Charting A Course:
Responding to the Industry-Related
Instructional Needs of the Limited
English Proficient

What Employers Are Telling Us

When restaurant operators were asked what they needed most to improve their businesses, they answered with a resounding request for assistance with communication challenges. Other employers in service industries cite communication and safety as their primary concerns. According to the Urban Institute (2004), learning English is the single most critical factor in workforce advancement, improved income, and lowering poverty rates among working immigrants and their families.

To gather first hand testimony from employers likely to hire employees with limited English proficiency, employers were asked to respond to a set of focus group questions. The focus questions were originally crafted to obtain input from adult learners and adult education practitioners to inform the development of state content standards for adult education. Content standards describe what adult learners should know and be able to do as a result of instruction, along with statements of how well learners need to be able to demonstrate proficiency at various levels.

These focus group questions were adapted to obtain input from employers recommended by the Texas Workforce Commission as well as employers already partnering with a sampling of adult education programs throughout the state. Most employers were surveyed by telephone or via face-to-face discussions, and others responded in writing to the following:

Employers’ Focus Group Questions

1. Describe how you believe English language learners’ work-related needs are being met or should be addressed by local adult education programs.
2. What would you like to see adults learn while enrolled in adult education?
3. If you have hired English language learners who were enrolled or are enrolled in a local adult education program, what desirable work-related skills do they have that make them valuable employees? What work-related skills do they lack?
4. What skills and knowledge do adult learners need to be successful in the workplace?
5. What skills do adult learners need to be successful as parents and family members? (while not directly related to one’s employability, these can have a significant impact)
6. What skills do adult learners need to be successful as community members? (again, not directly related to one’s employability but can have an impact)

Employers responding to the request for input represented a number of industry sectors; companies varied in size and number of employees, as indicated in the listing that follows:

Metro Transit, Houston (transportation)
South Padre Island Hotel, Brownsville (hospitality)
La Quinta Hotel, South Padre Island (hospitality)
Leviton Manufacturing, El Paso (light switch manufacturing)
Schwann’s Foods, Houston (food processing)
Coca Cola Bottling Plant, El Paso (food processing)
Lyondell Chemical, Houston area (chemical and petroleum)
Texadelphia restaurants, Dallas metroplex (food preparation and service)
Pizza Patron, Dallas metroplex (food preparation and service)
The Chippery, Austin (food processing)
Lake Country Area Health Education Centers, East Texas (health careers)
Fresh Express Salads, Dallas area (food processing, sales, customer service)
Kolache Factory, Houston (food processing, customer service)
South Padre Island Chamber of Commerce, Brownsville (hospitality & tourism)
Family Dollar, North Carolina headquarters (retail) and Harris County Deptartment of Education
Pilgrim’s Pride, Mount Pleasant (chicken processing plant)
Priority Retail, San Marcos (retail outlet mall)
Union Advisor for Displaced Workers, El Paso (displaced workers)
Oakwood Assisted Living, New Braunfels (healthcare)
Chemical Lime, New Braunfels (chemical manufacturing)
AdEdge Computer Training Employer Advisory Council (computer training, office practices, bookkeeping, medical assistant, shipping and receiving)
San Antonio Shoe Factory, San Antonio (manufacturing, sales and service)
Moll Industries, New Braunfels (manufacturing)
Sam Kane Beef Processors, Corpus Christi (food processing)
Kirkwood Manor, New Braunfels (healthcare)
Mission Pharmacal, Boerne (manufacturing)

Employer responses yielded data which, when aligned with related sources, studies and literature from other local, state and national resources, offer information critical to curriculum development efforts. Following is an aggregate summary of employers’ responses to the focus questions.

Language Related Skills for the Workplace

• Instruction must successfully integrate survival English with industry-related English; SCANS skills and competencies must be addressed. The primary focus should be on language skills that will enable employees to succeed in the workplace. The traditional, generic approach to ESL lacks focus and application to the workplace and is not efficient or effective.
• Employees must understand that in high risk industries, English language communication skills are not optional but critical to job safety, success, and advancement. Safety and clear communication are top priorities.
• While some employers traditionally hire English language learners, in order to advance within the company, some level of English language proficiency, basic reading, and math skills are required.
• Real-life applications are essential: answering phones, taking orders, counting money. Math skills and report writing skills are becoming increasingly important across industry and business sectors.
• Almost every job today requires employees to interface with computer technology, and computer literacy opens up opportunities to employees. Basic computer literacy is necessary just to apply for employment in some industries (applications and testing are computerized). Entry level employees need basic computer literacy and some knowledge of applications; these help alleviate a fear of technology.
• Telephone communications, the ability to correctly interpret / understand medical conditions and terminology; sterilization of equipment and hygiene issues - these are all important in health and clinical settings.
• Good manufacturing practices include the use of personal safety equipment; food safety; and sanitation practices; communication with front line supervisors is a must. Machinery is becoming more complex and employees must be able to understand manuals.
• Customer service needs employees who speak clearly and listen to customers’ requests; know that they can ask if they don’t understand; can handle upset customers; and know when to request management’s intervention.
• Employees in retail sales must understand the importance of customer service, asset protection, merchandising and schematics, and career opportunities in management to succeed / advance in the industry.
• Employees need to be able to look ahead, anticipate, and step up to new tasks; to demonstrate their potential to advance and move into supervisory positions. Employers are looking for employees who view themselves as valuable, dependable, and willing to learn and improve themselves. They are looking for employees who will take some initiative on their own, and who are ambitious and persistent in learning new technology in an industrial setting.
• Critical thinking skills are important: knowing how to access information, how to use the information, and how to discern which information is relevant to the work. Workers also need these skills to prepare for company tests and qualify for promotion.
• Job readiness skills are important. Potential employees should have some knowledge of the company to which they are applying; how to access information about the company; how to locate the company and the travel time required to arrive on time for an interview; they should be able to succeed in pre and post interview activities; be able to complete an application on the spot versus taking it home for someone else to complete; prepare a resume`; possess basic computer skills; and pay attention to posture, body language, good grooming, and courtesy.
• Additional life skills are important: the ability to adapt to change; a willingness to learn; the ability to work as a team toward a common goal; and a willingness to help others and accept help when it is needed.
• Accurate comprehension and use of English are essential, particularly in industries where safety and health are critical issues and misunderstandings can result in injury, wrong diagnosis of health problems, or emergency situations.
• Customer service skills are an important part of employment in many industries (health care, retail, manufacturing, trade, transportation, etc). Employees must understand a company’s products and demonstrate an eagerness to help customers. They must also understand the competitive nature of business and industry and that customer service is critical to maintaining a competitive edge.
• The ability to read maps and schematics, directions, and safety training materials, and to understand distances between points is critical to the transportation industry.
• Employers repeatedly pointed to safety and communication as their primary concerns. Limited English proficiency makes employees feel insecure about their abilities and thereby limits their opportunities for advancement. Furthermore, employees’ poor self esteem can be unconsciously communicated to the consumer.

A number of employers also offered tips to providers preparing to deliver workforce-related English language instruction:

• Providers must familiarize themselves with industry, environmental print and terminology, safety and operations manuals, a company’s employee benefits, and the language and culture of the workplace.
• Providers must help employees seeking entry-level positions think in terms of career paths, opportunities for advancement and company-sponsored training, access to other employment opportunities, and a commitment to life long learning. Many trade jobs (electrician, plumber, air conditioning and heating technician, heavy machinery operation, welding, shipping and handling) not only support high tech industries and keep plants supplied and running, but can lead to career path opportunities.
• Educational efforts of the past have been too generic and largely unsuccessful. Some customization is often necessary (focus on equipment operations, food processing/preparation, packaging, quality assurance, shipping and receiving). The language learned should be the language used in the workplace.
• Providers should engage their students in the development of a learner-centered, work-related course of instruction, drawing from what they believe is needed to succeed in the workplace.
• In manufacturing, entry-level positions often have to do with the operation of equipment. But employees can advance to better paying jobs (e.g., lab technician, kiln operator, computer monitoring position, maintenance mechanic) with additional education which companies are often willing to subsidize.
• Workforce-related English language instruction is not attractive to many providers who are academic and traditional in their orientation and do not appreciate the importance of employment-focused instruction. Private, for profit providers are beginning to step up and offer attractive alternatives.
• Providers need to better understand employees’ work stations and job tasks in order to address specific work-related language needs. Participation in language task analysis activities is encouraged (e.g., job shadowing, plant tours, orientations, review of environmental print).
• Providers must understand and help learners understand the limitations as well as the opportunities inherent in entry-level jobs, career paths, and options for continued education.
• To date, the integration of English language instruction and occupational training has not occurred. What will it take to make this a reality?

When asked about the skills needed to be successful as parents and family members, and how these roles might impact the work- place, many employers saw an immediate connection. Some reported that employees often lack the skills and resources necessary to make choices between work and family responsibilities. They have difficulty managing/balancing various aspects of their lives, which often interfere with their ability to be productive. Several employers insisted that life skills are vital to helping employees mature and become more productive.

In regard to being successful members of a community, employers explained that they look for employees who can view their work as a way of contributing to the community. Jobs in targeted sectors require that employees like people, know how to interact with them, and that they be customer-oriented.

Others stated that employees need to realize that they can make a difference in their work and community. Some noted that non-proficient English speakers are often fearful of authority and don’t know how to interact with authority figures (medical and school personnel, banks, loan and credit officers, civil authorities).

Several employers also voiced concerns about women in the work- place and the challenges they face in balancing both work and family responsibilities as well as negotiating the cultural expectations of their roles as working women.

Employers also stressed the importance of employees’ understanding company benefits, policy, and procedures so that they can take full advantage of company benefits for their families. Others recognized the connection between work and family as a way out of poverty and felt instruction also needed to address school and child-related issues. Several saw a direct connection between health-related issues, family, work, and community.

One employer noted that minority adult learners need exposure to community groups and services, not only in regard to accessing services but so they might also contribute or become involved (e.g., Red Cross, Hispanic Chamber of Commerce, Habitat for Humanity). They need “a face to go with a place” and to learn that their skills are valued and helpful to others.

Input gathered from adult learners (Texas A&M University, Texas Center for the Advancement of Adult Literacy and Learning, 2004) was not as specific or as extensive as that solicited from employers. But while the original focus questions did not look specifically at work-related issues, adult learners’ responses reinforced what was learned from employers: they recognize the need for additional education in order to find gainful employment. Many equate workforce skills with what are often defined as life skills: team work, job readiness, and knowledge of technology, primarily basic computer skills.

Employers forecast that their current entry-level, limited English proficient workforce is their future management pool, making the investment in their employees’ acquisition of English language skills, literacy, and technology skills critical to their future competitiveness (United States-Mexico Cultural and Educational Foundation, July 2005). The business community is looking for successful, cost effective practices and strategies to address the training needs of “evolving” occupations.

Most industry sectors insist that digital technology is now part of almost every job. The predicted future for workers unable to use the simplest computer technology: low wage employment, episodic bouts of unemployment, economic insecurity, and occasional welfare dependency. In economically depressed parts of the state, where unemployment is at its highest, access to higher wage jobs can not come soon enough. If public workforce delivery systems are to be useful to employers and offer workers access to these jobs, a new paradigm of services geared to employer and employee needs must be developed. This means that education and training providers must play pivotal roles in the paradigm shift and offer solutions that can positively impact businesses. Education and training providers must help design a blueprint for success – one that requires all stakeholders to take a hard look at reaching beyond their present levels of partnership and collaboration to bridge the gaps in services to limited English proficient adults.

The systemic strategy the Texas Workforce Investment Council (TWIC) includes in Destination 2010: FY 2004 – FY 2009 Strategic Plan for the Texas Workforce Development System sends a clear message to all: Customers – employers, current workers, and future workers of Texas – require access to relevant and comprehensive workforce services that span a continuum from career planning and preparation, to career development and enhancement. For Texans to succeed economically, the figurative “whole village” must respond.

Some industries whose incumbent workers often possess neither English proficiency nor a GED are now demanding both from new and potential employees. This significantly raises the bar for entry-level employment. But employers also realize that requiring individuals to first complete ESL instruction and/or attain a GED overlooks the realities of Texas’ workforce:

• a significant number of English language learners have worked in the past or are currently employed
• many possess an impressive work ethic
• many understand the need for lifelong learning
• they make a valuable contribution to the state’s labor force

Title VI of the Civil Rights Act (1964) and Executive Orders #13166 (August 11, 2000) and #13230 (October 12, 2001), require that all customers of the workforce systems – particularly those with limited English proficiency - have equitable access to all federally funded services, and that grantees have the tools and information needed to provide appropriate services at the local level. This legislation brings employers, workforce systems, and educators to the same table.

Programs that combine language and literacy services with job skills training are critical to educationally disadvantaged adults. This means that workforce partners must find ways to bridge the widening qualifications gap between low wage, dead end jobs and well paying jobs with a future. On both the supply and demand sides, there is an acute need for more effective approaches to education and job training for those who have not had the advantages of a strong basic education. If there is to be any debate over which is more likely to get one employed – occupation specific skills or employment readiness skills – employers are quick to remind us that it is not an either/or proposition. Success is not only about getting a job but being able to survive and thrive on the job, taking advantage of opportunities to learn, to advance, to move up the career ladder (Lazaroff, Chicago Tribune, April 2005).

In a public hearing on November 18, 2003, Commissioner Ron Lehmann stressed the importance of employees being able to communicate if they hope to take advantage of career growth opportunities. At the same time, he stressed that prerequisite employability skills are becoming ever more critical in the workplace, and that curriculum needs to help the individual self-certify that their work ethics and value systems align with those of the workplace.

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