SHOP TALK #5:
Building Capacity to Deliver Effective Work-Related Education
Published July 5, 2006
Wondering how you will wear yet another hat in response to Education
Rider 82, which requires Adult Education to respond to the work-related
needs of adult learners - particularly those with limited English language
proficiency? Although you already have many of the skills needed to
do the job, help is on the way.
Professional development is being planned for both program
administrators and instructors who anticipate being engaged in the delivery
of work-related English language instruction. Both groups will have the
chance to inventory their preparedness and set priorities for their own
professional development. In order to meet the varying needs of adult
educators across the state, the training will be developed and delivered
in phases.
No two adult education programs venturing into work-related
instruction are identical. Variables include program size and capacity,
local industry needs, and partnerships with other stakeholders. Just
as the delivery of work-related instruction is not for the faint of heart,
neither is it meant to be delivered in isolation. Partnerships
must be ramped up in order to offer a continuum of education and training
services leading to sustainable employment.
In work-related education, there are three primary responsibilities.
These have to do with program administration, curriculum planning, and
delivery of instruction.
Program administration. Planning and
delivering work-related instruction requires the authority to enter into
negotiations and agreements with workforce partners, employers and post
secondary education and training providers. In addition, the program
administrator coordinates curriculum planning and instructional delivery,
and selects the instructors best suited for the job. The administrator’s
leadership ultimately determines overall program success in work-related
instruction.
Curriculum planning. An
effective workforce-related education initiative requires planning the
curriculum with employers and employees, workforce partners and other
stakeholders, and certainly with instructor(s) to ensure that instruction
responds to local labor force needs. Curriculum planning is driven by
the needs of the community, employers, and emerging, incumbent, or displaced
workers. This responsibility is most often shared by the program administrator
and the instructor(s), since few programs have their own curriculum developer.
Because of the labor intensiveness of curriculum development,
Texas LEARNS is developing curricular materials for three industry clusters
(healthcare, customer service and sales, and manufacturing). These materials
will be available to all adult education programs. Still, some adaptation
will most likely be necessary. Instructors must be prepared to respond
to this need.
Instruction. In order
to be effective, the instructor(s) should be familiar with the parameters
of the negotiations and agreements entered into by the program administrator
as well as curricular needs. In addition, instructional staff must understand
the focus of work-related instruction, the language and culture of the
workplace, time constraints, and the needs of multiple customers (employers,
workers, and other stakeholders).
Preparing to deliver workforce-related
adult education instruction. While the focus of the 2006 curriculum
development is on the needs of the limited English proficient learner,
much of the preparation applies to the delivery of ABE/ASE level workforce-related
instruction as well. In either case, most successful programs require
educators to step outside the academic arena and into the culture of
the workplace. Widely recognized frameworks for program design usually
include the following components:
- Know your program capacity and the services / solutions you can
provide. What do you need in terms of professional development and
support for yourself and your instructors?
- Facilitate dialogue with a local team of stakeholders who
have a vested interest in the language, literacy, and basic skills
of the workforce. This group can help develop and advise
the planning process and sometimes identify additional funding
sources. If instruction is to occur in the workplace, workers and
frontline supervisors should be included in the dialogue.
- Conduct a language task analysis to determine how workers’ language
deficiencies impact targeted industries and occupations. Identify
the knowledge, skills, and competencies workers needed to perform
job tasks successfully. Review local labor market information,
and gather input from employers, employees, and workforce partners.
Request copies of work-related print that workers use on the job.
Keep in mind that safety and communication skills are top priorities
in the workplace.
- Agree on mutual goals and program objectives. Using
the data collected in # 3, as well as employee assessment results
(if assessment has been completed at this point), propose a solution
that has clear, achievable goals and objectives acceptable to you
and the employer and/or workforce stakeholders. Prepare a written
proposal for services you can provide, including specifics regarding
in-kind contributions, fees for services (if any), expectations of
each party, duration of services, assessments, etc.) Identify learners’ needs
for a continuum of services beyond those adult education can provide.
- Utilize information from the language task analysis to
inform a curricular response and to define instructional needs. Configure
classes to accommodate client needs, and prepare instructional
staff to deliver industry-related instruction. Time constraints
require a tighter instructional focus than that often found in
regular adult education ESL classes. Arrange for instructional
staff to tour worksites, job shadow, examine environmental print,
and meet with employees (both native and non-native speakers of
English) as well as frontline supervisors. Address confidentiality
issues, client expectations, documentation of changes in learners’ performance
and behavior. Above all, incorporate adult learning theory, principles
of second language learning, and an understanding of the culture
of the workplace into teacher preparation.
- Monitor, evaluate, and report learner progress and program
success. Review baseline assessment information, ongoing
assessments by instructional staff – including teacher observations,
testimonials from learners / frontline supervisors regarding skills
application, and changes in performance and behavior. Report attendance
and progress frequently and consistently. Review original goals
and objectives, make necessary midcourse changes, and use lessons
learned to sustain services and partnerships.
The professional development being planned by Texas LEARNS
will address these major components, and participants will have access
to templates and worksheets to assist them in delivering successful work-related
instructional initiatives.
