Return-Path: <nifl-workplace@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eAFIv3908978; Wed, 15 Nov 2000 13:57:03 -0500 (EST) Date: Wed, 15 Nov 2000 13:57:03 -0500 (EST) Message-Id: <sa128803.051@wppost.depaul.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-workplace@literacy.nifl.gov Originator: nifl-workplace@literacy.nifl.gov Sender: nifl-workplace@literacy.nifl.gov Precedence: bulk From: "Vicki Hathaway" <vhathawa@wppost.depaul.edu> To: Multiple recipients of list <nifl-workplace@literacy.nifl.gov> Subject: [NIFL-WORKPLACE:3882] Re: Workplace Educator Preparation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise 5.5.2 Status: O Content-Length: 4854 Lines: 54 >>> "John Antonellis" <jantonellis@cbwl.org> 11/15/00 09:52AM >>> Greetings! My name is John Antonellis. I work at the Corporation for Business, Work & Learning (CBWL) in Boston, MA in the Workplace Learning Services department. I would like to invite you to particiapte in a brief survey which is looking at the professional development needs for workplace educators. Details follow below. Thanks in advance for any assistance you can provide! John Antonellis jantonellis@cbwl.org Corporation for Business, Work & Learning Boston, MA The details: We are a provider of workplace skills with more than 20 years of expertise in delivering basic skills and ESL training customized to a manufacturing clientele. I will answer from my perspecitve as project manager and previous staff development coordinator for workplace basic skills contractual staff. 1. What are the roles and responsibilities of workplace educators, including specific functions and tasks that they are expected to perform? Routinely: assess basic skills and /or ESL proficiency of class participants; prepare blind report of assessment scores; develop customized lesson plans (utilizing our curriculum templates) and materials; deliver instruction; deliver routine oral progress reports to company liaison: complete grant-related training documents and data (demographic and pre/post assessment); assist in reporting group achievement to company Occasionally (dependent on skill level): Conduct training needs analysis 2. What should workplace educators know and be able to do to minimally perform their roles and responsibilities satisfactorily? They should have skills to: conduct assessments (standardized, normalized, criterion referenced, and ustomized); desktop simple test score spreadsheets, lesson plans and worksheets, and reports of instructional achievement; customize instruction to company systems and quality initiatives; maintain good customer service relationship with company liaison; promote futher training that would benefit the client 3. How (e.g., classroom-based training) and where (e.g., on the job, at the firm) can workplace educators most effectively develop the necessary knowledge and skills? Knowledge of instructional content area is important, but needs supplementation with instruction in the training cycle (needs analysis, skills gap analysis, instructional design, implementation, evaluation - including ROI indicators-- and a new needs analysis) We find it especially beneficial for new instructors to shadow master teachers in a workplace setting for as much (unpaid) time as they can commit. We then assign them an informal mentor with whom to exchange ideas and probem solve for a term or two. 4. How can the knowledge and skills of workplace educators most effectively be assessed? I believe that a good methodology is an interview utilizing a team of proficient practioners and focusing not only on direct or related instructional experience but also on knowledge of corporate environments and systems and skills appropriate to corporate cultures, particularly customer service, focus on ROI, and marketing. Some of our best instructors have had no formal preparation for instruction but have good natural instincts and excellent skills in a corporate environment. Some of our least successful instructors have had solid academic preparation but have maintained a mindset of academic freedom (instructional content should be left to the discetion of the instructor; should be valued for its future potential: should be recognized as a worthy endeavor in itself, mainly independent of context and mainly free of outside direction and accountability). 5. What mechanisms can be used to certify workplace educators or endorse their qualifications? Establish prerequisties (knowledge, skills, abilities) Then provide a program of classroom instruction in the concepts of workplace skills instructional design, implementation and evaluation. Follow up with an on site practicum evaluated by professional observers, class participants, and company personnel responsible for training or HRD. For those with previous experience and wishing to certify, a brief exam of concept knowledge and letters of recommendation from teaching/training professionals, students, and HRD personnel could suffice. Another way is to suggest any publications or unpublished materials that speak to the preparation and development of workplace education professionals. We encourage you to simply use the "reply button" on your e-mail. If you have any questions or would like to stay informed about future initiatives in this area, please let us know in your e-mail or contact us via phone at our numbers below. Thanks in advance for your assistance. John Antonellis (617) 727-8158, x1223 Johan Uvin (617) 727-8158, x1242
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