Applied Mathematics
A person's skill in using mathematical reasoning to solve work-related problems.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 Perform basic mathematical operations (addition, subtraction, multiplication, and division) using whole numbers and decimals.
Convert a number from one form to another using whole numbers, fractions, decimals, or percentages.
Solve problems that are straightforward, involving a single type of mathematical operation.
Translate easily from a verbal setup to a mathematical equation when all the information needed to solve the problem is provided in logical order and no unrelated information is included.
Level 4 Perform one or two mathematical operations (addition, subtraction, multiplication, or division) using several positive or negative numbers.
Add commonly known fractions, decimals, or percentages, or add three fractions that share a common denominator.
Calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals.
Reorder verbal information before performing calculations.
Determine which operation(s) to perform and in what order.
Read a simple chart or graph to obtain the information needed to solve the problem. Perform one or two mathematical operations (addition, subtraction, multiplication, or division) using several positive or negative numbers.
Add commonly known fractions, decimals, or percentages, or add three fractions that share a common denominator.
Calculate averages, simple ratios, proportions, and rates, using whole numbers and decimals.
Reorder verbal information before performing calculations.
Determine which operation(s) to perform and in what order.
Read a simple chart or graph to obtain the information needed to solve the problem.
Level 5 Look up and calculate single-step conversions within English or non-English systems of measurement or between systems of measurement.
Calculate using mixed units and several steps of logic.
Calculate perimeters and areas of basic shapes.
Calculate percentage discounts and markups.
Determine what information, calculations, and unit conversions are needed to find a solution.
Level 6 Calculate using negative numbers, fractions, ratios, percentages, and mixed numbers.
Calculate multiple rates for comparison or use in other calculations.
Find basic areas and volumes of rectangular solids.
Identify and correct errors in calculations.
Solve problems involving considerable setup and multiple-step calculations or conversions.
Level 7 Calculate using multiple steps of logic.
Calculate multiple areas and the volumes of spheres, cylinders, and cones.
Solve problems with more than one unknown.
Solve problems involving nonlinear functions, such as rates of change.
Calculate by applying basic statistical concepts.
Derive information needed to solve problems if incomplete or implicit information is presented.
Applied Technology
A person's skill in using the basic principles of mechanics, electricity, fluid dynamics, and thermodynamics to solve problems with machines, equipment, and structures found in the workplace. Components of the Applied Technology skill include identifying relevant aspects of problems, analyzing and ordering those aspects, and applying existing materials or methods to new situations. Reasoning is more important than mathematics for this skill.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 One uncomplicated system. Elementary physical principles, such as the use of heat to expand and loosen a metal nut stuck to a bolt.
Understand the operation of basic handtools, simple machine components, and uncomplicated systems, such as piping systems, simple electrical heaters, or other equipment found in the home, school, or workplace.
Apply elementary principles underlying the operation of physical systems, such as the workings of plumbing components or simple electrical systems.
Level 4 A moderately complex system or more than one uncomplicated system. Elementary physical principles, such as heat transfer or the flow of fluids through pipes.
Understand the operation of moderately complex tools, machines, and systems, such as appliances, pulley-driven equipment, or piping systems that carry more than one fluid.
Apply elementary principles underlying the operation of physical systems, such as a block and tackle or cooling fins.
Level 5 One complex system, or one or more uncomplicated tools or systems. Apply physical principles to machines which have several components, perform complex operations, and sometimes interact with other systems.
Use the basic principles of mechanics, electricity, thermodynamics, and fluid dynamics in moderate and advanced applications.
Understand complex machines and systems, such as the operation of gasoline engines, complex appliances, or an electrical system in a building.
Level 6 Tools or systems having a wide range of complexity as well as extraneous information. Principles that affect certain properties of a system such as phase change or pressure equilibrium. The interaction of several complex physical systems.
Use principles of mechanics, electricity, thermodynamics, and fluid dynamics interacting in advanced applications such as air conditioning units.
Troubleshoot complex systems in which a variety of mechanical, electrical, thermal, or flow faults are potential sources of difficult problems.
Listening
A person's skill in listening to and conveying information.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 1 Write down a small amount of useful information based on a spoken communication.
Give clues to the gist of the situation or provide sources of further information, but do not include enough information to give the receiver a correct understanding of the situation described in the message.
Level 2 Correctly write down the basic ideas of a spoken message.
Give a fair amount of useful information, but may miss some of the important details or incorrectly record some of the information.
Level 3 Listen to a spoken communication and record messages that are basically correct.
Present all the primary details and the relationships among them correctly, but may miss one or two pieces of important information.
Level 4 Accurately convey the central idea of a spoken communication.
Correctly record all the important information and the relationships among pieces of information, but may miss or incorrectly record some details or include irrelevant information.
Level 5 Correctly record all the important information and the relationships among pieces of information from a spoken communication.
Use supporting details to convey insight into the particular situation the message involves.
Business Writing
A person's skill in writing an original response to a work-related situation. Components of the Business Writing skill include sentence structure, mechanics, grammar, word usage, tone and word choice, organization and focus, and development of ideas. The main requirement of workplace writing is clarity. Employers want their employees' written communications to be direct, grammatically correct, and easy to read. Careless errors may lead the reader to believe there are also errors in the facts, and the writer loses credibility and trustworthiness. WorkKeys® Business Writing requires standard business English, defined as writing that is direct, courteous, grammatically correct, and not overly casual.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 1 Written responses in English. However, a large number of errors make the response very difficult to understand.
Incorrect sentence structures the majority of the time.
A large number of major grammatical, mechanical and word usage errors that interfere with communication.
Rude or overly casual language, tone, and style that may be inconsistent with standard business English.
No organization.
Attempts to communicate their ideas but provides little or no development or support.
Level 2 Written responses that are generally understandable.
Some correct sentence structures, although some sentences may be simple or repetitive.
Enough correct mechanics, word usage, and grammar to convey an idea, although many errors may somewhat interfere with comprehension.
Rude or overly casual language, tone, and style that may be inconsistent with standard business English.
Some organization, but with an unclear focus. Use of few or no transitions.
Ideas that are generally understandable but that are not expanded.
Level 3 Clear written responses. May include incorrect structure, some errors in grammar and punctuation, and adequate development, although the ideas may be limited.
Mostly complete sentences. Some variety and complexity are attempted.
Few mechanical, grammatical, and word usage errors so that the response is adequately conveyed, but may be repetitive. Spelling is generally correct.
Style and tone are generally consistent with standard business English. Somewhat casual language but does not contain slang or rude language.
Some organization but that may lose focus at some points. Transitions are simple.
Adequate development of ideas, but which may be limited in depth and thoroughness. Supporting examples tend to be general and details are relevant, but they may be repetitive.
Level 4 Clear responses, with almost no errors.
Complete sentences that are generally varied in length and complexity.
Few mechanical, grammatical, and/or word usage errors. These do not interfere with communication. Word usage is precise and varied.
Style, tone, and language that are consistent with standard business English (the writing contains no rude or overly casual language).
Organized and consistent focus, but may lack clarity. Transitions are effective, if not especially varied.
Most of the ideas well developed with relevant supporting examples and details.
Level 5 Responses are clear, precise, and free of errors. Communicates in a professional, courteous manner.
Correct, complete sentences that are varied in length and complexity.
Few or no errors in grammar and/or mechanics. Any errors present do not interfere with communication. Word usage that shows considerable precision and variety.
Style, tone, and language that are consistent with standard business English (no rude or overly casual language).
Organized and clear, consistent focus from beginning to end. Transitions are varied and effective, creating a seamless flow of ideas.
Well-developed ideas elaborated on with relevant supporting examples and specific details. Insight, perception, and depth.
Locating Information
A person's skill in using workplace graphics such as diagrams, floor plans, tables, charts, graphs, forms, and instrument gauges. Components of the Locating Information skill include locating, comparing, and summarizing information in one or more related graphics, as well as inserting information into these types of graphics.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 Elementary workplace graphics such as simple order forms, bar graphs, tables, flowcharts, and floor plans.
Find one or two pieces of information in a graphic.
Fill in one or two pieces of information that are missing from a graphic.
Level 4 Straightforward workplace graphics such as basic order forms, line graphs, tables, instrument gauges, maps, flowcharts, and diagrams.
Find several pieces of information in graphics.
Summarize and/or compare information and trends in a single graphic.
Summarize and/or compare information and trends among more than one graphic by determining the relationships among the graphics.
Level 5 Complicated workplace graphics, such as detailed forms, tables, graphs, maps, instrument gauges, and diagrams.
Summarize and/or compare information and trends in a single graphic.
Sort through distracting information to summarize and/or compare information and trends presented in more than one workplace graphic.
Level 6 Complex workplace graphics which are difficult to use because of the great amount of information they contain and/or because of their challenging presentations. These graphics include very detailed graphs, charts, tables, forms, maps, and diagrams.
Draw conclusions from the information presented in very detailed graphics.
Apply information from these types of graphics to specific situations.
Analyze data within these types of graphics to make decisions and/or predictions requiring judgments based on the information presented.
Observation
A person's skill at noticing details and paying attention to instructions and demonstrations.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 Tasks that involve only a few simple components and include no extra details or distracters. Pay attention.
Watch and listen to a strongly cued demonstration or set of instructions.
Recall a few strongly reinforced details of a process or procedure.
Level 4 Tasks that involve more than one component.
Sustain focused attention on the demonstrated instructions, process, or procedures.
Select and attend to important details.
Recall a few important, moderately reinforced details about the demonstrated process or procedure.
Level 5 Tasks that include a number of attributes or details which are presented simultaneously. Focus attention on and recall several important aspects of the information presented.
Ignore irrelevant background information through selective attention to important details.
Maintain attention to detail.
Recall several important details about unfamiliar material.
Level 6 Tasks that include several components. Include several strong distracters and/or extra details. Notice and remember several details that are relevant to the process or procedure being shown.
Take in and recall incoming sensory information so it can be used to make predictions, comparisons, or evaluations.
Visualize how a detail or task fits into the entire process or procedure demonstrated.
Interpret if-then and cause-effect relationships.
Reading for Information
A person's skill in reading and using work-related information including instructions, policies, memos, bulletins, notices, letters, manuals, and governmental regulations.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 Short, uncomplicated workplace documents which use elementary vocabulary. The documents include basic company policies, procedures, and announcements. All of the information is stated clearly in the documents.
Identify uncomplicated key concepts and simple details.
Recognize the proper placement of a step in a sequence of events, or the proper time to perform a task.
Identify the meaning of a word that is defined within the document.
Identify the meaning of a simple word that is not defined within the document.
Recognize the application of instructions given in the document to situations that are also described in the document.
Level 4 Slightly more complex workplace documents. They contain more detail and describe procedures which involve a greater number of steps. Some documents describe policies and procedures with a variety of factors which must be considered in order to decide on appropriate behavior. The vocabulary, while elementary, includes words that are more difficult than those at Level 3. For example, the word immediately may be used at this level, whereas at Level 3 the phrase right away would be used. At this level, the questions and answers are paraphrased from the document.
Identify important details that are less obvious than those in Level 3.
Recognize the application of more complex instructions, some of which involve several steps, to described situations.
Recognize cause-effect relationships.
Determine the meaning of words that are not defined in the document.
Level 5 More detailed, more complicated workplace documents that cover broader topics. Words and phrases may be specialized (e.g., jargon and technical terms), and some words may have multiple meanings. Applying information given in the document to a situation that is not specifically described in the document.
Identify the paraphrased definition of a technical term or jargon that is defined in the document.
Recognize the application of technical terms or jargon to stated situations.
Recognize the definition of an acronym that is defined in the document.
Identify the appropriate definition of a word with multiple meanings.
Recognize the application of instructions from the document to new situations that are similar to those described in the document.
Recognize the application of more complex instructions to described situations, including conditionals and procedures with multiple steps
Level 6 Workplace documents are significantly more difficult than those at the previous level. The presentation of the information is more complex; documents may include excerpts from regulatory and legal documents. The procedures and concepts described are more elaborate. Advanced vocabulary, jargon, and technical terms are used. Can generalize beyond the stated situation, to recognize implied details, and to recognize the probable rationale behind policies and procedures.
Recognize the application of jargon or technical terms to new situations.
Recognize the application of complex instructions to new situations.
Recognize, from context, the less common meaning of a word with multiple meanings.
Generalize from the document situations not described in the document.
Identify implied details.
Explain the rationale behind a procedure, policy, or communication.
Generalize from the document to a somewhat similar situation.
Level 7 Can generalize beyond the stated situation, to recognize implied details and recognize the probable rationale behind policies and procedures. However, the workplace documents are more difficult: the density of information is higher, the concepts are more complex, and the vocabulary is more difficult. Documents include jargon and technical terms whose definitions must be derived from context.
Recognize the definitions of difficult, uncommon jargon or technical terms, based on the context of the reading materials.
Figure out the general principles underlying described situations and apply them to situations neither described in nor completely similar to those in the document.
Teamwork
A person's skill in choosing behaviors and/or actions that simultaneously support relationships within a team and lead toward the accomplishment of work tasks.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 3 Identify team goals and ways to work with other team members to accomplish team goals.
Recognize that a team is having problems finishing a task and identify the cause of those problems.
Choose actions that actively support the ideas other team members have for accomplishing team goals.
Recognize the need for trust and dependability in a team environment.
Level 4 Identify the organization of tasks and the time schedule that would help the team reach goals efficiently, creatively, and effectively.
Select approaches that accept direction from other team members in order to complete tasks and to build and keep up good team relations.
Identify behaviors that show appreciation for the personal and professional qualities of other team members and respect for their diversity.
Recognize the need for commitment to quality and sensitivity to customers while pursuing the team goal.
Level 5 Identify courses of action that give direction to other team members.
Determine the best use of team talents to accomplish goals.
Choose approaches that encourage other team members to improve relationships and/or complete tasks.
Consider and evaluate the possible effects of alternative behaviors on both team relationships and the completion of tasks.
Level 6 Identify the focus of team activity and select a new focus if that would help the team meet its goals more effectively.
Select approaches that show willingness to give and take direction, as needed, to further team goals (e.g., recognize the organization of team members' tasks that would best serve the larger goals of the team).
Choose approaches that encourage a team to act as a unit and reach agreement when discussing specific issues.
Identify actions that would help manage differences of opinion between team members, moving the team toward its goals while valuing and supporting individual diversity.
Writing
A person's skill in writing work-related messages. Skill levels are based on the writing mechanics (such as sentence structure and grammar) and writing style used in written responses. It is not based on the accuracy or completeness of the information but must convey the information clearly.
Skills (higher levels of difficulty include and build on the skills described in lower levels)
Level 1 Write messages in English that contain a large number of major grammatical, punctuation, spelling, and/or other mechanical errors making the messages very unclear and inconsistent with standard business English.
Level 2 Write messages that are generally understandable, but contain many errors in grammar, punctuation, and/or sentence structure making these messages somewhat difficult to comprehend.
Level 3 Write messages that are clear, but may include some incomplete sentences and/or errors in grammar and punctuation.
Level 4 Write messages that are clear and generally consistent with standard business English, but may contain a few minor errors in grammar and punctuation, and/or the writing style may lack clear organization and appropriate transitions.
Level 5 Write messages that are clear and highly consistent with standard business English.
Use good sentence structure with a smooth, logical style and no mechanical errors.
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