| Phase |
Activities … And Who Does
What? |
? |
Groundwork & Marketing |
- 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 non-native speakers of English
- Surveying local businesses and industry
- Participating in community, industrial, and civic organizations
- Presenting marketing efforts (materials, presentations)
|
|
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
|
|
Follow Up, Lessons
Learned |
- Surveying employer/employee satisfaction
- Reviewing outcomes vs. original goals and objectives
- Soliciting corporate endorsement and opportunities to offer additional
services
|
|
