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 Four: Defining and Agreeing Upon Mutual, Achievable Goals and Objectives

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.