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

acquiring and evaluating facts and data

making decisions and solving problems

communicating information

organizing and planning time

initiating self-management

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

volunteering information

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

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.

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.

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.

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.

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.

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.