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[Workplace 1527] Needs AnalysisPRISCILLA S CARMAN psc3 at psu.eduWed Jul 23 14:43:09 EDT 2008
Thanks Barbara for posting Pennsylvania's Workplace Wheel; it reminded me that several years ago we compiled a list of resources that were helpful for conducting needs analyses in the workplace. Here's a link to that web page: <http://www.pawerc.org/foundationskills/cwp/view.asp?a=250&q=122328> Also, I looked at some of Oregon's OSHA Spanish and English Workplace safety & ESOL training materials that Mary Lewis posted the other day.In the Workplace Cultures materials, they talked about identifying three key people for the training team (who would also be good spokespersons for the needs analysis): technical leader (person with best skills and knowledge to get the job done); the language leader (person with the best bilingual skills); and the social leader (person the group recognizes as the leader). This seems like a good strategy for workplace ESOL programs, especially for incumbent workers, so that the program targets needs from a variety of perspectives. Is this possible/feasible in the often limited time we have to develop and implement programs? Thanks for the great ideas in this new forum, Priscilla Carman On Wed, Jul 23, 2008 12:28 PM, "Barbara Tondre" <btondre at earthlink.net> wrote: > v\:* {behavior:url(#default#VML);} o\:* {behavior:url(#default#VML);} w\:* {behavior:url(#default#VML);} .shape {behavior:url(#default#VML);} st1\:*{behavior:url(#default#ieooui) } > > >Thank you, Miriam. I suspect that one of the products of your thorough language task analysis was the compact chart on ESOL Worker Competencies ( to get a job, to survive on the job, and to thrive on the job) that you included in one of your articles a few years back. I have attached it here. I find it very useful when clarifying for new instructors just what we’re talking about in terms of work-related literacy and language skills. Pat and I included it in the Tennessee ESOL in the Workplace publication, and I also included it in Charting a Course: Responding to the Industry-Related Adult Basic Education Needs of the Texas Workforce. As you see from the attachment, it also appeared in our SHOP TALK series along with Pennsylvania’s Workplace Foundation Skills Framework (an adaptation of the EFF Wheel). > > > > > > > >Barbara Tondre > > > > > > > > > >From: workplace-bounces at nifl.gov [mailto:workplace-bounces at nifl.gov] On Behalf Of Miriam Burt >Sent: Wednesday, July 23, 2008 10:58 AM >To: The Workplace Literacy Discussion List; djgbrian at utk.edu >Subject: [Workplace 1522] Re: Taking the Plunge into Work-Based ESL > > > > > > > > > >Hello, everyone. > > > > > >I'm enjoying the discussion about setting up work-based ESL classes. I'd like to respond to this question: > > > > > > How do you go about identifying the language skills needed in the workplace? > > > > > >Years ago, while I was setting up the federally funded (under the U.S. Dept. of Ed's National Workplace Literacy Program [NWLP] ) Food & Beverage Workers Union and Employers Benefits Fund Skills Enhancement Training (SET) program, I was allowed free access to the workers and the workplace to determine the language skills needed on the job. This meant I observed workers on the job, during their breaks, and at meetings to determine the skills needed for communicating with supervisors, with customers, with co-workers, and with union staff. I took extensive notes, which I later clarified/confirmed during interviews with union personnel, supervisors, HR personnel, upper management, co-workers, and the targeted workers themselves. For the literacy demands of the job, I collected and reviewed both all formally required texts: contracts, memos, manuals, recipes, policies, and so on, as well as all environmental print…for example, signs and notices posted on the job. > > > > > >I did this complete oral/written scan for every worksite involved in the project. It was great to have this extensive access to the worksite and the time it took up front was well worth the effort as it served to introduce me to all the players, to get them all on board. It also meant that I was able to develop a curriculum that truly addressed the language need/communication skills of each worksite. And each player was contacted and knew that he or she had been listened to. It also got co-workers to support the project as their valuable assistance and counsel was sought concerning the language skills needed by English language learners at their worksite. > > > > > >Hanging around during the breaks was especially useful as I was able to see how co-workers communicate, topics discussed, level of formality of discourse, and so on. > > > > > >So I guess a summary of the above is that it's extraordinarily important to spend the time up front involving all players in this scan of language needs of the workplace. > > > > > >Miriam >********* >Miriam Burt >Center for Applied Linguistics >4646 40th Street NW >Washington, DC20016 >(202) 362-0700 (phone) >(202) 363-7204 (fax) ><#> (email) > > > > > > > > > >-----Original Message----- >From: workplace-bounces at nifl.gov [<#>] On Behalf Of Maria Caratini-Prado >Sent: Tuesday, July 22, 2008 12:42 PM >To: Maria Caratini-Prado; workplace at nifl.gov; djgbrian at utk.edu >Subject: [Workplace 1513] Re: Taking the Plunge into Work-Based ESL > > > > > >>>> Maria Caratini-Prado 07/22/08 11:36 AM >>> >Good morning! > > > > > >Thank you Dr. Brian for reposting these questions. As the Program Director for ESL at EastfieldCollege in Mesquite, Texas, and with eight years experience in Business Industry ESL I will introduce our model. > > > > > >Questions about Workplace Literacy: > > > > > >-The terms workforce, workplace, and work-based are often used interchangeably in discussions of work-related literacy, basic skills, and English language instruction. Is one preferred over the others and is there a marked difference in meaning? > > > > > >I perfer the term workforce because every important office in our state bears the word: "Texas Workforce Commission" for example. And our college division bears the word in its title: "Division of Workforce Development." Keeping to the term "workforce" allows businesses to relate and access our services faster. > > > > > >-If you recognize a local need for work-related literacy services in your community, what do you do about it? How do you go about approaching the employer(s) to discuss needs? > > > > > >At EastfieldCollege, I use census demographics information and city statistical information to learn where in the area there is marked density of non-English language speakers. I drive through those areas and meet with directors or managers to talk about what I see. (I do this every summer in early July.) I have a document that shows the different programs and courses my college offers and emphasize that those courses can be adapted to fit industry. > > > > > >-What needs to happen at the initial meeting between a company/employer and a workplace ESL provider? I like to provide a "mini-college fair" at the company. Once I am in the door, I feel that the first person I need to speak to is the one needing the language because in significant numbers, the employees will clamor for the company to offer ESL. I also provide my customary presentation to the CEO, managers, etc. and provide a sample of what a Business Industry ESL class is like. > > > > > >-How do you go about identifying the language skills needed in the workplace? Once I choose the perfect instructor, we request permission to shadow the company, collect brochures to create vocabulary logs. This information is sorted and included in the various units presented in class. > > > > > >-How can you address the work-related language needs of learners coming to your regular ESL classes? Our program at Eastfield provides workforce content in our textbook series that is further enhanced with instructional handouts provided by the Texas Workforce Commission. We have four posters provided by TWC that teach our students about getting a job, interviewing, calculating salary, and sustaining performance. We use some handouts from Equipped for the Future that show the importance of mastering English for home, work and community. In the spring of 2009, we will be offering a new program at our college, Basic Workplace ESL Skills, with a weekend college format, to allow students who want a greater emphasis on workforce skills to have their own program. > > > > > > > > > > > > > > > > >Maria Caratini Prado, M. Ed. TESOL >ESL/ESOL Teaching & Learning >Arts, Languages & Literature Division >Eastfield College, Texas >mcaratini at dcccd.edu ><> >(972) 860-7659 office >(972) 860-8392 fax >"Advancing English Education Globally" >>>> "Brian, Dr Donna J G" <djgbrian at utk.edu> 07/22/08 5:23 AM >>> > > > > > > >Colleagues, > > > > > >For some reason, Barbara Tondre was unable to post directly to the list, and I was without electricity all of last evening due to a ferocious storm that passed through, and so was without computer access. > > > > > > > > > > > >The questions that Barbara provides below are all good jumping off places. Which ones are of special interest to you? To let us know, just reply to this post with your comments. > > > > > > > > > > > >Donna > > > > > > > > > > > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > > > > > > > > > >Dear Colleagues, > > > > > > > > > > > >It is only Monday, but I thought I would try giving our discussion a jump start by offering some prompt questions that Pat and I provided Donna Brian. If you are just beginning to venture into matters related to the workplace, these questions may "speak to you". If so, send a reply and let us know what peaks your interest. If on the other hand, you've got questions you don't see here, or issues you would like to discuss, we hope that you will introduce them. > > > > > > > > > > > >Questions about Workplace Literacy: > > > > > > > > > > > >1. The terms workforce, workplace, and work-based are often used >interchangeably in discussions of work-related literacy, basic skills, and English language instruction. Is one preferred over the others and is there a marked difference in meaning? > > > > > >2. If you recognize a local need for work-related literacy services >in your community, what do you do about it? How do you go about approaching the employer(s) to discuss needs? >3. What needs to happen at the initial meeting between a >company/employer and a workplace ESL provider? (see page 74 of the Tennessee Handbook) >4. How do you go about identifying the language skills needed in >the workplace? (see section starting on page 75) >5. How can you address the work-related language needs of learners >coming to your regular ESL classes? > > > > > > > > > > > >Anything pop off the page? Let us hear from you! > > > > > > > > > > > >Barbara Tondre > > > > > > > > > > > >________________________________ > > > > > >From: workplace-bounces at nifl.gov [<#>] On Behalf Of Pat Sawyer >Sent: Monday, July 21, 2008 12:19 PM >To: workplace at nifl.gov >Subject: [Workplace 1503] What do we do first? > > > > > > > > > > > >I know that many of you who are members of this discussion list are experienced educators who have established ESOL classes in the workplace. There may also be others who have had little if any experience in the workplace. > > > > > > > > > > > > I am an "educator" and my only experience in the workplace was to wrap Christmas presents at a department store when I was 18 years old. I didn't know who to contact or how to approach someone in a business where we wanted to establish an ESOL class. This is the first and most common question asked by those who are beginning to work with workplace ESOL classes, "What do we do first?" > > > > > > > > > > > >This question is answered many times and in many sections of our workplace book, but if you will read page 144 in Appendix B-1 you may begin to think about "what you do first." > > > > > > > > > > > >Pat Sawyer > > > > > > > > > >---------------------------------------------------- >National Institute for Literacy >Workplace Literacy mailing list >Workplace at nifl.gov >To unsubscribe or change your subscription settings, please go to <http://www.nifl.gov/mailman/listinfo/workplace> delivered to mburt at cal.org > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/workplace/attachments/20080723/bfe00000/attachment-0001.html
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