CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY- RELATED ADULT
BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
HANDBOOK ONE
PLANNING AND IMPLEMENTATION TIPS FOR
PROGRAM PLANNERS & ADMINISTRATORS
Modules # 1 – 4
HANDBOOK TWO
WORKPLACE SAVVY FOR
WORKFORCE-RELATED INSTRUCTION
Modules # 5 – 6
1
Acknowledgements
Prior to the development of Handbooks One and Two for Charting a Course:
Responding to the Industry-Related Adult Basic Education Needs of the Texas
Workforce, numerous groups of adult education practitioners, employers,
representatives of the Texas Education Agency, the Texas Workforce Commission, the
Texas Higher Education Coordinating Board, and local workforce development networks
across the state offered valuable contributions. They shared their own experiences,
articulated priorities and concerns, reconstructed success stories, and identified
obstacles to planning, implementing, and sustaining successful workforce-related
educational initiatives at the local level. Members of the state Workforce Literacy
Resource Team (WLRT) also provided input in an effort to assist Adult Education in
implementing its strategic action plan, Destination 2010.
Charting a Course is a direct response to Education Rider 82 (79th State Legislative
Session, 2005), Destination 2010, and the workforce literacy needs of Texas’ adult
learners. A number of adult education programs across the state have been delivering
quality workforce-related instruction to emerging, incumbent, and dislocated workers in
their local communities for a number of years. Many of their strategies and promising
practices are reflected in Handbooks One and Two. A special thanks to those who have
generously shared their experiences, provided input toward the development of the
handbooks, and were courageous enough to try out one or more of the handbook’s
templates, forms, and suggested strategies in draft form.
Many thanks to the following individuals for their contributions and support:
Dr. Shirley Neely
Dr. Raymund Paredes
Dr. Philip Cochran
Joanie Rethlake
Federico Salas-Isnardi
Anson Green
Dr. James Goeman
Chakib Chehadi
David Lindsay
Francisco Castellanos
Sally Perez
Jim Ratliff, Mary Geiger, and Jeannie Pruitt
Stan Ashlock
Mary Helen Martinez
Donna Byrum
Dorris Baker
Eduardo Honold
Charting a Course: Responding to the Industry-Related Adult Basic Education Needs of the Texas Workforce, has been
developed for the Texas Education Agency with funding from federal state leadership funds (WIA, Title II [PL 105-220]). Its
contents build on the research included in A Summary Report of Findings in Response to Education Rider 82, published
February 2006. Both the report and the handbooks have been developed by Barbara Tondre-El Zorkani, adult educator
and workforce development consultant / contractor.
2
Table of Contents _______________________
Acknowledgements
Module One: Determining Program Capacity, Services, and Solutions
2
5
Introduction
6
Getting Started
7
Know Your Program: Start With a SWOT Analysis
8
Charting a Course for Workforce ESL: A Planning Framework
9
Preparing a Marketing Packet: Proactive Strategies
10
Identifying Funds to Expand Adult Education Services
11
Budgetary Worksheet
12
Where to Look for Additional Funding
Module Two: Marketing Adult Education Services as Workforce Solutions
13
15
You Have Five Minutes …
16
Workforce-Related Scenarios
19
When You Get the Call …
21
Preparing for the Initial Meeting with an Employer
22
Important Skills for the Workplace
24
Identifying the Language Skills Needed in the Workplace
25
Check This Out: www.work-basedlearning.org
29
How Can Work-Related Instruction Benefit Your Company?
30
Workplace Audit Interview Questions
31
Gap Analysis of Workplace Needs
Module Three: Facilitating a Team of Stakeholders to Provide a Continuum of
Services
33
35
Fact Sheet
36
Partnerships: Think Big, Start Small, Have a Plan
37
Know Thyself and Others
39
Additional Tips and Resources
40
Survey: Providing a Continuum of Services
42
Literacy and Language Competencies Needed by Limited English Proficient
Workers
43
The Work Readiness Credential
44
The National Work Readiness Credential Profile
45
Workplace Scenarios
46
Linking ESL and Occupational Training
48
What is a Bridge Program?
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and
Objectives
50
53
Setting Mutual, Achievable Goals and Objectives
54
Template for Replication: Statement of Confidentiality
56
Template for Replication: Reporting Assessment Results
57
3
Template for Replication: Sample Letter of Agreement
58
From the Field: A Sample Preliminary Agreement
59
A Checklist for the Employer
60
A Checklist for the Adult Education Provider
61
A Checklist for the Instructor
Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
62
63
Check Your Workplace Savvy: An Inventory for Instructors
64
Stepping Inside the World of Work
65
What Are Workplace Skills?
66
Who are Texas’ Limited English Proficient Adults?
67
Topics in Workforce-Related Instruction
69
Language Competencies in the Workplace
81
Language Task Analysis Activities: Why They’re So Important
82
Things to Know About Industry and Partnerships
92
Setting Mutual, Achievable Goals and Objectives
Module Six: Delivering Instruction Responsive to Identified Needs
99
101
The EFF Work Readiness Profile
102
Connecting NRS to Workforce-Related Instruction
103
A Checklist for Instructors
104
Developing Work-Related Learning Activities
105
Ten Ways to Make Your Classroom Workforce-Friendly
108
If It Looks Like a Duck…
111
Addressing EFF Foundation Skills in WP Instruction
113
Instructional Scenarios: It’s That Duck Again…
115
Sample Learning Activities
119
VESL: Linking ESL and Occupational Training
129
Understanding the Basics of Bridge Programs
132
Did You Know That…
Appendices
Appendix A - References and Resources
Appendix B - Delivering Workforce/Workplace ESOL: An Inventory for Program
Directors
Appendix C: Glossary of Terms
Appendix D: SWOT ANALYSIS WORKSHEET
135
137
138
141
143
145
4
CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY- RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module One: Determining Program
Capacity, Services, and Solutions
5
Introduction
To launch a successful workforce-related educational experience, planning plays a
critical role. Certainly adult education administrators and instructional staff must plan
together if instruction is to respond to learners’ work-related needs. But before a
response to workforce needs can be implemented, local labor market needs and
partnership opportunities must be examined. Charting a Course Handbooks # 1 and
# 2 are designed to help local adult education programs answer some critical questions
in planning a successful initiative:






How do we connect with businesses that may benefit from a Workplace ESL initiative?
How do we budget for it and do we have the infrastructure to support it?
What do we need to plan up front and how do we engage partners/ employers?
What logistics must be taken care of before implementation?
What does a successful Workplace ESL initiative look like?
What if we’re not working with specific employers but trying to address workforcerelated issues within our traditional ESL classes?
 What is VESL and what makes adult education’s response to Rider 82 unique?
 How do we find and prepare instructor(s) to integrate workforce-related issues into
instruction?
________________________________________________________________________
_
The handbooks have been developed to assist adult educators in Texas in delivering
instruction responsive to the workforce-related language, literacy, and basic skills
needs of Texas’ emerging, incumbent, and displaced workers:
Handbook # 1 deals primarily with the planning process during which program
administrators determine program capacity, local labor force needs, the strength of
local partnerships, and the development of mutual, achievable goals and objectives.
Taking up the modules of this handbook need not follow any particular sequence. For
example, some may choose to study Module Three before Module Two.
Handbook # 2 focuses primarily on instructional strategies that respond to the
identified needs of the workforce. It discusses simple assessment strategies that can
help identify the language and basic skills needed for workplace success, as well as
strategies for delivering instruction. Also addressed are the issues of confidentiality in
the workplace; incorporating authentic work-related materials into instruction; and
documenting changes in learners’ performance and behavior.
Materials are organized into modules. Together, these modules shape a process.
However, because programs differ, adaptations can be made to address local
program needs as initiatives evolve.
Unless you are already experienced in delivering workforce-related instruction, some
background reading is recommended and described in the pages to follow.
________________________________________________________________________
Note: An inventory to customize your professional development needs is included in the
appendices at the end of Handbook # 1. This can be used to help you focus your attention on
those areas about which you want to learn more. A similar inventory for instructors is included in
Handbook # 2.
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
6
Getting Started …
On occasion, adult education programs commit to delivering work-related education
before determining their capacity to deliver the services and solutions needed. Some
assume that it is just a matter of transferring a traditional adult education class to the
worksite, or adding a few work-related topics to already established classes. But adult
education programs venturing into the workplace arena with insufficient resources
(personnel, financial, and material) can jeopardize their credibility. Preparation helps us
avoid potential pitfalls.
Module One starts with the first step in a four-step process: Know your adult education
program, its capacity, and how to present it to business and industry. This first step
requires a close look at your program’s capacity, its infrastructure, the level of
administrative support for the program, and the resources at your disposal.
SWOT stands for Strengths, Weaknesses, Opportunities, and Threats. A SWOT
Analysis is often used to identify program strengths, weaknesses or areas needing
improvement, opportunities for growth and development, and threats or challenges to
program success. The objective is to assess your program’s infrastructure and capacity
to successfully venture into workplace education.
Like any new adult education venture, a work-related ESOL initiative requires an honest
evaluation of a program’s strengths and needs, along with the anticipation of both
opportunities and obstacles likely to present themselves. It is a good idea to involve
instructional staff in this activity to gain as many perspectives as possible and to build
awareness of the programmatic goals of work-related instruction. The responses can
then be used in developing marketing materials.
On the following page, questions are clustered in an effort to assist you in conducting
your SWOT Analysis. Following the SWOT Analysis is a planning framework. As you
determine what needs to be done in each phase of preparing to deliver workforcerelated instruction, you can check off what’s already in place.
For those activities yet to be accomplished, you can use the last column to identify/
designate who or which partner will assist you or take primary responsibility for each
activity. It is recommended that you include instructional staff in this process as well as
in the SWOT Analysis. You then want to identify community partners and stakeholders
who can help you meet your objectives.
Note: You will find the terms workforce, workplace, work-based, and work-related used throughout this handbook.
While there are variations in the meaning each compound word bears, in the context of this handbook, you will find them
used interchangeably to refer to instruction that is related to the knowledge and skills adult need to succeed in the
workplace. This universal definition applies to adult learners already enrolled in our adult education programs as well as
those enrolled in programs sponsored by their employers or local workforce development partners. The goal: to help
emerging, incumbent, and dislocated workers gain the knowledge and skills needed for successful employment.
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
7
Know Your Program: Start With a SWOT Analysis
SWOT stands for strengths, weaknesses, opportunities, and threats. The objective of a SWOT
analysis is to assess your program’s infrastructure and capacity to successfully venture into
workplace education.
Like any new adult education venture, a Workplace ESOL initiative requires an honest evaluation
of the program’s strengths and needs, along with the anticipation of both opportunities and
obstacles likely to present themselves. The responses can then be used in developing marketing
and implementation plans. A blank worksheet is included in the appendices.
Inward Focus
Outward Focus
Strengths
Opportunities
1. What adult learner populations are targeted by
your program and how many do you serve?
2. What’s an outstanding feature of your adult
education program?
3. What’s an outstanding feature of your ESL
initiative?
4. What are your greatest assets in terms of
people, organization, finances, support,
knowledge, and reputation/visibility?
5. What are some program accomplishments that
business and industry may not know about?
6. How does workforce-related ESL fit into adult
education’s mission?
14. What changes in the community may present
windows of opportunity for adult education?
15. Are new opportunities becoming available in
terms of technology, additional funding, and
new industries in your area?
16. Are there new issues, needs, concerns, or
demands surfacing in the community?
17. Is there a population emerging and in need of
ESL services in the communities you serve?
18. How can you learn more about local businesses
and promote Workplace ESL at the same time?
19. What opportunities in the community might help
prepare instructors to deliver Workplace ESL?
Weaknesses (Areas Needing Improvement)
Threats (Challenges)
7. Is workforce-related instruction an area in which
your ESL program needs further development?
8. What are your weaknesses in terms of
personnel, organization, finance, knowledge,
and reputation?
9. Does your organization have a structure in
place to charge for services or materials*, or
must you provide services and materials from
your existing budget?
10. What are some sources of concern related to
establishing a workforce-related ESL program?
11. What do you need to do to market your services
to business and industry?
12. What do you need to know about the language
and culture of the workplace?
13. What is needed to prepare instructors to deliver
ESL in a workplace/workforce context?
20. Does your adult education program have any
competition within the community?
21. How difficult is it for you to take your services to
the workplace vs. having learners come to you?
22. What if any changes or events in the
communities could have a negative impact on a
workforce-related ESL program?
23. Do you know which local businesses employ
non-native speakers of English?
24. What do you perceive to be the biggest obstacle
to delivering ESL in the workplace?
25. Is your program known in the community for its
flexibility and responsiveness to adult learners’
needs?
26. Does your organizational infrastructure allow
adult education to promote workplace literacy or
does another program within your organization
address this critical need? **
* This can be a barrier, particularly for school districts that are not set up to accommodate revenue producing initiatives.
** This can be a barrier for programs at community colleges that have a separate “business” division to deliver work-related instruction.
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
8
Charting a Course for Workforce ESL: A Planning Framework
Activities … And Who Does What?
Phase
Groundwork
& Marketing








Outreach






Contacting local businesses and industry
Meeting with potential business partners / local employers
Preparing materials and agenda for initial meeting
Identifying key participants (upper/middle management, frontline supervisors, quality
control and safety officers, employee reps, education and training providers)
Requesting samples of environmental print and realia
Identifying perceived needs, goals, and objectives
Assessing
Needs /
Language
Task
Analysis
Activities








Job shadowing
Participating in plant tour, employee orientation, announcing services to be offered
Reviewing environmental print and readability level of printed material non-native
speakers must understand
Surveying/interviewing frontline supervisors
Conducting employee surveys and interviews with targeted workers/native speakers
Assessing workers’ language and basic skills proficiencies
Reaching consensus re: realistic employer / employee needs, goals, and objectives
Interpreting needs assessment results and preparing a proposal for services
Design




Configuring instruction in response to language task analysis
Determining curriculum parameters, goals and objectives
Preparing a written agreement and articulation of expectations
Adapting or customizing instructional materials
Delivery



Determining appropriate strategies for contextual workplace ESOL delivery
Selecting and preparing instructors
Clarifying expectations regarding workforce-related ESOL, goals, objectives,
assessment measures
Evaluation




Identifying/utilizing appropriate pre/post measures to assess work-related language
skills
Employing measures to document changes in behavior and performance on the job
Making mid-course corrections in instructional design, delivery, and evaluation
Interpreting data and preparing final report



Surveying employer/employee satisfaction
Reviewing outcomes vs. original goals and objectives
Soliciting corporate endorsement and opportunities to offer additional services
Follow Up,
Lessons
Learned
?
Reviewing program mission statement, philosophy of adult learning,
accomplishments, and rationale for providing workforce-related ESOL instruction
Discussing with parent organization the goals, objectives, feasibility, and outcomes
of a workplace initiative
Reviewing financial capacity, resources, and infrastructural needs
Preparing marketing materials (fact sheet, brochure, letter of intro, survey)
Gathering local labor market information and identifying businesses employing nonnative speakers of English
Surveying local businesses and industry
Participating in community, industrial, and civic organizations
Presenting marketing efforts (materials, presentations)
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
9
Preparing a Marketing Packet: Proactive Strategies
In marketing your services to business and industry, keep in mind that you are reaching out to an
audience unaccustomed to communicating in the language of educators. It is also likely that you
are unaccustomed to communicating in the language of business and industry. Thus the
importance of learning up front what you can about businesses in your area, services they offer
or products they manufacture, and their status in the industry and the community. The language
you use to market your services/solutions should be precise and free of educational jargon. Your
marketing efforts might include one or more of the following:





a letter of introduction or a brochure highlighting services to be offered
a fact sheet about adult learning and second language learners and the impact a lack of basic
skills and English language proficiency can have on the workplace
copies of newspaper articles recognizing your program’s accomplishments
endorsements/testimonials from other employers/employees served
a brief, unobtrusive survey to capture information from companies that employ nonnative
speakers of English
Along with the results of your SWOT Analysis, answering the following questions may assist you
in describing your services:
1. What are the primary educational needs your adult education program addresses?
2. Who and how many do you serve annually?
3. How many complete or remain in the program each year?
4. How many GED diplomas are issued to your students annually?
5. What are the key strengths and accomplishments of your program and teaching
staff?
6. Why are you interested in providing workforce-related services?
7. What are the benefits adults can expect from participating in your
program?
8. What are the potential benefits to an employer having its workers
participate in the program?
9. What are the advantages to offering ESL at the worksite?
10. What do you know about adult learners/workers with limited English language
proficiencies?
11. What qualifications and expertise can you offer employers in terms of assessing
needs and designing/delivering workforce-related instruction?
12. What do you know about assessing and addressing work-related English
language needs?
13. What evidence is there of your creativity, accomplishments, and recognition
within the community?
14. How much does a workplace ESOL program cost? How long might it last?
15. What other employers have partnered with you for education services?
16. How can interested employers learn more about your services?
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
10
Identifying Funds to Expand Adult Education Services
Scenario: You just received a call from a local employer interested in having ESL instruction
offered at the worksite. You want to oblige, but you have stretched your adult education budget
about as far as it will go. The employer made no mention of training dollars available to pay for a
needs assessment, instruction, or instructional materials. You suspect he is calling in response
to a recent newspaper article featuring local adult education program services. You have never
before discussed fees for services, and you’re not sure where to begin. You have an
appointment with the employer next week to discuss the perceived needs and the services/
solutions you might provide. How can you prepare for a preliminary discussion of costs?
With the growing demand for adult education services in workforce-related settings,
program coordinators are increasingly concerned about stretching adult education
dollars further than ever before. It is important to remember that costs for services
provided at a worksite or for a particular group of emerging, incumbent, or displaced
workers can be shared. Other sources of funding must be identified to help defray costs
and provide learners with access to a continuum of education and training options.
Sharing Costs. While there is no charge to the learner for adult education services, the
services are not “free” in the strictest sense of the word. There are administrative costs,
personnel salaries, the costs of instructional materials, facility and utility costs, computer
hardware and software, and consumable assessment materials. Furthermore, when it
comes to preparing to deliver workforce-related instruction, few programs are able to
compensate instructional staff for the additional time spent participating in language task
analysis activities, meetings, and report writing, and instructional preparation. With
current state funding levels so limited, cost sharing is essential.
Talking to Your Fiscal Agent. Before discussing shared costs with those requesting
services, you will need to work with your host institution to determine how to collect
funds from other sources and how to track expenditures. Oftentimes, a separate
account must be established. Most importantly, you must ensure that these funds go
directly back into the Adult Education program. A budget detailing program income is
required and must be submitted to TEA for federal reporting.
Investing in Human Capital. In the past, only a fraction of corporate training dollars
was spent on employees below the middle management level. But changes in the labor
pool also require changes in how companies spend their training dollars. Solvent, profitminded employers cannot afford high turnover among entry-level employees on the
manufacturing floor, in medical facilities, or in sales and service. Employers understand,
for instance, that what happens in the “back of the house” in service industries impacts
the quality of products and services to the customer, client, patient, buyer, guest, and
distributor.
Getting Comfortable Talking About Sharing Costs/Fees for Services. This is a topic
few adult educators are comfortable discussing, but program solvency requires expense
sharing. There are often added expenses in providing educational services at an
employer’s site or to a particular group identified by the local workforce development
network. The pages that follow provide information about other funding sources, a
budgetary worksheet to help you identify and discuss costs that may need to be shared,
and work-related scenarios to familiarize you with some of the details of workplace
services.
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
11
Budgetary Worksheet
Description
Anticipated Services
Cost
Cost per Category
Amount
Totals
Personnel time
Language task analysis
Materials
Employee Assessment
(pre/post)
Personnel time (assessment and
interpretation of results
Assessment Materials
Time and personnel devoted to
customizing/adapting workrelated materials
Time and personnel devoted to
student instruction (Instructor
salaries)
Instruction
Instructional materials per
individual multiplied by the number
of participants
Purchase of audio or video tapes,
software, instructional aids
Printing / duplication
Evaluation and report
preparation
Time and personnel for evaluation
Evaluation Materials
Classroom and Office Space
Facilities/utilities
(if not at worksite)
Other expenses
Utilities
Administration of project
Total estimated costs
Contributions
By each stakeholder
Adult education
Employer
Other than WIA Title II and
matching state funds
Balance (difference between total estimated costs and
contributions from stakeholders)
funds
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
12
Where to Look for Additional Funding…
Not only are state and federal adult education funds extremely limited, they cannot be
used to pay for occupational training, and they are inadequate to finance bridge programs
that integrate workforce-related English language instruction with occupational training.
Adult Education programs and their partners must identify other funding sources that will
enable them to expand their services and better meet the needs of local employers as
well as emerging, incumbent, and displaced workers. Eligibility criteria often determine
which entities can apply directly for funds, or if a partnership with an eligible applicant is
the solution. Reading the fine print is therefore critical.
Foundation funding. The Lumina Foundation for Education is a private, independent
foundation that strives to help people achieve their potential by expanding access and
success in education beyond high school. Grants vary in size by their scope/potential for
impact. Direct-service grants to students and families tend to be smaller than those that
affect entire systems. The median size of a typical grant is approximately $150,000; the
average size is about $400,000. The usual term for grants is one to three years. For more
information and complete grant guidelines, go to http://www.luminafoundation.org.
Federal Funding. TRIO programs are funded under Title IV of the Higher Education Act
of 1965. They were established to help low-income, first generation college students and
those with disabilities access post secondary education and participate more fully in
America’s economic and social opportunities. Over 1000 community colleges, universities,
and agencies now offer TRIO programs across the country. Adult Education programs
interested in developing bridge programs between adult and postsecondary education /
training may access these funds by partnering with a local institution of higher learning.
For additional information, go to http://www.trioprograms.org/abouttrio.html.
Another example: The U.S. Department of Labor/Employment and Training grants for the
Limited English Proficient and Hispanic Worker Initiative. Fourteen adult education
programs are currently engaged in the piloting of a computer-based ESL program for food
services with SER National Jobs for Progress, Inc. a grant recipient. http://www.lep.gov.
Other State Funding. For fiscal year 2007, the Texas Workforce Commission is awarding
grants totaling $25 million in Skills Development and Self-Sufficiency funds. The
source of these funds is 0.1 percent of the Texas Unemployment Insurance program.
Skills Development Funds are intended to help businesses and trade unions increase
the skill levels and wages of the Texas workforce. Ideally, funded projects help merge
business needs with local training solutions and usually involve customization of services.
A business, business consortium, or trade union must partner with one of the following
eligible grant applicants: a public community or technical college; the Texas Engineering
Extension Service; or a 501(c)(3) community-based organization. For additional
information: http://www.twc.state.tx.us/svcs/funds/sdfintro.html.
Likewise, Self-Sufficiency Funds can be used to provide training for targeted employment opportunities. Targeted populations to be served include recipients of Temporary
Assistance for Needy Families (TANF) and individuals at risk of becoming dependent on
public assistance (http://www.twc.state.tx.us/svcs/funds/ssfintro.html).
Note: Proposals for Skills Development and Self-Sufficiency funds are submitted directly to the Texas Workforce
Commission, but collaboration with the local workforce development board is required. Adult Education is not an eligible
applicant for these funds, but the grant recipient can subcontract with Adult Education to provide educational services. Grant
awards are generally linked to pay wages equal to or greater than the prevailing wage for the occupation in the local labor
market.
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
13
_________________________________________________________________________________________________
Module One: Determining Your Program Capacity and the Services You Can Provide
14
CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY- RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module Two: Marketing Adult
Education Services as Workforce
Solutions
15
You Have Five Minutes…
… to capture employers’ interest in the services you can offer. Actually,
you have a little more time than that! Involving employers and community
stakeholders in discussions and decisions about education and training
and the mix of services needed broadens the search for solutions,
improves service, and positions adult education to better serve the
community. Strong business relationships can enhance your program’s
image, placing adult education in a positive position with both businesses
and job seekers.
Garnering employer support for adult education initiatives, however,
can be a challenge. The challenge is neither a reflection of the
value of adult education services, nor does it necessarily indicate a
lack of willingness of employers to participate. The challenge has
more to do with how you engage employers’ interest in the services
you have to offer.
It cannot be assumed that businesses and industry in the local area
know and appreciate the services offered by adult education.
Perhaps they know a program exclusively for its GED preparation;
or they may know that some of their employees attend English
language classes offered in the community. They may have no idea
that you can offer solutions to some of their other problems.
If and when you find yourself in a position to present your adult
education services to employers – some of whose employees may
already be enrolled in your program – you want to be prepared. If
your focus is on addressing workforce-related issues within your
regular adult education classes, you still want and need employer
input and support.
So how do you get employers’ attention and support? Hoping for a
lengthy meeting with company management is neither realistic nor
is it the first step. There are a number of strategies that can help
you get employers’ attention and clarify exactly what you want from
them:
The business
community knows us
only for our work in
GED prep and basic
ESL. They know our
programs are free,
but they are in fact
accustomed to
paying for training.
One local employer
has paid at least one
competitor big bucks
to deliver the same
services we offer.
How can we change
or improve our public
image?
They have not
historically come to
us for work-related
education or training,
and they’re not sure
we can help them
find solutions to
employee-related
issues. They know as
little about us as we
know about them!
They think most of
the English language
learners we serve are
undocumented,
disadvantaged, and
unemployed.
__________________
Voices from the field
1. Make an appointment. Call management or human resources. Decisions
about personnel training and resources are usually made at these levels. Don’t
expect the appointment to last more than 20 to 30 minutes. Typically, employers
spend 95% of their time running their business and 5% on other matters. You
want their attention for 5% of the day of your appointment.
2. Be prepared. First impressions count, and you may only get one opportunity.
You may want to use the following suggestions for your presentation:
 Know what you want. Are you interested in providing on-site educational
services? Are you requesting work-related printed materials that might be
useful in the classroom with incumbent or emerging workers enrolled in your
program? Are you following up on a phone call from the employer and you
need additional information about the company’s need for educational
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
16





services? Are you looking for job shadowing, a worksite tour, classroom
speakers, or internship opportunities for instructors and learners?
Start with a one-minute overview of your program. Be specific and use
language that has to do with workforce quality, enhanced productivity,
employability skills, etc. Minimize the use of educational jargon.
Stress the importance of the employer in any workforce-related program.
Provide employers with options - a menu or checklist - of the services you
can provide to them and their employees as well as the support you need.
This should be in print so you can leave it with the employer.
Describe the support you’re receiving from other employers.
Ask the employer to indicate which of your services and/or needs are a match
to the company’s needs, interests, and resources.
3. Have printed materials ready in a folder, with your business card attached.
Limit the amount of printed matter you provide. Keep it simple. A brochure
highlighting your program’s services (think bullets) along with a few facts about
program accomplishments is probably sufficient. Your goal is to help employers
quickly understand what you have to offer/what you need in terms of support.
As you prepare, keep some other things in mind:





Businesses are often willing to share general information about their products
and services; proprietary information about specific processes and products will
not be shared.
Employers want to hear about improving employability skills, employee morale,
and loyalty; how can your services help in these areas?
Most employers care about their image in the community. They watch to see
what their peers are doing, and they see the relationship between quality
education and the workforce. If they’re already involved in the community, help
them see the need for links to your program and services.
Remember the 95/5 principle when it comes to time. If you have the opportunity
for additional meetings/planning sessions, or you are going to provide a language
or job task analysis in preparation for delivering instructional services, let the
employer know what you need in order for the process to run smoothly.
Be ready to ask and answer questions. In the pages that follow, you will find
many tips to assist you in anticipating the kinds of questions employers may have
as well as questions you need to ask.
If you do not yet have “working relationships” with employers in your area, look for
opportunities. For example:




Attend local chamber of commerce meetings and offer to make a brief
presentation; ask the chamber to make your marketing materials available to new
employers coming into the area.
Identify the industrial associations in your area, attend meetings, and offer to
make presentations.
Read the business section of the local newspaper about companies’ expansion
or downsizing, changes in personnel, production, and growth. Classified ads and
feature stories also provide information about new owners, acquisitions, etc.
Use the Internet to your advantage; databases and directories provide company
names, industry affiliations, product or service descriptions, estimated number of
employees, estimated sales, facilities, ownership, and contact information.
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
17


“Listen” between the lines, remembering that educators and employers do not
necessarily share a common language!
Attend/plan local job fairs – who’s participating and/or should be invited?
Marketing is usually associated with private sector products and services. Since we do
not have “products” to sell per se, why bother with marketing? From a business
perspective, adult education can benefit in a number of ways. For example, marketing
can






enhance the image and effectiveness of adult education and the services it offers
attract resources (money, talent, clients)
influence current and potential partners’ attitudes and behaviors
increase partner satisfaction
help achieve performance goals
communicate that adult education can adapt, modify, and deliver
Successful marketing involves five elements:





know the services/solutions you can offer (product)
know the value of your services, not just in terms of cost but to include what you
need “in-kind” from partners in terms of commitment - facilities, funds,
recruitment, support services, etc. (price)
know how to communicate what you do well (promote)
know how to make your services available and accessible (place)
negotiate to have your services linked via partners and referrals to a continuum
of services for adult learners (partner)
Check Your Public Image
1. Who does the business community think you are? What kinds of services are
associated with adult education?
2. What does the business community think you’re good at?
3. What businesses do businesses think you serve?
4. With whom do businesses think you partner and/or compete?
5. How does business perceive you to be different from others providing similar
services?
6. What unique benefit does business believe they can derive from your services?
7. Does your program’s mission statement reflect a commitment to workforce
education?
8. How do you want to be perceived in the future?
You can ask employers and your staff to respond to these questions. You want to know
how others view adult education services. Often, what is not said during discussions with
partners and staff speaks volumes.
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
18
Workforce-Related Scenarios…
The following scenarios are based on authentic workforce-related situations in which
local adult education providers may find themselves. They can be used for staff
development as well as with partners as an icebreaker for meetings and discussion.
1. An employer calls a local adult education program director and asks to have classes
at the company warehouse. Brainstorm ways you can respond. What services can
be offered? Can adult education charge for services? If so, how much can be
charged and what happens to the money? Can the hours be reported in TEAMS?
How does local policy affect your responses?
2. Several of the adult learners in your program’s ESL classes work at a local hospital
in food services and maintenance. Their work requires that they interact with
patients and their families as well as nursing and other hospital staff. They would
like to have some of their work-related language needs addressed in the classroom.
Where would you start? Who can assist you with this? Could you write a short script
(1 to 2 paragraphs) of what you would say in an initial phone call or visit to the
hospital administrator in charge of employee training?
3. You receive a call from a local business interested in referring some of its employees
to your local adult education classes. These employees - both native and non-native
speakers of English - work in shipping and handling and are responsible for filling
orders taken by the call center. Since they need to interpret orders and also keep
accurate records of orders filled, they must improve their basic reading and writing
skills. They need help with simple record-keeping duties, such as filling in accurate
customer information and product ordering information. How do you respond to this
call? What are the limitations to serving these employees in already established
community classes? What additional information do you need? Are there other
options?
4. A local high tech company calls for your assistance with a group of employees.
These employees are engineers and technicians working in a high tech environment.
They learned English in their respective native countries, know the grammar, and
understand ninety-five percent of the spoken English used in the workplace. The
learners feel that native speakers do not understand them, and they are reluctant to
participate in team meetings and presentations. The company has training dollars to
pay for instruction. The employer explains that quarterly production deadlines often
interfere with training classes longer than twelve weeks in duration. Can you design
a cycle of instruction to address identified needs? How do you project fees for
services? What concerns, if any, do you have regarding charging fees for services?
How would you deal with the time restrictions imposed by the employer?
5. You have been asked to offer an employment-focused ESOL class at a plant that
manufactures electronic parts. The assembly line workers – all English language
learners - have fairly good reading skills (they must read schematics to perform their
jobs), but initial assessment, along with input from the company, indicates that their
listening and speaking skills are relatively low. They seem to have particular
difficulty understanding instructions in group settings where new procedures are
being introduced. They are also at a loss when it comes to reporting assembly line
problems to their front line supervisors. List what needs to happen to plan
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
19
instruction before classes can begin. Note: classes cannot exceed 12 weeks, and
instruction will have to be limited to 1.5 hours twice a week.
6. The training director of a local business has contacted you. Recently, following a
company-wide training session, it became obvious that a number of employees did
not understand much of the training. The training director realizes that the
employees are struggling with company correspondence and other documents
written in jargon and obscure language. This makes it especially difficult for the nonnative speakers to comply with written instructions and company policy, and the
training director suspects that many documents are written at a level that even native
speakers do not fully comprehend. This scenario may require services you have
never offered before. What solutions can you offer to this company in terms of
services? Identify the steps / activities you and your staff will have to carry out.
7. A number of adult learners in your program’s ESL classes are having recurring
problems when it comes to oral communication at work. As a result, they keep to
themselves in the lunchroom and at the company’s social functions and miss out on
opportunities to learn and practice English. They feel they don’t fit in because of
their lack of social language skills. How can these learners’ needs be addressed in
the traditional ESL classroom? What are some instructional strategies that would
address these needs?
8. Recently employers in the hospitality industry (hotels and restaurants) have reported
that a growing number of the workers they hire for entry level positions speak little or
no English. Limited English proficiency means limited employment opportunities.
The restaurant industry is searching amongst its entry-level employees for
individuals with management potential, but limited English proficiency is an obstacle
to career ladder opportunities. In the hotel industry, those unable to communicate
with guests face employment restrictions as well, often finding themselves confined
to “the back of the house” (maintenance, housekeeping, laundry, or kitchen). How
would you approach employers in the hospitality industry? What would be your
selling points for ESL instruction at the workplace? What kinds of obstacles to
successful implementation can you foresee?
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
20
When You Get the Call…
You’re in the middle of a meeting or paper work when a local company calls to inquire about
offering English language instruction for some of its employees. It is often helpful to have a set of
questions near the phone when the call comes. It is wise to take notes and use discretion in
determining how much information to gather over the phone and which questions are appropriate
for the situation. You don’t want to overwhelm but rather leave the caller with the impression that
he/she has definitely made the right connection in seeking your assistance with work-based
instruction. Always make an effort to “listen” between the lines (what a company doesn’t tell you
is as important as what is said).
______________________________________________________________________________________
1. What kind of work are employees/
associates with limited English skills
performing?
2. What have you observed that suggests
English language instruction is needed?
3. You mentioned communication
problems between employees and
supervisors; can you provide an
example?
4. Has this been a concern for some time
or is it the result of a recent change in
job requirements or hiring practices, for
example?
5. Are job expectations changing? Are
there industry-specific regulations that
must be met?
6. Has new equipment been introduced?
7. Are employees missing opportunities for
promotion?
8. Do there appear to be conflicts due to
language or cultural barriers? Can you
provide examples?
9. How are employees/associates
expected to use English skills in the
workplace? (reading, following
directions, signage, communicating with
supervisors, co-workers, or customers,
writing, documenting work, etc.)
10. Is limited English language proficiency
interfering with productivity, quality
control, ability to interact with
customers, other employees, safety
issues, inspections?
11. What kind of written materials do
employees need to understand (training
manuals, policy and procedure manuals,
signage, other work-related forms)?
12. How are communication problems
currently being handled? Are you using
an interpreter?
13. Do you feel that aside from the
language barriers, the employees have
the skills needed to succeed in their
work?
14. What incentives would there be for
these employees to participate in onsite/
offsite English language instruction?
15. Are there particular topics you would
want to have addressed in instruction?
What is it you want your employees to
learn/be able to do?
16. Who within the company probably has
the best understanding of employees’
training needs?
17. Who on your staff should be involved in
the design, delivery, and evaluation of
any training provided?
______________________________________________________________________________________
Before You Hang Up…
Schedule a meeting with company management, frontline supervisors, employee representatives,
and other decision makers to gather additional information before proposing services.
Explain that it would also be very helpful to tour the work facility, sit in on new employee
orientation, or have the opportunity to observe employees at their work stations; ask if it would be
possible to arrange for one or more of these opportunities in the near future.
When the time seems appropriate, inquire as to how the company learned about your services.
These questions and the information you gather by phone will be useful during your initial
meeting with the employer; the information can also be utilized in discussions with partners and
other stakeholders.
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
21
Preparing for the Initial Meeting with an Employer
_____________________________________________________
An employer has contacted you to
inquire about services. You arrange a
time to meet, and you request that the
meeting be attended by employer
representatives familiar with the
company’s work-related educational
needs (middle management, human
resources, and frontline supervisors who
work with those needing to upgrade
their skills). As the director of the local
adult education program, you may have
your instructional coordinator or an
experienced ESL instructor accompany
you to the meeting. Be sure to brief the
coordinator/instructor on the nature of
the meeting; ideally these individuals
have received some professional
development in preparation for
delivering work-related English
language instruction. Be prepared to
highlight their workforce-related
qualifications and experience.
Have ready a packet of information
about your program’s services and be
prepared to provide a brief history of
your program, its successes, awards
received, and populations/numbers
served. Highlight your program’s
strengths and the services you believe
might be a match for the company’s
needs. Your marketing materials might
include:
1. A brief history or fact sheet about
your program’s accomplishments
2. Statements from adult learners
about their personal successes
3. Letters of commendation or
testimonials from businesses for
which you have provided workrelated education services
4. An outline of the services you can
provide and the process you would
follow in assessing needs and
designing a program
5. Copies of the Important Skills for the
Workplace Wheel included in this
module. It uses language employers
understand, and focuses on the
workplace skills, knowledge, and
competencies adults need to
succeed in the workplace.
Before the meeting…
Learn as much as you can about the
company. General information is often
available on the company’s website or
from the local Chamber of Commerce.
For example:
 Does the company have education
requirements for its employees?
 What does it produce, manufacture,
or sell?
 Is prior training or experience
required for entry-level employment?
 Are there funds earmarked for
employee training?
 What are the company’s
achievements?
 Does the company hire workers with
limited English proficiency?
During the meeting with company
representatives, review the salient
points of any prior phone conversation,
and then focus on the following topics:
1. Ask them to describe the perceived
needs. What is it they want their
employees to know or learn?
2. Is English required for employees to
perform their jobs successfully?
3. What kind of problems is the
company encountering with respect
to employees’ language skills and
work habits (safety, compliance,
communication with supervisors)?
4. Describe what you can provide in
terms of services.
5. Discuss offering short courses, in
cycles, with a few specific, attainable
objectives.
6. Confirm that general management
and frontline supervisors support the
_____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
22
Preparing for the Initial Meeting with an Employer
_____________________________________________________
educational initiative and endorse
employee participation. Stress the
fact that you will be seeking their
input and feedback periodically
during the course of instruction.
Note: Employers do not generally
want to hear about the cost of
preparation. They assume you have
included such costs in your
budgetary projections and do not
expect to see them added later.
Make sure salaries are adequate.
Workplace instructors will work extra
hours.
7. If possible, establish a single point of
contact within the company.
8. Discuss early on how often and how
many weeks the class can meet,
where the class will be held, whether
it will be held on company time,
employees’ time, or both. Discuss
how employees will be recruited,
and offer to help.
9. Stress the importance of conducting
a language task analysis prior to
beginning services if at all possible.
Also explain the need for pre/post
assessments to identify learners’
needs, establish a baseline, and
measure progress.
10. Work with the employer to develop
realistic goals. Without using too
much academic language, explain
what you believe can be achieved,
given the parameters set by the
company and the nature of second
language learning.
11. Discuss costs. Be candid about what
you can provide at no cost and
contributions the company can make
in support of a workplace education
partnership. Remember that
assessment tools are consumables,
that individuals in work-related
classes usually expect to receive
and keep their own set of
instructional materials, and that
conducting a language task analysis
takes time and manpower. All of
these costs are in addition to
instructor salaries, which need to
take into consideration planning and
adaptation (the budgetary worksheet
included in Module One should be
helpful).
12. Before the meeting ends, try to
make arrangements to return to
conduct a language task analysis;
this should include opportunities to
job shadow, to interview employees
and frontline supervisors, tour the
facility, and review environmental
print with which employees are
expected to be familiar.
13. Finally, solicit a commitment to
scheduling assessment of
employees’ language and basic skill
needs.
About the Workplace Foundation
Skills Framework Wheel… this wheel
is Pennsylvania’s adaptation of
Equipped for the Future’s Content
Standards Wheel. The adaptation
focuses specifically on the workplace
skills, knowledge, and competencies
adults need to obtain or maintain
employment and to advance to higher
paying jobs. In addition to using it for
talking points with employers and local
workforce development stakeholders, it
has several other uses:



in writing realistic goals and
objectives for instruction
in preparing instructors to deliver
workforce-related instruction
in gathering input from learners for
instructional planning
More information is available at the
website, http://www.portal.state.pa.us/
portal/server.pt/document/597961/found
ation_skills_resources_pdf
_____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
23
Important Skills for the Workplace ...
________________________________________________________________________________________________
An Adaptation of Equipped for the Future’s Content Standards Wheel by the Pennsylvania Dept of Education,
Bureau of Adult Basic and Literacy Education, Workforce Improvement Network. http://www.pawerc.org
24
Identifying the Language Skills Needed in the Workplace
Determining the language skills needed in the workplace may begin with that first call from an
employer and/or your initial meeting with company representatives. Now you are ready to get a
closer look at the specific language and basic skills needed to successfully perform job tasks. This
is an opportunity to verify the nature of training needs with as many company personnel as
possible.
The opportunity to take part in a literacy audit or a language task analysis is always a valuable
experience – one that provides an inside look at what happens at the workplace and one that can
inform your program offerings. Activities vary in intensity and comprehensibility, and multiple
variations abound. The tools provided here are intended to help you get started. They include a
series of questions and forms you may use at your discretion to gather information from
management, frontline supervisors, and employees. Also provided is a set of questions employers
might have but never ask. Being able to anticipate these questions is to your advantage.
Name of the company:
______________________________________________________________Date ___________
Address of the workplace: ______________________________________________________
Company contact: ______________________________________ Phone no: _____________
Questions Employers Might Have But May Never Ask
Employers are looking for assurance that they have found an appropriate provider. Being
prepared to answer the following questions will enable you to come across with confidence in
your capacity to provide services.
1. Is workplace education a service you currently provide? Can you tell us a little about your
experience and the services offered?
2. How and when will you determine the work-related language needs of the employees?
3. How are the expected outcomes of the program determined?
4. How will gains and outcomes be measured?
5. What involvement will be required of the company?
6. Can you accommodate the company’s shift schedules?
7. Is there curriculum already developed, can you adapt materials to meet the company’s
specific needs, or do you use off-the-shelf materials?
8. How do you select and prepare your instructors for workplace assignments? Don’t they
need to speak the workers’ native language(s) to teach them English?
9. Are your instructors experienced in working with English language learners who lack workrelated communication, reading, writing, and math skills?
10. Would your instructors agree to participate in onsite orientation/a facilities tour/job
shadowing before beginning their assignments?
11. Are your instructors able to teach in a work environment (plant floor, cafeteria, break room)?
12. How will you make certain your services reflect both the company’s and employees’ needs
and goals?
13. How much will a workplace ESOL program cost and how long will it take?
_________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
25
Language Task Analysis Worksheets
1. What are the language, literacy, and
cultural issues you as an employer
want to have addressed?
Notes
2. What jobs are performed by workers
with limited English language skills?
3. What skills are required for those
jobs? Do workers need to read safety and
chemical warnings, manuals, or digitalized
screens on pieces of equipment?
4. What is at stake if workers do not
improve their language and work
skills?
5. What problems do workers with
limited English language skills
experience in performing their jobs
and/or moving to new jobs?
6. How is communication currently
conducted? Is another language
used? Are interpreters being used?
_________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
26
7. How does the use of another
language impact employees’ work,
attitude, contributions, or interaction
with native speakers of English?
8. Can you provide examples of
communication problems between
workers with limited English language
skills and their supervisors?
9. Are there safety concerns due to
language barriers?
10. Can you estimate the cost of errors
due to language miscommunication
(in terms of time, productivity, waste)?
11. What if any action has the company
taken in the past to address the
situation? With what results?
12. Where did the idea originate, and
what was the route it followed through
the organizational structure?
13. If ESL instruction is offered on-site,
how will participants be recruited? Will
attendance be mandatory or optional?
_________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
27
14. What results would you expect from
work-related ESL classes? What are the
workers’ educational interests and will
they be able to participate in planning?
15. Which company personnel should be
involved in the planning & evaluation of
the training?
16. Are there specific topics you
would want addressed in instruction
(safety, benefits, report writing, charts and
graphs interpretation, work environment
and culture)?
17. What space will be available and how
frequently can classes be held? Will
classes be held on company time,
employees’ time, or both?
18. Can you provide work-related materials
for classroom use? Access to workrelated equipment?
19. Can arrangements be made for the
instructor to visit the plant and to meet
with workers and their supervisors before
setting up the course of instruction?
20. Are there incentives for participation and
completion of the program? Are there
opportunities for promotion?
_________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
28
Check This Out: www.work-basedlearning.org
This website was originally designed to assist business and industry in understanding
the direct and indirect benefits of workplace education. In addition to providing
employers with tips on how to identify suitable providers, the website offers free tools
and advice on starting workplace initiatives. It is also a valuable resource for adult
education providers. Included in this module are three adaptations of tools offered on
the website.
Whether you choose to use one or more of these tools will be determined by a) local
need, b) time constraints, and c) the extent to which you are involved in the language
task analysis/workplace literacy audit.
How Can Work-Related Instruction Benefit Your Company? This quick survey (p.35)
can be used in a number of ways by the adult education provider:

as a mail out to local employers who may be interested in learning more about adult
education services for their employees

during an initial visit with an employer (to have the employer complete and return by
fax; or as talking points to guide discussion)

to guide a phone call from an employer inquiring for the first time about educational
services for employees’ needs

as bullets in a brochure or fact sheet marketing work-related adult education services
Workplace Audit Interview Questions. Originally developed by the Adult Training and
Development Network of the Capital Region Education Council (Connecticut), this matrix
(pp.36-37) may also be utilized in a number of ways:

to interview targeted learners; if interviews can be conducted in the individual’s
native language, this is an excellent tool to use with the very limited English
proficient;

to gather information from managerial and supervisory staff; and

to gather information from English-speaking co-workers who are proficient at doing
the same job as their limited English proficient counterparts (a native speaker can
often identify work-related language skills a non-native speaker needs to do the job).
Gap Analysis of Workplace Needs. The organizing principal of this particular template
(pp.38-39) is Pennsylvania’s Workplace Foundation Skills Framework Wheel (included in
this module). It can be used to

gather information about workforce related language and literacy needs

plan curriculum and instruction
Important: Involve instructional staff in these activities whenever possible. They will play a critical role in
delivering instruction responsive to identified needs and must understand the connections between
assessed needs, instruction, and desired outcomes. Together, you can review the information gathered
and plan/propose an instructional solution (Module Four, p 58).
____________________________________________________________________________________________
Module Two: Identify Local Labor Force Needs
29
How Can Work-Related Instruction
Benefit Your Company?
We are interested in helping you find appropriate educational solutions to your
workforce-related needs. Your completion of this short survey will enable us to better
understand your employees’ work-related instructional needs. We offer a variety of
basic education services, including English for speakers of other languages and workrelated reading, writing, math applications, employability / work readiness skills, and
GED preparation. Please take a few minutes to review the list of outcomes below and
check those of importance in your company’s workplace environment.
Educational services could benefit the company in the following ways:









Improved attendance
Better communication between workers and frontline supervisors
Fewer accidents/safety violations
Increased production
Improved job retention/reduced turnover
Increased opportunities for promotion
Reduced scrap and waste
Improved product/service quality
Improved customer relations
Company employees would benefit from developing the following skills:







Better communication with co-workers and supervisors
Ability to communicate clearly with customers
Participation in company meetings
Ability to ask questions and reply appropriately
Ability to apply basic computer literacy skills
Ability to work as a team member
Better understanding of the language & culture of the workplace
Describe specific work-related need(s) your company would like addressed:
Please return to ______________________________ via fax ____________________
or call ______________________________.
Source: www.work-basedlearning.org/toolkit.cfm (2006)
____________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
30
Workplace Audit Interview Questions
Note: This multi-purpose basic skills template may be helpful for interviews with targeted
learners. The questions can also be adapted to gather information from managerial and
supervisory staff, or to gather information from English-speaking co-workers who are proficient at
doing the same job as their limited English proficient counterparts. With very limited English
proficient individuals, the interviews may need to be conducted in the native language.
Questions
Background
Notes
What is your title and job description?
How long have you been in this job?
How did you learn this job? What special
training did you have for this job?
How important are reading, writing
and math to the successful completion
of your job?
What is the most challenging part of
your job?
What is the most important part of
your job?
What could go wrong if you didn't do
your job correctly?
Literacy
Tasks
Would you please show me the books,
manuals, forms or charts you use to do
your job?
Which of these is hardest to read?
How often do you use this manual
(chart, form, etc.) in doing your job?
If you were training a new person to
do this part of your job, what would
he/she have to know before you could
teach him/her?
What would a new person find most
challenging about learning your job?
What reports, memos, summaries or
other written messages do you read or
write in your job?
What math or science skills do you use ?
____________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
31
Literacy
Tasks
(cont’d)
What technical equipment do you use?
What special measuring skills/tools do
you need to do your job?
What computer equipment (or
computerized machines and tools) do
you use in your job?
Training and
Promotion
Opportunities
In which parts of your job would you like
to improve?
What skills do you need to be promoted
to a different or better job?
Are you currently being trained (or are
you training someone) to do this job?
What is most difficult about the training
you are in now?
How has your job changed since you
first started it?
Do you expect to be training for another
job?
Will you please show me the training
manuals and exercises that are most
difficult for you?
Problem
Solving
Explain what information you are looking
for when you read this manual (form,
chart, etc.).
Tell me, step by step, how you get
information from this manual, chart,
(etc.).
Tell me, step by step, how you got the
information when you were new on the
job.
How did you know to do that?
How did you learn that part of your job?
Where else could you get this information?
Source: www.work-basedlearning.org/toolkit.cfm (2006)
____________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
32
Gap Analysis of Workplace Needs
This template can be used during the language task analysis and the curriculum planning stages to identify gaps in incumbent workers’ skills and
knowledge. The organizing principal of this particular template is Pennsylvania’s Workplace Foundation Skills Framework (see wheel). In
conducting a language task analysis, the template may help identify the language skills and knowledge needed to successfully complete job tasks
versus workers’ current levels of skills and knowledge. It can then be used to develop objectives for proposed services.
Data can be collected during the task analysis by observing the workplace, interviewing key stakeholders (e.g. employees, managers, frontline
supervisors, customers, etc.), and studying key documents (e.g. job descriptions, policy manuals, performance appraisals, reports).
As gaps in work-related skills and knowledge are identified, adult educators can collaborate with a partner to assign priorities to these gaps and
then explore solutions to address them. Source: www.work-basedlearning.org/toolkit.cfm (2006)
Skill / Knowledge Area
Data Collection (how was it gathered?)
Observations
Interviews
Documents
/
Analysis
Skill in Place?
Skill Needed?
Basic Workplace Skills
Locates and Uses Resources
Applies Mathematical Concepts and
Operations
Reads with Understanding
Writes Clearly and Concisely
Speaks Clearly and Concisely
Listens with Understanding
Observes Critically
Uses Technology
_________________________________________________________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
33
Basic Workplace
Knowledge
Observations
Interviews
Documents
Skill in Place?
Skill Needed?
Applies Health and Safety Concepts
Understands Processes and
Product
Demonstrates Quality
Consciousness
Understands Finances
Works Within Organizational
Structure and Culture
Basic Employability Skills
Demonstrates Effective
Interpersonal Relations
Demonstrates Self-Management
Strategies
Works in Teams
Solves Problems
Makes Decisions
Lifelong Learning Skills
Knows How to Learn
Manages Change
Applies Skill and Knowledge in New
Contexts
_________________________________________________________________________________________________________________________________________________
Module Two: Identifying Local Labor Force Needs
34
CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY- RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module Three: Facilitating a Team of
Stakeholders to Provide a Continuum of
Services
35
Fact Sheet

The U.S. Department of Labor indicates that the three factors having the greatest impact
on the labor market status of immigrant workers are education, length of time in the U.S.,
and English proficiency.

Among non-immigrant language minority populations in the U.S., educational attainment
and English language proficiency are considered significant factors affecting their labor
market status.

27 million adults in the U.S. do not have a high school diploma.

2.7 million Texas residents are limited English proficient.

More than half of U.S. adults with high school diplomas read at such low levels that they
are unable to find information in a text needed to perform a task.

Workforce/workplace English language training can lead to optimal outcomes for all
stakeholders ~
 For employees: improved language skills, increased job satisfaction, enhanced self
esteem, greater job mobility, access to occupational training, and higher earning
potential;
 For employers: a better prepared pool of potential employees and return on
investment measured in terms of increases in productivity, work quality, positive
worker attitudes, and decreases in employee turnover, errors, misunderstandings,
accidents, and absenteeism;
 For displaced and emerging workers: improved language and employability skills that
enable them to become re-employed and/or help them qualify for jobs that pay a
living wage, plus access to a continuum of education and training services with career
ladder opportunities;
 For adult education providers: enhanced capability in serving adult learner
populations, broader professional recognition, increased profitability; and
 For workforce development networks: a viable route to engaging and successfully
serving those considered hardest to serve.

The integration of work-related English language instruction and occupational skills
training (also referred to as Vocational English as a Second Language Instruction, or
VESL) requires extensive planning and the leveraging of resources.

Bridge programs that assist learners in making successful transitions from adult
education to post secondary education and training programs can provide Texas’
workforce greater access to higher education, occupational training, and gainful
employment.
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
36
Partnerships: Think Big, Start Small, Have a Plan
The task of preparing English language learners for the world of work
is not one that adult education can accomplish alone. Dialogue
among adult education providers, local workforce development
networks, employers and industry representatives, and other
community stakeholders with a vested interest in local economic
development is critical in addressing local workforce needs.
A continuum of partnerships is essential to learners’ success.
Improved English language skills by themselves do not necessarily
ensure gainful employment unless partners provide linkages to post
secondary academic and occupational training programs, support
services, internships, job sources, and eventual employment.
Local workforce development networks must ensure that all
customers of the federally funded workforce system, especially those
with limited English language proficiency, receive equitable services
(www.doleta.gov; or www.lep.gov).
Because English language services and job training have not been
closely linked historically, partnerships are potential change agents.
But elevating local partnerships to the requisite levels is no small task.
We may look the same, but
we’re undergoing change.
While we still offer basic
skills instruction and GED
preparation, we’ve been
preparing to assist the
business community in
meeting the needs of the
ever growing number of
employees / potential
employees whose limited
English language skills are a
barrier to gainful
employment.
If language deficiencies are
preventing you from hiring
or promoting English
language learners, we can
assist you in finding
solutions.
_________________________
Sound bites for marketing
your services
As adult education practitioners, you can be instrumental in promoting meaningful and
equitable access at the local level. Unfortunately, cross training among workforce
development partners – local workforce boards, education and training providers, one stop
operators, employers, and other stakeholders - occurs so rarely in some communities that
gaps in services can easily be overlooked.
Access to occupational training does not always require a GED or high school diploma. This
by no means diminishes the value of these credentials, but acknowledges that adults can
begin occupational training while working toward these. For individuals with a strong work
ethic and a critical need for immediate employment, this option is a lifeline.
Many community colleges offer non-credit, short term occupational training that provides
access to licensure and certificates. The offers vary from one institution to another, but local
options need to be explored by individuals, program providers, and workforce partners.
With other states facing similar challenges in meeting the work-related needs of a limited
English proficient workforce, information about what seems to work or doesn’t work abounds.
Some of the lessons learned can guide Texas in its response. For example,

Cost and time are always factors in integrating education and training programs.

The goal is to create bridges so that adult learners can move without interruption from
one education/training component to the next, or on to employment or better paying
jobs.
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
37

As learners’ language proficiencies and work-related skills improve, the GED
certificate and/or work readiness credentials become realistic goals rather than
barriers to obtaining employment.

Without commitments from industry and local workforce development, the best
curriculum will fall short of the real objective, which is gainful employment.

For adult education, partners may be the key to accessing occupation-related
technology. Access to technology varies from community to community. For
example, in a study by the Council for the Advancement of Adult Literacy (2004), one
community college-based initiative used instructional technology to allow incumbent
health workers to improve their basic skills at their own pace. The program was
supported by a learning lab at a hospital. In principle, workers at any skill level could
access the learning lab as well as targeted instruction from a resident trainer to
upgrade their basic skills in their spare time and at their own pace until they reached
levels identified as suitable for promotion or further technical training.
Technology solutions of this kind may be a way for low-level incumbent workers to
acquire the proficiencies needed to enter career ladder programs in a cost effective,
user-friendly way, provided employers are willing to finance technology solutions. At
the very least, such technology may give workers without standard academic
credentials (such as a high school diploma) a way to demonstrate their skill levels
and thereby qualify for promotions within their job categories, for lateral moves, or
for training programs.

Adult education programs and employers must explore ways to partner for on-thejob training (giving both instructors and learners opportunity to become familiar with
workplace technology), and to integrate English language instruction with
occupational training offered by post secondary educational institutions.

Successful efforts in these arenas could support the development of groundbreaking bridge programs. Since adult education cannot provide occupational
training, partnerships and the leveraging of other funding sources are critical.
Whether you find yourself convening a meeting of partners and stakeholders or participating
in an already existing group, the resources included in this handbook will hopefully assist you
in articulating adult education’s role in workforce-related education.
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
38
Know Thyself and Others…
This checklist may help you prepare for meetings with others who have a stake in the success of the
local labor force. Know your audience before selecting and distributing the materials described .
1.
ESOL Worker Competencies/Profile of Texas’ Limited English Proficient Adults.
Distribute to partners who may want to know more about this population; this can also help
articulate the language-based proficiencies needed in the workplace. Great for discussion.
2.
The Work Readiness Credential (pyramid) and the National Work Readiness Credential
Profile. The pyramid is a useful and simple tool; the credential profile (matrix) may be too
much, depending on your audience. The message you are trying to convey is that adult basic
education provides a critical foundation for adult learners with employability goals.
3.
The Foundation Skills Framework Wheel (included in Module Two). The language was
crafted by business and industry to describe work-related knowledge, skills, and competencies.
4.
Providing a Continuum of Services. This worksheet/checklist can be used for discussion
with partners/stakeholders and to obtain commitments.
5.
Linking ESL and Occupational Training. This can be used to explore ways to integrate ESL
instruction and occupational training; describes advantages/disadvantages of each approach.
6.
What is a Bridge Program? This is preliminary information on opportunities to “bridge” the
gap between adult education and post secondary education and training. More to follow.
7.
Workplace Scenarios. These can be used as icebreakers and to broaden perspectives.
8.
Facilitate candid discussion and ask partners and stakeholders to identify funding sources to
support transition and bridge components linking adult education to post secondary
occupational training and/or academic studies. Familiarize yourself with the application
process for funds that partners can bring to the table.
9.
What can partners/stakeholders contribute (realia, signage, manuals) to assist adult
educators in bringing the context of the workplace into regular adult education classes?
10.
Offer to partner in preparing proposals for additional grant funding.
11.
Follow up in writing and in person with your partners / stakeholders to confirm each of their
contributions toward a continuum of services for adult learners in the workforce.
Additional Tips and Resources…
Timely access to postsecondary education and training opportunities is often restricted by
eligibility criteria and funding constraints that can discourage even the most determined adult
learner. Success in planning, implementing, and sustaining educational responses to the
needs of local business and industry requires adult educators and their partners to re-define
their roles. Adult education can serve as a catalyst to extend partnerships and ensure access
to the continuum of services needed by Texas workers.
In addition to the resources cited at the beginning and throughout this handbook, the
following describe additional tools that can assist adult educators in preparing for dialogue
with business and industry as well as the local workforce development network:
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
39
1. Planning Literacy and Language Services For Texas’ Limited English Proficient
Workers: The Devil is in the Details (Tondre, 2001). This field guide was developed for
the Texas Workforce Commission in response to the dilemma faced by communities
serving large numbers of displaced or dislocated workers. Border communities were the
hardest hit, but since then, other communities have experienced similar challenges. The
guide includes a matrix (handout #2 in the guide itself) that describes steps to bringing a
team of stakeholders together to plan, implement, and sustain effective workforce
education initiatives. The matrix describes the action to be taken, the parties needing to
take the lead, and suggested handouts, most of which are still applicable, depending on
the population being targeted.
The field guide is available online and can be downloaded from TCALL’s website:
Planning Literacy and Language Services for Texas' Limited English Proficient Workers:
The Devil is in the Details . It is also available on the Texas Workforce Commission
website in a PDF version. [Download Adobe® Acrobat® Reader]
2. An LEP Handbook, being developed with funding from the Texas Workforce
Commission, is intended as a resource for local workforce development boards and staff.
The stated goal: to improve the reemployment needs of Spanish-speaking displaced
workers and other customers with limited English proficiency. The handbook includes
four modules: effective intake and counseling practices; orientation to non-traditional
occupations for women; a “score card” designed to assist local boards in developing
effective requests for proposals that address the needs of limited English proficient
individuals; and a tool to help local boards identify appropriate assessment instruments
for measuring competencies, including English literacy, communication skills, vocational
skills, and employability. When complete, the handbook will be accessible at TWC’s
website http://www.twc.state.tx.us/boards/guides/lep_guide_all.pdf.
A cautionary note: Adult educators serving on their local workforce development boards
should be prepared to assist with the local interpretation of this handbook. Concerns
about the potential for misinterpretation of the “score card” have been voiced by adult
basic and post secondary education/training providers across the state. Local boards
rating education and training service providers’ capacity to provide vocational skills
training as “strong” or “weak” must take into consideration gaps in partnerships and
funding.
A Survey of Selected Work Readiness Certificates and Credentials. Recently Jobs
for the Future (Rey-Alicea and Scott, 2007) published a review of five selected work
readiness certificates / credentials that have emerged in recent years. The five are
representative of a diverse range of such certificates / credentials in terms of target
population and certification requirements. The report highlights the benefits and costs
associated with each, as well as issues that stakeholders should consider in determining
if any of these approaches would benefit a state’s unique demographics, economy, and
political landscape. The full report, A Survey of Selected Work Readiness Certificates
and Credentials is available online.
Texas has not adopted or endorsed any of the products included in the report. However,
the National Work Readiness Credential in particular, which was originally developed in
response to the Equipped for the Future Content Standards (EFF) and the EFF Worker
Role Map, has been utilized to inform the Texas Content Standards and their applicability
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
40
to adult learners’ workforce-related needs. While this utilization is not an endorsement,
adult educators involved in the development of the state’s content standards found its
language easy to navigate because of its EFF origins. Adult education directors may find
the same language a useful basis for dialogue with workforce partners and post
secondary institutions.
Like other credentials and certificates of this nature, the National Work Readiness
Credential focuses on a cross-industry foundation of work-ready skills and is not specific
to any occupation. Building on ten years of research, EFF developed a profile of the
basic skills and knowledge needed to successfully perform entry-level work. The
credential is intended to help learners quantify their work readiness and eligibility to join a
pool of qualified individuals who are ready for job-specific technical training. For many
learners, a work readiness credential or certificate could provide a “mid-level” certification
linked to the knowledge and skills necessary to succeed in the workplace. For out-ofschool youth and adults who are a long way from earning their GED diploma, it may
represent an explicit picture of work-related skills and knowledge already attained.
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
41
Survey: Providing a Continuum of Services
Any blueprint for successful delivery of workforce-related instruction must identify those
stakeholders and partners without whom adult education programs are limited in helping
adults reach their education, training, and employment goals. The following is a list of
workforce related services critical to adults’ success. Which can each stakeholder provide?























Assessments
Assistance with employment-related
equipment and clothing
Basic skills training
Business and industry-related language
and terminology
Childcare resources
Classroom space
Computer lab access
Coaching on workforce-related topics
(ADA, OSHA, ISO 9000)
Connections to employers
Cross-training opportunities
Industry-related ESL instruction for
incumbent workers
Industry-related ESL instruction for
displaced workers
Employee benefits information
Employment information
Employment readiness skills training
Facilities for instruction
Follow up on new employees
Funding for bridge programs
Funding for supplementary services
Funding for postsecondary education and
training
Guest speakers
Industry-related English language
instruction
Information on funding / services for
displaced workers




























Internships
Job task analysis
Job descriptions, listings, postings
Job fairs and job sourcing
Job shadowing opportunities
Labor market trends
Language task analysis
Linkages to workforce and business
related resources
Loan access information
Occupational skills training
Off-site training
On-site training
One stop career services
Prevailing wage information
Professional development opportunities
Recruitment
Referrals and followup
Screening of job applicants
Skills assessment and interpretation
Skills inventory
Skills certification
Space for meetings
Tours of plant facilities
Training dollars for instructor time,
equipment, instructional materials
Transition services
Vocational English as a Second
Language (VESL)
Wage information
Workforce-related resources
Contact information:
Name _______________________________ Position _____________________________
Company/ Organization Represented ___________________________________________
Phone # ________________________ Email address ______________________________
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
42
Literacy and Language Competencies
Needed by Limited English Proficient Workers
ESOL Worker Competencies
To get a job (other than through familial connections), English language learners must be
able to orally communicate personal information, express ability, likes and dislikes, and
ask/answer questions. They also need literacy skills, such as being able to read a want ad
and completing an employment application.
To survive on a job, English language learners need to be able to follow oral and written
directions, understand and use safety language, ask for clarification, make small talk, and
request reasons. If there are manuals and job aids involved, they need to be able to locate
written information; find facts or specifications in text materials; determine the meaning of
technical vocabulary and those enabling words attached to them like twist, stir, and pour; and
cross reference text information with charts, diagrams, and illustrations.
To thrive on a job, they must be able to have discussions; give as well as follow directions;
teach others; hypothesize; predict outcomes; state a position; express an opinion; negotiate;
interrupt; and take turns. On a literacy level, knowing how to access and use written
information from diverse sources is critical.
Miriam Burt, 2002
A Profile of Texas’ Limited English Proficient Adults

They range from unskilled to advanced professionals.

Some are well educated, with a strong academic background, but they often lack the
social and linguistic skills needed for effective communications, team building, and
conflict resolution.

Others have had minimal formal education and need to upgrade their literacy and English
language skills in order to advance in the workplace and benefit from academic,
vocational, and on-the-job training opportunities.

Many are highly motivated and have a strong work ethic; they are looking for
opportunities to succeed in the workplace.

Generally, they have some difficulty communicating with supervisors, co-workers, and
customers; they may depend on others for interpretation or translation.

Following written instruction and completing forms are often challenging to the English
language learner – just as they are to many native speakers!
_____________________________________________________________________________________________________
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
43
The Work Readiness Credential:
A Common Foundation for Employability
AA, BA Degrees
Occupational
Certifications
National Work
Readiness
Credential
Provided by the National Work Readiness Council, Washington, D.C. 2006
44
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
45
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
Workplace Scenarios
1. You are responsible for employee training at a local company. Recently, following
a company-wide training session, it became obvious that a number of employees did
not understand much of the training. You realize that the employees are struggling with
company correspondence and other documents written in jargon or obscure language.
This makes it especially difficult for non-native speakers of English to comply with
written instructions and company policy, and you suspect that many documents are
written at a level that even native speakers do not fully comprehend. This scenario may
require services never offered before, and the company’s not sure where to begin.





You want to know what services the local adult education provider can offer to
address the situation and how long it will take to get the job done.
What additional information does the provider need and how can the company
provide it?
What solutions can the provider offer to this company in terms of services?
What other partners need to be included in the discussion?
Can you anticipate activities the provider’s staff would have to carry out in
preparing to deliver services?
2. Service Provider: You receive a call from a local high tech company needing
assistance with a group of employees. These employees are engineers and
technicians working in a high tech environment. They are well-educated, learned
English in their respective native countries, and understand ninety-five percent of the
spoken English used in the workplace. They are, however, unwilling to actively
participate in team meetings and company presentations.
These employees feel that native speakers cannot understand them. The company has
training dollars to pay for instruction. The company representative explains that
quarterly production deadlines often interfere with training classes longer than twelve
weeks in duration.




What kind of instruction might address some of the company’s needs?
What funds might be available to pay for these services?
What concerns, if any, might you, the provider, have regarding charging fees for
services?
What are your next steps?
3. You serve on the staff of the local workforce development board. Recently you
received a call from a high tech manufacturing company that is hiring increasing
numbers of entry-level employees with limited English language skills. Some are
turned away during the hiring process because they cannot pass a test administered by
the company. Those doing the hiring recognize that many of these individuals possess
skills needed by the industry (dexterity, keen attention to detail, a strong work ethic).
Others pass the test, but it soon becomes evident that limited English proficiency is a
barrier to their successful and continued employment. Management also recognizes
that some of its employees do not understand the culture of the workplace and the
company’s employment-related expectations. (cont’d…)
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
46
Middle management has suggested that offering English language classes on site
would be an excellent investment of time and money, with an immediate impact on
employees, the production line, and quality control. Middle management has received
approval to establish an onsite ESL class for a new group of employees. They must
participate in the onsite classes and improve their English language skills in order to
remain employed after an initial probationary period. The company is seeking an
appropriate service provider.




What are some of the questions the employer should ask the provider?
What additional information does the provider need?
What support services are critical to the success of a program of this nature?
What is the role of the local workforce development network?
4. Write your own scenario. Describe the situation, opportunities, and barriers to the
delivery of a continuum of education and training services for emergent, incumbent, or
displaced workers in your community.
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
47
Linking ESL and Occupational Training
Because adult education programs differ in their capacity to deliver workforce-related
instruction to English language learners, each must consider its capacity to integrate
vocational training with English language instruction. Certainly, choices are influenced
by local partnerships, employers’ needs, and collaboration with the local workforce
development network. Curriculum development and delivery may incorporate one or
more of the following configurations described by Elizabeth Hanson, (2005):
1. The coordinated approach – two separate classes are offered but they are
jointly planned and coordinated. Example: An ESL teacher provides English
language instruction related to workforce issues, topics, and terminology; a
vocational or occupational training instructor provides technical instruction. Each
teacher provides support to the other by reinforcing the use of work-related
concepts and terminology to ensure as much integration as possible. In some
instances, one class is offered mornings and one afternoons, or on alternate
days, and the number of hours of ESL instruction and vocational/occupational
instruction may fluctuate in response to the needs of the language proficiencies
of the learners.
2. The integrated approach – two instructors (one ESL and one vocational) team
teach one class. This is a challenging approach in that the instructors must be
totally committed to and capable of implementing a team approach to instruction.
But having two instructors in a classroom provides opportunities to do small
group learning activities, focusing on learners’ specific language and vocational
needs.
3. The book end model – vocational content is preceded and followed by ESL
instruction. Basic English language skills are addressed in the first phase of
instruction, occupational training follows, and additional ESL instruction is the
final phase of instruction. This configuration is sometimes necessary when
partnering providers are unable to coordinate or integrate instruction to the extent
described in the first two models. However, some joint planning and coordination
are necessary if learners are to benefit from this model.
4. The stand-alone model – either the vocational teacher or an ESL teacher
delivers all of the instruction. Either way, it requires cross training, which can be
costly.
Hanson makes a number of suggestions to ensure success in bridge programs:
 An orientation should always precede student enrollment into industry-specific
ESL training. An introduction to health occupations, for example, gives learners
a sneak preview of the work and commitment required.
 Student cohorts should be formed for tutorial purposes. There is strength in
numbers.
 Mentoring by employer partners promotes buy-in and commitment.
 Each of the four options requires commitment and close coordination between
adult education and vocational/occupational training providers or programs.
 A study skills module is an absolute must (can include cultural issues; these can
be particularly critical when dealing with health matters).
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
48

It is important that each approach continues to develop language proficiencies
and study skills during the course of training.
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
49
What is a Bridge Program?
Understanding the Bridge Basics….
Increasingly, jobs that pay more than subsistence wages and offer opportunities for
career advancement require at least some training beyond high school, even at the entry
level. Many already in the workforce or joining the workforce lack the basic skills to
succeed in post secondary education and training without a safety net of support.
Bridge training programs prepare adults who lack adequate basic skills to enter and
succeed in post secondary education and training, leading to career path employment.
Designed to enable learners to advance both to better jobs and to further education and
training, bridge programs are suited for adults who have reading and math skills below
the ninth grade level and for individuals with limited English proficiency. These
individuals often lack a high school diploma or GED as well.
Bridge training programs are designed for individuals who have generally not been
successful in traditional education settings or have been out of school for some time.
These include:






Prospective college students with a high school diploma or GED who are unable
to meet college entrance or placement requirements
Those enrolled in adult education programs (adult basic education, English as a
Second Language, and GED preparation)
Students enrolled in developmental college courses
Displaced workers
Unemployed adults with poor basic skills
Low-skilled workers who are employed but stuck in low-wage jobs
Key Features of Successful Bridge Programs….
 “Road maps” illustrating the connection between education, training, and jobs are
jointly developed by education and training providers, employers, and local
workforce development networks.
 Curriculum is defined in terms of competencies needed to succeed in jobs and
post secondary training that, with work experience and further training, can lead
to career advancement.
 The focus is on communication, problem solving, applied mathematics,
technology applications, critical thinking, and technical fundamentals taught in
the context of problems and situations drawn from the contemporary workplace
and/or the post secondary classroom.
 Instruction emphasizes learning by doing through projects, simulations, and labs,
and uses instructional methods and technologies appropriate for adult learners.
 Learners learn of employment and education requirements of local economies
through field trips, job shadowing, internships, and career exploration.
 Programs are compressed to allow adults to complete quickly and move on to
better jobs and further education.
 “Wrap around” support services are offered, including assessment and
counseling, case management, childcare, and financial support.
 Programs offer job and college placement assistance and follow up.
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
50
Successful bridge programs are offered through partnerships that can involve both credit
and non-credit divisions within colleges, adult education providers, employers, one-stop
career centers, and social service and community agencies all actively cooperating to
recruit and provide the support students need to advance to post secondary education,
training and career path employment.
Unfortunately, few existing education and workforce development initiatives ensure a
continuum of services leading to both job advancement and further education.
Incongruent public policies regarding eligibility and funding often inadvertently result in
gaps in services, creating additional barriers for adults in low wage jobs as well as first
generation college students. But existing programs can often be reconfigured to ensure
the critical connections, provided partners are committed to helping these individuals
realize their economic, career, and education potential. For example:






Adult basic education (ABE/ASE) programs must be able to take learners beyond
literacy skills improvement and GED preparation through successful transition
components and into college, job preparation, or advancement in the workplace.
Programs for English language learners must help learners develop academic
and work-related skills in addition to helping them improve practical language
skills.
Short-term occupational skills training programs must be made accessible to
adults with no high school diploma or GED and help students acquire the
learning and specific skills needed for particular jobs and further
education/training.
College developmental courses must focus on preparing students to place in
college-level English and math courses while introducing occupational skills and
concepts.
Workforce development networks must provide greater access to certificate and
credential programs at a post secondary level while learners continue to upgrade
their language, academic, and occupational skills and proficiencies.
Local workforce development networks must find ways to provide access to
funding for services - in spite of restrictive eligibility criteria - and work with state
and federal decision makers to remove obstacles to full services.
Each bridge program is unique in that it is developed for a specific target population and
specific employers, and will generally involve adapting already existing program
elements. Bridge programs fall into two categories:
1. Lower level bridge programs are designed to serve those who have relatively
low literacy levels but are seeking to move up from low level semi-skilled jobs
into higher level semi-skilled jobs and to higher levels of training, including
access to more advanced bridge programs.
Lower level programs are generally designed for English language learners at
the low intermediate ESL level (as defined by the National Reporting System) or
for native English speakers functioning at fifth to sixth grade reading levels.
Although participants may be far from qualifying for career path employment or
post secondary education and training, the bridge experience encourages them
to begin exploring post secondary and career opportunities. Programs
emphasize basic skills reading, communication, and applied math in contexts
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
51
such as customer service, computer operations, and job-specific skills that will
improve learners’ job prospects. Like VESL (vocational ESL) or VABE
(vocational adult basic education), bridge programs focus on skills needed for
specific jobs, aim to improve learners’ job prospects, increase career awareness,
and provide a foundation for continued education and training. Some lower level
bridge programs target a specific career in a particular industry sector. The
variations enable local providers to match the needs of the groups being served.
2. Higher level bridge initiatives prepare adults for advancement into entry level
skilled positions and into occupational certificate or associate degree programs.
Most require a minimum of seventh grade reading for native speakers of English
or a high intermediate ESL level for English language learners. These programs
can be industry or occupation specific, integrating instruction in language
development, reading, communication, critically thinking, test taking skills, and
applied math with basic occupation-specific technical skills.
Higher level programs can be offered by post secondary education / training
providers in the workplace when occupational training and workplace literacy
funds are linked to develop programs for advancing employees within a
company.
Higher level bridge programs most often prepare participants for community
college occupational certificates and degree programs. In most cases, they
should be developed to connect students to post secondary credit programs as
quickly as possible, enabling them to draw on student financial aid and access
career path employment.
Lower and higher level bridge programs can be linked to enable individuals to complete
one level and advance to the next. Some lower level bridge programs are designed as
“feeder programs” for high tech manufacturing and skilled trades education and training.
Additional Information about Bridge Programs…
Bridges to Careers for Low Skilled Adults: A Program Development Guide (2005) from
Women Employed describes models for lower and higher level bridge programs, offers
suggestions for designing programs, building bridge partnerships, building and
sustaining employer relationships, developing curricula, and identifying costs and
funding options for core components of bridge programs. Also included is a profile of
career pathways vocational training for non-native English speakers. A CD-ROM of the
program curricula (healthcare, institutional food services, direct care, office skills, high
tech manufacturing, and welding) can be requested for a shipping and handling fee. The
website (www.womenemployed.org) links the reader to this valuable resource.
Another promising effort is that of Washington State’s adult and post secondary
education providers. The I-BEST (Integrated Basic Education and Skills Training) brings
adult basic education and post secondary technical skills training together. “Integrate”
means that the curriculum must address both skills sets, and at least 50% of class time
involves both teachers in the room working with students.
Module Three: Facilitate a Team of Stakeholders to Plan, Implement, and Sustain a Continuum of Services
52
CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY- RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module Four: Defining and Agreeing
Upon Mutual, Achievable Goals and
Objectives
Module Four: Responding to the Industry-Related Adult Basic Education Needs of the Texas Workforce
53
Setting Mutual, Achievable Goals and Objectives
Identifying appropriate goals and objectives is critical to the success
of workforce-related educational services. Whether you are
designing instruction to be delivered to a specific group of
employees, or you are trying to help teachers address workforcerelated topics within traditional adult education, time spent on goals
and objectives pays off. Knowledge and thoroughness are critical in
offering solutions / strategies that are innovative.
Friedenberg (Workplace ESL Guide, pp.9-11) suggests goals be
limited: one is essential, and three is the maximum. Objectives are
related to the goal(s) but are much more specific and are usually
presented in a list format following the goal(s). These should be
presented in specific measurable outcomes and should result from
the following activities:










DOL does not presume
that all workers have
proficiency in English and
the U.S. culture. It takes
seriously the special
challenges faced by
workers with limited
English language skills.
DOL recognizes that if this
growing segment of our
population is to compete
for gainful employment,
and states are going to
“grow their own” pool of
qualified workers, access
to education and training
opportunities is critical.
Adult education can help
provide these
opportunities.
_______________________
From Simply Better!
Business Services
Review results of the language task analysis as well as
meetings with employer(s) and other stakeholders to
determine if education is the appropriate response to the
identified needs.
Reach consensus with company management and employees in determining
priorities for education services. How will each benefit?
Assess employees’ language, literacy, and/or employability skills and
proficiencies prior to finalizing a proposal for services. Sometimes this is not
feasible, but note that without pre-assessment, you forfeit baseline information
and run the risk of having learners with a very wide range of skills / proficiencies
lumped together by employers who may not understand the complexities of the
language learning process.
Define mutually agreed upon clear and achievable goals. Make certain that
employers understand the options for services, the variables, and what can be
realistically expected in return for their investment. *
Make program objectives measurable in terms of performance – the desired
changes in performance or behavior (i.e., improved reading or math skills; team
work; ability to apply computer literacy skills; increased productivity; improved
communications with supervisors).
Describe and prioritize instructional objectives, with time constraints in mind.
Discuss expectations of the employer, the service provider, and the instructor
to ensure successful program delivery (see checklists).
Draft and present a written proposal for services, with specifics regarding
program costs, adult education’s contributions, fees for services, the employer’s
and other stakeholders’ contributions (a first draft can be faxed or sent via email,
with discussion to follow).
Identify a single point of contact for all future communications.
Finalize a written, signed agreement to provide services (see sample
templates).
*It is important to be candid with employers about expectations. They may not understand the “gap”
between employees’ current skill levels and the desired outcomes. Literacy may be an evasive term, and
the need to administer baseline assessment may not be appreciated. Employers must understand the
options: What can be provided in three hours of instruction per week, for 4, 8, or 12 weeks?
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
54
The materials included in this module are designed to assist you in developing
objectives for the educational services you are proposing. This module is closely linked
with the information discussed in Module Two and gathered during conversations,
meetings, and interviews with the employer and employees. The proposed objectives
should correspond to the needs identified during these data gathering processes.
The complexity of the objectives will be impacted by a number of factors. For example,




the number of hours of instruction to be offered
whether the employer is receptive to instruction being delivered in multiple cycles or
short sessions to accommodate employees’ work schedules and the company’s
production deadlines
if assessment of employees’ language and literacy needs indicates a wide range of
proficiency levels and skill deficiencies that cannot be adequately addressed in one
class for all
whether or not participation will be voluntary or required and attendance monitored.
You will likely discover other relevant factors as you analyze the needs and formulate
appropriate responses. This module also provides templates that can be adapted or
replicated for use with employers. They include a statement of confidentiality, a template
for reporting assessment results, and a sample letter of agreement.
Finally, three checklists are provided. These articulate what is expected of the
employer, the educational provider, and the instructor delivering workforce-related
instruction. They should be reviewed with the employer and can be attached to the letter
of agreement. The instructor’s checklist should be included in his / her preparation for a
workforce-related teaching assignment.
Your Next Step
This concludes Handbook One. Handbook Two includes two additional modules to
assist you and your instructors. Module Five focuses on delivering instruction based on
identified workforce-related needs. Module Six examines meaningful ways to monitor,
measure, and report learner performance and program success. It is important that
program administrators be familiar with both handbooks. Professional development for
instructional staff is essential in preparing to deliver workforce-related instruction –
whether it is at a worksite or delivered as part of traditional ESL instruction..
As local programs prepare to respond to workforce-related instructional needs,
administrators are encouraged to engage instructional staff in learning more about
workforce related issues by arranging for participation in the following opportunities:





tours of plants and worksites
participation in language task analysis activities
meetings / interviews with employers / employees to identify needs
familiarity with work-related print, activities, and workplace expectations
visits to local businesses’ websites
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
55
Template for Replication: Statement of Confidentiality
This template can be transferred onto program letterhead, adapted, and presented to the
employer as part of the letter of agreement for workplace education services.
The _____________Adult Education Program is committed to respecting the privacy of adult
learners participating in its workplace education initiative. Signatures on this form indicate that all
stakeholders with an interest in these services – company representatives, union representation,
the adult education coordinator, and the instructor(s) – agree to the following provisions of
confidentiality:
1. Individual employee educational assessment scores will be reported only to the individual
employee. They will not be shared or discussed with anyone else without the employee’s
permission.
2. Only aggregate assessment data will be shared with company personnel as needed to
support recommendations for the configuration of classes, to report learner progress, and
as part of the formative and summative evaluation of the program.
3. Individual assessment scores will not be shared with anyone outside the company,
except with officials of the education agency providing the services, and then only for
compilation of reports measuring overall program performance.
4. No assessment scores will be shared or discussed with anyone without the permission of
the individual employee, the company manager, and the adult education program
coordinator.
5. All assessment scores will be stored in a secure location, with access restricted to the
instructor and the adult education program coordinator.
Signed:
___________________________________________________ Date ___________________
Company Manager or Representative
___________________________________________________ Date ___________________
Adult Education Program Coordinator
___________________________________________________ Date ___________________
Adult Education’s Workplace ESOL Instructor
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
56
Template for Replication: Reporting Assessment Results
(This template can be placed on appropriate program stationary)
MEMORANDUM_____________________________________________________
TO:
FROM:
SUBJECT: Employees’ Assessment Results [adapt to indicate baseline, mid-point, or post]
DATE:
On [date], [name of adult education provider] assessed the English language skills of [number]
employees of [company and location]. This same assessment was initially administered prior to
the start of classes to measure employees’ English language skills and to identify instructional
needs
After [number] hours of instruction, this assessment, combined with instructor observations,
learners’ self evaluations, and reported changes in employees’ work-related performance and
behavior, is being used to measure individual learner progress and program success.
Initial assessment included a brief oral interview to gather baseline information about employees’
English language proficiencies as they apply to a workplace context. In addition to the oral
interviews, employees’ listening, reading, and writing skills were assessed using the [name of
instrument]. A similar format was followed to measure learner progress. The combined
assessments yielded the following information:
[number or percentage] employees scored at the ___________ level; [number or percentage]
scored at the ___________ level, and [number or percentage] scored at the ___________ level.
These scores indicate an improvement in English language communication skills for [percentage]
of the employees participating in the classes on a regular basis. Among those attending less
than [percentage] of the classes, [percentage] made measurable progress.
The instructor has also been able to gather valuable feedback from both employees and their
frontline supervisors regarding changes in work-related performance and behavior. Some of their
comments are included in the enclosed attachment.
The employees participating in the classes have worked with the instructor to ensure that
instruction is applicable to their workplace needs, and curricular adjustments are made as
needed.
Please do not hesitate to call if you have any questions or require additional information about the
group’s progress. As per our agreement, you will receive a final progress report after the
completion of the course.
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
57
Template for Replication: Sample Letter of Agreement
[Appropriate letterhead]
[Date]
[Company Manager or Contact Person]
[Company]
[Address]
The _________ Adult Education Program enters into this agreement with [company name] for the
provision of Workplace ESL instruction to its employees. Before classes begin, a language task
analysis will have been conducted, and all employees participating in the program will have been
assessed by the education provider. The duration of this agreement is [date] to [date].
Instruction will focus on work-related English language proficiencies and skills needed by the
participating employees as determined during the language task analysis and with input from
company management, frontline supervisors, the employees themselves, and the educational
provider. The goals and objectives for this course of training follow:
[Outline reasonable goals and objectives, agreed upon through consensus as part of the LTA]
As part of this agreement, the _____________Adult Education Program will provide the following:
1.
2.
3.
4.
5.
6.
7.
8.
Language Task Analysis
Assessment of learners’ language / basic skill proficiencies and needs
[number] hours of instruction for [number] weeks for [number] employees
[class schedule and hours per week]
Regular attendance reports
Curriculum planning, adaptation, and preparation
Selection of instructional materials and supplies
Preliminary, mid-point, and final reports of learner progress
As part of this agreement, [company name] will provide the following:
1.
2.
3.
4.
A commitment to support regular attendance by employees for the duration of the course
Appropriate training facilities for a maximum of [number] participants
Access to duplication services on site
Funds to help defray the cost of [language task analysis, assessment and instructional
materials, personnel conducting the LTA and assessment, and adapting / customizing
instructional materials]
5. Regular communication with the adult education provider via a single point of contact
6. Advance notice of changes in employees’ schedules or other work-related demands
7. Participation in assessing the needs and evaluating the progress of employees
participating in Workplace ESL instruction
Modification, renewal or termination of this agreement shall be mutual and contingent upon a
review of the services delivered as well as participant performance, or in response to
circumstances unforeseen.
_______________________________
Company Representative
________________________________
Adult Education Provider
Date _________________
Date ________________
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
58
From the Field: A Sample Preliminary Agreement
Dear Mr. Doe:
During our telephone conversation last week, I was pleased to have the opportunity to
discuss with you the possibility of offering English language instruction (ESL) for your
employees. Our program has offered ESL classes for more than fifteen years.
Expanding our services to the workplace is an opportunity to further meet the needs of
adult learners.
In order to implement this initiative, we will conduct preliminary assessments of your
employees and prepare instruction in response to their needs. Part of the preparation
requires that we engage you and your employees in language task analysis activities
that will enable us to identify specific educational needs. This process will require
discussion with employee representatives as well as frontline supervisors working with
English language learners. These activities will enable us to capture data about
employees’ educational levels, work behavior, and performance on the job.
I would like to confirm my understanding of several points discussed during our
conversation:
1. Basic instructor compensation will be covered by our program. ABC Company will
contribute an additional $10 per hour to help cover the costs of assessment,
language task analysis, and preliminary instructional planning time.
2. ABC will schedule release time for employees participating in the classes.
3. Classes will meet twice a week for a minimum of 1.5 hours each. Duration of the
classes will be 8 to 10 weeks.
4. ABC will cover the cost of instructional materials and supplies to be selected by the
program. Cost of materials is not expected to be more than $75 per participant.
5. ABC will schedule time for the program administrator and instructor to meet with
employees, frontline supervisors, and a management representative to discuss workrelated educational needs.
Attached is an estimate of your shared costs for the services. I have calculated for a
ten-week session. Our program will be responsible for all other expenses.
If you have any questions regarding these figures, please feel free to contact me at 1800-555-5555. In the meanwhile, I have begun the process of securing an instructor to
deliver the classes, which I project can begin in approximately six weeks.
Sincerely,
Jane Doe
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
59
A Checklist for the Employer
The employer seeking workforce-related instructional services should be prepared to assist with
a number of tasks essential to the success of a workplace education program. Company
management can designate someone to serve as principal contact for the duration of the
services to be delivered. The adult education provider will require the employer’s assistance
with the following tasks:

Schedule a preliminary meeting with the provider and instructor(s)to discuss employee
selection criteria as well as employees' schedules and class times.

Assist with the instructor's orientation to the work setting (facility tour, job shadowing, new
employee orientation, review of work-related materials, etc.)

Help select and support employees for participation in the program; coordinate
announcements and recruitment efforts with key company personnel.

Stress the importance of the program to the employees and the company, encouraging
employees who might be reluctant to enroll in the classes.

Troubleshoot obstacles to employees' successful participation.

Arrange for the set up of the class (location, scheduling, and attendance).

Be present during orientation sessions with employee participants.

Maintain weekly contact with the education service provider, communicate with instructor,
and visit classes during the cycle of instruction.

Provide the instructor access to equipment, training tools, and props to facilitate the
learning process.

Participate in occasional planning sessions and evaluation activities during the course of
instruction.

Assist the instructor with the assessment and evaluation processes by providing feedback
regarding employees' progress and performance on the job.

Assist frontline supervisors in documenting changes in employees' behavior and
performance on the job. Look for changes in self-esteem, eye contact, an understanding of
plant operations and safety measures, readiness for cross-training, changes in quality
control, etc.

Two weeks prior to the end of the instructional cycle, arrange a meeting with all parties education service provider, instructor, frontline supervisors, and upper management - to
review required reports and evaluations, and to discuss options for continuing the services.
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
60
A Checklist for the Adult Education Provider
The educational institution partnering with the employer must be prepared to support its
instructor(s) in the delivery of quality services (see instructor's checklist) and in the preparation of
evaluative reports and recommendations. This checklist can be used in planning the tasks
essential to implementing and sustaining a successful workforce / workplace instructional program:

Participate in initial meeting(s) with the employer's designated contact to discuss logistics of a
workplace education program (time, location, class space, equipment needs, class
schedules, employee enrollment, assessment processes, etc.).

Lead the instructional team in the assessment of employees' skills, abilities, and workplace
education needs.

Work with the employer to determine the best design for a workplace education program one designed to meet the needs of employer and employees; be able and ready to clarify the
basic tenets of adult education, workplace literacy, and second language learning.

Assist employer and employees in setting realistic goals and objectives.

Work with employer to minimize any obstacles that might compromise the integrity of the
program.

Select instructor(s) with an appreciation for workplace education and the corporate culture,
and a willingness to adapt instruction to the environs of the workplace.

Arrange for the instructor(s) to meet with all employee participants to assess individuals'
proficiencies and education/training needs.

Work with instructors to identify and/or adapt appropriate instructional materials. Provide
employer with an estimate of the cost of the consumable student materials as well as those
needed by the instructor.

Maintain regular communication with instructor(s) and the employer's designated contact
regarding instruction, participants' attendance and progress, and opportunities for reinforcing
learning in the workplace.

Monitor instruction and instructor's maintenance of student portfolios for the purpose of
documenting learner progress.

Review and forward to the employer's designated contact frequent and regular attendance
and progress reports.

Provide institutional and administrative support to the instructor(s) in the preparation of a midpoint formative report and an end-of-course summative evaluation.

Participate in onsite visits prior to and during the instructional cycle.
(can add line for signature and date)
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
61
A Checklist for the Instructor
The adult education instructor should be prepared to perform / participate in the following tasks:

Accompany the adult education provider to an initial meeting with employer representatives to
discuss employee participants, selection criteria, class location, and employee and class
schedules (see education service provider's checklist).

Participate in the Language Task Analysis designed to assess the needs of both employer and
employee and to identify the work-related language skills required by employees to perform
their jobs successfully.

Meet with all employee participants to administer initial assessments.

Review assessment results and make recommendations regarding the configuration of classes
and the selection of instructional materials.

Respect the privacy of employees; do not disclose assessment information to the employer;
only employees can share this information with their employers.

Participate in orientation, arrange for a work site tour, or job shadow employees at their work
stations prior to the start of instruction.

Review the objectives of the workplace education program, understand the expectations of the
employer and employees, and plan instruction responsive to these needs.

Maintain regular communication with the employer's designated contact and employees'
supervisors regarding instruction, participants' attendance and progress, and opportunities for
reinforcing learning in the workplace.

Prepare and maintain a portfolio for each employee participant for the purpose of documenting
learner progress.

File frequent and regular attendance reports with the employer's designated contact and the
supervising education service provider.

Work with the education service provider in the preparation of a mid-point formative report and
an end-of-course summative evaluation.

Participate in planning sessions and onsite visits prior to and during the instructional cycle.

Be prepared to apply sound language learning principles in instruction and demonstrate
sensitivity to employees’ particular needs.

Be flexible and cooperative with company personnel, and follow agreed upon protocol for
communication.

Be prepared to develop lessons and activities based on job materials and contextual workplace
needs. Be open to experimentation and able to implement a variety of instructional approaches.
(can add line for signature and date)
_____________________________________________________________________________________________
Module Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives
62
CHARTING A COURSE:
RESPONDING TO THE
INDUSTRY-RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module Five:
Identifying Adult Learners’
Work-Related Proficiencies and Needs
63
Check Your Workplace Savvy: An Inventory for Instructors
Successful work-related instruction requires us to step into the culture of the workplace as we prepare to deliver quality services. This inventory is designed to help you gage your
knowledge of workforce-related topics and to identify areas in which professional development would enhance instructional planning and delivery. Whether you are addressing
workforce-related topics in the traditional adult education classroom or preparing to deliver instruction to a group of workers with specific needs, it is important to develop a
fundamental understanding of the workplace and its culture. Please take a few minutes to thoughtfully complete this inventory. A check in the “yes” column indicates you feel you
are sufficiently knowledgeable about the topic. A check in the last column indicates a need for additional information.
Yes
Your Knowledge, Skills, and Abilities
More
Info
1. I am knowledgeable about my community’s labor market/workforce needs and which companies hire English language learners.
2. The top two work-related priorities/concerns for most employers are:
3. I am familiar with local companies’ workplace culture, the products/services they offer, and the nature of employees’ jobs.
4. I understand the importance of competition and changes in the labor market, issues of profitability, production deadlines, quality control
issues, and changes in the local population and economics.
5. I recognize that there may be differences between employer and employee needs and expectations.
6. I have participated in a language task analysis (LTA) to identify the language, literacy, and basic skills needed by workers to
successfully perform their job tasks.
7. I have had the opportunity to participate in one or more of the following: meeting with an employer; tour of work facility; job shadowing;
employer/employee interviews; review of environmental print (work-related materials) and realia (real-life objects, equipment, etc.).
8. As an instructor, I know how to use the information gathered in an LTA to plan and provide instruction responsive to the workforcerelated needs of English language learners.
9. I know how to maintain a balance between language instruction and workforce skills development so that learners improve their
language proficiency and acquire workforce-related skills.
10. I have a good understanding of the work-related language and basic skills needs of learners in my current, traditional ESL classes.
11. I know how to simplify, adapt, and incorporate work-related materials into instruction.
12. I am familiar with industry standards and the competencies needed in the workplace.
13. I have a fairly good understanding of the kinds of language, critical thinking, and employment readiness skills needed in the workplace.
14. I am familiar with a variety of instructional models for delivering ESL using work-related content.
15. I know how to disseminate information about employees’ proficiencies/progress while protecting their rights to privacy.
16. I am familiar with alternative assessments activities that can capture changes in a learner’s work-related performance/behavior.
17. If asked to teach in the workplace, I would be willing to teach at unusual hours, in unconventional settings, adjust instruction to learners’
changing work-related needs, and develop learning activities to simulate job-related processes and situations.
18. If given the opportunity, I would welcome the opportunity to learn to integrate ESL instruction with occupational training in order to
bridge the gap between AE and post secondary education and training.
Based on my responses to this inventory, my top three priorities for professional development are # ______, ______, and ______.
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Stepping Inside the World of Work…
A few years ago, a workplace ESL pilot initiative sponsored by an international restaurant chain
required instructors to job shadow and work a partial shift before going into the classroom to teach
its employees. The experiences were invaluable to both instructors and learners, as the role
reversals put the workers in the position of “teaching” the instructor.
As teachers of adult basic education, we usually approach language instruction with the broadest of
perspectives, recognizing that adult language learners come to us with a myriad of interests and
needs. What are the rationale then for a work-related, contextual approach to English language
instruction? There are several:
1. English language instruction with a work-related context focuses on developing language and basic
skills development critical to success on the job.
2. Almost all adult learners eventually seek employment or must provide moral and emotional support
to employed family members; understanding the world of work facilitates both processes.
3. Teaching language skills as related to occupational applications with actual job materials enables
learners to see the connection.
4. Having the opportunity to practice newly learned skills in a context related to work helps learners
retain and use new language skills.
5. Research suggests that when language and literacy learning are “embedded” in contextualized
instruction, learners are more likely to tap into their prior knowledge and make as much or more gain
in “general literacy” as in programs not work-related (Sticht, 2007).
Effective workplace ESL programs are those designed to meet the needs of a business and its workers by
successfully translating language learning into improved job performance. In similar fashion, traditional
adult basic education ESL classes can include instructional modules that address general workforcerelated topics and issues faced by adult learners who are employed or looking for employment. The
curricular responses to Rider 82 utilize a modular format to enable instructors to incorporate the
learning activities into instruction.
An ESOL instructor engaged in delivering workforce-related instruction can acquire a basic familiarity with
the workplace by taking advantage of the following opportunities:
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tour a manufacturing plant or worksite
participate in language task analysis activities (Handbook #1)
meet with employers to discuss perceived needs
job shadow a worker with limited English language proficiency
encourage learners to bring work-related print to the classroom
visit your local chamber of commerce website as well as those of local businesses
request and pick up literature (company brochures, industrial association newsletters) for
use in the classroom
interview both native and non-native speakers of English employed in the workplace to
obtain baseline information about language skills related to workplace success
discuss with frontline supervisors the perceived challenges faced by workers with limited
English language proficiency
review environmental print that workers are expected to understand and use
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What Are Workplace Basic Skills?
Workplace Basic Skills are the core skills that employees need to do their jobs
successfully. These skills are critical to the success of modern businesses. They are also
crucial in public sector workplaces such as hospitals, schools and government offices.
Workplace basic skills include literacy skills and other important skills, attitudes and
behaviors that are essential to workplace success and high performance.
Gaining basic skills also has a positive impact on employees' attitudes and behaviors. This
is often just as valuable to employers as the skills gains themselves.
For example, employees who improve their basic skills are also likely to become more
conscientious. Once they become fully aware of what is expected of them and how their
efforts fit into the big picture, and then receive the skills to meet those demands, the quality
of their work generally rises.
Workplace Basic Skills include:
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Understanding and ability to use prose (such as reports, letters, and equipment
manuals)
Communicating effectively in English
Understanding and ability to use documents (such as safety instructions, assembly
directions, maps)
Understanding and ability to use numbers by themselves or in charts and tables
Thinking critically and acting logically to solve problems and make decisions
Using computers, technology, tools and information systems effectively
Ability to build and work in teams
Positive attitude toward change
Willingness and ability to learn for life
Workplace Basic Skills include the International Adult Literacy Survey (IALS) definition of
literacy skills.
Source: work-basedlearning.com
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Who are Texas’ Limited English Proficient Adults?
No one profile can adequately describe all adult English language learners. In fact, educators
working with this population have identified several sets of characteristics that warrant our
attention if we are to support these learners’ success.
They range from unskilled to advanced professionals. Some are well educated, with a strong
academic background, but they often lack the social and linguistic skills needed for effective
communications, team building, and conflict resolution. Others have had minimal formal
education and need to upgrade their literacy and English language skills in order to advance in
the workplace and benefit from academic, occupational, and on-the-job training opportunities.
Many are highly motivated and possess a strong work ethic; they are looking for opportunities
to succeed in the workplace. Generally, they have some difficulty communicating with
supervisors, co-workers, and customers. They often depend on others for interpretation or
translation. Following written instruction and completing forms are often challenging to the
English language learner – just as they are to many native speakers of English.
Today, English language learners in Texas speak more than one hundred different languages.
For many of these individuals, English may be their second, third, or fourth language. While the
young are quick in acquiring oral and aural communication skills, studies reveal that it takes
from 2 to 5 years to become socially adept in a second language and from 5 to 8 years to
become academically on a par with native speakers (Burt, 2003). If their English skills remain
rudimentary, the chances that English language learners will perform near the bottom of their
classes and/or drop out increase. The level of English language proficiency students need to
read textbooks, pass tests, excel in their studies, and make successful transitions to post
secondary education and training goes far beyond oral and aural communication skills, although
active listening skills and the ability to communicate so that others can understand are critical
starting points.
Generation 1.5
Gabriella Nuttall (Nuttall, 2005) refers to English language learners she meets in the postsecondary arena as Generation 1.5 learners. Some have come through the American K-12
system but may have never stepped foot into an ESL classroom in the K-12 setting. Some were
born here or came to the U.S. at a very early age, and were never identified as English
language learners. In other cases, they might have been enrolled in ESL classes but quickly
placed out because of strong oral communication skills and a tendency to work hard and do well
in their coursework. Following are some common characteristics of this learner group:
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were born in the U.S. or arrived at a young age
act like “average” American teenagers but often follow family ethnic and cultural
traditions at home
have learned English primarily by listening and speaking; they are “ear” learners rather
than “eye” learners
have strong oral communications skills
often tend to do well in coursework that requires oral interaction (e.g., class discussions,
debates, interviews)
are often academically illiterate in their first or home language
may speak their first or home language fluently but with an American accent and limited
vocabulary
continue to improve their English language skills
tend to fall behind native speakers in terms of reading and writing skills
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have read mostly fiction if they have read at all
are not familiar with a variety of academic texts and may read below grade level
have limited academic vocabulary
have received formal grammar instruction but may not grasp basic usage relationships
may find themselves in remedial or developmental classes at the post secondary level
Application Activity: Identify and discuss the characteristics shared by the English language
learners in your classroom. You may be able to add to this list, or you may want to revise the
list to more accurately describe your students.
I would describe the English language learners in my classroom as ……
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Topics in Workforce-Related Instruction
What topics are usually addressed in workforce-related instruction? While needs vary at
specific worksites and within occupations, there are a number of topics and tasks to consider
when planning curriculum and instruction (Grognet, Burt 2002). Not all are necessarily taught
to every learner. But combined with the identified needs of the learner, these topics form the
backbone of workforce-related instruction.
Activity: Reading. The following reading (a reprint from the ERIC Digest) is a must-read for
adult educators venturing into work-based ESL instruction. It includes Grognet’s list of workrelated topics, which can be used to generate ideas for learning activities as well as discussion
among adult learners about their work-related interests. The following questions are designed
to guide you through the reading:
Questions to Accompany Reading, Planning, Implementing, and Evaluating Workplace
ESL Programs, Allene Guss Grognet, Center for Applied Linguistics, Project in Adult
Immigrant Education, June 1996.
1. What are the five interrelated steps in planning employment-related English language
instruction, whether conducted at the workplace or in an adult education setting? Check
off the steps in which you as an instructor are likely to be involved. Who do you assume is
responsible for the other steps?
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2. Highlight in your reading the step Grognet feels is the most critical in planning
employment-related English language instruction. How can you conduct a modified needs
analysis for your classroom? Describe a process you might follow.
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3. Circle the topics identified by Grognet that can be easily incorporated into your classroom
instruction.
4. Describe three critical ingredients to planning lessons, according to Grognet.
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5. Name three strategies for adapting authentic, work-related materials for use with English
language learners and native speakers with low literacy skills.
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6. Name three learner-centered instructional strategies cited in the reading.
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7. Aside from standardized, commercially available tests, how can changes in performance
and behavior be measured?
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Planning, Implementing, and Evaluating Workplace ESL Programs
Allene Guss Grognet
Center for Applied Linguistics
Project in Adult Immigrant Education(PAIE)
June 1996
Any employment-related English as a second language (ESL) program, whether conducted
on the job or as pre-employment training, is a result of five interrelated steps:
1. Conducting a needs analysis of the language and culture needed to perform successfully
in a specific workplace or occupation. The needs analysis leads to the development of
objectives for the program.
2. Developing a curriculum, based on the objectives, that identifies tasks and skills for
verbal interaction on the job, and tasks and skills for reading and writing on the job. The
curriculum should also prioritize these tasks and skills.
3. Planning instruction by gathering text material and realia, determining classroom
activities, and identifying opportunities for learners to put their skills in practice outside
the classroom.
4. Determining instructional strategies that include a variety of activities that focus on the
objectives, keep the class learner-centered, and include as much paired and group work
as possible. Strategies for assessment should also be determined when planning
instruction.
5. Evaluating the program on both a formative and summative basis.
These steps are discussed below from the point of view of what the educator needs to
consider in planning, implementing, and evaluating a program. However, throughout the
process, the educator must remember that the "buy-in" of the business partner, especially
at the level of the frontline supervisor, is indispensable to the success of any workplace ESL
program (Kirby, 1989; Westerfield & Burt, 1996).
Needs Analysis Curriculum
Lesson planning
Adapting written materials
Learner-centered instruction
Learner-centered strategies
Assessment and Evaluation
How should a needs analysis be conducted?
The needs analysis is perhaps the most crucial of the steps, because the remaining steps
are based on it. Much has been written about how and why to do a needs analysis. Philippi
(1991) describes a detailed process of observing workers on the job, interviewing all
stakeholders, and collecting all written material to determine the basic skills needed on the
job to do a specific job. Thomas, Grover, Cichon, Bird, and Harns (1991) provide a step-bystep guide on how to perform a task analysis for language minority employees. Burt and
Saccomano (1995) discuss the value of a needs analysis that goes beyond the work floor to
include union meetings and other places where workers interact on the job. Auerbach and
Wallerstein (1987) talk about a needs assessment process that is more participatory as
workers themselves identify the issues they wish to explore in the class. And Taggart
(1996) points out that the emergent curriculum development process that takes place as
the class progresses provides timely information to service providers and is less costly for
employers.
Participatory learner-generated needs assessment is not antithetical to the traditional needs
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assessment process. Grognet (1994) stresses that for adults learning English as a second
language, any instruction to help them succeed in the workplace is in their best interest and
is by definition learner-centered. Lomperis (in press) asserts that having a curriculum
framework generated from a pre-program needs assessment can facilitate the process of
soliciting input from learners in the classroom. Finally, Mansoor (1995) speaks of the
necessity for the needs analysis to be performed not solely for the jobs the participants
have, but for the positions they aspire to, as well.
If the learners are already on the job, the analysis is conducted in that specific workplace. If
learners are preparing for a job, several different environments in that occupation can be
used for the needs analysis. In interviewing or surveying supervisors, managers, and
nonnative and English-speaking employees, the same kinds of questions should be asked so
that information from all these sources can be compared (Alamprese, 1994; Lynch, 1990).
For example, managers and supervisors might be asked if they perceive their employees
experiencing difficulty in such common workplace tasks as following spoken instructions;
explaining or giving instructions; reporting problems; asking questions if they don't
understand something; communicating with co-workers; communicating on the telephone;
communicating in group or team meetings; making suggestions; reading job-related
manuals; filling out forms; writing memos, letters, or reports; reading notices, newsletters,
or short reports; doing job-related math computations; interpreting graphs, charts, or
diagrams; or following safety standards and measures. Employees or learners should also
be asked if they have difficulties with these tasks. Next, or simultaneously, educators go to
the workplace to see the jobs performed and the language used on the job. At the same
time, all of the written materials used in the workplace or in that occupation-for example,
manuals, notices, safety instructions, and office forms-should be collected and analyzed for
linguistic difficulty. Meetings and other team activities should also be observed for language
use.
Perhaps the most important part of the needs analysis is the reconciliation, where one takes
the information from managers and supervisors, employees and learners, puts it together
with personal observation, and lists and prioritizes the language needed on the job. This in
turn leads to forming the objectives for the program. Program objectives developed in this
way are based not only on what one party has reported, and not solely on observation, but
on a combination of factors.
What major areas should be considered in curriculum development?
While needs vary within each worksite or occupation, there are general areas that should be
considered in curriculum development. Some of these areas, with examples of specific
linguistic and cultural competencies, are outlined here. Not all tasks and functions are
taught at every worksite to every participant. However, along with the information from the
needs analysis and from learner input, these topics form the backbone of the curriculum.
Workplace Curriculum Topics
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1. Workplace Communication Expectations
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greeting coworkers
asking questions
making "small talk"
reporting problems and progress
calling in sick or late, requesting time off or permission to leave early
responding to interruption and criticism
making suggestions
accepting and declining requests and invitations
asking for and giving clarification and verification
apologizing
2. Following Directions and Instructions
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identifying listening strategies for directions
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understanding quality control language
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understanding words of sequencing
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asking for, giving, and following directions
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giving and responding to warnings
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understanding and following worksite rules
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following safety rules
3. Job-Specific Terminology
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identification of one's job
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enumeration of the tasks
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description of the tasks
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identification and description of tools, equipment, and machinery
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identification of products and processes
4. Cross-cultural Factors
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food and eating habits
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personal hygiene, habits, and appearance
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cultural values of America and the American workplace
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understanding workplace hierarchies
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understanding "unwritten rules"
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recognizing problems and understanding appropriate problem-solving strategies
5. Company Organization and Culture
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management functions
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union functions
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personnel policies, procedures, and benefits
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performance evaluations
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rewards and recognition
6. Upgrading and Training
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understanding career opportunities
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understanding the need for training
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understanding what a "valued" worker is
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Other factors also matter. Understanding situations in which pronunciation makes a
difference, such as in describing work processes and procedures or in giving oral
instructions, is important as are literacy initiatives (e.g., reading posted notices, production
reports, and forms; writing an accident report; and keeping a written log). However, for the
language minority worker, the curriculum should start with workplace communication and
end with company organization and culture, and skills upgrading.
What should be considered when planning lessons?
Lesson planning includes gathering text material and realia (e.g., those manuals, signs, and
job aids that were analyzed during the needs analysis process) and any tools and equipment
possible. From these, classroom activities that involve listening, speaking, reading, and
writing can then be designed. However, language practice should not be limited to the
classroom. Learners should leave the classroom after each session able to perform at least
one new linguistic skill. For example, they might be able to pronounce the names of three
pieces of equipment, know how to interrupt politely, or use the index of their personnel
manual to find information on sick leave policy. To this end, instruction must include
activities that use language needed by learners either on the job or in the wider community.
The educator may have input into revising written materials used at the worksite as a way
of resolving worker performance problems on the job (Westerfield & Burt, 1996). Guidelines
for adapting written material found on the job follow:
Adapting Written Materials
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Make the topic/idea clear.
Reduce the number of words in a sentence and sentences in a paragraph wherever
possible.
Rewrite sentences in subject-verb-object word order.
Change sentences written in the passive voice to the active voice wherever possible.
Introduce new vocabulary in context and reinforce its use throughout the text.
Eliminate as many relative clauses as possible.
Use nouns instead of pronouns, even though it may sound repetitious.
Rewrite paragraphs into charts, graphs, and other diagrams wherever possible.
Make sure that expectations of prior knowledge are clear, and if necessary, provide
background material.
Eliminate extraneous material.
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What are characteristics of learner-centered instruction?
All workplace ESL (and all adult ESL in general) should be learner-centered. If language
learning is to be successful, the learners' needs, rather than the grammar or functions of
language, must form the core of the curriculum and the instruction.
Many educators, among them Auerbach (1992), Auerbach and Wallerstein (1987), and
Nash, Cason, Rhum, McGrail, and Gomez-Sanford (1992), have written about the learnercentered ESL class. In a learner-centered class, the teacher creates a supportive
environment in which learners can take initiative in choosing what and how they want to
learn. The teacher does not give up control of the classroom, but rather structures and
orders the learning process, guiding and giving feedback to learners so that their needs, as
well as the needs of the workplace, are being addressed. In a traditional teacher-centered
classroom, where the teacher makes all the decisions, learners are sometimes stifled. At the
same time, too much freedom given to learners, especially those from cultures where the
teacher is the sole and absolute classroom authority, may cause learners to feel that the
teacher has abandoned them (Shank & Terrill, 1995). The teacher must determine the right
mix of license and guidance.
The following are characteristics of learner-centered classrooms:
What happens in the language classroom is a negotiated process between learners and the
teacher. The content and sequence of the workplace curriculum is seen as a starting point
for classroom interaction and for learner generation of their own occupational learning
materials. The language presented and practiced in a good adult ESL text is usually based
on situations and contexts that language minority adults have in common. When one adds
to this the exigencies of a particular workplace or occupation, another layer of learning is
presented to the learner.
Problem solving occupies a good portion of any adult's life, so it is not surprising that
problem-solving activities are a necessary part of learner-centered curricula. Problemsolving exercises should be prominent in any workplace classroom. Learners can be asked
what they would say or do in a particular situation, or about their own experiences in
circumstances similar to those presented by the teacher. Learners can also be asked to
present the pro's and con's of a situation, to negotiate, to persuade, or to generate
problem-solving and simulation activities from their own lives. By presenting and solving
problems in the classroom, learners become confident in their ability to use language to
solve problems and to take action in the workplace and in the larger social sphere. These
problem-solving activities are especially valuable in high-performance workplaces where
work is team-based and workplace decisions are made through group negotiation (Taggart,
1996).
The traditional roles of the teacher as planner of content, sole deliverer of instruction,
controller of the classroom, and evaluator of achievement change dramatically in a learnercentered classroom. When the classroom atmosphere is collaborative, the teacher becomes
facilitator, moderator, group leader, coach, manager of processes and procedures, giver of
feedback, and partner in learning. This is true whether the teacher has planned a whole_________________________________________________________________________________________________________
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class, small-group, paired, or individual activity. (See Shank and Terrill, 1995, for discussion
of when and how to group learners.)
In managing communicative situations in a learner-centered environment, teachers set the
stage for learners to experiment with language, negotiate meaning, make mistakes, and
monitor and evaluate their own language learning progress. Language is essentially a social
function acquired through interaction with others in one-to-one and group situations.
Learners process meaningful discourse and produce language in response to other human
beings. The teacher is responsible for establishing the supportive environment in which this
can happen. This does not mean that the teacher never corrects errors; it means that the
teacher knows when and how to deal with error correction and can help learners understand
when errors will interfere with effective, comprehensible communication.
What are learner-centered instructional strategies?
Some strategies that are especially useful for workplace ESL programs are:
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Using authentic language in the classroom.
Placing the learning in workplace and other adult contexts relevant to the lives of
learners, their families, and friends.
Using visual stimuli for language learning, where appropriate, and progressing from
visual to text-oriented material. While effective for all language learners, this
progression taps into the natural learning strategies of low-literate individuals who
often use visual clues in place of literacy skills (Holt, 1995).
Emphasizing paired and group work, because learners acquire language through
interaction with others on meaningful tasks in meaningful contexts. It also sets the
stage for teamwork in the workplace (Taggart, 1996).
Adopting a whole language orientation-integrating listening, speaking, reading, and
writing-to reflect natural language use.
Choosing activities that help learners transfer what they learn in the classroom to the
worlds in which they live.
Treating the learning of grammar as a discovery process, with a focus on
understanding the rules for language only after learners have already used and
internalized the language. In this way, grammar is not a separate part of the
curriculum, but rather is infused throughout.
Integrating new cultural skills with new linguistic skills. Learners acquire new
language and cultural behaviors appropriate to the U.S. workplace, and the
workplace becomes a less strange and frightening environment.
Various types of exercises and activities can be used in a learner-centered environment.
These include question and answer, matching, identification, interview, fill-in, labeling, and
alphabetizing; using charts and graphs; doing a Total Physical Response (TPR) activity;
playing games such as Concentration and Twenty Questions; creating role-plays and
simulations; developing a Language Experience Approach (LEA) story; or writing in a
dialogue journal. (See Holt, 1995, and Peyton and Crandall, 1995, for a discussion of these
and other adult ESL class activities.)
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What about assessing learner progress?
Testing is part of teaching. Funders may mandate that programs use commercially available
tests such as the Basic English Skills Test (BEST) and the Comprehensive Adult Student
Achievement System (CASAS). These tests, when used in combination with programdeveloped, performance-based measures, can provide a clear picture of what has been
learned in the class. (See Burt and Keenan, 1995, for a discussion of learner assessment in
adult ESL instruction.) Performance-based tests measure the learner's ability to apply what
has been learned to specific, real-life tasks. Actual job artifacts such as pay stubs, job
schedules, and company manuals can be used to assess linguistic skills. Further, programdeveloped materials lend themselves well to workplace ESL instruction in that they allow
both learners and teachers to see progress in the outlined objectives over time. Some
program-developed assessment instruments are discussed below.
Program-Developed Assessment Instruments
1.
2.
3.
Checklists (e.g., aural/oral, reading, writing)
Learner-generated learning logs
Portfolios (e.g. written class work, learner self-analysis, program-developed tests)
Checklists. Objectives for the course, or even for each lesson, can form the basis of a
checklist. For instance, an aural/oral checklist for high-beginning learners might include
such items as 1) uses level-appropriate words and phrases to respond verbally to
spoken language; 2) uses extended speech to respond verbally to spoken language; 3)
initiates conversation; 4) participates in small group or paired activities; 5) follows oral
directions for a process; and 6) asks for clarification.
A checklist for reading might include such items as 1) recognizes appropriate sight
words(e.g.,words on safety signs); 2) recognizes words in context; 3) shows evidence of
skimming; 4) shows evidence of scanning; 5) reads simplified job aids or manuals; and
6) reads paycheck information.
A checklist for writing might include entries such as 1) fills out simple forms; 2) makes
entries into work log; and 3) writes requests for time-off.
Learner-generated learning logs. In a notebook, such page headings as "Things I
Learned This Month" "Things I Find Easy in English" "Things I Find Hard in English"
"Things I Would Like to Be Able to Do in My Work in English" create categories that help
learners see growth in their English language skills over time. If learners make an entry
on one or more pages every week, then review the logs with their teachers every three
months, they usually see progress, even if it is slight. This also helps teachers to
individualize instruction.
Portfolios. These individual learner folders include samples of written work, all pre- and
post-testing, self-analysis, and program-developed assessment instruments. Portfolio
contents also tend to show growth in vocabulary, fluency, and the mechanics of writing
over time.
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What kind of program evaluation is necessary?
Formative evaluation, performed while a program is in operation, should be a joint
process between a third-party evaluator and program personnel. Together, they should
review the curriculum to make sure it reflects the program objectives as formulated
through the needs analysis process. They should also review all instructional materials
(e.g., commercial texts and program-developed materials) to see that they meet
workplace and learner needs. Finally, the third-party evaluator should periodically
observe the classroom to evaluate instruction and learner/teacher interaction.
Summative evaluation, done at the completion of a program, should evaluate both the
learner and the program. Learner evaluation data can be taken from formal pre- and
post-tests as well as from learner self-analysis, learner writings, interviews, and
program-developed assessments (Burt & Saccomano, 1995).
A summative program evaluation should be completed by a third party. The third party
evaluator analyzes the above summative data that includes information from all the
stakeholders (i.e., teachers, employers, union representatives, and learners) about what
worked and did not work in the program, and why. The evaluator also looks at
relationships among all the stakeholders. This analysis will yield more qualitative than
quantitative data. However, there are processes to quantify qualitative information
through matrices, scales, and charts, as discussed in Alamprese, 1994; Lynch, 1990;
and Sperazi & Jurmo, 1994.
Conclusion
By following the steps discussed in this digest, a workplace or pre-employment ESL
program should meet the needs of employers, outside funders, and learners. The best
advertisement for a workplace program is employers choosing to continue instructional
programs because they see marked improvement in their employees' work performance.
The best advertisement for a pre-employment program is learners using English skills on
jobs they have acquired because of their training.
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References
Alamprese, J. (1994). Current practice in workplace literacy evaluation. MOSAIC:
Research Notes on Literacy, 4(1), 2.
Auerbach, E. (1992). Making meaning, making change: Participatory curriculum
development for adult ESL literacy. Washington, DC and McHenry, IL: Center for Applied
Linguistics and Delta Systems.
Auerbach, E., & Wallerstein, N. (1987). ESL for action: Problem posing at work. Reading,
MA: Addison Wesley.
Burt, M. & Keenan, F. (1995). Adult ESL learner assessment: Purposes and tools. ERIC
Digest. Washington, DC: National Center for ESL Literacy Education. (ERIC No. ED 386
962)
Burt, M., & Saccomano, M. (1995). Evaluating workplace ESL instructional programs.
ERIC Digest. Washington, DC: National Center for ESL Literacy Education. (ERIC No. ED
386 961)
Grognet, A.G. (1994, November). ESL and the employment connection. Presentation at
the Office of Refugee Resettlement English Language Training Consultations,
Washington, DC. (EDRS No. ED 378 843)
Holt, G.M. (1995). Teaching low-level adult ESL learners. ERIC Digest. Washington, DC:
National Center for ESL Literacy Education. (ERIC No. ED 379 965)
[Kirby, M.] (1989). Perspectives on organizing a workplace literacy program. Arlington,
VA: Arlington Education and Employment Program. (ERIC No. ED 313 927)
Lynch, B.K. (1990). A context-adaptive model for program evaluation. TESOL Quarterly,
24(1), 23-42.
Mansoor, I. (1995, Fall/Winter). Program profile: The evolution of a workplace ESL
program. The Connector, 3, 1, 4.
Nash, A., Cason, A., Rhum, M., McGrail, L., & Gomez-Sanford, R. (1992). Talking shop:
A curriculum sourcebook for participatory adult ESL. Washington, DC and McHenry, IL:
Center for Applied Linguistics and Delta Systems.
Peyton, J.K., & Crandall, J.A. (1995). Philosophies and approaches in adult ESL literacy
instruction. ERIC Digest. Washington, DC: National Center for ESL Literacy Education.
Philippi, J. (1991). Literacy at work: The handbook for program developers. New York:
Simon and Schuster.
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
79
Shank, C.C., & Terrill, L.R. (1995). Teaching multilevel adult ESL classes. ERIC Digest.
Washington, DC: National Center for ESL Literacy Education. (ERIC No. ED 383 242)
Sperazi, L., & Jurmo, P. (1994). Team evaluation: A guide for workplace education
programs. East Brunswick, NJ: Literacy Partnerships. (EDRS No. ED 372 284)
Taggart, K. (1996, Spring). Preparing ESL workers to work in teams. The Connector, 4,
3-4.
Thomas, R.J., Grover, J., Cichon, D.J., Bird, L.A., & Harns, C.M. (1991). Job-related
language training for limited English proficient employees: A handbook for program
developers and a guide for decision makers in business and industry. Washington, DC:
Development Associates. (ERIC No. ED 342 277)
Westerfield, K., & Burt, M. (1996). Assessing workplace performance problems: A
checklist. Washington, DC: Center for Applied Linguistics, Project in Adult Immigrant
Education.
This document was produced by the Project in Adult Immigrant Education, funded by the
Andrew W. Mellon Foundation through a grant to the Center for Applied Linguistics (4646
40th Street, NW, Washington, DC 20016 202-362-0700). Additional funding was from the
U.S. Department of Education (ED), Office of Educational Research and Improvement, under
contract no. RR 93002010. The opinions expressed in this report do not necessarily reflect
the positions or policies of ED or the Andrew W. Mellon Foundation. This document is in the
public domain and may be reproduced without permission.
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Language Competencies in the Workplace
For adult learners with limited English proficiency, language competencies cut across
occupational domains such as manufacturing, healthcare, and sales and service. Increasingly
sophisticated levels of language skills are needed by English language learners if they are to
take advantage of opportunities to advance and pursue careers. Advances in technology and
changes in workplace organization have redefined the nature and level of essential skills and
knowledge workers need to function effectively in today’s workplace. The chart below provides a
useful summary of the communication and critical thinking skills demanded in the workplace.
ESOL Worker Competencies
To get a job (other than through familial connections), English language learners must
be able to orally provide personal information, express ability, express likes and
dislikes, and ask and answer questions. They also need literacy skills to read a want ad
and complete an employment application.
To survive on a job, English language learners need to be able to follow oral and written
directions, understand and use safety language, ask for clarification, make small talk,
and request reasons or explanations related to specific job tasks or company policies.
If there are manuals and job aids involved, they need to be able to locate written
information; find facts or specifications in text materials; determine the meaning of
technical vocabulary and those enabling words attached to them like twist, stir, insert,
and pour; and cross reference text information with charts, diagrams, and illustrations.
To thrive on a job, they must be able to have discussions; give as well as follow
directions; teach others; hypothesize; predict outcomes; state a position; express an
opinion; negotiate; interrupt; and take turns. On a literacy level, knowing how to access
and use written information from diverse sources is critical.
(Grognet 1996, Burt, 2002)
Are there historical precedents for adult education’s involvement in workplace education, and
particularly workplace ESOL? The Workforce Investment Act (WIA), July 1998, identifies
“workplace literacy services” as part of the adult education and literacy services provided by
local adult education programs. Adult education programs play a critical role in assisting nonnative speakers of English – an ever growing percentage of America’s workforce – in obtaining
the language skills needed to get a job, survive on a job, and thrive in a job, with the potential
for upward mobility.
Differences between Traditional ESL and Work-Related Instruction
The Secretary’s Commission on Achieving Necessary Skills (SCANS, 1991) report efficiently states the
distinction: “The most effective way of learning skills is ‘in context’; that is, placing learning objectives
within a real environment rather than insisting that students first learn in the abstract what they will be
expected to apply.” The curriculum in workforce-related instruction must be contextually appropriate and
designed to achieve the learning objectives identified as priorities. In addition to curricular differences,
other factors such as assessment, evaluation of learning outcomes, and overall curriculum delivery
formats may differ significantly from a more traditional, academic basic skills program.
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Language Task Analysis Activities: Why They’re So Important
____________________________________________________________
Needs Assessment
adult learners
employers/employees
professional resources
Instructional
Planning & Delivery
responsive to
identified needs
Measuring
Learner Progress /
Program Success
changes in behavior
and performance
____________________________________________________________________________
The diagram above is helpful in illustrating the cycle that makes for successful educational
programs that are learner-centered. It especially applies to the planning and delivery of
workforce-related instruction because it is all-inclusive:

The needs assessment, language task analysis, or literacy audit (i.e., identifying the
language and basic skills needed in order to perform successfully in the workplace)
solicits input from learners/employees but also from local employers, other stakeholders,
and professional resources.

The needs assessment guides the planning, development, and delivery of instruction; in
other words, instruction responds to identified needs.

Learner progress and program success are connected to how well the identified needs
are addressed.
Standardized assessment tools by themselves do not generally capture all of the significant
changes in performance and behavior that make individuals successful and valued employees.
Certainly, the BEST Plus can be used for baseline assessment of English language proficiency
and to measure learner progress. In some communities local workforce development networks
utilize the CASAS for placement, to measure learner progress, and to inform programmatic
changes.
Both assessment tools are nationally recognized and approved means of measuring basic
English language competencies and are aligned with the entry-level descriptions issued by the
National Reporting System (NRS). By themselves, however, they do not capture all the
information needed to plan workforce-related instruction.
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As an instructor, the additional assessment may be left to you. If a program has a viable
partnership with a local employer, your program administrator should have the opportunity to
arrange to conduct a language task analysis and to involve you in the process.
These systems, when used in combination with program-developed, performance-based
assessments, can provide a better snapshot of changes in learners’ work-related behavior and
performance, thereby measuring the learner’s ability to apply what has been learned to specific,
work-related tasks. Additional assessments may include the following:
 assessment activities that indicate whether the learner has learned what has been taught
(teacher-made and text-related pre/post assessments)
 documented teacher observations
 learner demonstrations of knowledge and skills learned
 learners’ self evaluations and reports of knowledge and skill applications
 testimony of changes in workers’ performance / behavior as observed by frontline
supervisors, quality control personnel, and management
 work-related achievements (promotions and eligibility for other employer-sponsored training
opportunities)
The opportunity to take part in a literacy audit, a language task analysis, or a job task analysis is
always a valuable experience – one that provides an inside look at what happens at the workplace
and that can inform instruction. Handbook #1, developed to assist program administrators in
planning and implementing workforce-related instructional services, includes a number of
activities that can be used to identify the language proficiencies and basic skills needed in the
workplace. Additional activities are included in this handbook.
If your program administrator has expressed an interest in workforce-related instruction or has
participated in related professional development, he or she should have a copy of Handbook #1.
Even if you do not foresee being involved in the delivery of instructional services in the workplace,
you will still want to become familiar with the language task analysis activities included in
Handbook #1. Many can be adapted for use in your classroom. Samples are included in the
following pages for use with your adult learners. But before looking at the samples, read the
scenario below and discuss the questions that follow:
Activity: The learners in your class who are employed often complain about company
correspondence and other documents written in jargon or obscure language at a level that even
native speakers might not fully comprehend. This makes it especially difficult for the non-native
speakers to comply with written instructions and company policy.
1. In addition to the data you have from the baseline assessment your program conducts,
what else would you like to know about the learners’ needs?
2. How might you access additional information about the learners’ needs?
3. How could you use the additional information in planning instruction?
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Sample of Workplace Audit Interview Questions
Questions
Background
Notes
What is your title and job description?
How long have you been in this job?
How did you learn this job? What special
training do you have for this job?
How important are reading, writing
and math to the successful completion
of your job?
What is the most challenging part of
your job?
What is the most important part of
your job?
What could go wrong if you don't do
your job correctly?
Literacy
Tasks
Are there books, manuals, forms or
charts you use to do your job?
Which of these is hardest to read?
How often do you use these (charts,
forms, etc.) in doing your job?
If you were training a new person to
do your job, what would he/she have
to know before you could teach
him/her?
What would a new person find most
challenging about your job?
What reports, memos, summaries or
other written messages do you read or
write in your job?
What math or science skills do you use ?
What technical equipment do you use?
What special measuring skills/tools do
you need to do your job?
What computer equipment (or
computerized machines and tools) do
you use in your job?
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Training and
Promotion
Opportunities
Which parts of your job would you like to
do better?
What skills do you need to move to a
different or better job?
Are you currently being trained (or are
you training someone) to do this job?
What is most difficult about the training
you are in now?
How has your job changed since you
first started it?
Will you be trained for another job?
Can you show me the training manuals or
work tasks that are most difficult for you?
Problem
Solving
Explain what information you are looking
for when you read a work manual (form,
chart, etc.).
Tell me, step by step, how you get
information from this manual, chart, etc.
Tell me, step by step, how you got the
information when you were new on the
job.
How did you know to do that?
How did you learn that part of your job?
Where else could you get this information?
Additional questions/comments:
Source: www.work-basedlearning.org/toolkit.cfm (2006)
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Foundation Skills Student Self-Appraisal
Instructions
Step 1:
Read each statement on the next page and check the box that best describes your typical behavior.
Step 2:
Review the appraisal according to the following sections to determine your workplace foundation skill
areas of strength or weakness:
Basic Employability Skills
Statements 1-6
Basic Workplace Knowledge
Statements 7-14
Basic Workplace Skills
Statements 15-23
Lifelong Learning Skills
Statements 24-30
Step 3:
Discuss your results with a partner and your instructor. Talk about your areas of
strength and how they can help you on the job. Talk about the areas you can improve
and why. Then, work with your instructor to develop a plan to strengthen those areas
you need for success on the job. One part of your plan will be to learn more about how
to apply specific strategies to improve your foundation skills and knowledge.
The Foundation Skills Wheel included in this handbook, a sample lesson and this foundation skills student self-appraisal were developed by
project staff at the Institute for the Study of Adult Literacy at Penn State University as part of a Work-Based Foundation Skills Project.
Additional learning activities can be accessed at http://www.able.state.pa.us. Click on Resource Center and then on Lesson Activities.
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Student Self Appraisal
Read the statements below and check the
boxes that are most like you.
Almost
never like
me
Sometimes
like me
Quite a bit
like me
Almost
always like
me
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
I have few conflicts with other people at work.
I am on time for work.
I release stress in healthy ways.
I work well in a team.
I solve problems at work.
I make decisions at work.
Safety is important to me at work and at home.
I understand how this company operates.
I know who to go to if I have a problem at work.
The quality of my work is important to me.
I understand how this company makes a profit.
I understand the parts of my paycheck.
I know what product or service this company
provides.
14. I know how I help provide that product or
service.
15. I understand what I read.
16. When my supervisor tells me how to do
something, I understand and go do it.
17. I can write clearly and others can understand it.
18. When I talk with my supervisor, I am
understood.
19. I can do math including fractions, decimals and
percentages.
20. While I work, I pay attention to what is going on
around me.
21. I can use the computer with ease.
22. I can use e-mail and the Internet.
23. When I need something to do a job, I go find it.
24. I enjoy learning something new every day.
25. I learn as much as I can when I begin a new
project.
26. I have set educational goals for professional
development.
27. I have used skills at work that I learned in life.
28. I have used my work skills outside my work
place.
29. I am flexible when changes happen at work.
30. I am willing to learn new skills when my
work changes.
The Foundation Skills Wheel included in this handbook, a sample lesson and this foundation skills student self-appraisal were developed by
project staff at the Institute for the Study of Adult Literacy at Penn State University as part of a Work-Based Foundation Skills Project.
Additional learning activities can be accessed at http://www.able.state.pa.us. Click on Resource Center and then on Lesson Activities.
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Sample Quick Assessment / Needs Survey
There are several ways the following survey can be used to identify learners’ work-related
needs. Review and determine if and how you might use it.
1. Think about the language needs of those with limited English proficiency at the workplace
and assign a number to each language activity.
1 = major problem
2 = occasional problem
____ a. speak to the supervisor
____ b. speak on the telephone
____ c. speak to other workers
____ d. understand instructions
____ e. understand work procedures
____ f. understand pay statement
____ g. understand company benefits
____ h. write work orders
____ i. use correct grammar
____ j. use correct pronunciation
3 = no problem
____ l. report problems
____ m. ask questions
____ n. understand company notices
____ o. respond to criticism
____ p. work safely
____ q. solve work-related problems
____ r. understand quality control
____ s. make suggestions
____ t. participate in meetings
____ u. other _______________________
2. Number of employees you supervise: _____. How many have a difficult time
speaking/understanding English? _____. Do employees speak other languages on the
job? _____ If so, give examples of where and when:
_______________________________________________________________
3. Do you know of any conflicts due to language or cultural barriers? Describe.
_____________________________________________________________
4. What problems have occurred due to lack of communication skills (listening, speaking,
reading, writing) or mathematical skills? Give examples.
______________________________________________________________
5. What kinds of technical training does your company offer?
______________________________________________________________
6. Are communication skills a barrier to participation in this training? In what way?
_______________________________________________________________
7. What topics do you think need to be addressed in English classes?
_______________________________________________________________
8. How could improvements in communication skills be measured in the workplace?
________________________________________________________________
*Excerpt from Workplace Instructor Training (WIT) CD-ROM and Workbook. Adapted and used with permission of
the Employee Training Institute for Workforce Training and Development, San Diego Community College District. To
order: http://www.trainwitheti.com. TCALL has limited copies for checkout. The workbook includes many excellent
sample assessment surveys.
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Sample Quick Math Assessment / Needs Survey
Think about the math skills employees need to perform their jobs successfully. Then complete
the following activities:
1. Circle the letter(s) of the skill areas you think should be addressed in work-related math
instruction.
2. Rank the top ten skill areas you think are the highest priority for employees. Start with #1 as
highest priority and #10 as the lowest priority.
____ Count by 1’s, 2’s, 5’s, and 10’s
____ Identify Roman numerals
____ Perform simple addition/subtraction
____ Perform simple division/multiplication
____ Perform calculations with fractions
____ Perform calculations with decimals
____ Convert fractions/decimals to percents
____ Convert U.S. measurements to metric
____ Read/interpret measuring instruments
(e.g., micrometer)
10. ____ Estimate and round off numbers
1.
2.
3.
4.
5.
6.
7.
8.
9.
11. ____ Use/interpret ratios (e.g., 2:1)
12. ____ Read/interpret charts, graphs
13. ____ Measure with various instruments
(e.g., micrometer, scale, etc.)
14. ____ Use calculator or adding machine
15. ____ Calculate with time (e.g., time
zones, 24 hour clock)
16. ____ Calculate with money
17. ____ Work with negative numbers
18. ____ Solve for unknowns
19. ____ Specify other:
Please answer the following questions:
3. Which job positions use math? How much math is used on the job? What kinds of math
skills are employees expected to know now? In the future?
4. What kinds of assignments involving math are difficult for some employees ? Please give
specific examples.
*Excerpt from Workplace Instructor Training (WIT) CD-ROM and Workbook. Adapted and used with permission of
the Employee Training Institute for Workforce Training and Development, San Diego Community College District. To
order: http://www.trainwitheti.com. TCALL has limited copies for checkout. The workbook includes many excellent
sample assessment surveys.
_________________________________________________________________________________________________________
Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Sample Quick Assessment / Needs Survey
Name _________________________________________
Department / Supervisor ______________________ Position _____________________
Length of employment at company ______________
Have you ever studied English before? _____ When? _________ Where? ____________
What is your native language? _____________________
How many years of education do you have (native country or U.S.)?
Circle one:
1-4
5-10
10 or more
Do you have any certificates, diplomas, or degrees? __________________________________
1. Review the topics below and circle five that are most important to you in your work:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
Speak to supervisor
Speak on the telephone
Speak to other workers
Understand instructions
Understand work procedures
Understand pay sheet
Understand company benefits
Write work orders
Understand written work orders
Use correct grammar
Use correct pronunciation
Explain what you need
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
Report problems
Ask questions
Understand company notices
Respond to criticism
Work safely
Understand safety regulations
Solve work problems in groups
Understand quality control
Make suggestions
Participate in meetings
Other _____________________
2. Which of these people do you speak English with?
Several times
a day
Once a day
Several times
a week
Once a week
Never
Supervisor
Team leader
Co-workers
Customers or clients
Workers from other
departments
Managers /
administrators
Family / friends
Other
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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3. In what kind of situation do your use English with others?
Face-to-face
Telephone
Letter/memo
Email
Never
Supervisor
Team leader
Co-workers
Customers or clients
Workers from other
departments
Managers /
Administrators
4. Is it difficult to speak English in these situations?
Very difficult
A little difficult
Not difficult
Don’t use English
Talking with
supervisor
Talking with
team leader
Talking with coworkers
Talking with
customers or
clients
Talking with
managers or
administrators
Comments / other information:
*Excerpt from Workplace Instructor Training (WIT) CD-ROM and Workbook. Adapted and used with permission of
the Employee Training Institute for Workforce Training and Development, San Diego Community College District. To
order: http://www.trainwitheti.com. TCALL has limited copies for checkout. The workbook includes many excellent
sample assessment surveys.
_________________________________________________________________________________________________________
Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
91
Things To Know About Industry and Partnerships…
As unemployment rates continue to fall, the value of employees increases. A
welcome by-product: an increased focus on a potential employee’s attitude,
work ethic, flexibility, loyalty, teamwork, and problem-solving skills. Often the
ability to fit into a corporate setting and the ability to learn take precedence over
an individual’s technical qualifications. Many companies believe they can
teach technical skills if the potential employee possesses critical language,
literacy, life and employability skills.
In 2005 – 2006, the Manufacturing Institute of the National Association of
Manufacturers (NAM) and Jobs for the Future (JFF) conducted a study of
effective practices being used to increase the productivity of non-native
speakers of English employed in manufacturing industries. The study cites
successful initiatives that both promote business goals and strengthen workers’
English and technical skills. These worksite-based programs integrate
technical skills training with English language instruction. Employers support
the programs because they have a measurable, positive impact on the bottom
line. When employers invest in helping workers improve their English language
proficiency, it makes good business sense, and often productivity increases.
Nine in ten respondents to the NAM survey indicated a moderate to severe
shortage of qualified, skilled production workers, including frontline workers
such as machinists, operators, craft workers, distributors, and technicians.
The survey included the following information:




Bridging the gap
between potential
and reality becomes
a matter of priorities.
Resisting the
traditional tendency
to view adult
education, post
secondary education
and training, and
workforce
development as
separate service
systems, partners
and policymakers
must focus on their
interdependence.
Texas’ workforce,
the state’s economic
success, and its
ability to remain
globally competitive
depend on it.
Center for Public Policy
Priorities, 2003
Employers acknowledge that they are relying increasingly on immigrants to fill these
positions.
A significant number of these workers enter the workforce with little or no English
language proficiency – skills many consider crucial to the manufacturing sector’s longterm competitiveness and productivity.
The challenge escalates for employers whose business models rely on a high quality
product that requires workers who can learn new skills or learn how to operate new
machinery quickly.
These employers are less able to accommodate workers who cannot communicate in
English.
For years, many publicly funded ESL providers have lacked either experience and/or interest in
working with employers to provide instruction customized to business needs. Reasons include
limited funding of course, but also federal regulations, a disconnect between the mission of
public literacy programs and the goals of employers, the existence of already long waiting lists
in many programs, and the fact that these programs believe they are doing a great job and see
no need to change.
All of these reasons are legitimate. Adult education programs in Texas receive very limited
state funding, and federal funds can not be used to provide any kind of occupational training,
making the “integration” of ESL instruction and work skills development a difficult model for
practitioners to embrace. It is also certainly true that there are long waiting lists for “free” adult
education classes, oftentimes with unwieldy numbers of learners packed into existing classes.
But a continued disconnect between the world of work and regular adult education classes is
hard to justify. After all, adult education’s charge is to help learners acquire the knowledge and
skills needed to be effective citizens and community members, to contribute to their families’
well being, and to meet the demands of a changing workplace in a changing world. Currently,
_________________________________________________________________________________________________________
Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
92
adult education programs are limited in their capacity to address the workforce-related
instructional needs of adult learners, and too few employers have committed to a systematic,
sustainable solution for their employees. Employers must view ESL instruction as a business
asset essential to the firm’s profitability. Rarely do employers view “regular” or “traditional” ESL
instruction as a satisfactory response to their workplace needs. Additionally, support from state
and local level workforce development agencies is inconsistent and varies by region.
Partnerships are discussed here because they can play such an important role in instructional
planning. Programs that integrate language and literacy services with jobs skills training are
potential lifelines for educationally disadvantaged adults. The gap between entry level, low
wage employment and well paying jobs with career opportunities continues to widen. A critical
realization by businesses and industry is their recognition that workers needed to replace the
soon-to-retire baby boomers do not have the necessary skills to move into and through the
pipeline and onto career path opportunities.
Industry Skills Standards: How Do They Impact Adult Education?
Industry skill standards identify what people need to know and be able to do to successfully perform
work-related functions within an industry. Many industries have well defined skill standards that
specify the knowledge and competencies required to perform successfully in the workplace. The
standards are usually developed along a continuum, ranging from a) general work readiness skills
and b) core skills or knowledge for an industry, to c) skills common to an occupational cluster and 4)
specific occupational skills. The federal government has identified 16 economic sectors with some
level of skills standards:
agriculture and natural resources
manufacturing, installation, repairs
energy and utilities
communications
hospitality and tourism
health and social services
legal and protective services
property management / maintenance
mining and extraction
construction
transportation
wholesale and retail
financial services
education and training
business and administration
research and development
Activity: Skills standards for some industry sectors are quite extensive and comprehensive. For
example, the graphic representation of competencies for the advanced manufacturing industry
describes nine tiers of industry-related competencies. These competencies are considered
fundamental to a large number of occupations and industries, and many are already familiar to adult
educators and are often addressed to some degree in many adult education classrooms.
Examine the graphic that follows and answer the following questions:
1. Which of the competencies included in Tier 1 are already addressed to some degree in your
adult education classroom? Give an example for each.
1.
2.
3.
4.
2. What other terms are sometimes used to refer to the skills in Tier 1?
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
93
3. What nationally recognized graphic is used in adult education and literacy circles to capture
most of the competencies identified in Tiers 2 and 3? (included in handbook).
4. Cite two ways industry skills standards can be used by educators and workforce
development professionals.


5. Cite two ways in which industry skills standards can help employers.


6. How can an understanding of industry skills standards help incumbent, emerging, and
displaced employees?


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Graphical Representation of the Model for Competencies in the Advanced Manufacturing Industry, High Growth Job Training Initiative,
2006. “Advanced manufacturing: is defined by the U.S. Department of Labor / Employment and Training Administration (ETA) as the use
of technology or other productivity-enhancing business processes in the manufacturing enterprise and/or value-added supply chain. For
additional information, see http://www.doleta.gov/sga/sga/SGA-DFA-05-07.pdf
_________________________________________________________________________________________________________
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For educators and workforce development professionals, these standards are helpful to
 define curriculum essentials
 achieve improved, more relevant training outcomes
 align adult basic education with post secondary education and training as well as state and
local workforce development needs
For employers, skill standards can guide their training needs analysis, help them improve
current training programs, and enable them to work with education and training providers to
develop appropriate curricula. Employers’ requests for educational services cover a full range
of topics that include the following:




an integration of survival English with industry-related language skills that enables
individuals to succeed in the workplace;
an understanding of the critical nature of English language proficiency when it comes
to job safety and communications;
work-related math and technology skills critical across industry and business sectors;
employment readiness skills, critical thinking and life skills such as knowing how to
access and use information; problem solving and decision making skills; attention to
detail; working with others, and work ethics.
For employees (incumbent, emerging, or displaced) industrial skill standards can provide guidance
in planning and pursuing a career path, help individuals learn to describe their skills to employers,
and identify skill areas requiring further development.
Tier 1 of the graphic describes competencies essential to all life roles in the family, community, and
the workplace. Industry sometimes referred to these competencies as “soft skills”.
Tier 2 identifies critical academic competencies also likely to apply in varying degrees to all
industries and occupations. For example, the level of mathematical competency required varies,
depending upon the work setting (e.g., retail, health, aerospace manufacturing).
Tier 3 describes a number of the workplace traits, interpersonal, and self-management
competencies also represented in Pennsylvania’s adaptation of the EFF the Foundation Skills
Wheel (also included in this handbook).
There are many job opportunities in the industry clusters experiencing high growth in Texas. Three
of these industry clusters are healthcare professions, manufacturing and trades, and sales and
service. Each of these sectors includes occupations for which English language learners may
quality, provided the opportunities to acquire employment-related language/literacy skills, work
readiness skills, and pathways to occupational training are accessible.
Learners need to know that entry level jobs are potential springboards to earning a living wage, but
a strong commitment to continuing their learning has to be part of the plan. The following
illustrations identify job opportunities in each sector.
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Module Five: Identifying Adult Learners’ Work-Related Proficiencies & Needs
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Healthcare-related
occupations
•
•
•
•
Certified Nurse’s
Assistant
Phlebotomist
EKG support
Radiography
support
•
•
•
Physician’s office
Medical records
and billing
Data entry
14
Sales and Service
•
•
•
•
•
Retail sales
Customer service
Hotels, hospitality,
and tourism
Food service and
preparation
Guards for asset
protection/traffic
control
•
•
•
Suppliers
Transportation &
distribution
Middle management
and supervisory
positions
15
Manufacturing / Craft
Trades
•
•
•
•
•
•
•
Welders
Pipefitters
Heavy machinery
operators
Light and heavy truck
drivers
Heating, refrigeration,
air conditioning techs
Plumbers
Electricians
•
•
•
•
•
Auto/diesel/truck
mechanics
Machinists
Plastics injection
moulding
Computer & electronic
mfg and assembly
Logistics (shipping and
handling, inventory
management,
warehouse
management)
16
Tondre, TESOL 2007
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The Employer’s Critical Role
High growth industries are pressed to develop a pipeline of new workers with strong academic
foundations in math, science, and language. Many employers are also looking for ways to help
incumbent workers keep pace with rapid changes due to innovation and technology. Finally,
employers need to replace and retain a skilled workforce expected to retire in the next ten years.
Many industrial sectors include entry-level occupations and career ladder options for which English
language learners may qualify, provided they can acquire employment-related language/literacy
skills, work readiness skills, and familiarity with critical occupational terminology. Bridge programs
connecting adult basic education to post secondary education and training – programs that pay
attention to the academic and vocational needs of second language learners – are generating
increased levels of interest. These transitional components are often where the continuum of
services is fractured.
Vocational English for Speakers of Other Languages (VESL or VESOL) often include a unique
feature in which to engage employers. This is the addition of some kind of workplace
experience, which can take any one of a number of forms. For example:

Internships offered by employers and facilitated by local workforce development
networks. These require commitments from employers as well as support services
from the local workforce development network. There are both paid and unpaid work
experiences, each with important benefits. Participants gain work experience, insight
into the culture of the workplace, and industry-related information that can facilitate
their commitment to further education and training. Employers, on the other hand, get
a preview of potential employees’ work skills, plus the opportunity to learn about
English language learners’ work ethic and ambitions. A reference from an employer –
and in some cases, a job offer - are added bonuses.

When internships are not available, other avenues must be explored to introduce
learners to work-related settings. This can be accomplished through guest speakers
from business and industry, or with the assistance of the local workforce development
board’s business services division, which can arrange for learners to participate in
plant tours, new employee orientation, and job shadowing opportunities.

Another way to help learners explore employment interests and opportunities is to
introduce them to virtual factory tours via the internet – also a great way to extend
instruction through the use of computer technology and expose learners to other native
speakers of English (http://www.superfactory.com/content/tours/htm).

Can you suggest other ways to get business and industry engaged with adult basic
education?
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Setting Mutual, Achievable Goals and Objectives
Identifying appropriate goals and objectives is critical to the success of
workforce-related educational services. Whether you are designing
instruction to be delivered to a specific group of employees, or you are
trying to address workforce-related topics within traditional adult education,
time spent on goals and objectives pays off. Knowledge and thoroughness
are critical in offering solutions/strategies that are innovative.
Friedenberg (Workplace ESL Guide, pp.9-11) suggests goals be limited:
one is essential, and three are the maximum. Objectives are related to the
goal(s) but are much more specific and are usually presented in a list
format following the goal(s). Review the steps Friedenberg recommends
following when planning work-based instruction for a company’s
employees:











DOL does not presume that
all workers have proficiency
in English and the U.S.
culture. It takes seriously
the special challenges faced
by workers with limited
English language skills.
DOL recognizes that if this
growing segment of our
population is to compete for
gainful employment, and
states are going to ‘grow
their own’ pool of qualified
workers, access to
education and training
opportunities is critical.
Adult education can help
Review results of the language task analysis as well as
provide these opportunities.
meetings with employer(s) and other stakeholders to determine if
education is the appropriate response to the identified needs.
From Simply Better!
Business Services
Reach consensus with company management and employees in
determining priorities for education services. How will each benefit?
Assess employees’ language, literacy, and/or employability skills and proficiencies prior
to finalizing a proposal for services. Sometimes this is not feasible, but note that without
pre-assessment, you forfeit baseline information and run the risk of having learners with
a very wide range of skills / proficiencies lumped together by employers who may not
understand the complexities of the language learning process.
Define mutually agreed upon clear and achievable goals. Make certain that employers
understand the options for services, the variables, and what can be realistically
expected in return for their investment.
Make program objectives measurable in terms of performance – the desired changes
in performance or behavior (i.e., improved reading or math skills; team work; ability to
apply computer literacy skills; increased productivity; improved communications with
supervisors).
Describe and prioritize instructional objectives, with time constraints in mind.
Discuss expectations of the employer, the service provider, and the instructor to
ensure successful program delivery (see checklists).
Draft and present a written proposal for services, with specifics regarding program
costs, adult education’s contributions, fees for services, the employer’s and other
stakeholders’ contributions (a first draft can be faxed or sent via email, with discussion
to follow).
Identify a single point of contact for all future communications.
Finalize a written, signed agreement to provide services (see sample templates).
Now read Friedenberg’s recommendations a second time and determine which can be applied to
the delivery of workforce-related instruction in a regular ESL classroom. Which steps would you
keep? Which would you eliminate?
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Charting A Course:
RESPONDING TO THE
INDUSTRY-RELATED
ADULT BASIC EDUCATION
NEEDS OF THE TEXAS
WORKFORCE
Module Six:
Delivering Instruction Responsive
to Identified Needs
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101
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Module Six: Delivering Instruction Responsive to Identified Needs
102
Connecting NRS Levels to Workforce-Related Instruction
NRS Levels for ESL
Entry Level Descriptors (what a learner functioning at this level should be able to do)
Beginning ESL Literacy
Individual functions minimally or not at all in English and can communicate only through gestures or a few isolated words,
such as name and other personal information; may recognize only common signs or symbols (e.g., stop sign, product
logos); can handle only very routine entry-level jobs that do not require oral or written communication in English and in
which all tasks are easily demonstrated. There is no knowledge or use of computers or technology. Employment choices
extremely limited.
Low Beginning ESL
Individual functions with difficulty in social situations and in situations related to immediate needs. Can provide limited
personal information on simple forms, and can read very simple common forms of print found in the home and
environment, such as product names. Can handle routine entry-level jobs that require very simple written or oral English
communication and in which job tasks can be demonstrated. May have limited knowledge and experience with
computers.
High Beginning ESL
Individual can function in some situations related to immediate needs and in familiar social situations. Can provide basic
personal information on simple forms and recognizes simple common forms of print found in the home, workplace and
community. Can handle routine entry level jobs requiring basic written or oral English communication and in which job
tasks can be demonstrated. May have limited knowledge or experience using computers.
Low Intermediate ESL
Individual can interpret simple directions and schedules, signs, and maps; can fill out simple forms but needs support on
some documents that are not simplified; and can handle routine entry level jobs that involve some written or oral English
communication but in which job tasks (writing simple notes/messages based on familiar situations, for example)can be
demonstrated. Individual can use simple computer programs and can perform a sequence of routine tasks (with
direction) using technology (e.g., fax machine, computer).
High Intermediate ESL
Individual can meet basic survival and social needs, can follow some simple oral and written instruction, and has some
ability to communicate on the telephone on familiar subjects; can write messages and notes related to basic needs; can
complete basic medical forms and job applications; and can handle jobs that involve basic oral instructions and written
communication in tasks that can be clarified orally. Individual can work with or learn basic computer software, such as
word processing, and can follow simple instructions for using technology.
Advanced ESL
Individual can function independently to meet most survival needs and to use English in routine social and work
situations. Can communicate on the telephone on familiar subjects. Understands radio and television on familiar topics.
Can interpret routine charts, tables and graphs and can complete forms and handle work demands that require nontechnical oral and written instructions and routine interaction with the public. Individual can use common software, learn
new basic applications, and select the correct basic technology in familiar situations.
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Module Six: Delivering Instruction Responsive to Identified Needs
103
A Checklist for Instructors Delivering Workplace Education
When preparing to deliver industry-related instruction, an ESL instructor should be
prepared to perform or participate in the following tasks:

Accompany the adult education provider to an initial meeting with employer
representatives to discuss employee participants, selection criteria, class location,
and employee and class schedules (see education service provider's checklist).

Participate in language task analysis activities designed to assess the needs of both
employer and employee and to identify the work-related language skills required by
employees to perform their jobs successfully.

Meet with all employee participants to administer initial assessments.

Review assessment results and make recommendations regarding the configuration
of classes and the selection of instructional materials; maintain confidentiality and
protect individuals’ privacy.

Participate in orientation, arrange for a work site tour, or job shadow employees at
their work stations prior to the start of instruction.

Review the objectives of the workplace education program, understand the
expectations of the employer and employees, and plan instruction responsive to
these needs.

Maintain regular communication with the employer's designated contact and
employees' supervisors regarding instruction, participants' attendance and progress,
and opportunities for reinforcing learning in the workplace.

Prepare and maintain a learner's portfolio for each employee participant for the
purpose of documenting learning process.

File frequent and regular attendance reports with the employer's designated contact
and the supervising education service provider.

Work with the education service provider in the preparation of a mid-point formative
report and an end-of-course summative evaluation.

Participate in planning sessions and onsite visits prior to and during the instructional
cycle.

Be prepared to apply sound language learning principles and demonstrate sensitivity
to employees’ particular needs.

Be flexible and cooperative with company personnel, and follow agreed upon
protocol for communication.

Be open to experimentation and able to implement a variety of instructional
approaches.

Be prepared to develop lessons and activities based on job materials and contextual
workplace needs.
Note: similar checklists for the employer and the program administrator are included in Handbook #1.
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104
Developing Work-Related ESL Learning Activities
Whether you are teaching a class at a worksite, providing instruction focused on
needs identified by employers and employees, or incorporating work-related topics
into your regular classes, the balance between work-related content and language
skills development is critical. Mastery of work-related content does not always equal
improved English language proficiency, and one should not be sacrificed in
exchange for success in the other.
The integration and transferability of work-related content and English language skills
to the workplace requires careful planning. Adult learners participating in a 20022003 piloting of a retail sales curriculum adapted for use with English language
learners reported that, while their knowledge of retail sales increased significantly,
their ability to use the English language to communicate did not (Center for Literacy
Studies, June 2003). Both instructors and participants emphasized the need for
additional attention to communication skills development. After all, language
learning requires time and opportunities to practice and apply the skills being
learned.
Defining the parameters of curriculum development is all about local capacity.
Program administrators, along with instructional staff have several options to
consider:
1. A program focused on addressing workforce-related topics in regular adult
education classrooms, may use generic instructional materials – not a bad
choice, provided the materials focus on what learners and research tell us is
needed. Pre-packaged, “boiler plate” instructional materials – either
commercially available or developed by other adult educators to meet similar
needs and often available online – can work well when supported with
appropriate professional development for instructors.
2. Some projects develop one curriculum for similar positions across an industry
and make them available to programs with similar needs. For example, curricular
responses to Rider 82 are designed to provide general introductions to three
industry clusters with entry level job opportunities as well as career
advancement: healthcare, manufacturing, and sales and service. They focus on
job opportunities and career path options in each industry, and contextual
learning drives instruction. Actual work-related materials, work-related situations,
and industry-related vocabulary/ terminology are incorporated into the curricula.
Rider 82 curricula are modular in format and designed to be adapted to different
settings across the state.
3. A third option for programs (with workforce and business partners willing to share
the cost) is to customize curriculum and instruction in response to the specific
needs of an employer, its employees, or another group being prepared for
employment in a particular industry or occupation. Some customized curricula
focus on particular jobs and jobs tasks in a specific industry.
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The ultimate goal is to merge an ESL curricula with adaptations that respond to
learners’ specific interests and work-related needs. Before program staff select one
of the options described here, several questions should be answered:

Does the program have the capacity to develop its own work-related curriculum?
Capacity here refers to time, cost, and staff with workplace savvy and experience
in curriculum development. Curriculum development is very labor intensive; who
will pick up the tab?

What are the local labor force needs? Are employers looking for workers who
can perform specific jobs in an industry, or do they need individuals with good
language , literacy, employability, and work readiness skills who can succeed in
on-the-job training?

Are there local partners who can provide access to a continuum of education and
training not available in adult education? What kind of commitment can be
expected from them in terms of fees for services, opportunities for student
internships, or funding for bridge programs that take learners to the post
secondary level?
Typically, employers are looking to the service provider to identify employees’ workrelated needs and propose instructional solutions that respond to those needs. A
commercial text may be used as a “core” text, but instructors should be prepared to
use worksite-related materials to contextualize instruction. There is no need,
however, to reinvent the wheel. The References and Resources section at the end
of this handbook includes a number of websites where free instructional materials
can be downloaded. Another source of inexpensive materials, the Career
Development Resource Center (a TWC-sponsored service) has available at minimal
cost (from five cents to $2) brochures, charts, and workbooks – some in both
Spanish and English – that address generic employability skills and help individuals
learn about career options.
As an instructor, you play a critical role in the delivery of workforce-related
instruction, especially if you are being asked to teach a class for a particular
employer or group of employees. Program directors are encouraged to include
instructors in the five-step process Grognet recommends in preparing to deliver
workplace ESL:
1. participate in a language task analysis that identifies the work-related needs
of the learners
2. develop or select a curriculum responsive to the identified needs
3. incorporate the workplace into instructional planning
4. keep instruction learner-centered
5. monitor and measure learner progress and program success
Identifying Instructional Goals and Objectives
In adult education, there is a tendency to try to be all things to all people. Instructors
find that meeting all the needs of adult learners can be a very exhausting if not
impossible challenge. In delivering work-related instruction, following a few basic
rules can save your sanity:
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1. Don’t be tempted to promise what you can’t deliver
2. Keep goals and objectives simple, realistic, and achievable in the time
allotted; use the ratio of 1:3 for developing goals and objectives
3. Plan for instruction to be delivered in short cycles or modules
4. Know upfront how you will assess/measure learners’ needs and progress
Workforce-related ESL instruction focuses on the language skills workers need to
successfully perform their jobs and includes many of the following characteristics:











Actual job-related materials (forms, documents, signage) are used in
instruction
Instruction is organized around the language needed to perform job tasks, not
around discreet job skills
Instruction includes problems and simulated situations that enable the learner
to apply language and literacy skills in the workplace
Learning activities link language and literacy skills, critical thinking skills, and
work readiness skills
Instruction builds on the learner’s prior knowledge/knowledge of the job;
learners are a source of topics and materials
Learning activities give learners opportunities to work together in teams, to
solve problems
Instruction is linked to the needs of both employer and employee
Instruction optimizes learners’ opportunities for practice, reinforcement, and
application
There is a clear connection between identified needs, instruction, and
assessment
Language components (vocabulary, grammatical structures, language
functions, pronunciation) are integrated around topics of importance/interest
to the learners
Learners’ literacy skills – in their primary languages as well as English – are
considered
The Five Step Model employed in the development of curricular responses to Rider
82, the OTAN (Outreach and Technical Assistance Network) Online Lesson Plan
Builder at http://www.adultedlessons.org/index.cfm?fuseaction=aboutlp, and the
template being used in developing learning activities to accompany the Texas Adult
Education Standards and Benchmarks (June 2007) all employ a similar format for
developing learning activities that maximize learners’ opportunities to practice and
apply language and work-related skills:
1.
2.
3.
4.
5.
6.
Warm up/review (drawing on learners’ prior knowledge)
Introduction of new material
Presentation
Practice
Evaluation/evidence
Application/extension
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107
Ten Ways to Make Your Classroom Workforce-Friendly
Practical Tips from the Field
The following is a collection of practical applications teachers have submitted to national, state, and
local discussion groups over the past year (If you do not currently subscribe to a national discussion
list for English as a Second Language or Workplace, go to www.nifl.gov. If you do not subscribe to
the Texas adult basic education teachers listserv maintained by TCALL, go to http://wwwtcall.tamu.edu). The learning activities included here correspond to the Texas Adult Education
Content Standards and Benchmarks and can easily be adapted using the lesson plan template
included in the June 2007 Implementation Guide. A copy is included in this handbook for your use.
The template, as well as additional learning activities, are also available online at http://wwwtcall.tamu.edu.
#1
Familiarize learners with forms they might encounter in the workplace. Collect resources
learners are likely to come across in the workplace. Samples can be found in many
commercial texts, but you can also encourage individuals to bring in employment-related
forms (be prepared to remove specific, proprietary names and references before using
them for the class as a whole). Some suggested materials include:








Email messages
Standard operating
procedures
Parts lists
Schematic diagrams
Suggestion forms
Safety regulations and
procedures
Job orders
Lists of tools and
equipment used








Memos
Inventory tracking forms
Training manuals
Forms for communicating
between shifts
Insurance information
Employee handbooks
Union information
Job descriptions








Signs
Repair orders
Quality control checklists
Organizational charts
Company cafeteria menus
Company newsletters
Leave forms
Injury/accident report
forms
#2
Two of learners’ greatest fears are interacting with English speakers and answering the
phone. Try mock discussions that they might have with customers face-to-face or on the
phone. Practice telephone conversations requiring learners to answer calls and take
messages. Develop scenarios and dialogues – or better yet – have them share real life
experiences and develop the scenarios together. Find out what a particular employer
expects from employees in terms of giving out information or taking down information.
#3
Have students surf the net for employers’ websites (their own employer or a local
company they might be interested in working for). Have them copy or write three bullets
that describe the company, or ask them to find specific information online or in a company
brochure. For example:
1.
2.
3.
4.
5.
6.
Where is the company located? What is the company’s logo?
How many employees does the company have locally? Worldwide?
What product does the company make or services does it provide?
Can one apply for a job online? Are job descriptions available?
Are job openings posted online?
Other:
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#4
Find out what kinds of jobs learners have. If possible, group learners by similar job
functions. Using picture dictionaries, poster paper, and markers, and have the groups
identify the tools they use in their work. Then, depending on learners’ proficiency levels,
help them write three statements about their work. Suggestion: provide them with a
short list of action verbs that would help them describe the job tasks they perform. Keep
in mind that many English language learners are highly proficient workers; the objective
is to help them become comfortable talking about the skills they have – a good skill in
itself!
#5
The Learning Edge is an online newspaper for adult learners. Many of the issues (#5, 6,
and 7) include workforce or work-related articles and are rich in work-related basic skills
development. You’ll find stories and lesson that address communication in the
workplace (what to say, how to say it, and what not to say); workplace safety; essential
workplace skills (use of memory, problem-solving, active listening, speaking so others
can understand, etc.) The site includes workplace stories about the skills individuals use
in the workplace, and there are even quizzes learners can use to rate their employability.
Go to http://www.thewclc.ca/edge.
#6
The Massachusetts Worker Education Roundtable (www.umass.edu/roundtable) has
designed a Workplace Health and Safety ESOL Curriculum to help students learn about
and exercise their workplace health and safety rights. The curriculum can be adapted
for various levels of ESL as well as ABE instruction. It is learner-centered and engages
students in authentic scenarios and discussion and builds on their own experience.
Includes all handouts for learners.
#7
The Workforce Education LAB (Learning Activities Bank) is an interactive resource of
work-related basic skills lessons for use by instructors in the workplace and in traditional
adult education programs. It can also be accessed directly by adult learners. The LAB is
funded by Verizon and is a part of LINCS (Literacy Information and Communication
System), a project funded by the National Institute for Literacy. It is part of the Southern
LINCS special collection of resources on workforce education. A sample lesson,
Interpreting Workplace Memos and Notices, is included in this handbook. To access
others that address content standards and benchmarks, go to
http://slincs.coe.utk.edu/gtelab/find.html.
#8
ADULTINSTRUCTION.ORG offers online ESL instructional materials in Tools for ESL
Lesson Planning (Los Angeles Unified School District), a book of techniques, sample
lesson plans, activities, and other resources for teaching ESL. There is also a link to
ESL Action Photos* (created by Barry Bakin as part of a National Institute for Literacy
ESL mini-grant competition) which can be incorporated into instruction (other use strictly
prohibited). Go to website, http://www.adultinstruction.org/teachers/index.htm and click
on instructional materials, then Tools for ESL Lesson Planning.
#9
Let your fingers (and those of your students) do the walking - Use the Internet to:
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109

scope out local companies. Industry-related information about products
manufactured and/or services provided, employment applications, job openings,
expansion and/or downsizing projections can often be found on employers’
websites.

locate labor market information (LMI) for your community. The local workforce
development region (LWDB) in which your community is located gathers and
publishes information about projected job growth and employment opportunities.

locate information about employment, career pathways, education and training
requirements. One source is O*NET OnLine, the Occupational Information
Network providing information on high growth industries, occupation descriptions,
job families, skill requirements, etc. http://online.onetcenter.org
#10
Check out the Career Development Resources (CDR) at the Texas Workforce
Commission. CDR offers a collection of inexpensive hardcopy and electronic labor
market and career information products. For English language learners, there are three
side-by-side English/Spanish publications addressing employment-related topics such
as first day on the job, the work ethic, job-hunting, and teamwork. For ABE/ASE
learners, Pathways to Personal Independence is an excellent resource aimed at helping
workers identify career paths that can move them from entry-level jobs to economic
freedom. In addition, there are brochures and charts that can be used to generate
interest and discussion in any classroom. Most materials range in price from 5 cents to
$2.00. Order form is available at http://www.cdr.state.tx.us.
Of course, the most accessible resource you have is the Texas Adult Literacy
Clearinghouse maintained at Texas A&M University by the Texas Center for the
Advancement of Literacy and Learning. A lending library, free materials, the Literacy
Links newsletter, the website, listservs, and announcements are all at your disposal.
http://www-tcall.tamu.edu or tcall@coe.tamu.edu
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If It Looks Like A Duck…
Then perhaps you are already delivering workforce-related instruction without labeling it
as such. As an adult education instructor, chances are that you already appreciate and
try to address some of your students’ work-related needs and concerns in the
classroom. Students may already be asking you to help them understand work-related
forms, handbooks, or benefits packages. But actually integrating workforce-related
topics into instruction requires a conscious decision on your part. It also requires that
you understand the knowledge, skills, and tools needed by learners to succeed in the
21st century.
Adult education programs differ in their capacity to deliver workforce-related instruction
to English language learners. Decisions about delivery are influenced by funding and
instructor availability, local partnerships and collaboration within workforce development
systems, and linkages to post secondary education and training as well as local
businesses and industries. For practical purposes, we will focus on two of the most
likely scenarios in which you, the instructor might be asked to deliver workforce-related
ESL instruction:
Traditional ESL Instruction With a Workforce-Related Twist. Since all adult basic
education classes are expected to help learners address their family, community,
and workplace needs, most traditional ESL instruction must include some attention
to workforce-related language and employability skills development. The extent of
the workforce focus is largely determined by the program director’s guidance,
program priorities, instructor preparation, assessment of learners’ needs, and the
intensity of the classes. Learning centers with staff sufficient to allow for small
group activities are often able to schedule instructional components specifically
geared to learners’ workforce-related needs and interests. This is a viable option
when separate classes focused specifically on one group of employees’
instructional needs cannot be offered.
Vocational English as a Second-Language (VESL or VESOL) courses are offered
to students with low levels of English language proficiency but a high or immediate
need for employment or reemployment. These courses are usually of high intensity
(meeting up to 20 to 25 hours per week) and of short duration (three to four months
or less). Most VESL programs are either a) general orientation courses for specific
industries and occupations, or b) courses that prepare learners to access entry
level jobs, provide opportunities for hands-on training, or prepare learners for more
advanced education and certification.
Sound adult learning theory and the principles of second language learning form the
foundation of any successful occupation-related ESL instruction. This handbook is not a
substitute for strong professional development in the principles of adult second language
learning.
One Solution: A Modular Approach to Instruction
How can an adult education program expand its attention to workforce-related
instruction without restructuring the entire program? A modular approach to instruction
can be incorporated into regular adult education instruction fairly easily, providing all
learners access to workforce-related topics. This seems to work especially well in small
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programs for which offering separate and distinct workforce-focused classes is not
feasible.
Modular approaches to instructional delivery – usually high in intensity and short in
duration – have proven to be both successful and efficient. The window of instructional
opportunity for adult learners is often limited by both time and funding, plus
unemployed adults must find ways to support themselves and their families. Courses
of short but intense duration seem to reduce attrition, are easier to access by those
already employed, and by their very nature familiarize participants with the real
pressures of the work environment. The modular approach also allows both programs
and learners maximum flexibility. In the report, Charting a Course: Responding to the
Industry-Related Adult Basic Education Needs of the Limited English Proficient (Tondre
2006), recommendations include a modular approach to tackling adult learners’ needs,
with attention to the following components:

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student orientation to the world of work
work-related English language instruction as well as reading, writing, and math
skills development
a balanced integration of English language / basic skills development with workrelated content
employment readiness skills (including critical, interpersonal, and life skills)
the use of industry-related environmental print, terminology, and realia
familiarity with technology, including basic computer literacy, job-related technical
terminology, equipment, and applications
integration with vocational skills training when partnerships make this feasible
links to postsecondary technical education and training leading to career
opportunities, licensure, and certification in healthcare, manufacturing, and sales
and service industry clusters
The capacity to offer all of these components requires the leveraging of local resources
as well as strong partnerships with local workforce development networks, business
and industry, and post secondary education/training providers.
The curricular responses to Education Rider 82 (79th state legislative session, 2005),
developed under the direction of El Paso Community College, are modular in nature to
afford maximum flexibility in use. Three industry clusters – healthcare, manufacturing,
and sales and service – are being addressed in response to this state legislation. The
responses include references to additional activities, commercially prepared and webbased materials, software and other multi-media products that can be used to enhance
or extend learning beyond classroom instruction.
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Addressing EFF Foundation Skills in WP Instruction
Another nationally recognized literacy and basic skills resource, Equipped for the Future
(EFF), describes in detail what adults need to know and be able to do in the 21st century.
The Workplace Foundation Skills Framework that follows is an adaptation by
Pennsylvania’s Adult Basic and Literacy Education (ABLE) system of EFF’s Content
Standards Wheel. It describes the literacy, language, and basic skills and competencies
all adults need to obtain or maintain jobs, and to advance to higher paying positions. By
clicking on the Skills Wheel in the upper right hand corner of the website, you can
access ABLE’s Focus Bulletin and information about the downloadable Resource and
Instructor’s Guide (http://www.pawerc.org).
As a visual, the wheel can be used to initiate discussion with learners, employers and
local workforce development partners. The wheel identifies the work-related needs of
three groups often served by Adult Education:



The emerging immigrant workforce with little or no work or educational history
Recent hires in need of additional education opportunities in order to advance
Long-term employees needing to upgrade their skills to meet job demands
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Addressing the Foundation Skills in WP ESL Instruction (cont’d)
Application Activity: After examining the wheel, use the chart to identify ways you
already address work-related proficiencies needed by English language learners. Then
explore ways to help learners develop other proficiencies not currently addressed in
instruction.
Foundation Skills
How am I currently
addressing these in the
classroom? (be specific)
How can I enhance
instruction/help learners
develop these skills?
Basic Workplace Skills
1. locates/uses resources
2. applies mathematical
concepts/operations
3. reads w/ understanding
4. writes clearly/concisely
5. speaks clearly/concisely
6. listens w/ understanding
7. observes critically
8. uses technology
Basic Workplace
Knowledge
9. applies health/safety
concepts
10. understands process and
product or service
11. demonstrates quality
consciousness
12. understands finances
13. works within
organizational
structure/culture
Basic Employability Skills
14. makes decisions
15. solves problems
16. works in teams
17. demonstrates selfmanagement strategies
18. demonstrates effective
interpersonal relations
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Instructional Scenarios: It’s That Duck Again…
Where does workforce-related ESL instruction occur? Location does not necessarily
determine the nature of instruction. The focus of instruction is on the language and
literacy skills needed to get a job, survive on the job, and thrive on the job. Of course,
when an employer requests (and sometimes pays for) educational services on site, the
requested instruction can be very focused.
Activity: The scenarios included here represent a variety of opportunities to
incorporate work-related topics into your instruction. Many of these learners are
already in your classrooms. Select one scenario and complete the activities that
accompany it, focusing on application within your adult education classroom. Use the
lesson-planning template following these scenarios.
1. You have a group of learners in your class who work in customer service. They are
responsible for filling orders taken by the call center. They need to improve their
reading and writing skills, since they need to interpret orders and also keep accurate
records of orders filled. They need help with simple record-keeping duties, such as
filling in accurate customer information and product ordering information. Create a
lesson that could turn this into a valuable learning activity.
2. You have a group of beginning level learners who are employed as assembly
workers, manufacturing small parts for electronic devices. Their listening and
speaking skills are fairly good, but they have difficulty understanding written
instructions for their jobs. As new products are introduced to the assembly line,
signage on the line changes. This often results in significant increases in waste and
slows production. Develop a learning activity that can help learners improve the
skills needed for their work.
3. The learners in your class who are employed often complain about company
correspondence and other documents written in jargon or obscure language at a
level that even native speakers might not fully comprehend. This makes it especially
difficult for the non-native speakers to comply with written instructions and company
policy. What solutions can you offer in terms of a learning activity?
4. You are offering an employment-focused ESOL class at a plant that manufactures
electronic parts. The assembly line workers in your class have fairly good reading
skills (they must read schematics to perform their jobs), but their listening and
speaking skills are relatively low. They seem to have particular difficulty
understanding instructions in group settings / team meetings where new procedures
are being introduced. Outline how you would address their needs.
5. You are working with a group of learners who are fairly advanced. They are, in fact,
engineers and technicians working in a high tech environment. Their problem, they
claim, is their accents, and they are very reluctant to participate in team meetings
and presentations. The learners feel that the native speakers just do not understand
them or will make fun of them. What are the identifiable needs? How do you design
a learning activity to address some of their needs?
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6. The learners in your class are having problems when it comes to oral communication
at work. As a result, they keep to themselves in the lunchroom and at the company’s
social functions and miss out on opportunities to learn and practice English. They
feel they don’t fit in because of their lack of social language skills. Develop a
learning activity to begin addressing these issues.
7. You are teaching an intermediate ESOL class at a hospital, with learners who work
directly with patients, doctors, and nurses (the learners are aides and nursing
assistants). You have been working with them on critical communication skills in the
classroom, including clarifying, confirming, and asking questions. Create a learning
activity that provides for real-life application of these skills.
8. Create your own scenario:
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Texas Adult Education Standards Lesson Plan Template
Title / Topic:
Setting:
NRS Level(s):
Open entry/exit: Y / N
Context:
Standard(s):
Benchmark(s):
Objective(s):
Materials:
Estimated time needed to prepare for this lesson plan: ____________
Estimated instructional time needed to complete lesson: __
Develop your lesson plan on the back side of this page ….
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The Lesson Plan
Introduce the lesson: What previously learned content should be reviewed to create an
environment for learning? How can you build on learners’ knowledge and experiences?
Teach the lesson: What is the new information or skill you will teach?
Practice the lesson: How will the students apply the information from the lesson? How
will you have them practice the new skill(s). Remember that the best lessons have more
practice than presentation, and practice is essential to second language learning.
Apply the lesson to the real world: Create an activity where the students have to
apply the new information or skill to life outside the classroom.
Assess the learning: How will you assess learners’ abilities to perform the skill they just
practiced? Consider a variety of assessments, such as a checklist, a quiz, or a reportback session, an observable or documentable application – something that enables
learners to demonstrate changes in behavior or performance.
Developed by: ________________________ Program _________________
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Sample Learning Activities
Understands Process & Product or Service
This module will help develop basic knowledge that every organization
produces a product or provides a service that is guided by a process, and
one’s role and importance in that process.
"We get paid for bringing value to the market place."
~ Jim Rohn
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KEY WORDS/CONCEPTS
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
Organizational Mission/Vision
Work tasks
Continuous Improvement
Understanding process controls
Understanding work processes
Doing a quality job
Standard Operating Procedures (SOP)
Products
Services
Protocols
DISCUSSION QUESTIONS

What does your company do? What is its mission?

What are some examples of products? Of services? What are the differences and
similarities? Do some businesses provide a combination of both?

What do you do to help your company meet its mission?

How is your job linked to your company’s success?

Describe good quality customer service at your workplace. What do your customers
want from your company? From you?

What does Continuous Improvement mean? Give some examples.

What does it mean to do a quality job?

How can you impact the quality of your organization?
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ACTIVITIES
Mission Impossible
Have participants explore their (or local) companies’ missions. Write the following on a
flip chart or white board:
Organization
Main Mission---Why do they exist? What
services/products do they offer others?
Student understands the organization’s product or service.
Product, Goods & Services
Each participant is asked in advance and encouraged to bring in an actual product
(anything from pizza, doughnuts, electronic capacitors, books, etc.) or information about
the products or services that the company they work for creates. Each person is asked
to describe his/her company’s goods or services and explains how the product is made
and to whom it is sold. Each participant is given 5-10 minutes and questions are strongly
encouraged by the other class members.
Student understands the organization’s product or service.
PA Factory Tours and Lesson Plans
Visit the Pennsylvania Cable Network (http://www.pcntv.com/) and go to the Lesson
Plans Section for PCN Factory Tours. The lessons guide viewers to identify specific
aspects of the process or product of the featured company and provide excellent teaching
and learning activities. PCN Tours are broadcast on your local PCN cable station or may
be purchased from the PCN website.
Student understands the organization’s process or product.
How About some R&R (Roles & Responsibilities)?
Ask participants to consider what their organization does—its main mission. Ask them to
write down their main job duties (main Roles & Responsibilities). Ask them to try to
make a link between what their organization does and what they do on a daily basis.
Discuss also the most important aspects of their job and how they positively impact the
organization.
Student understands one’s role in production process or service provision.
Training Others on Process
Explain that you are going to pair participants in a trainee/trainer pair. The trainer
is going to train the trainee how to build a design from Legos®. In advance, the
instructor creates a simple Lego® design—but doesn’t show anyone until the
pairs are formed. The instructor is going to see how quickly the pairs can build
the structure. Challenge: the trainee is going to be blindfolded. After the trainee is
blindfolded, present the Lego® structure to the trainers. See which team
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completes the structure the quickest and most accurate. Give small prizes for the
winning team. Discuss the process they used to achieve this activity.
Student understands one’s role in production process or service provision.
The Foundation Skills Wheel included in this handbook, this sample lesson and the foundation
skills student self-appraisal (also included) were developed by project staff at the Institute for the
Study of Adult Literacy at Penn State University as a Work-Based Foundation Skills Project.
Additional learning activities can be accessed at http://www.able.state.pa.us. Click on Resource
Center and then on Lesson Activities.
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More Sample Learning Activities
As important as it is to help learners understand that entry level jobs may be just that – entry
level jobs - it is critical to make them aware of the education and training requirements that
go hand-in-hand with most career advancement opportunities. Following is a healthcare
careers wheel, courtesy of the East Texas Area Health Education Center. Not only can the
wheel be used to explore a variety of employment and career options in the healthcare
professions, the website offers a Career Decision Guide that can be used to generate
interest and discussion among adult learners interested in exploring employment
opportunities across a number of industry clusters. It is a vocabulary goldmine that lends
itself to simplification for use with English language learners.
Texas Health Careers
Texas Health Careers is a central source of information about educational opportunities and
careers in health care. It highlights many skilled and professional career opportunities that
contribute to the entire spectrum of health care. It includes info about educational and financial
resources, a career decision guide, and internet-link access to community and other
resources. The central core of the Career Wheel provides a complete listing of all the careers
within the wheel, plus detailed descriptions of each specific career along with links to educational
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institutions, job outlooks, and potential salary ranges. Simply click on
(http://www.texashealthcareers.org) to begin using the wheel.
Turning Experiences into Learning Opportunities
Oftentimes, ideas for learning activities are so obvious, we miss them. For example,
in developing curricular responses to Rider 82 for the sales and service industry, El
Paso Community College sent one of its staff members out to visit a number of retail
establishments (she was going shopping anyway!). Within a few hours, she had
gathered several stories to use in the classroom – stories that spoke volumes in
terms of meaningful, real life application. Two of the stories follow. These can be
used as opportunities to draw on learners’ own experiences and to introduce new
material.
Yesterday, I stopped at a discount store on my way home. I needed some
rubbing alcohol. I looked carefully in the medical/first aid supplies aisle of the store. I
didn’t find rubbing alcohol, so I headed toward the door empty-handed. The young
woman at the cash register noticed me and asked, “Did you have trouble finding
something?” I explained that I had been looking for rubbing alcohol. She immediately
asked a co-worker to help me find the alcohol (I think the cashier was a new
employee). The second woman took me to the correct aisle, and we found the
alcohol. On the way to the checkout counter, I picked up several more items to
purchase. I was uncertain about the price of one item, so I asked the cashier to
check the price before ringing the item up. She asked her co-worker for assistance
with this task. Then, she thanked me for asking for a price check. She said, “I
needed to learn how to do that!” She smiled pleasantly and finished ringing me up.




What did the salesperson do correctly?
What impression did it make on the customer?
What was the immediate positive effect on the store’s sales?
What is the long-term effect in terms of customer loyalty?
On my way home last week, I noticed that a new grocery store had opened up.
I pulled into the parking lot. I wanted to look around and check the prices and
selection. I didn’t take a basket on the way in. There was a man standing at the
entrance holding a clipboard. He nodded to me and said hello as I entered. The
layout of the store was similar to other supermarkets, and the prices were
comparable to those at my regular market. The store, however, also had a coffee
shop and deli. I decided to grab a cup of coffee and donut. But first I went into the
bathroom. The condition of the bathroom was deplorable. Apparently, there were
plumbing problems. A sign instructed shoppers not to put toilet paper in the toilet but
in the wastepaper basket next to the sink. The trash can was full. The stench was
overwhelming. I was amazed, since this was a brand-new store. My appetite was
gone, and I left the store immediately. The man at the front door was still standing
there with his clipboard. He said nothing to me as I left.
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
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

How can conditions in and near the retail space affect customer behavior—
even if the conditions have no direct relationship to the merchandise on sale?
What impression did the bathroom give the customer?
What do you think the man with the clipboard was doing?
Was his presence positive or negative?
Is the customer likely to return?
We can take these activities to another level by asking students to write letters to
store managers—either to complain about something or to pay a compliment. You
can use explicit instruction in business letter format and the writing process to help
students compose simple letters. It’s a good idea for instructors to model before
asking students to write. For instance:
March 23, 2007
Store Manager
L-Mart
772 West Elm St.
El Paso, TX 79999
To Whom It May Concern:
I visited your store yesterday afternoon to purchase
some towels and wash cloths. They were on sale. I found the
towels I needed, but not the wash cloths. The salesperson who
came to help didn’t know very much about the merchandise. He
didn’t even know about the sale. He kept trying to sell me other
wash cloths that were not on sale and were a different color.
After a long time, he asked, “Well if you want me to, I guess I
could go check and see if there are any more in the back, but I
doubt it.” I could tell he really didn’t want to check. It was very
frustrating.
I left your store without buying anything. This is very
poor customer service. I will not return to your store.
Sincerely,
Graciela Tovar
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Help learners develop questions about this letter and discuss the possible answers.
1.
2.
3.
4.
Source: Sales and Service modules developed in response to Rider 82 requiring Adult Basic
Education in Texas to respond to the industry-related instructional needs of adult learners.
Publication upon completion of pilot initiatives in summer and fall 2007.
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Charlene
Brown
#3: Interpreting workplace memos and notices
Kentucky
~~~~~~~~~~~~
Project:
The participants will read company memos and write summary
sentences while working as part of a group.
__________________________________________________________
Subjects:
Learning Objective:
Critical thinking,
General education
development (GED),
Job skills, Life skills,
Literacy, Reading
instruction,
Vocabulary
development, Work
environment
Learner Level:
This activity was
developed for
participants who
read from a 3.0 to a
9.0 grade level.
Participants reading
at higher levels could
use similar strategies
with company
manuals or other
texts.
Time Frame:
1 hour
Learner
Grouping:
Individual, Small
group, Whole class
The participants will be able to read memos and summarize the content.
Primary Skill:
Read with understanding
Secondary Skills:
Convey ideas in writing
Learner Needs & Goals:
Participants must understand the instructions communicated to them by
their supervisors and other company officials. Participants make many
costly errors when they fail to understand changes and procedures
communicated in memos.
Learning Activity Description:
1. Prior to class, collect several memos and other notices that are either
posted by the company on bulletin boards or sent by the human
resources department.
2. Show the video, PBS LiteracyLink Workplace Essential Skills Series-Reading for a Purpose. If you don’t have the video, be sure to discuss
the importance of knowing the purposes, structures, features and
strategies for workplace reading.
3. Explain that one of the most important ways a company
communicates with its employees is through the use of memos and
notices. Ask the participants to name the ways that the company
distributes these important communications. The participants may
mention the following: placing them in envelopes with paychecks;
posting them in a prominent place such as the break room or near the
time clock; having the supervisors hand them to each employee; or by
mailing them to employees at home. Have participants relate the
possible importance of a memo to the manner in which it was delivered.
4. Break the class into teams of three and distribute one copy of a memo
to each team. Instruct the teams to summarize, in no more than three
sentences, what their memo says. They will have 10 minutes. Each team
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must appoint a recorder, a reporter, a timekeeper, and a facilitator. Ask
the participants to list any words that might be confusing to a new
employee. These words might include industry specific vocabulary,
jargon, or acronyms.
5. The teams report to the large group by reading the memo and
reporting the teams’ comments. As the teams note the unclear
vocabulary, the instructor writes it on the board. Have the teams develop
a plan for defining these terms and providing examples for the
participants. Ask the teams to present their definitions and examples.
Materials and Resources:




Sample memos from company bulletin boards
Dictionary
Blackboard/chalk or Dry-erase Board/markers
PBS LiteracyLink Workplace Essential Skills Series titled Reading
for a Purpose available through KET, The Kentucky Network Enterprise Division, 560 Cooper Drive, Lexington, KY 405022200, phone (800) 354-9067.
Attachments:
Assessment:
Using a different memo and a bulletin board notice, have participants
answer the following questions:

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

Who is the audience for the memo?
Who sent the memo?
When was the memo sent?
What is the purpose of the memo?
What is the tone of the memo?
Summarize the memo.
Why would the sender use a memo rather than a letter?
Why would the sender use a memo rather than telling the
employee in person?
Reflection:
I would have the participants write a memo to communicate a particular
problem or need.
Source: http://slincs.coe.utk.edu/gtelab/. The Workforce Education Lab collects and distributes
high quality learning activities that focus on the basic skills and knowledge adults need to be
effective in the 21st century workplace.
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VESL: Linking ESL and Occupational Training
Because adult education programs differ in their capacity to deliver workforce-related
instruction to English language learners, each must consider its capacity to integrate
vocational training with English language instruction. Certainly, choices are influenced
by local partnerships, employers’ needs, and collaboration with the local workforce
development network. Curriculum development and delivery may incorporate one or
more of the following configurations (Hanson, 2005):
1. The coordinated approach – two separate classes are offered but they are
jointly planned and coordinated. Example: An ESL teacher provides English
language instruction related to workforce issues, topics, and terminology; a
vocational or occupational training instructor provides technical instruction. Each
teacher provides support to the other by reinforcing the use of work-related
concepts and terminology to ensure as much integration as possible. In some
instances, one class is offered mornings and one afternoon, or on alternate days,
and the number of hours of ESL instruction and vocational/occupational
instruction fluctuate in response to the needs of the learners.
2. The integrated approach – two instructors (one ESL and one vocational) teamteach one class. This is a challenging approach in that the instructors must be
totally committed to and capable of implementing a team approach to instruction.
But having two instructors in a classroom provides opportunities to do small
group learning activities, focusing on learners’ specific language and vocational
needs.
3. The bookend model – vocational content is preceded and followed by ESL
instruction. Basic English language skills are addressed in the first phase of
instruction, occupational training follows, and additional work-related ESL
instruction is the final phase of instruction. This configuration is sometimes
necessary when partnering providers are unable to coordinate or integrate
instruction to the extent described in the first two models. However, some joint
planning and coordination are necessary if learners are to benefit from this
model.
4. The stand-alone model – either the vocational teacher or an ESL teacher
delivers all of the instruction. Either way, it requires cross training, which can be
costly.
Hanson makes a number of suggestions to ensure success in programs designed to
help learners bridge the gap between adult and post secondary programs:

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
An orientation should always precede student enrollment into industry-specific
ESL training. An introduction to health occupations, for example, gives learners
a sneak preview of the work and commitment required.
Student cohorts should be formed for tutorial purposes. There is strength in
numbers.
Mentoring by employer partners promotes buy-in and commitment.
Each of the four options requires commitment and close coordination between
adult education and vocational/occupational training providers or programs.
A study skills module is an absolute must (can include cultural issues; these can
be particularly critical when dealing with health matters).
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
It is important that each approach continues to develop language proficiencies
and study skills during the course of training.
Activity: Select one of the four configurations described above to discuss with a partner.
Then quickly brainstorm the steps that would need to be taken to prepare for the delivery
of VESL in this configuration.
1. What would your program administrator need to do to set this up?
2. What about partners – who would they be and what would they provide?
3. What would you as the instructor need to do in preparing to deliver instruction?
4. What would be required of the learner participants in such an initiative?
What about using learners’ native language in workplace instruction?
Use of the native language in workplace instruction, particularly in situations where
workers share the same native language, can minimize miscommunication and can
accelerate learner comprehension of difficult concepts (Katz, 2000; Moore, 1999;
Taggart & Martinez, 2003).
This requires a judicious choice of which language to use for which purposes, and
bilingual teachers may need explicit criteria as to when to use the native language and
when to use English (Taggart & Martinez, 2003). Taggart and Martinez suggest that the
learners’ native language be used to teach the difficult content that they need to know in
order to do a task. Then the English vocabulary and structures they need to listen, read,
write, and talk about the tasks should be taught. Ana Huerta-Macías (2003) offers a
model for using the two languages:





The topic is introduced in the native language
Key English vocabulary items are taught
Hands-on activities (such as those involving workplace machines) are carried out in
English and assessed in English
Technology activities follow, with discussion in the native language as needed
Final discussion and question/answer activities are carried out in whichever
language each individual student prefers
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

If a class has speakers of several different languages, Huerta-Macías suggests
dividing the group into same-language small groups for discussion of the workplace
issues in the native language
Each group then, in English, frames questions about the workplace issues for the
teacher
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Understanding the Basics of Bridge Programs….
Increasingly, jobs that pay more than subsistence wages and offer opportunities for
career advancement require at least some training beyond high school, even at the entry
level. Many already in the workforce or joining the workforce lack the basic skills to
succeed in post secondary education and training without a safety net of support.
Bridge training programs prepare adults who lack adequate basic skills to enter and
succeed in post secondary education and training, which in turn lead to employment and
career path opportunities. Designed to enable learners to advance both to better jobs
and to further education and training, bridge programs are suited for adults who have
reading and math skills below the ninth grade level and for individuals with limited
English proficiency. These individuals often lack a high school diploma or GED as well.
Bridge training programs can be designed for individuals/groups who have generally not
been successful in traditional education settings or have been out of school for some
time. These include:






Prospective college students with a high school diploma or GED who are unable
to meet college entrance or placement requirements
Those enrolled in adult education programs (adult basic education, English as a
Second Language, and GED preparation)
Students enrolled in developmental college courses
Displaced workers
Unemployed adults with poor basic skills
Low-skilled workers who are employed but stuck in low-wage jobs
Key Features of Successful Bridge Programs








“Road maps” illustrating the connection between education, training, and jobs are
jointly developed by education and training providers, employers, and local
workforce development networks.
Curriculum is defined in terms of competencies needed to succeed in jobs and
post secondary training that, with work experience and further training, can lead
to career advancement.
The focus is on communication, problem-solving, applied mathematics,
technology applications, critical thinking, and technical fundamentals taught in
the context of problems and situations drawn from the contemporary workplace
and/or the post secondary classroom.
Instruction emphasizes learning by doing through projects, simulations, and labs,
and uses instructional methods and technologies appropriate for adult learners.
Learners learn of employment and education requirements of local economies
through field trips, job shadowing, internships, and career exploration.
Programs are compressed to allow adults to complete quickly and move on to
better jobs and further education.
“Wrap around” support services are offered, including assessment and
counseling, case management, childcare, and financial support.
Programs offer job and college placement assistance and follow up.
Successful bridge programs are offered through partnerships that can involve both credit
and non-credit divisions within colleges, adult education providers, employers, one-stop
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career centers, and social service and community agencies - all actively cooperating to
recruit and provide the support students need to advance to post secondary education,
training and career path employment.
Unfortunately, few existing education and workforce development initiatives ensure a
continuum of services leading to both job advancement and further education.
Incongruent public policies regarding eligibility and funding often inadvertently result in
gaps in services, creating additional barriers for adults in low wage jobs as well as first
generation college students. But existing programs can often be reconfigured to ensure
the critical connections, provided partners are committed to helping these individuals
realize their economic, career, and education potential. Current, healthy dialogue among
partners could result in one of several scenarios. For example:






Adult basic education (ABE/ASE) programs take learners beyond literacy skills
improvement and GED preparation through successful transition components
and into college, job preparation, or advancement in the workplace.
Programs for English language learners help learners develop academic and
work-related skills in addition to helping them improve practical language skills.
Short-term occupational skills training programs are made accessible to adults
with no high school diploma or GED and support is made available to help
students acquire the learning and specific skills needed for particular jobs and
further education/training.
College developmental courses focus on preparing students to place in collegelevel English and math courses while introducing occupational skills and
concepts.
Workforce development networks provide greater access to certificate and
credential programs at a post secondary level while learners continue to upgrade
their language, academic, and occupational skills and proficiencies.
Local workforce development networks find ways to leverage resources, in spite
of restrictive eligibility criteria, and work with state and federal decision makers to
remove obstacles to a continuum of services.
Workforce-related bridge programs are unique in that each is developed for a specific
target population and invested employers, and generally involve adapting already
existing program elements. Bridge programs fall into two categories:
3. Lower level bridge programs are designed to serve those who have relatively low
literacy levels but are seeking to move up from low level semi-skilled jobs into
higher level semi-skilled jobs and to higher levels of training, including access to
more advanced bridge programs.
Lower level programs are generally designed for English language learners at
the low intermediate ESL level (as defined by the National Reporting System) or
for native English speakers functioning at fifth to sixth grade reading levels.
Although participants may be far from qualifying for career path employment or
post secondary education and training, the bridge experience encourages them
to begin exploring post secondary and career opportunities. Programs
emphasize basic skills reading, communication, and applied math in contexts
such as customer service, computer operations, and job-specific skills that will
improve learners’ job prospects. Like VESL (vocational ESL) or VABE
(vocational adult basic education), bridge programs focus on skills needed for
specific jobs, aim to improve learners’ job prospects, increase career awareness,
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and provide a foundation for continued education and training. Some lower level
bridge programs target a specific career in a particular industry sector. The
variations enable local providers to match the needs of the groups being served.
4. Higher-level bridge initiatives prepare adults for advancement into entry-level
skilled positions and into occupational certificate or associate degree programs.
Most require a minimum of seventh grade reading for native speakers of English
or a high intermediate ESL level for English language learners. These programs
can be industry or occupation specific, integrating instruction in language
development, reading, communication, critically thinking, test taking skills, and
applied math with basic occupation-specific technical skills.
Higher-level programs can be offered by post secondary education/training
providers in the workplace when occupational training and workplace literacy
funds are linked to develop programs for advancing employees within a
company.
Higher-level bridge programs most often prepare participants for community
college occupational certificates and degree programs. In most cases, they are
developed to connect students to post secondary credit programs as quickly as
possible, enabling them to draw on student financial aid and to access career
path employment.
Lower and higher level bridge programs can be linked to enable individuals to complete
one level and advance to the next. Some lower level bridge programs are designed as
“feeder programs” for high tech manufacturing and skilled trades education and training.
Additional Information about Bridge Programs…
Bridges to Careers for Low Skilled Adults: A Program Development Guide (2005) from
Women Employed describes models for lower and higher level bridge programs, offers
suggestions for designing programs, building bridge partnerships, building and
sustaining employer relationships, developing curricula, and identifying costs and
funding options for core components of bridge programs. Also included is a profile of
career pathways vocational training for non-native English speakers. A CD-ROM of the
program curricula (healthcare, institutional food services, direct care, office skills, high
tech manufacturing, and welding) can be requested for a shipping and handling fee. The
website http://www.womenemployed.org links the reader to this valuable resource.
Another promising effort is that of Washington State’s adult and post secondary
education providers. The I-BEST (Integrated Basic Education and Skills Training) brings
adult basic education and post secondary technical skills training together. “Integrated”
here means that the curriculum addresses both skills sets, and at least 50% of class
time involves both teachers in the room working with students.
The Texas Workforce Commission and the Texas Education Agency are actively
engaged in the statewide P-16 dialogue being led by the Texas Higher Education
Coordinating Board, which focuses on fostering a culture that supports learners’
successful transition into post-secondary education and training.
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Did You Know That…
Access to occupational training does not always require a GED or high school
diploma? This by no means lessens the importance of these credentials, but it is
important to familiarize ourselves with other options for those who may be a long
way from obtaining the GED but who have marketable skills and a strong work
ethic as well as a critical need for employment.
Many community colleges offer non-credit, short term occupational training that
provides access to certificates and licensure. The offerings vary from college to
college, but the opportunities should be explored by both instructors and adult
learners. A brief article on Austin Community College’s Quick Careers page
describes both credit and non-credit entry level training opportunities, some of
which can be completed in a year or less (http://wwwtcall.tamu.edu/twcael/st/st14.html).
...
Another important initiative to watch: the development of work readiness
credentials and certificates. Earlier this year, Jobs for the Future completed a
survey of several work readiness certificates and credentials that have emerged
throughout the United States. Today, many states find themselves challenged by
a paradox - employers who are demanding “work-ready” job candidates versus
significant numbers of residents who have trouble getting a job due to lack of
educational and professional credentials.
The credentials/certificates are intended to help learners quantify their work readiness
and eligibility to join a pool of qualified individuals who are ready for job-specific
technical training. For many learners, a work readiness credential or certificate could
provide a “mid-level” certification linked to the knowledge and skills necessary to
succeed in the workplace. For out-of-school youth and adults who are a long way from
earning their GED diploma, it may represent an explicit picture of work-related skills and
knowledge already attained.
Other facts you might find helpful…

According to the National Adult Literacy Survey (NALS), approximately 40 million
adults have limited literacy skills, making tasks such as filling out an application
or reading a food label difficult.

Eighty percent of manufacturers report a moderate to severe shortage of
qualified job candidates (National Association of Manufacturers, 2001).

Approximately 40% of manufacturers are spending at least 2% of payroll on
training for shop-floor and hourly workers, up from less than 1 percent in the
early 1990s (NAM, 1998).

OSHA estimates that 25% of job site accidents are attributable to the language
barrier.
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
Of the 7 million construction workers in the United States, roughly 25% are of
Hispanic origin (NAHB Economics Group, Data on Hispanic Population,
Homeowners, and Construction Workers, January 2006).

Accidents sidelined injured workers for an average of 33 days per year (Builder
Magazine, July 2006).

Formal employer-provided training increases productivity anywhere from 10% to
16% (National Bureau of Economic Research).

The U.S. Bureau of Labor Statistics projects that by 2008 there will be a 9%
increase in jobs that require apprenticeship or work-based training of a year or
more.

Only 25% of the nation’s workforce can read a description of two kinds of
employee benefits and explain the differences (US Chamber of Commerce,
Center for Workforce Preparation, 2006).

The U.S. Department of Labor indicates that the three factors having the greatest
impact on the labor market status of immigrant workers are education, length of
time in the U.S., and English proficiency.

Among non-immigrant language minority populations in the U.S., educational
attainment and English language proficiency are considered significant factors
affecting their labor market status.

27 million adults in the U.S. do not have a high school diploma.

Over 3 million Texas residents are limited English proficient.

More than half of U.S. adults with high school diplomas read at such low levels
that they are unable to find information in a text needed to perform a task.
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Appendices
Appendix A: References and Resources
Appendix B: Delivering Workforce/Workplace ESL: An Inventory for Program
Administrators (enables you to do a quick self-evaluation of your
particular information and technical assistance needs)
Appendix C: Glossary of Terms
Appendix D: SWOT Analysis Work Sheet
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Appendix A - References and Resources
Institute for the Study of Adult Literacy. (2004). Exploring Work-Based Foundation Skills
in the ABLE Classroom (Instructional Activities and Resources for Use with Adult
Learners). http://www.portal.state.pa.us/portal/server.pt/community/resources_and_
publications_for_adult_education/9086/workforce_education_resources/523341
America’s Perfect Storm: Three Forces Changing Our Nation’s Future (2007). A report
from the Educational Testing Service Policy Evaluation and Research Center looks at
the convergence of three power socioeconomic forces changing our nation’s future.
http://www.ets.org/Media/Education_Topics/pdf/AmericasPerfectStorm.pdf
Burt, M. (1995). Selling Workplace ESL Instructional Programs. ERIC Digest.
Washington, D.C. National Center for ESL Literacy Education, Center for Applied
Linguistics. (ED)-LE-96-01) http://www.cal.org/caela/esl_resources/digests/sellwork.html
CareerOneStop connects users to relevant links, resources, and community services
offered over the internet; everything from a job bank to employment training info, and
access to O*NET – the occupational information network and its comprehensive
descriptions and skills sets for specific occupations. Source of graphic competency
model included in this handbook. www.CareerOneStop.org
Center for Adult English Language Acquisition (CAELA). Washington, D.C. Funded by
the U.S. Department of Education / Vocational and Adult Education. Practitioner Toolkit:
Working with Adult English Language Learners.
http://www.cal.org/caela/tools/program_development/prac_toolkit.html
Center for Public Policy Priorities (2003). Workforce Development: The Key to Creating
Opportunity and Building Prosperity in Texas. Austin, Texas.
http://library.cppp.org/files/2/Workforce%20Development%20Map.pdf
Conference Board: A website designed to assist business and industry in understanding
direct and indirect benefits of workplace education; provides information on accessing
services and identifying suitable providers; offers free tools and advice on starting
workplace programs www.work-basedlearning.org.
Council for the Advancement of Adult Literacy: (2004). Adult Education and Literacy in
Community Colleges in Massachusetts: A Case Study. Liebowitz. New York, N.Y.
http://caalusa.org/liebowitzmacase.pdf
Cunningham Florez, Mary Ann (2001). Beginning ESOL Learners’ Advice to Their
Teachers. http://www.ncsall.net/?id=279.
Davis, D. (1997). Adult Education at Work. Tennessee Department of Labor and
Workforce Development, Office of Adult Education. Nashville, TN.
http://slincs.coe.utk.edu/pdf/adulted.pdf
English for All Video Series http://www.myefa.org Sets of videos available for loan from
TCALL at tcall@coe.tamu.edu ; a free multi-media resource for adult ESOL; can be
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freely copied for use in educational programs; over 400 pages of print materials
downloadable from website.
ERIC (Educational Resources Information Center) is now a collection of online
resources by noted authors and experts in adult education that includes valuable
foundation materials for ABE, ESL and Workforce Education.
http://www.eric.ed.gov/ERICWebPortal/Home.portal
Focus on the Basics, November 2004 issue focuses on workplace basic education. Go
to http://www.ncsall.net and click on Workplace Education.
Friedenberg, Joan (2002). Workplace ESL: A Simple Guide to Program Planning and
Implementation. Delta Publishing Company, www.delta-systems.com.
Grognet, A. (1996). Q & A Planning, Implementing, and Evaluating Workplace ESL
Programs. ERIC Digest, National Center for ESL Literacy Education, Washington, D.C.
Helping Job Seekers Who Have Limited Basic Skills. 84-page guide encouraging
collaboration between career centers and local adult education providers
http://www.heldrich.rutgers.edu/sites/default/files/content/Job_Seekers.pdf
National Workforce Assistance Alliance. Workplace Literacy Best Practices; Workplace
Literacy Interview Guide (to help employers interview providers); Looking at Training in a
Business Context. http://www.ed.psu.edu/nwac/docs.html#Literacy
National Work Readiness Council (2006). National Work Readiness Credential.
Washington, D.C. http://www.workreadiness.com.
O*NET OnLine is the Occupational Information Network providing information on high
growth industries, occupation descriptions, job families, skill requirements, etc.
http://online.onetcenter.org
Rey-Alicea and Scott (2007). A Survey of Selected Work Readiness Certificates. Jobs
for the Future. Boston, MA. http://www.ncrcadvocates.org/PublicDocs/WorkforceDev/A%
20Survey%20of%20Work%20Readiness%20Certificates.pdf
Sawyer and Tondre (2003). Tennessee ESOL in the Workplace. A training manual for
ESOL supervisors and instructors. A collaborative project of the Tennessee Department
of Labor and Workforce Development, Office of Adult Education, Nashville, Tennessee,
and the University of Tennessee Center for Literacy Studies, Knoxville, Tennessee.
Downloadable from website: http://www.cls.utk.edu/esol_workplace.html
SCANS. Secretary’s Commission on Achieving Necessary Skills (1990). Skills and
competencies needed for the workforce. http://wdr.doleta.gov/SCANS/
National, Inc. Programs for food services and hospitality and construction; additional
industry-related programs under development. http://www.RetentionEd.com
Texas Center for the Advancement of Literacy and Learning (TCALL). A state
leadership initiative funded through the Texas Workforce Commission, TCALL maintains
adult education’s website, numerous listservs, and links to discussion groups such as
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the WorkforceLitTex email discussion list. TCALL also maintains a lending library for
Texas’ adult and family literacy educators and publishes Literacy Links, a quarterly
newsletter. The December 2004 issue (volume 9, no. 1) was devoted to promising
practices in the area of workforce / workplace literacy across Texas and may be
accessed electronically at http://www-tcall.tamu.edu.
Texas Workforce Commission. Skills Development Fund. Self-Sufficiency Fund Job
Training for TANF Recipients. Austin, TX. http://www.twc.state.tx.us/svcs/funds/sdfintro.html
and http://www.twc.state.tx.us/svcs/funds/ssfintro.html
Tondre, Barbara (2006). Charting A Course: Responding to the Industry-Related Needs
of the Limited English Proficient. http://www-tcall.tamu.edu/docs/charting06/cover.html
Tondre, Barbara (2001). Planning Literacy and Language Services for Texas’ Limited
English Proficient Workers: The Devil is in the Details. A guide for program design:
planning, implementing, and sustaining workforce-related education programs. Funded
by the Texas Workforce Commission, Austin, Texas. Downloadable from http://wwwtcall.tamu.edu/docs/charting06/cover.html
Voice of America Special English. News Radio for English Language Learners. Current
news of interest to learners. http://www.voanews.com/specialenglish/
Women Employed Illinois Career Pathways Initiative (2004). The Bridge Program: An
Effective Educational Approach to Meeting Employers’ Critical Skills Shortages.
Chicago, Illinois. www.womenemployed.org.
Workforce Education Research Center, Pennsylvania Workforce Improvement Network
(2003). Foundation Skills Framework for Workforce Development. An adaptation of
Equipped for the Future’s Standards Framework, with assistance from the National
Institute for Literacy, focusing on workforce-related skills. Pennsylvania State University,
University Park, PA. http://www.portal.state.pa.us/portal/server.pt/community/
resources___documents/9086/workforce_education_resources/523341#FoundationSkill
sTools
Workplace Essential Skills A video series designed around the SCANS Foundation
Skills. downloaded from the PBS site listed above). Free online materials at
www.pbs.org/literacy.
Wurr, Adrian (2002). The Language Experience Approach Revisited: The Use of
Personal Narrative in adult L2 Literacy Instruction.
http://www.readingmatrix.com/articles/wurr/
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Appendix B - Delivering Workforce/Workplace ESOL: An Inventory for Program Directors
Successful work-related instructional programs require educators to step into the culture of the workplace as they prepare to deliver quality services. This inventory is designed to help
you gage your preparedness and to identify areas in which professional development would enhance instructional planning and delivery. Because your experiences vary, your needs
for professional development and technical assistance will also be different. Please take a few minutes to thoughtfully complete this inventory. A check in the first column indicates
you feel you are sufficiently knowledgeable about the topic. A check in the PD column suggests a need for training for yourself and/or instructional staff.
*
Name ________________________________ Email _______________ Program ________________________________ GREAT Center _____________________________
Yes
PD
Program capacity
19. Is your adult education program known as a strong workplace education resource in the community?
20. Does your advisory board currently include at least one employer and a representative of the local workforce development board?
21. Do you as a program manager understand the culture of the workplace and how it can impact the design and delivery of instructional
services?
22. Do you have a good understanding of your community’s labor market information and workforce needs?
23. Does your program have sufficient internal resources to start up a workforce/workplace program (i.e., adequate finances, staff, and
administrative support)?
24. Do you already have a marketing plan or packet that highlights work-related instructional services you can provide to local employers?
(marketing packet should include specific services available)
25. Do you or a staff member know how to gather and interpret information to market and plan successful workforce / workplace instruction
so that business and industry understand what is involved?
26. Do you as a program manager know how to customize instruction to address workplace ESOL needs or do you have staff who can
readily do this?
Partnerships
27. Do you currently have successful collaborations / partnerships with businesses in your community that enable you to extend adult
education services into the workplace?
28. Do you consider your partnership with your local workforce board strong and effective?
29. Does your program currently receive any training dollars from local businesses or the local workforce development board to provide
work-related instruction?
30. Are critical support services that enable adult learners to participate in work-related instruction provided through community partners /
stakeholders (childcare, transportation stipends, payment for uniforms and equipment, effective job development and placement)?
Has your program ever been included by a partnering community college in an application for a grant to fund work-related instruction (i.e.,
Self Sufficiency and/or Skills Development grants)?
Language Task Analysis
31. Have you and instructional staff had the opportunity to learn about the culture of the workplace by touring plants, job shadowing, or
meeting with employers / employees re: perceived needs?
32. Do you know how to conduct a language task analysis or literacy audit for a business or industry?
33. Has instructional staff ever participated in activities to identify the specific language and basic skills needed by workers in their jobs?
Yes
PD
Yes
PD
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141
Determining Mutual Goals and Objectives
34. Can you clearly articulate the proposed goals of your work-related instructional offerings to a funding agency, employer, or post
secondary education and training provider?
35. Based on input from employers and employees, do you know what to do if their goals and objectives for instruction differ?
36. Are you comfortable / willing to discuss fees for services if your program will not be paying all costs?
37. Do you know what to include in a written proposal / agreement to provide work-related instructional services (services to be provided,
duration of program, logistics, objectives, expectations, related costs, etc.)?
38. If AE services are part of a more comprehensive education and training package, are you able to anticipate next steps, gaps in
services, and costs needing to be covered?
Developing Curriculum and Instruction
39. Do you know the qualities to look for when selecting an instructor to teach in the workplace or in a work-related instructional program?
40. Do you understand the need to adapt curriculum to the work-related needs of employers and employees?
41. Do you and your staff know how to use the information gathered in a language task analysis / literacy audit to develop curriculum and
plan instruction?
42. Do your instructors know how to adapt/incorporate authentic workplace materials into instruction?
43. Do you have the tools needed to provide professional development and resources to instructors to ensure quality workplace ESOL
instruction, assessment, and evaluation?
44. If given the opportunity to integrate ESL instruction with vocational training in order to bridge the gap between AE and post secondary,
would you and your teachers know how to adapt instruction?
Monitor, Evaluate, and Report
45. Are you and instructional staff knowledgeable about alternative assessments that can document changes in learners’ work-related
performance and behavior (BEST/TABE scores may have no significant value to employers)?
46. Do instructors know how to capture testimonials from employers and employees and record observations related to improved workrelated skills?
47. Are you knowledgeable about the kinds of information to include in formative and summative reports to employers or external funding
sources?
Yes
PD
Based on your responses to this inventory, what do you believe are the top three priorities/areas in which professional development / assistance would be
most beneficial to you and your staff? The descriptions below correspond to the modules in Handbooks # 1 and 2, enabling you to customize your own PD.
 Program capacity: Assessing preparedness, identifying local needs and marketing AE services / solutions to potential customers
 Ramping up partnerships: Facilitating a team of stakeholders to provide a continuum of education and training services to LEPs
 Language task analysis: Developing a profile of employers’/employees’ needs in the workplace or targeted industries and occupations
 Defining clear, achievable, mutual goals and instructional objectives
 Curriculum and Instruction: Planning and delivering industry-related, customer-driven instruction
 Monitoring, evaluating, and reporting learner progress (changes in performance & behavior) and program success to multiple stakeholders
 Other (please describe)
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Appendix C: Glossary of Terms
Contextual Learning: An approach in which
learners develop skills through application in real
world situations. This approach facilitates transfer
of skills to new contexts.
Demand-Driven: used in workforce circles to refer
to specific industries and occupations in demand in
a particular geographical area.
Displaced or Dislocated Worker: An individual
who has been terminated or laid off, or who has
received notice of termination or layoff from
employment, as a result of plant closure or plant
relocation; or an individual who was self-employed
but is now unemployed as a result of a turn in
general economic conditions; or a homemaker who
has been providing unpaid services to family
members in the home, has been dependent on the
income of another family member, and who is
unemployed or underemployed and experiencing
difficulty obtaining or upgrading employment (U.S.
Dept. of Labor, 2004). During 2001 to 2003,
approximately 11.4 million workers were displaced.
Employment Readiness Classes or PreEmployment Skills: Minimally, these terms
usually refer to short term classes to assist learners
in locating job openings, completing job
applications, preparing resumes, and participating
effectively in job interviews. Optimally, they are
extended to include personal and life skills that
assist an individual in surviving and thriving in the
workplace. These classes are not designed to
address specific occupational skills but are a viable
link to successful participation in vocational training
and are fundable with WIA Title II adult education
funds.
Entry Level Occupation: usually the lowest paid
occupations within an industry or firm, usually
requiring minimal work experience and limited
educational background as conditions for hire.
Criteria differ widely by industry.
Environmental Print / Realia: printed materials,
manuals, signage related to a workplace, including
tools and equipment used to accomplish a job task.
ESL Worker Competencies: Language and work
related competencies English language learners
need to get, survive, and thrive on the job (Burt,
Grognet, 2001).
Industry-Specific: directly related to the job skills
needed in a particular industry, such as healthcare,
manufacturing, customer service.
Interpersonal Skills: Also described as life skills,
soft skills, and pre-employability skills, these include
the ability to participate as a member of a team,
teach others new skills, serve clients/customers,
exercise leadership, negotiate, and work with
diversity – all critical skills for native and non-native
speakers of English.
ISO: A series of standards agreed upon by the
International Organization of Standardization (ISO)
and a prerequisite for global competition. U.S.
companies must meet ISO standards in order to
compete in the international marketplace.
www.techstreet.com/info/iso.tmpl.
Job Shadowing: the process of observing a job
being conducted, recording the tasks needed to
perform the job, and identifying the language,
literacy, and basic skills needed.
Language / Literacy Task Analysis: A series of
activities that help identify the literacy and language
related needs of workers and inform curricular
responses. Activities may include meeting with
employers about a company’s specific needs,
interviews/surveys of frontline supervisors,
employees (native and non-native English
speakers), job shadowing, plant tours, and review
of environmental print.
Limited English Proficient (LEP): A term
sometimes used to describe individuals with limited
English language proficiency. English language
learners (ELLs) are those LEPs engaged in
activities to improve their English language skills.
www.LEP.gov.
Lean Manufacturing: Using the minimum amount
of total resources (worker, materials, money,
machines, etc.) to produce a product and deliver it
on time.
Learner-Centered Instruction: Instruction which
builds on the strengths, interests, and needs of
learners as well as on their conceptual and cultural
knowledge.
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National Assessment of Adult Literacy (NAAL):
A nationally representative and continuing
assessment of English language literacy skills of
American adults. Results reveal that more than
40% of American adults have literacy levels of 1
and 2 on a scale of 1 to 5, below the level required
to secure jobs with good wages.
http://nces.ed.gov/naal/
O*NET: The Occupational Information Network is a
unique database and directory of occupational
titles, worker competencies, job requirements, and
resources designed to support public and private
sector workforce development efforts.
http://online.onetcenter.org/
OSHA: Occupational Safety and Health
Administration, U.S. Department of Labor.
http://www.osha.gov/
Return on Investment (ROI): Direct and indirect
benefits to the company offering work-related
education to its employees. www.workbasedlearning.org is a free site containing
workplace basic skills information, tools and advice
for employers who want to raise their employees’
skill levels as well as tools for adult educators
working with business and industry. Includes links
to promising practices, a toolkit, tip sheets,
discussion areas, and public policy updates.
Secretary’s Commission on Achieving
Necessary Skills (SCANS, 1991): A commission
formed to advise the Secretary of Labor on the level
of skills necessary to enter the workforce. The
commission published two reports, What Work
Requires of Schools and Learning a Living: A
Blueprint for High Performance. These two reports
provide an outline of skills and competencies
needed in today’s workplace. Employers are often
familiar with SCANS; many educators recognize
SCANS as the building blocks for better articulated
standards such as Equipped for the Future.
http://worklink.coe.utk.edu/home.htm
Stakeholders: Those with a vested interest in the
integration of literacy services and workforce
development, including education and training
providers; federal, state, and local human service
agencies; federal, state, and local officials,
businesses, unions, correctional institutions;
institutions of higher learning; elementary and
secondary school systems; libraries; communitybased, faith-based, and volunteer organizations;
and business and professional organizations.
U.S. DOL/ETA: United States Department of
Labor, Employment and Training
Administration: Excellent source of information
regarding services and information on workplace
literacy programs through the Hispanic Worker
Initiative, ensuring that persons with limited English
language proficiency have meaningful access to all
types of federally funded programs. It maintains
websites useful to adult education providers:
www.lep.gov and www.doleta.gov/usworkforce/.
VESL (Vocational ESL): The study of English
words, sentences, text and oral language related
specifically to one job or career field. VESL includes
terms and communication skills that students will
actually use on the job.
Workforce ESL: An effort to integrate employment
preparation into the adult ESL curriculum. It
attempts to incorporate employment skills training
into ESL instruction, combining communicative and
behavioral objectives with linguistic objectives that
can improve learners’ abilities to function in an
employment or vocational training context.
Workplace Literacy and Education Programs:
Also referred to as workforce-related and workforce
development programs, since the nature of the
program has more to do with goals and objectives
than with actual location. It is designed to focus on
the literacy, language, and basic skills needs of
emerging, incumbent, and displaced workers.
Skills Development Funds: Administered by the
Texas Workforce Commission, these funds assist
businesses by designing, financing and
implementing local customized job training
programs in partnership with public community and
technical colleges and community-based
organizations for the creation of new or existing
jobs and/or the retraining of the current workforce.
http://www.twc.state.tx.us/svcs/funds/sdfintro.html
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Appendix D: SWOT ANALYSIS WORKSHEET
Inward Focus
Outward Focus
Strengths
Opportunities
Weaknesses (areas needing improvement)
Threats (challenges)
Next Steps / Action Plan:
1.
2.
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