Working with others — ASDAN Vocational Employability & Work Skills

The ASDAN Entry Level Award in Employability (Entry 2) is a foundational qualification designed to introduce students to the world of work and develop essential skills for future employment. This award focuses on building confidence, communication, and teamwork through practical activities and real-world scenarios. It covers key areas such as understanding different job roles, workplace expectations, and basic health and safety, providing a stepping stone for further study or entry into the workforce.

This qualification is part of the wider Employability & Work Skills suite offered by ASDAN, which aims to prepare students for the transition from education to employment. At Entry 2, students are expected to work with some support but demonstrate increasing independence. The award is structured around short, manageable tasks that help students recognise their own strengths, set personal goals, and understand the importance of reliability and punctuality in a work setting.

Mastering this award matters because it equips students with transferable skills that are valued by employers, such as following instructions, working with others, and solving problems. It also helps students build a portfolio of evidence that showcases their abilities, which can be used in job applications or further education. By completing this award, students gain a clearer understanding of what employers expect and how to present themselves positively in the workplace.

• →Job roles and responsibilities: Understanding different types of jobs, what they involve, and the skills needed for each.
• →Workplace expectations: Knowing how to behave at work, including punctuality, dress code, and following instructions.
• →Health and safety basics: Identifying common hazards in the workplace and understanding simple safety procedures.
• →Teamwork and communication: Working effectively with others, listening, and sharing ideas to complete tasks.
• →Personal development: Recognising own strengths and areas for improvement, and setting simple goals for progress.

• Award credit for demonstrating active participation in agreeing a clear plan with others, including allocated roles and a timeline.
• Look for evidence of effective communication and cooperation during task execution, such as listening to others, sharing resources, and adapting to feedback.
• Credit should be given when the learner can discuss the outcome of the group work, identifying at least one strength and one area for improvement.
• Assessors should see that the learner has contributed appropriately to the group effort, not just passively present.

• 💡When planning, ensure you record the agreed plan (e.g., a simple written list or diagram) as this provides direct evidence for the portfolio.
• 💡During the task, ask assessors or observers to note moments of effective teamwork, such as when you helped someone or changed your approach after feedback.
• 💡For the review stage, use a structured format like ‘What went well? Even better if?’ to ensure you cover specific points.
• 💡Use real examples from your own experiences, such as work experience, volunteering, or school projects, to demonstrate your understanding. This makes your portfolio more authentic and easier to assess.
• 💡Focus on the process, not just the outcome. For example, when completing a teamwork task, explain how you communicated, resolved disagreements, and helped others, as these are key skills being assessed.
• 💡Check the assessment criteria carefully. Each task has specific requirements, such as providing evidence of following instructions or identifying hazards. Make sure your work directly addresses these points to maximise marks.

• Learners often assume that simply being in a group constitutes 'working with others' without actively contributing or communicating.
• Commonly, learners may dominate or withdraw, failing to balance listening and speaking, which undermines collaborative planning.
• During review, many learners offer only superficial comments like 'it was good' without specific examples, missing the reflective requirement.
• Misconception: 'Employability skills are only about getting a job.' Correction: While they help with job applications, these skills are also essential for keeping a job and progressing in a career, as they cover attitudes and behaviours that employers value.
• Misconception: 'Health and safety is just common sense.' Correction: Many hazards are not obvious, and specific rules exist to prevent accidents. Students need to learn formal procedures, such as reporting incidents and using equipment correctly.
• Misconception: 'Teamwork means everyone does the same thing.' Correction: Effective teamwork involves different roles and contributions. Students should learn to share tasks, listen to others, and support each other to achieve a common goal.

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