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

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

Setting Mutual, Achievable Goals and Objectives

 

Identifying appropriate goals and objectives is critical to the success of workforce-related educational services. Whether you are designing instruction to be delivered to a specific group of employees, or you are trying to help teachers address workforce-related topics within traditional adult education, time spent on goals and objectives pays off. Knowledge and thoroughness are critical in offering solutions / strategies that are innovative.

Friedenberg (Workplace ESL Guide, pp.9-11) suggests goals be limited: one is essential, and three is the maximum. Objectives are related to the goal(s) but are much more specific and are usually presented in a list format following the goal(s). These should be presented in specific measurable outcomes and should result from the following activities:

• Review results of the language task analysis as well as meetings with employer(s) and other stakeholders to determine if education is the appropriate response to the identified needs.
• Reach consensus with company management and employees in determining priorities for education services. How will each benefit?
• Assess employees’ language, literacy, and/or employability skills and proficiencies prior to finalizing a proposal for services. Sometimes this is not feasible, but note that without pre-assessment, you forfeit baseline information and run the risk of having learners with a very wide range of skills / proficiencies lumped together by employers who may not understand the complexities of the language learning process.
• Define mutually agreed upon clear and achievable goals. Make certain that employers understand the options for services, the variables, and what can be realistically expected in return for their investment. *
• Make program objectives measurable in terms of performance – the desired changes in performance or behavior (i.e., improved reading or math skills; team work; ability to apply computer literacy skills; increased productivity; improved communications with supervisors).
• Describe and prioritize instructional objectives, with time constraints in mind.
• Discuss expectations of the employer, the service provider, and the instructor to ensure successful program delivery (see checklists).
• Draft and present a written proposal for services, with specifics regarding program costs, adult education’s contributions, fees for services, the employer’s and other stakeholders’ contributions (a first draft can be faxed or sent via email, with discussion to follow).
• Identify a single point of contact for all future communications.
• Finalize a written, signed agreement to provide services (see sample templates).

*It is important to be candid with employers about expectations. They may not understand the “gap” between employees’ current skill levels and the desired outcomes. Literacy may be an evasive term, and the need to administer baseline assessment may not be appreciated. Employers must understand the options: What can be provided in three hours of instruction per week, for 4, 8, or 12 weeks?

The materials included in this module are designed to assist you in developing objectives for the educational services you are proposing. This module is closely linked with the information discussed in Module Two and gathered during conversations, meetings, and interviews with the employer and employees. The proposed objectives should correspond to the needs identified during these data gathering processes.

The complexity of the objectives will be impacted by a number of factors. For example,

• the number of hours of instruction to be offered
• whether the employer is receptive to instruction being delivered in multiple cycles or short sessions to accommodate employees’ work schedules and the company’s production deadlines
• if assessment of employees’ language and literacy needs indicates a wide range of proficiency levels and skill deficiencies that cannot be adequately addressed in one class for all
• whether or not participation will be voluntary or required and attendance monitored.

You will likely discover other relevant factors as you analyze the needs and formulate appropriate responses. This module also provides templates that can be adapted or replicated for use with employers. They include a statement of confidentiality, a template for reporting assessment results, and a sample letter of agreement.

Finally, three checklists are provided. These articulate what is expected of the employer, the educational provider, and the instructor delivering workforce-related instruction. They should be reviewed with the employer and can be attached to the letter of agreement. The instructor’s checklist should be included in his / her preparation for a workforce-related teaching assignment.

Your Next Step

This concludes Handbook One. Handbook Two includes two additional modules to assist you and your instructors. Module Five focuses on delivering instruction based on identified workforce-related needs. Module Six examines meaningful ways to monitor, measure, and report learner performance and program success. It is important that program administrators be familiar with both handbooks. Professional development for instructional staff is essential in preparing to deliver workforce-related instruction – whether it is at a worksite or delivered as part of traditional ESL instruction..

As local programs prepare to respond to workforce-related instructional needs, administrators are encouraged to engage instructional staff in learning more about workforce related issues by arranging for participation in the following opportunities:

• tours of plants and worksites
• participation in language task analysis activities
• meetings / interviews with employers / employees to identify needs
• familiarity with work-related print, activities, and workplace expectations
• visits to local businesses’ websites