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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 and Administrators

Module Two: Marketing Adult Education Services as Workforce Solutions

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 work-related 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?
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?

 

 

 

 
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?

 

 

 

 
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 work-related 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?