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 Three: Facilitating a Team of Stakeholders to Provide 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 can not 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.

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.

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