Designing Effective Workplace Instruction

Facilitated by:Lori Howard Melissa Dayton

lbhoward@casas.org mdayton@casas.org

CASAS Summer Institute, June 13, 2012

Agenda

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Warm-up and Introductions Presentation/Practice Background Information: Planning, Implementing, and Evaluating

Workplace ESL Programs Read and discuss

Workplace Needs Analysis Review the process for analyzing a workplace Analyze a sample needs assessment report

Curriculum Framework Write sample lesson objectives and assessment activities

Formative and Summative Evaluations Review evaluation procedures

Evaluation/Application

5 Steps to Workplace Instructional Design

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There are 5 steps* of effective instructional design for workplace language training :

1. Conduct a Needs Analysis of the Workplace2. Develop CurriculumUse the Needs Analysis to develop Performance Objectives

and a Curriculum Framework3. Plan Instruction4. Determine Instructional StrategiesWrite a Teacher’s Guide including Lesson PlansWrite Learner’s Instructional Materials based on Lesson Plans

5. Conduct Formative and Summative Evaluations

* Adapted from Friedenberg, et. al 2003 and Grognet 1996

Goals and Objectives

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By the end of this workshop participants will be able to:

Identify the 5 steps of effective workplace instructional design Identify the components of a workplace needs analysis Review a needs assessment report Identify the components of a workplace Curriculum

Framework Write sample workplace lesson objectives and assessment

activities Identify purposes for formative and summative workplace

evaluations

The Ah Ha! Moments

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Warm-Up

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Please stand up Sit down if you are a:

Teacher in a workplace program Coordinator in a workplace program Administrator in a workplace program

Think/Pair/Share Introduce yourself to a partner

Name Agency, Location Position

Ask: What do you hope to learn at this session?

Presentation: Planning, Implementing, and Evaluating

Workplace ESL Programs By: Allene Guss Grognet

Project in Adult Immigrant Education (PAIE)

Center for Applied Linguistics

June 1996

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.

Presentation: Background Information

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Part 1 Form Groups of 4-5 Number off 1-4 (5th person takes number 1 also) Each person reads the corresponding part of “Workplace

Literacy” (parts 1-4) 1 – Green 2 – Goldenrod 3 – Blue 4 - Orange

Read your section of the article (5 minutes) Underline the important parts of your section of the article Select 3-4 of the most important parts to share with your

group

Presentation: Background Information (continued)

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Raise your hands 1-4 3 is the Facilitator 2 is the timekeeper

Facilitator asks each group member to share in turn Timekeeper allows 3 minutes per person to share and

answer questions

Presentation: Background Information (continued)

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What questions do you have? How does the information you learned from this activity

relate to your experience or your practice?

Workplace Needs Analysis

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Workplace Needs Analysis:

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Should enable… Employers:

to understand skills required to do the job to assist with prioritizing training needs

Education Coordinator: to assist with prioritizing training needs with employer

Curriculum Developers: to choose priority course content (competencies) to understand how and where competencies are used (evidence

column)

Workplace Literacy Skills Analysis: Components

1 - Preliminary Needs Assessment Initial company call Initial company visit/tour

2 - Formal Needs Assessment

3 - Needs Assessment Report

Literacy Skills Analysis Supervisor Interviews Worker Interviews and Observation Workplace Vocabulary

Employee Assessment WPLN assessments

Background Research Company-provided information Training manuals, textbooks Web Searches

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Initial Meeting and Tour Research the company before initial meeting

Obtain overview of company’s products and services, workforce profile, organizational changes, skill-related issues

Identify company stakeholders / key contacts

Obtain general view of relationship between management, workers, union (if present)

Lay the groundwork for TRAINER team to begin needs assessment Employer goals

Employer experience with language training for employees

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Needs Assessment Report

Report should include: Project background, company’s goals, stated needs and

concerns General observations Detailed workplace literacy skills analysis results Workplace vocabulary list Priority curriculum areas Recommendations

Discuss report with employer: Report findings Curriculum options Expected outcomes Next steps

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Sample Needs Assessment Report

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Context/Case Study Review the Needs Assessment Report Skill Levels (page 11) Assessment Data (page 6) Analysis (pages 9-10) Vocabulary list (page 12)

Sample Needs Assessment Report Activity

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Review sample needs assessment report through eyes of: Employer Education Coordinator Curriculum Developer

Answer the following questions: What information in the report will help you plan training? What other information do you need to plan training?

Curriculum Framework

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Components of a Curriculum Framework

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Section 1 – Introduction/Overview Section 2 – Performance Objectives Section 3 – Performance Measurement

Curriculum Framework-Section 1 Introduction

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Describe briefly the primary goal of the course primary performance objectives language skills to be improved

Describe learners in aggregate terms (no names)•Job titles •English language levels •Heritage languages/mother tongue •Average length of time with employer •Educational backgrounds

Describe pre/test and placement procedures Describe proposed course

Location/classroom arrangement Schedule Instructional techniques, strategies and/or approaches to be utilized in

order to attain objectives Single level/multi-level course Materials, Equipment and Resources

Curriculum Framework –Section 2 Performance Objectives

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List the Performance Objectives Show alignment with Competencies and Content Standards Outline the proposed sequence of instruction

Literacy Skills Job Tasks

Hotel Housekeeping

Customer Service

Oral Communication

CommonGreetings

Verb tensespast

presentfuture

Vocabularysupplieslocations

staff

Q & A5 Ws + H

Directionsprepositions

ordinal #locations

SocialCustoms

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Curriculum Framework –Section 3 Performance Measurement

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Describe how each lesson objective will be measured and reported

Outline the course evaluation criteria Note: Part of the overall program and curriculum design

should factor in the criteria to measure the efficacy of the program for all stakeholders (i.e., employees, employers, funding agency, training providers)

Creating a Curriculum Framework

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Select Performance Objectives utilizing information from the Literacy Needs Assessment Report and Workplace Literacy Skills Analysis Summary

Identify communicative tasks/functions related to the performance objectives (these will become lesson objectives)

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MENU

Practice 1: Selecting and Prioritizing Communicative Tasks

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Review the Workplace Literacy Analysis: Oral Communication for Service Specialist/Wait Staff (pages 9-10) and the vocabulary list (page 12) Brainstorm:I. What actual workplace applications (tasks) match the

competencies listed?What tasks does the beginning level learner need to be able

to do to be an effective wait staff member?

Practice 1 (continued): Linking Job Tasks to Curriculum Development

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II. What language is required to perform each task? Be specific:

1. Functions2. Grammar structures, verb tenses3. Vocabulary, terminology4. Social/Etiquette conventions

Creating a Curriculum Framework

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Prioritize tasks by utilizing knowledge of effective teaching methodology including principles of adult learning and principles of language learning Consider criticality (urgency and frequency) of the task Consider complexity Consider organizing by talk type (who is talking to whom

about what) Consider organizing by broadening responsibility Allow opportunities for repetition and reinforcement of

key material

Practice 2 – Prioritizing the tasks

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Prioritize the list of communicative tasks What are the top tasks

Practice 3 - Lesson Objectives

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Utilizing the task list, think of one or two lesson objectives for a 3 hour lesson for beginning level learners At the end of this lesson, learners will be able to:

Practice 4 - Performance Measurement

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Measure Tasks/Objectives: Describe how each lesson objective will be measured Possible Assessments:

Make sure the skills match An oral objective requires an oral assessment

Practice 4 (continued):Performance Measurement Example

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Performance Objectives Evaluation Criteria

1. Understand and follow simple (levels 1, 2) or complex (level 3) work-related instructions and schedules of work, using clarification strategies if necessary

In a role play with the instructor, learner will demonstrate, with 90% accuracy, understanding of simple (levels 1, 2) or complex work related instructions and schedules of work using clarification when necessary.

2. Interpret and follow written directions and procedures on signs posted in the store and product labels.

Given 3 signs and 3 product labels from ABC company, learner will be able to interpret the meaning of the signs and labels with 90% accuracy.

Practice 4 - Write an Assessment

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Select one of the objectives you wrote in Practice 3. Write a description for an assessment for that will verify

that learners can “do” the objective Make sure the skills match

An oral objective requires an oral assessment

Formative and Summative Evaluation

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Evaluation

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Formative - while class is in progress Review match of curriculum/instructional materials to program

objectives

Summative - at completion of program Evaluate learners

Formal assessments Program-developed assessments

Evaluate program Information from all stakeholders, i.e. teachers, supervisors, learners What worked and what didn’t work Qualitative and quantitative

Final Wrap-Up Report to Company

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could include:• documenting how skills gaps have been addressed

o formal assessment measures (WPLN)o informal assessment measures

• addressing employer expectations• participant feedback• trainer observations and recommendations• definition of focus areas for continuous learning • recommendations for next steps

Goals and Objectives

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By the end of this workshop participants will be able to:

Identify the 5 steps of effective workplace instructional design

Identify the components of a workplace needs analysis Review a needs assessment report Identify the components of a workplace Curriculum

Framework Write sample workplace lesson objectives and assessment

activities Identify purposes for formative and summative workplace

evaluations

Reflection

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What are 3 things you learned in this workshop? What will you implement immediately? What will you implement in the future?