What is Employability Skills?

Employability skills encompass the broad set of non-technical competencies that enable individuals to succeed in the workplace regardless of their specific occupation. These skills go by many names, including soft skills, workplace readiness skills, career readiness skills, professional skills, and 21st-century skills. Despite the varied terminology, employers consistently identify the same core competencies as critical for workplace success.

The most commonly cited employability skills include communication (both verbal and written), teamwork and collaboration, critical thinking and problem-solving, time management and organization, professionalism and work ethic, adaptability and flexibility, technology literacy, leadership, and interpersonal skills. Research from organizations like the National Association of Colleges and Employers (NACE) and the Conference Board consistently shows that employers rank these skills as equal to or more important than technical qualifications when making hiring decisions.

CTE programs are uniquely positioned to develop employability skills because of their applied, project-based, and collaborative instructional approach. Students in CTE courses regularly engage in activities that require teamwork, communication, problem-solving, and professional behavior. Work-based learning experiences provide authentic contexts for practicing and refining these skills. CTSOs develop leadership, public speaking, and professional networking competencies.

Many states have adopted employability skills standards or frameworks that CTE programs are expected to address. Some states integrate employability skills into their CTE content standards, while others maintain separate employability skills standards that apply across all CTE programs. The Perkins V emphasis on preparing students for high-skill, high-wage, and in-demand careers implicitly requires attention to employability skills, as employers in these career areas consistently demand them.

Assessing employability skills presents unique challenges because many of these competencies are difficult to measure through traditional testing. CTE programs increasingly use performance-based assessments, portfolio documentation, workplace supervisor evaluations, and rubric-scored observations to evaluate student growth in employability skill areas.

Why Employability Skills Matters for CTE Programs

Employer surveys consistently show that employability skills gaps are among the top concerns when hiring entry-level workers. CTE directors who intentionally develop these skills within their programs produce graduates who are more successful in the workplace and more valued by employer partners. This contributes to strong placement outcomes and employer satisfaction, both of which support program sustainability.

Employability skills development also supports Perkins V accountability indirectly. Students with strong employability skills tend to perform better in work-based learning placements, are more likely to earn industry certifications (which require professional behavior during testing), and are more likely to maintain employment after graduation. These outcomes all contribute to positive Perkins V performance data.

For CTE directors, the key challenge is ensuring that employability skills instruction is intentional rather than incidental. While CTE courses naturally provide opportunities for skill development, explicit instruction, practice, and assessment of employability skills produces better results than hoping students will absorb them through osmosis.

Key Components

State Variations

States approach employability skills differently within their CTE frameworks. Some states have adopted specific employability skills standards that all CTE programs must address, with defined competencies and assessment expectations. Others embed employability skills within their CTE content standards for each career cluster. A few states have developed statewide employability skills assessments or certifications.

The degree to which employability skills are assessed and reported also varies. Some states include employability skill attainment as a program quality indicator, while others treat it as an implicit expectation without formal measurement requirements.

Common Misconceptions

Related Terms