German labourmarket.137References.141List of tablesTable 2.1Table C.1Table C.2Table E.1Table E2Summary of skills reviews, identification, assessment anddiagnosis tools.32Search strategy for literature on skills.83Number of references searched, included and excludedfor literature on skills review, identification, assessmentand diagnosis.85Search strategy for literature on the identification ofcustomers/clients needing intensive support.93Number of references searched, included and excluded forliterature on the identification of customers/clients needingintensive support.94v
AcknowledgementsAcknowledgementsWarwick Institute for Employment Research would like to thank the Departmentfor Work and Pensions (DWP) for commissioning this project.Due acknowledgement is given to the Evidence for Policy and Practice Informationand Co-ordinating Centre (EPPI Centre), part of the Social Science Research Unit atthe Institute for Education, University of London, for developing the underpinningprinciples and key concepts that have influenced the methodology used for thisreview.The review was carried out by a multi-disciplinary team of researchers from theWarwick Institute for Employment Research. Contributions were as follows:Dr. Jenny Bimrose, Principal Research Fellow, who was the project manager andlead writer.Dr. Sally-Anne Barnes, Research Fellow, who managed the review process and wasco-writer of this report.Professor Alan Brown, Professorial Fellow and Associate Director of the Economicand Social Research Council Teaching and Learning Research Programme, hasacted as critical reader for the report and provided a substantial input to thesection on one of his specialist areas, skills diagnostics.Chris Hasluck, Principal Research Fellow, has also acted as a critical reader for thereport and provided input to the section on one of his specialist areas, screeningtools.Dr. Maria de-Hoyos, Dr. Heike Behle and Lucy Marris undertook searches forthe review and data extractions. They also contributed to the development ofthe inclusion and exclusion criteria applied during the process of selecting texts.Heike Behle and Maria de Hoyos undertook searches and translations of materialswritten in Spanish, French and German. Maria Judice undertook the translation ofa Portuguese study.Jamie Brown, Duncan Adam and Elaine Shirt, Research Assistants, also undertooksearches and data extractions for the review.vii
viiiAcknowledgementsDr. Rachel Mulvey, University of East London, assisted with searches and translationsin French, plus data extractions.Sincere thanks to Thomas Rothe, Institut für Arbeitsmarkt und Berufsforschung,for his help in obtaining some of the German studies identified during the reviewprocess.The Steering Group convened for this project provided a great deal of practicalinformation and support to members of the research team, for which they aregrateful.Finally, sincere thanks go to Gillian Burgess, at the DWP, for her professional andconstructive overall project management.
The AuthorsThe AuthorsJenny Bimrose, Principal Research Fellow, Institute for Employment Research,University of Warwick.Sally-Anne Barnes, Research Fellow, Institute for Employment Research,University of Warwick.Alan Brown, Professorial Fellow, Institute for Employment Research, Universityof Warwick.Chris Hasluck, Principal Research Fellow, Institute for Employment Research,University of Warwick.Heike Behle, Research Fellow, Institute for Employment Research, University ofWarwick.vii
Abbreviations and acronymsAbbreviations and acronymsABSAAttitudes, Behaviours and Skills AssessmentALMPActive Labour Market PoliciesAMASActivity Matching Ability SystemBECESBarriers to Employment and Coping EfficacyScaleCFICareers Future InventoryCISSCampbell Interest and Skill SurveyCMSGCase Management Screening GuideCPKClient Progress KitCSESCareer Self-Efficacy ScaleESCIExpanded Skills Confidence InventoryFDSSFrontline Decision Support SystemFJRFortnightly Jobsearch ReviewIBIncapacity BenefitISIncome SupportJSAJobseeker’s AllowanceJSCIJob Seeker Classification InstrumentKCSKuder Career SearchKSAKuder Skills AssessmentLSILife Skills Inventoryix
xAbbreviations and acronymsMAPPMultidimensional Addictions andPersonality ProfileNAONational Audit OfficeNDYPNew Deal for Young PeopleOECDOrganisation for Economic Co-operationand DevelopmentPAPersonal AdviserPESPublic Employment ServicesSAPSStatistically Assisted Programme SectionSCISkills Confidence InventorySIIStrong Interest InventorySOMSService Outcome Measurement SystemTANFTemporary Assistance for Needy FamiliesTREFFERTreatment Effect and Prediction ProjectTSOSSTask-Specific Occupational Self-Efficacy ScaleUIUnemployment InsuranceWFIWork Focused InterviewWPRSWorker Profiling Re-employment Services
Glossary of termsGlossary of termsAcademic or ‘cognitive’ skillsGenerally associated with subject matterthese skill areas are typically defined by variousschool disciplines like English and mathematics.Knowledge is primarily learned in school andassumed to be transferable across differentcontexts. They are widely assessed throughstandardised tests.Blended assessmentThis refers to an approach to assessmentwhich combines traditional enced assessment involvesmeasurement against defined (and objective)criteria. Criterion-referenced assessment isoften, but not always, used to establish aperson’s competence (whether they cando something). The best known exampleofcriterion-referencedassessmentisthe driving test, when learner drivers aremeasured against a range of explicit criteria.DiagnosticsThis term refers to assessments providinginformation about a learner’s ability in a skill,level of knowledge in a subject and relevantpersonal characteristics. A diagnostic testshould provide feedback indicating areas ofgreater and lesser ability, rather than just agrade or mark. Diagnostic assessment typicallyoccurs before, or at the start of, a programme oflearning and enables learners to be providedwith or directed towards appropriatesupport.xi
xiiGlossary of termsFormative assessmentFormative assessment is carried out at thebeginning or during a learning programme.The purpose of this technique is to improvethe quality of learning and should not beevaluative or involve grading individuals. Itcan also be used to review and modifyprogrammes, where learning outcomes arenot being met, so can result in the improvementof the learning experience.Generic or key skillsThese are assumed to be transferable acrossa range of different contexts. In the UK, thenotion of ‘key skills’ was originally developedby the National Council for VocationalQualifications, with six skill areas identified:communication; application of number;information technology; working with others;improving own learning; and performanceand problem solving. These skills can,however, assume different meanings indifferent work contexts. For example, whereas‘problem solving’ is often associated withmathematical problems, it can also be appliedmore generally.Norm-referenced assessmentNorm-referenced assessments are notmeasured against defined criteria. This type ofassessment is relative to a target groupof individuals undertaking the assessment.It is effectively a way of comparing individuals.The IQ test is the best known example ofnorm-referenced assessment.ProfilingA statistical systems approach that computesonly a single risk factor for each person, whichis usually the probability of becominglong-term unemployed.SkillThis term is variously described as: the ability to perform a task or activityconsistently over a period of time. Theexpertise required for a particular task oroccupation which may include manualdexterity and/or mental aptitude; a present, observable competence of acandidate to perform a learned act withease and precision;
Glossary of terms Statistical modellingthe ability to perform a task or activityconsistently over a period of time. Theexpertise required for a particular task oroccupation which may include manualdexterity and/or mental aptitude;an elementary action requiring manual orverbal dexterity that is necessary forperforming a compound or complex set ofactions in order to accomplish a particulartask; the ability to do something wellarising from training or practice; ‘knowhow’.Statistical modelling provides a means ofassessing a jobseeker’s need for support onthe basis of a prediction of their futuresituation. Such a statistical model consists,first, of a target, or dependent, variableThis could be the predicted length of timeout of work, the customer’s risk of exhaustingbenefit entitlement, their labour marketstatus at some future date or similar.Second, a set of explanatory variables thatare believed to be determinants of, orat least associated with, the target variableis required. These would include personalcharacteristics of customers, work and benefithistories and other factors associated withemployability. Statistical techniques are thenused to estimate the relationship betweentarget and explanatory variables usinghistorical or cross-sectional data for the targetand explanatory variables. The estimatedrelationship can then be used to ‘predict’the expected outcome for any new customergiven their particular characteristics andcircumstances. Such predictions can be usedto identify customers in most need of supportand/or for determining the type of supportmade available. For instance, those at highrisk of remaining unemployed (say for 12months) might be identified as being in greaterneed of support than those predicted to beat little risk. Needless to say, statisticalmodelling of this type can be complex andxiii
xivGlossary of termsmodels vary considerably in the way that theyare specified and the methods used toestimate them. The technical aspects ofstatistical modelling are reviewed in Appendix Aof Hasluck (2004).Summative assessmentSummative assessment is comprehensive innature, provides accountability and is usedto check the level of learning achieved at theend of a learning programme. It is evaluativeand often involves grading. Data fromformative assessment can contribute tosummative assessment.TargetingThis approach to statistically modellingattempts to predict the potential labourmarket outcomes of every individualprogramme(includingnon-programmeoptions) for each individual.Technical skillsRefers to specific skills needed in a particularoccupation. These may include referencesto academic skills (e.g. maths needed byplumbers) or knowledge of particularprocesses (e.g. use of a particular machine).They are often codified in industry skillstandards and measured through standardisedassessments.Work-related attitudes or‘soft’ skillsThese are the most difficult groups of skills todefine, since there is no one generally acceptedway of conceptualising them. The term canrefer to motivation or disposition and oftenrelates to a combination of personal attributesand abilities that contribute to overallemployability (e.g. enthusiasm; reliability;sense of humour; adaptability; ability to takeinitiative; planning; organisation).
SummarySummaryIntroductionA key recommendation from the Leitch review of skills is the establishmentof a national network of one-stop shops for careers and employment advice,achieved through close collaborative working relationships between a new serviceand Jobcentre Plus. The new service is to offer a free ‘skills health check’ andis to become the source of skills expertise for Jobcentre Plus. In parallel withthis development, the Department for Work and Pensions (DWP) is developingthe Flexible New Deal, which involves examining the need to achieve a betterunderstanding of the circumstances of each customer. As part of these processes,the DWP commissioned the Warwick Institute for Employment Research toexamine available evidence relating to the review, identification, assessmentand diagnosis of skills, together with good practice, tools and methodologiesidentifying customers requiring more intensive support.Aims of the literature reviewThe aims of this study were, therefore, twofold, with a remit to identify and reviewthe research and evidence on two separate, but related, areas: skills appraisals to help identify and measure individual skills levels (includingthose skills needed by employers); and screening methodologies that help recognise influences on employability(including individual lack of skills).A systematic review methodology, modified to allow researcher discretion,was used to search databases to ensure that the searches across the electronicdatabases were consistent.The initial search strategy for the first review question on skills yielded 29,677hits. Of these, 579 publications were screened by abstract and title. In total, 29relevant studies were retrieved from electronic database
Blended assessment This refers to an approach to assessment which combines traditional (paper-based) assessment and electronic (digital assessment. Criterion-referenced Criterion-referenced assessment involves assessment measurement against defined (and objective) criteria. Criterion-referenced assessment is
4.4 Emerging and re-emerging infections 43 4.5 Clinically insignificant transfusion-transmissible infections 44 5 Blood screening, quarantine and release 45 5.1 Blood screening process 45 5.2 Approaches to blood screening 45 5.3 Pooling for serological assays 47 5.4 Sequential screening 47 5.5 Blood screening and diagnostic testing 48 5.6 Emergency screening 48 5.7 Screening plasma for .
IL PB BK DI8 DO4/EF-PAC 2-2 PHOENIX CONTACT 7725_en_01 2.1.1 Diagnostics in the IL PB BK DI8 DO4 format This diagnostic format consists of the following blocks: 1 PROFIBUS standard diagnostics 2 ID-specific diagnostics 3 Status diagnostics (terminal status) 4 Channel-specific diagnostics 5 Revision diagnostics (manufacturer-specific)
diagnostics, telematics & tools tools catalog. index // jaltest. industry-leading diagnostics & technical solutions 04 24 12 26 22 28 jaltest agv software services coverage cojali hardware. 4 // jaltest 5 // jaltest jaltest agv // all-makes, all-systems diagnostics tool developed to
OA/C Diagnostics and Procedures 2nd Half 2016 OBrake Technology Diagnosis & Repair ONext Gen Maintenance OCAN BUS Communication and Diagnostics OCummins Fuel System Diagnostics and Update Additional Elective Classes OAir Conditioning Diagnostics & Procedures O OElectrical World Class Diagnostics OFord 6.7 PowerStroke Diagnostic Series I
Diagnostics Flow Cytometry CRISPR/CAS9 NGS Technologies Genomics Companion Diagnostics Liquid Biopsy Point of Care Testing Single Cell Genomics Quantitative and Digital PCR Bioinformatics NEXTGEN DIAGNOSTICS & RESEARCH TOOLS Enable clients to provide solutions and capitalize on growth opportunities in the precision medicine ecosystem
Running a Resume Screen Page 2 of 17 version 1.2 (updated 6/11/21) Note: If there were screening levels before the Resume Screening (Online and/or Manual Screening), all screening must be complete prior to running the Resume Screening. 1. Go to the Applicants tab within the Job Opening. 2. If the Resume Screen is the only screening level,
Screening tools, assessment tools and intervention methods There are more than 100 different screening and assessment tools reported as being used within LAs. Intervention approaches also varied greatly. There was little consistency across LAs in the screening/assessment tools and intervention methods being used.
Product diagnostics Table 1-4 Product diagnostics Topic Location Diagnostics tools The HP Vision Field Diagnostics utility can be downloaded from the HP Web site. To use this utility, refer to the appropriate section of the workstation Service and Technical Reference Guide. Audible beep and LED code definitions
