The Network of Educators in the Workplace
offers this information as an educational service to those interested in knowing
the quality indicators in providing Workplace Language and Basic Skills Programs
DO YOU NEED A CUSTOMIZED WORKPLACE LANGUAGE OR BASIC SKILLS PROGRAM?
You may, if your company is facing:
job tasks that are resulting in problems with quality or quantity of work produced
job tasks that are attributable to high rates of accidents or safety violations
job tasks for which changes in responsibility, procedures or equipment are planned
performance gaps when staffing up with temporary workers rather than full time employees
You do, if your employees have difficulties with:
acquiring and evaluating facts and data
making decisions and solving problems
organizing and planning time
reading/interpreting new instructions
writing clear work orders/e-mail messages/memos
communicating with language groups other than their own
identifying how their work relates to the quality of the company’s product/service
participating in meetings
forming relationships with people from other cultures
working effectively within culturally diverse settings
handling new equipment or procedures
participating in technical training
maintaining and troubleshooting equipment
DO YOU KNOW HOW TO CHOOSE A WORKPLACE PROGRAM PROVIDER/TRAINER?
A quality provider/trainer assesses the company’s needs by:
defining business needs, goals and gaps at an initial meeting with management personnel;
analyzing critical job tasks and the application of language skills & basic skills to the task
writing a proposal to include needs assessment, training program development, delivery, and evaluation;
defining the learning outcomes.
A quality provider/trainer assesses the trainees’ needs by:
designing tools to assess the language skill & basic skill gaps revealed in the company assessment;
surveying trainees’ personal skill needs and interests;
reporting the results and recommendations for training.
A quality provider/trainer designs the training program by:
linking training to business goals;
integrating language & basic skill training with other training required in the workplace;
designing training according to language or basic skill levels reported in assessment recommendations;
designing measurable outcomes within agreed-upon time-frame;
establishing guidelines for meeting outcomes;
incorporating job-related materials and responsibilities;
identifying sequence, language, and basic skills and materials to meet outcomes.
A quality trainer uses the most effective instructional methods, such as:
using business-related protocols
identifying learning outcomes for each class meeting;
sing appropriately leveled materials and instructional language;
using a variety of instructional and grouping strategies;
providing opportunities for practice;
arranging for release from work schedule for optimum learning time;
allowing trainees to evaluate their progress on a regular basis;
creating learner-centered activities;
teaching the language or basic skills—not the job;
applying the language or basic skills taught to actual workplace tasks.
A quality provider/trainer evaluates the trainees’ progress by:
designing a pre- and post-assessment for each learning outcome;
providing for ongoing trainee evaluation by the trainer;
using tools that promote trainees’ reflection on their own progress;
building in a system for feedback from supervisors.
A quality provider/trainer evaluates the success of the program by:
determining the degree to which outcomes were met by each participant;
surveying the success of the program by using participants’ feedback;
asking managers to describe observable outcomes from the training;
summarizing progress and making recommendations;
reporting evaluation data in a meaningful way to management personnel;
evaluating impact on non-instructional outcomes, such as promotion, volunteering and teamwork.