Charting a Course: Responding to the Industry-Related
Adult Basic Education Needs of the Texas Workforce
Handbook Two: Workplace Savy for Workforce-related Instruction
Modules #5 & 6

Module Five: Identifying Adult Learners’ Work-Related Proficiencies and Needs

Setting Mutual, Achievable Goals and Objectives

DOL does not presume that all workers have proficiency in English and the U.S. culture. It takes seriously the special challenges faced by workers with limited English language skills. DOL recognizes that if this growing segment of our population is to compete for gainful employment, and states are going to ‘grow their own’ pool of qualified workers, access to education and training opportunities is critical.

Adult education can help provide these opportunities.

From Simply Better! Business Services

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 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 are 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). Review the steps Friedenberg recommends following when planning work-based instruction for a company’s employees:

  • 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).

Now read Friedenberg’s recommendations a second time and determine which can be applied to the delivery of workforce-related instruction in a regular ESL classroom. Which steps would you keep? Which would you eliminate?

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