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DOCUMENT RESUME

ED 359 835 FL 800 652

TITLE Workplace Literacy Development Guide forEmployers.

INSTITUTION Seattle-King County Private Industry Council,Seattle, WA.

SPONS AGENCY Office of Vocational and Adult Education (ED),Washington, DC.

PUB DATE Oct 92NOTE 79p.; For Final report, see FL 800 651.PUB TYPE Guides General (050) Tests/Evaluation

Instruments (160)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS Basic Skills; Community Programs; Cultural Pluralism;

Curriculum Development; Employees; *Employers; JobSkills; Language Skills; *Literacy Education; *NeedsAssessment; *Program Development; Program Evaluation;Program Implementation; Questionnaires; Records(Forms)

IDENTIFIERS Private Industry Councils; Washington (King County);Washington (Seattle); *Workplace Literacy

ABSTRACT

Developed to assist employers in implementing acompany-sponsored, on-site workplace literacy program for theiremployees, this guide is the result of experiences gained by theSeattle-King County, Washington, Private Industry Council, itspartner agencies, and participating local employers. The guidecontains sections on the following stages in program formation: needsassessment for getting started (including a workplace literacy needsassessment survey form); defining workplace literacy; necessary timeand resource commitments; marketing workplace literacy within acompany; assessment of worker needs (including forms); analysis ofbasic workplace literacy and language skill requirements andcurriculum development; forming a class; developing effectiveinstructional strategies; program evaluation; and addressingworkforce diversity and cross-cultural issues. Curriculum samples areappended. (Adjunct ERIC Clearinghouse on Literacy Education) (LB)

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Reproductions supplied by EDRS are the best thai can be madefrom the original document.

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WORKPLACE LITERACY DEVELOPMENT

PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY9

TO THE EDUCATIONALRESOURCES

INFORMATION CENTER (ERIC)

E

FOR

LOYKRS

U S DEPARTMENT OF EDUCATIONOffice of ducationai Research and improvement

EDUC IONAL RESOURCES INFORMATIONCENTER (ERIC)

his document has been reproduced asreceived from the person Or organizationonginahng

O Minor changes have been made to improvereproduction duality

Points Of view or opinions stated in this docu-ment do not necessarily represent officialOERI position or policy

Prepared for the Department of Educationby the e-King County Private fry C..4)pncii (Pie,)

October 1992'

SPECIAL ACKNOWLEGEMENTS

This booklet is the product of a National Workplace Literacy Grant funded by the U.S.Department of Education. Special thanks are given to the King and Snohomish Countyemployers who worked with the Seattle-King County Private Industry Council, EmploymentOpportunities Center and Refugee Federation Service Center in the implementation anddelivery of a workplace literacy program at their respective companies. Specialacknowledgement is also given to the following individuals for their contributions toward thesuccess of the project and development of this guide:

Employment Opportunities CenterAnn DwyerBill Devney

Liese HendrieAfke KeefeCheryl Tack

Refugee Federation Service CenterJeanne Morel

Dana AndersonVictoria ClarkeRebecca Elder

Ngy Hul

Seattle-King County Private Industry CouncilVicki AsakuraBeth Blanchard

Carolyn ConradusStephen Hurd

TABLE OF CONTENTS

I. INTRODUCTION 1

II. HOW TO GET STARTED: NEEDS ASSESSMENT 3

III. WHAT DOES IT MEAN: DEFINING WORKPLACE LITERACY 5

IV. DOING IT RIGHT: A COMMITMENT OF TIME AND RESOURCES 7

V. MARKETING WORKPLACE LITERACY WITHIN YOUR COMPANY 8

VI. WHAT DO THEY NEED: AN ASSESSMENT OF WORKER NEEDS 10

VII. WHAT IS IT THAT THEY NEED TO KNOW: AN ANALYSES OFBASIC LITERACY AND LANGUAGE SKILLS NEEDEDIN THE WORKPLACE AND CURRICULUM DEVELOPMENT 13

VIII. FORMING CLASS 15

IX. DEVELOPING EFFECTIVE INSTRUCTIONAL STRATEGIES 16

X. IS IT WORKING: PROGRAM EVALUATION 17

XI. ADDRESSING WORKFORCE DIVERSITY ANDCROSS CULTURAL ISSUES 18

ATTACHMENTS (CURRICULUM SAMPLES)

INTRODUCTION

This guide was developed to assist employers implement a company sponsored on-siteworkplace literacy program for their employees. It is the outcome of experiences gained bythe Seattle-King County Private Industry Council; its partner agencies, the EmploymentOpportunities Center and Refugee Federation Service Center; and participating employers inthe development and implementation of workplace literacy classes at various employer sites inthe Seattle-King County area through a grant from the U.S. Department of Education.

Workplace Literacy - Is it worth it?

National studies released over the past few years have cited changes and trends in theworkplace and labor force that have impacted the overall competition of American companiesin both the domestic and world marketplace. Technology and other changes in the workplacehave resulted in the creation of high performance work organizations reducing dramatically thenumber of unskilled, entry level jobs. Combined with a changing labor force, there is agrowing mismatch of jobs and workers. The inclusion of an on-site workplace literacyprogram is one way for employers to address workforce training needs.

Benefits to Your Company

Whether there is a recession or a labor shortage, employers need to maximize productivitywithin their existing pool of workers. When there is a scarcity of qualified workers,employers are often forced to hire workers who not only lack job skills but also lack basicskills including necessary critical thinking skills and English language proficiency. Workplaceliteracy is one way for you to invest in your employees and to upgrade the quality of yourworkforce. Factors for consideration:

Increased skills translate into increased production.

Better communication skills improve teamwork and reduces costly mistakes.

Decreased turnover

Workplace Literacy can improve the basic skills of low skilled, entry level workers whose jobshave been impacted by technology and/or other changes. If your company is seeking ISO9000 certification, you may have workers who need additional basic skills instruction in orderto pass required certification tests. Or, if you happen to have limited English speakingworkers, changes in their jobs may now require increased communication skills to participatein quality circles or to use voice message systems. Workers may also need additional literacyskills to read and comprehend written materials (instructions, technical or procedural manuals,computer print outs) or to perform a variety of tasks that require writing in their current jobsandior for transfer/promotion to other jobs.

Benefits to your employees

Increased self esteem

Increased job satisfaction

Increased skills

Workplace Literacy Development Guide for Employers1

Improved attitude to their work and their employer

If I train them, will they leave?

Some employers worry whether their employees will leave for other jobs once they acquireadditional skills. Participating employers who have invested in their employees throughtraining and staff development have found that benefits out weigh the risks. Generally,employees who are dissatisfied or have higher job aspirations will move on to other jobsanyway.


U

HOW TO GET STARTED: NEEDS ASSESSMENT

Is there an need for workplace literacy?

Prior to implementing a company workplace literacy program, you should first determinewhether there is a need for ESL and/or basic skills development among your employees. Thiscan be done by:

o Surveying management and/or supervisory staff regarding company and worker needsin areas pertaining to literacy, basic skills and English as a Second Language (ESL)(sample form is included); and/or

o Identifying other statistical data which reflect error rates, lost productivity, accidents,etc. due to the lack of English or other basic skills.

What do my employees want?

After the need for services has been established, you should also survey employees in terms ofinterest in company sponsored on-site ESL or basic skills development classes. This surveydirected to workers should:

o Determine interest if classes were offered during working hours v s. non working hours.Worker availability and interest may be affected by such things as carpool and childcarearrangements, second jobs, work schedules (i.e., four/ten or a non-standard work weekor overtime), and other personal responsibilities.

o Consider location if your company has more tisan one site, office or plant. Willemployees be willing to attend class at a location other than where they work even if itis in close proximity?

o Offer classes as staff development.

o Solicit input from workers on specific interest areas.

o Consider that workers who are not limited English speaking may be more reluctant toindicate interest in basic skills classes. They may be more responsive to classes wiLhtitles such as Business English, Report Writing, Writing Business Letters, etc. thatteach basic skills but do not stigmatize or imply remediation needs.

On the following page is an example of a needs assessment survey that can be circulated tosupervisors or lead workers.


Workplace Literacy Needs Assessment Survey

Supervisor Name Division/ Unit

How many workers do you supervise?

Do the jobs that you supervise require:_oral communication skills_reading_writing

math

Do you have workers who have difficulty with (indicate number):

Oral communication (i.e., presenting/expressing ideas, giving feedback, clarifying instructions,being understood, etc.)

Listening /comprehension (understanding oral instructions, etc.)

Reading (reading documents, work orders, instructions, etc.)

Writing (i.e., forms completions, letter/memos, reports, responding to performance appraisals,writing instructions or procedures, documenting information)

Math (calculating, measuring, using fractions, etc.)

_Participating in meetings, quality circles, discussions, etc. due to the lack of English languageproficiency

Passing certification tests due lack of English.

Solving problems

_Interacting with team or other group members due to poor communication skills

Do you have difficulty training any workers because of their limited literacy skills or the inability tocommunicate in English? If so, how many?

Do you have workers who are unable to access lateral or promotional job opportunities due to thelack of language or literacy skills? If so, how many?

Of your workers, how many are non native speakers (English is not their first language)?

Do you use other bilingual workers to communicate with non or limited English speaking workers?

Have you experienced communication problems with your workers because of cultural differences?


WHAT DOES IT MEAN: DEFINING WORKPLACE LITERACY

Once there is general information about the need for workplace literacy, you will need todefine workplace literacy in terms of:

o Who it will serve.

Will services target workers who are limited English proficient, basic skills deficient orboth? Will services target workers from specific departments or occupational areas?

o Goals and objectives for the program.

What are the expectations, outcomes to be achieved by a workplace literacy program?

o Company commitment toward workplace literacy and employee development.

How much of an investment will the company make in terms of paying for the costs ofa program?

Considerations include providing paid release time for employees to attendclass/training, adjustments in production goals for units, divisions or departmentsattending class during company time, providing curriculum materials, teacher, andother equipment (possibly computers) needed for instruction.

o Where classes will be held.

If there are different branches/sites, will services be offered at one or all locations?The company needs to evaluate accessibility factors including transportation, distanceand time if training is not done at the same site where employees work.

o What are the time lines for implementation?

The start up and scheduling of classes should be coordinated so that they do not conflictwith major production deadlines, vacations, overtime, etc.

o How classes will be organized. Will training be in class groups with fixed start andend dates or open entry open exit? Will separate classes be formed for those who arelimited English speakers? Will classes be grouped by language level, basic skillsability, job or occupational area, and/or focus on a specific topic such as writingperformance appraisals.

Other considerations:

o What are the criteria to judge program success?

o How will workplace literacy program be implemented?

o Will your company establish a learning center?

o Will your company bring in a consultant or other individuals to implement the programand/or to provide instruction?


o How will workplace literacy link or compliment existing staff developmentopportunities?

o Are there provisions in any Labor/Management (Union) Agreements that may affect thedevelopment a workplace literacy program? Do they need to be consulted or involvedin the development of a workplace literacy program'?


10

DOING IT RIGHT: A COMMITMENT OF TIME AND RESOURCES

Once the decision has been made to implement a workplace literacy program, your companywill need to support this decision with sufficient funds/resources to implement a program.

The financial commitment includes a staff person to coordinate all aspects of the program, anda budget to cover the hiring a teacher and pay for other expenses. Other expenses mightinclude teacher manuals, published curriculum materials, workbooks for students, and testinginstruments. Educational computer(s) and software as well as audio and/or video taperecorder(s) might also be considered. Budgets should include commitment of time from othermanagement and supervisory staff as well as workers.

Who will make it happen?

Experts in the field have found that success is linked to having support from top management,line supervisor and the workers for whom the classes are targeted. This will require someone'within the company to be responsible for program marketing, coordination andimplementation. (This should occur even if an outside consultant or group will be involved inprogram implementation and/or instruction.) Many companies have assigned thisresponsibility to a staff person working in the area of personnel, human resources or staffdevelopment. There also have been a few instances where smaller companies have assigned adepartment manager or a production supervisor to coordinate with an outside organization thathas staff and funding to provide literacy instruction.

What do I need to know about selecting an instructor?

Once it has been determined that there is interest and a need for a workplace literacy, thoughtshould be given toward hiring an instructor. The instructor will need to assess the basic skillneeds of targeted workers. This combined with the analysis of specific job tasks and literacyskills needed in the workplace will be the basis for curriculum development.

It will be important to establish specific roles and responsibilities for the instructor. Determinehow this individual will work with company personnel (human resource, line supervisor, etc.)in the develcpment of this program.

Establish criteria for selecting an instructor.

o If limited English speakers are being targeted, the instructor should have experienceteaching English as a Second Language (ESL), _preferably in the workplace, workingwith diverse population groups and have knowledge of both the culture of theworkplace and cultural differences among different ethnic groups. Manycommunication problems are related not only to language ability but differences in howpersons from different cultures and backgrounds relate/interact in group or individualsituations at work with persons of different/same gender, age and authority.

o Other criteria that have proven to be an asset include the ability to work and relate to abusiness environment and to have good interpersonal skills.

o The instructor should be able teaching reading, writing, speaking, listening and otherskills the context of specific workplace skills and not just teach basic grammar orpronunciation.


MARKETING WORKPLACE LITERACY WITHIN YOUR COMPANY

Laying the Groundwork

Obtaining support from all levels of company is crucial to the implementation of a successfulprogram. Here are some possible strategies:

o Develop and issue a company policy or directive supporting workplace literacy.Employees need to know that there is commitment from management as well as amanagement expectation that supervisors support staff development and training.

o Establish a work group or committee comprised of various levels and departments toassist in the planning and development of a program and to address issues or problemsthat might result. It is also important to include workers who will participate in theprogram as their needs, interests and/or concerns may nct necessarily be the same asothers within the company. Their input and feedback is also important for evaluationpurposes.

o Involve unions in planning, if applicable, so program elements do not conflict with anycollective bargaining agreements.

o Talk with other employers who have implemented projects to obtain input/feedback onwhat has worked, issues or problems encountered and how they were resolved.

Issues to consider:

o Will participation be voluntary or mandatory? If participation in training is mandatoryand training will occur partially or totally during non working hours, workers may needto be paid for time spent in class. Provisions of the Fair Labor Standards Act describeemployer responsibilities for compensating employees while in training.

o Will paid release time during work hours be given?

o Will production goals be reduced or relaxeu to compensate for workers who are intraining during normal work hours?

o What kinds of accommodations will be made for workers from different shifts orlocations?

Next Steps

The next steps are to publicize and market the program to others within your company. Thesesteps may include:

o Developing marketing strategies aimed at supervisors and management that aredifferent than those geared toward targeted workers.

o Identifying outcomes from which management, supervisors and their work units willbenefit such as reduction in error rates or accidents, etc. For information directed atworkers, include personal benefits or outcomes such as accessing to promotionalopportunities, passing company certification tests, etc.

Workplace Literacy Developmerr9uide for Employers8 A

o Dissemination of information through announcements posted on company bulletinboards, in company newsletters and/or circulated with paychecks, etc. Individualsupervisors can also inform their workers of the availability of a program althoughthere is less control on how it's sold to staff.

Dos and Dont's

o JQ um label classes as literacy classes.

o D2 promote classes as staff development or an employee benefit.

o D_Q obtain support from all levels of the company.


`.)

WHAT DO THEY NEED: AN ASSESSMENT OF WORKER NEEDS

In designing a workplace literacy program, having information about the workers who will beserved by the program is essential. This information will be used to determine how classeswill be organized and to develop curriculum. There are various ways to obtain informationabout workers who are targeted for training.

o Interview workers to identify specific needs and interests.

o Lnterview supervisors to gather information about both the worker and aboutlanguage/literacy skills needed to perform their jobs.

o Conduct testing to determine basic skills and ESL levels and, depending on the testinstrument, determine specific areas of deficiencies.

o There are a number of different tests that may be used to determine basic sk illsproficiency. Many of the tests that measure English proficiency are described in abook called, Reviews of English Language Proficiency Tests. Some tests are gearedfor specific levels and may not be appropriate for everyone. While many of the testsmay have pre/post testing capacity, standards (such as providing a minimum number ofinstructional hours) should be imposed if post testing is used. Things to be consideredin using pre/post tests are the number of hours of instruction for valid gains and therelevancy of the test to instruction.

There are now assessment and testing systems such as the Workforce Learning Systemsdeveloped by CASAS (Comprehensive Adult Student Assessment System) that aregeared to the workplace rather than an educational system. Such systems will facilitatethe development of a literacy program that is company specific.

Once you have had the opportunity to interview potential participants and have made adetermination as to who will participate, an educational or staff development plan should bedeveloped. This should be done for each employee that will participate in the program. Theireducational or staff development plan should be individualized and identify specific learningobjectives or competencies that they plan to achieve during the course of the class or a seriesof classes.

A sample form that was used with limited English speakers is provided as an example.


^

INDIVIDUALIZED EDUCATIONAL PLAN

NAME

COMPANY POSITION

DATE SUPERVISOR

LANGUAGE BARRIERS/BASIC SKILLS NEEDS

Part I. ASSESSMENT OF ENGLISH/LITERACY SKILLS

CASAS Reading CASAS Listening CASAS Math

SPI Test Writing Sample

PAST/CURRENT ENROLLMENT IN ESL/ABE CLASSES

INSTRUCTOR OBSERVATIONS /COMMENTS

Part II. ASSESSMENT/RECOMMENDATIONS

CURRENT JOB

UPGRADE BARRIERS

COMMENTS


fv

Part III. SUMMARY OF CLIENT GOALS

DESIRED JOB RELATED LANGUAGE SKILLS

OTHER

IV. INDIVIDUALIZED TRAINING PLAN

COMPETENCIES/LEARNING OBJECTIVES DATE ACCOMPLISHED

HOURS OF TRAINING TO BE COMPLETED

START DATE END DATE

ADDITIONAL SERVICES NEEDED (childcare, transportation, referral to additional classes,tutors, etc.)

Employee Signature Date Instructor signature Date


t.)P.

WHAT IS IT THAT THEY NEED TO KNOW: ANALYSES OF BASIC LITERACYAND LANGUAGE SKILLS NEEDED IN THE WORKPLACE AND CURRICULUMDEVELOPMENT

Where Do I Start?

One of the first step in the curriculum development process is to identify specific job tasks inspecific jobs or job clusters, and to analyze basic literacy and language skills needed toperform the job functions. There are various methodologies to undertake job and literacy taskanalyses. They include DACUM (Developing a Curriculum), job shadowing/worksiteobservation, interviews with supervisors and/or workers and collection of forms, documentsand other workplace materials as part of a process to identify specific things workers do ontheir jobs that require speaking, reading, writing, listening, math and other interactive skills(team building, problem solving, etc.).

Tips on Conducting a Literacy Analyses

o Target jobs or areas where the highest need is perceived.

o Verify findings with supervisors.

o Determine the desired or expected level of competency (performance benchmark) foreach literacy/language skill that workers need to achieve through instruction.

Making Sense of It All: Curriculum Development

Through the job and literacy task analyses process, competency statements about what yourworkers do on the job .d the basic skills needed to perform these tasks P,:e identified. Thisinformation combined with specific worker information obtained from interviews with targetedemployees, test results and supervisor evaluations, etc., will provide you with the basis foryour curriculum development.

The curriculum development process includes not only what will be taught but alsodetermining how it will be taught, the level of proficiency to be attained by the learner, andthe means of measurement. Once this information is obtained, the next step is to categorizethe information by the type and level of literacy skills required.

The distinction between basic skills and job skills should also be made. Workplace literacycan be done in conjunction with or to support specific vocational or job training. Instructionshould focus on opportunities to demonstrate literacy, language, and/or other skills related tocommunication, interaction, critical thinking/problem solving and culture of the workplace.

Vocabulary, grammar, and pronunciation are not workplace competencies; they are thesubskills or literacy tools required for the accomplishment of specific tasks. These subskillsare acquired in the context of specific workplace competencies. Workplace competenciesinclude such things as following written or oral instructions to complete a job task; completingforms and documents relevant to the workplace; interpreting workplace signs, symbols, oracronyms; or interacting with others to accomplish a task or solve a problem.


1 ri

Indicators/Benchmarks

Indicators reflect how the competency is demonstrated and the benchmark is the level ofaccuracy or standard for the competency.

Indicators and Benchmarks may be defined by the standards established for the workplace.However, given the ability or level of the participating worker and the extent of instruction,different standards may be established so that workers have realistic goals that can be attainedwithin the timeframe of the class.


on

FORMING A CLASS

There are a number of things that need to be considered when setting up a class.

Determine class size. The ideal class size is 10 to 15.

o Determine the duration of a class or session. Will it be open entry/open exit, and forhow long? Optimum hours of instruction are one and a half to two hours per day, twoor three days per week for 10 week cycles.

o Establish class(es) with workers with similar abilities, needs and/or leve' facilitatesinstruction and minimizes the possibility of workers becoming disinterested because ofinstruction not relating to their needs.

o When will class be offered? Before work, after work or between shifts? Employerswill need to consider how the time of class impacts learning, workload, andtransportation considerations of workers.

o Where will the class be offered? Is there adequate classroom space? Is there ablackboard and/or capacity to set up computerized instructional systems?

o Other considerations include coordinating work schedules and class for vacations,overtime, carpooling, and/or other personal commitments. If your employees are on anon-standard work week, it will be important coordinate work schedules to minimizethe number of classes that coincide with days off.

If you plan to target a specific work unit or job cluster, you will need to consider the impacton the work unit (supervisors and co-workers not in class) and productivity (both short andlong term). If workload adjustments aren't made, co-workers and supervisors may feelresentment toward those in training. Workers, themselves, may also feel pressure to completejob assignments rather than leaving work early to attend class. Having workers with similarjob duties, however, facilitates instruction.


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DEVELOPING EFFECTIVE INSTRUCTIONAL STRATEGIES

Instruction should be based on curriculum established for the class and linked to thecompetencies or learning objectives identified in each employee's educational or staffdevelopment plan.

o Individualize instruction to the needs of participating workers particularly in multi-levelor mixed classes. Participants will become disinterested if their specific needs are notbeing met. Volunteers can be used to assist in the classroom and to work with lower ormore advanced students.

o Develop daily lesson plans.

o Recognize competency achievements incrementally for all parti 'ants so that masteryis recognized even if they do not remain in class for the full tr2 Ling period.

o Obtain feedback from students regarding classroom activities, learning styles, andinstructor, etc.

o Use materials and examples from the workplace. Examples include writing businessletters, memos, or work procedures; describing problems with specific machinery,clarifying instruction, etc. Involving supervisors in class from time to time allowsthem to be involved in the training and frequently results in their reinforcing what istaught. Their involvement in class has also resulted in supervisors learning how theycan better communicate with their workers (e.g., learning to speak more slowly or torephrase) and has often served as a way to develop awareness of cultural differencesand expectations that affect communication and interaction in the workplace.

o Use of a variety of instructional strategies that respond to learning styles and the mix ofstudents such as incorporating the use of technology (i.e., video, computers, audiotapes), involving participants in individual and group learning activities, usingvolunteers and/or peer instruction when classes are diverse in terms of levels and/orjobs.


2u

IS IT WORKING: PROGRAM EVALUATION

Having a means to evaluate the program is important. It is a way to measure program successand to identify areas that working well as those that aren't. Program evaluation should be on-going so that issues can be identified and corrected as soon as possible.

Elements of program evaluation can include:

o Tracking and reporting outcomes including documented changes in the workplace (e.g.,fewer errors/accidents, increased participation in quality circles, better documentation,improved performance appraisals, increase in promotion rates among participatingworkers, passing certification tests, etc.)

o Follow up on those who do not complete training as well as those who do to identifyfactors contributing to success or failure.

o Comparison of planned objectives with actual outcomes.

o Evaluation of classes through feedback from workers who attended and theirsupervisors.

Who Should Evaluate the Program?

A successful workplace literacy program depends on support from all levels, management, linesupervisors and employees. It is important to involve them in the development of the programand to provide opportunities for input and feedback. One way to establish a work group orcommittee with broad representation within your company including workers who will betargeted for training. If your workers are part of a local bargaining union, it will also beimportant to work with them and/or involve them in the advisory committee.

Advisory committee involvement can include but is not limited to such things as reviewingcurriculum, discussing and resolving implementation issues or concerns, and programoversight.

Your company may also wish to hire an outside consultant to conduct a formal evaluationreview. An outside consultant will provide your company with an unbiased perspective as thisindividual will not have loyalties to any group or department within the company. Criteria forselecting a consultant should include knowledge of workplace literacy programs and programevaluation techniques.


24.

ADDRESSING WORKFORCE DIVERSITY AND CROSS CULTURAL ISSUES

Workplace literacy classes must also address issues of workforce diversity and cross culturaldifferences as communication and interaction skills are closely intertwined with culture. Manyworkplace problems stem from issues of diversity. These include the inability of workers toappropriately interpret the culture of the workplace, and the difficulty many lead staff,supervisors, and co-workers having working with people from different backgrounds.

Examples include:

o In some cultures, making direct eye contact is considered disrespectful, particularly ifthe other person is a figure of authority or of higher status. In contrast, the lack of eyecontact in this culture is a negative sign.

o Decision making processes vary by culture as they may often vary by company. Manycompanies have implemented group decision making processes or quality circles.While some cultural groups may be comfortable with group decisions or decisions byconsensus, they may be reluctant to correct a co-worker or give an opposing viewpointin front of others.

o Language is further complicated by direct and indirect styles of communication. Somecultures find it impolite to directly state a problem or to express a need. An individualmight, for example, ask another individual if he was hot as a way to suggest that the airconditioning should be turned on.

o Cultural differences also affect such things as asking questions or asking forclarification, making suggestions, giving criticism, being able to speak positively aboutone's own skills and attributes during job interviews and/or responding to performanceappraisals, etc.

As some of these examples show, non-verbal communication, or body language, can play animportant role in workplace literacy programs, especially when covering information about theworkplace culture. Workers learning about this culture, whether limited English speakers ornative English speakers, need an opportunity to observe behavior associated with the cultureand to practice this behavior in a "safe", non-judgemental environment. Exercises to heightenawareness of body language and non-verbal communication should promote understanding thatbehavior differs from culture to culture and that the differences can be as difficult andconfusing as the differences in spoken language.

A simple illustration of a useful and "fun" exercise is as follows:

Materials: Large cards or charts with words written on them that reflect the differentmessages that the teacher wants the workers to become aware of, e.g.:

o Unhappyo Indifferento Pleasedo Excited

o Preoccupiedo Worriedo Sado Dissatisfied

Or cards/charts can state instructions:

o Frustratedo Angryo Busyo Confused


22

o Come hereo Watch outo Stop

o Keep workingo Work hardero Start

o Do it latero Put it here/thereo Stay here

In addition to these cards, the teacher should have cards for each culturerepresented:

o American o Cambodian o Eastern European

Exercise: 1. Make sure to review the meaning of the word on the card beforestarting.

2. Set up the American card so workers understand that the firstdemonstration is about Americans.

3. Teacher strikes a pose that represents one of the words on the cards.Class should guess which word is being demonstrated.

4. After about four tries, switch countries and have workers demonstrate aword while the teacher and other students from other cultures guesswhich card the pose matches.

The purpose of this exercise is to begin a discussion of the subtleties of communication andculture. The focus should not be on teaching gestures or how Americans "actTM. It shouldprovoke them to begin to question the communication behind the words with an understandingthat their own experience, backgrounds and culture may not give them all of the informationthey need.

The exercise should be playful and the teacher willing to improvise depending on howsophisticated the workers appear to be during discussion.

dotfrod


Competency Attainment through Applied Basic Skills

INTRODUCTION

This Workplace Literacy Program focused on Limited English Speaking (LES) entry-levelworkers in two major industries, services and manufacturing. The service sector firmsincluded hotels, hospitals, nursing homes, and insurance; the manufacturing firms includedelectronics, food processing, and fabricated products. The entry-level occupations includednursing aides, housekeepers, line supervisors, production workers, processors, assemblers andbenchworkers.

The literacy assessments across these industries and occupations revealed a need for basic skilldevelopment in three broad skill areas: oral communication (listening, speaking, questioning,clarifying, informing), written communication (reading and following directions andprocedures, reading labels, writing specification and orders, filling in forms) and graphiccommunication (reading and using safety signs and symbols, maps, charts, matrices andschematics).

Underlying the achievement of competencies in these three skill areas was the need for Englishusage and speaking skills that were developed in the context of the individual workplace usingmaterials from the jobs. These enabling skills included pronunciation/enunciation, syntax(parts of speech, sentence structure), and work related vocabulary, abbreviations, acronymsand idioms.

The competencies, indicators, benchmarks and means of measurement presented here weredeveloped using the results of job task and literacy analyses. To illustrate how competencyachievements, including the underlying subskills, can be demonstrated, suggested curriculummaterials and learning strategies are also noted.

The competencies are "generic" and transferable; however, they were "customized" for eachsite based on job materials, operational protocols, company procedures, and the skill (mastery)levels of the workers at program entry.

The competency guide is structured to provide information as follows:

Competency: Statement of ability to performthe task.

Indicator: Actual behavior demonstration that showsindividual (learner) can perform the task.

Standard: Quantifiable statement of acceptableperformance of the task (Benchmark).

Measure: Means of measuring and documentingdemonstrated behavior so it can be compared tostandard of performance.

For each competency the guide present an identification of subskills, and suggested curriculummaterials and learning strategies. To illustrate customization, sample exercises and lessons forselected competencies are attached to the competency guide.

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que

stio

ns

opa

raph

rasi

ng

Sub-

skill

s:

Indi

cato

r/B

ench

mar

kM

eans

of

Mea

sure

men

t

The

wor

ker

will

dem

onst

rate

the

abili

ty to

cla

rify

inst

ruct

ions

by

repe

atin

g th

e in

stru

ctio

n co

rrec

tlyan

d by

ask

ing

clar

ifyi

ng q

uest

ions

The

wor

ker

will

cor

rect

ly p

arap

hras

eth

e in

stru

ctio

n in

clud

ing

the

answ

ers

to th

e qu

estio

ns, a

s ap

prop

riat

e.

Ben

chm

ark:

80%

acc

epta

ble

ratin

g

Cla

ssro

om d

emon

stra

tion

Inst

ruct

or/p

eer

ratin

gs

Abl

e to

pro

noun

ce E

nglis

h w

ords

cor

rect

ly, i

nclu

ding

initi

al, m

edia

l, fi

nal c

onso

nant

s, c

omm

on p

refi

xes,

suf

fixe

s an

dw

ord

endi

ngs.

Kno

wle

dge

of b

asic

voc

abul

ary

for

the

job.

Cur

ricu

lum

mat

eria

ls:

o 0 0

Stra

tegi

es:

2 t;

0

Ora

l scr

ipt d

evel

oped

fro

m w

orkp

lace

mat

eria

ls a

nd p

roto

cols

Wor

ker

crea

ted

scri

pts

Job

rela

ted

voca

bula

ryPr

onou

ncia

tion/

enun

ciat

ion

exer

cise

em

phas

izin

g w

ord

endi

ngs,

dif

ficu

lt co

nson

ants

, str

esse

d sy

llabl

es,

etc.

oM

ultip

le o

ppor

tuni

ties

to p

ract

ice

oPe

er te

ams

(rol

epla

y su

perv

isor

/em

ploy

ee/o

bser

ver)

oL

iste

n to

aud

iota

pe o

f se

lf/o

ther

s

Com

pete

ncy

1.2

Dem

onst

rate

d un

ders

tand

ing

of th

e im

port

ance

of

clar

ifyi

ngin

stru

ctio

ns.

Sub-

skill

s:

Indi

cato

r/B

ench

mar

kM

eans

of

Mea

sure

men

t

In c

lass

room

dis

cuss

ion

the

wor

ker

will

art

icul

ate

the

reas

ons

for

clar

ifyi

ng in

stru

ctio

ns.

Ben

chm

ark:

Art

icul

ate

at le

ast t

hree

reas

ons:

e.g

.,

oto

avo

id m

ista

kes/

acci

dent

so

to im

prov

e ou

tput

/per

form

ance

oto

mai

ntai

n qu

ality

oin

crea

se s

uper

viso

r co

nfid

ence

in e

mpl

oyee

oet

c.

Suff

icie

nt v

ocab

ular

y to

und

erst

and

and

artic

ulat

e re

ason

s fo

r cl

arif

ying

inst

ruct

ions

Cur

ricu

lum

mat

eria

ls:

o

Stra

tegi

es:

Voc

abul

ary

revi

ewo

Scri

pted

wor

kpla

ce s

ituat

ion(

s)

oB

rain

stor

min

g to

iden

tify

reas

ons

for

clar

ifyi

ng in

stru

ctio

nso

Dis

cuss

ion

to s

ort r

easo

ns in

ord

er o

f th

eir

prio

rity

oD

iscu

ssio

n ab

out p

roba

ble

resu

lts if

inst

ruct

ions

are

mis

unde

rsto

odo

"Tel

epho

ne g

ame"

exe

rcis

eo

Rol

epla

y w

orkp

lace

inci

denc

es r

equi

ring

cla

rifi

catio

n

Cla

ssro

om d

emon

stra

tion

2

Com

pete

ncy

1.3

Abl

e to

com

mun

icat

eve

rbal

ly w

ith:

osu

perv

isor

s

oco

-wor

kers

ocu

stom

ers/

clie

nts

oot

her

com

pany

dep

artm

ents

e.g.

, per

sonn

el

Sub-

skill

s:

Indi

cato

r/B

ench

mar

k

Dem

onst

rate

d ab

ility

to c

omm

unic

ate

appr

opri

atel

y w

ith s

uper

viso

rs, c

o-w

orke

rs, a

nd c

usto

mer

s/cl

ient

s th

roug

hex

erci

ses

that

req

uire

the

wor

ker

to:

olis

ten

oas

k qu

estio

nso

answ

er q

uest

ions

oex

plai

n a

prob

lem

ode

scri

be a

pro

duct

/ser

vice

ogi

ve d

irec

tions

om

ake

sugg

estio

ns

Ben

chm

ark:

80%

acc

epta

ble

ratin

gs

Com

man

d of

bas

ic w

orkp

lace

voc

abul

ary,

abl

e to

pro

noun

ce w

ords

cor

rect

ly,

able

to d

emon

stra

te c

omm

and

of s

impl

e se

nten

ce s

truc

ture

s w

ith a

ppro

pria

te s

ynta

x.

Cur

ricu

lum

mat

eria

ls:

o

Stra

tegi

es: 1

Mea

ns o

f M

easu

rem

ent

Cla

ssro

om d

emon

stra

tion

Inst

ruct

or/p

eer

ratin

gsus

ing

crite

ria

deve

lope

dto

des

crib

e ac

cept

able

perf

orm

ance

in th

ew

orkp

lace

Scri

pts

whi

ch s

imul

ate

wor

kpla

ce s

ituat

ions

req

uiri

ng o

ral c

omm

unic

atio

n in

clud

ing

situ

atio

nssu

gges

ted

by w

orke

rso

Rev

iew

of

empl

oyer

exp

ecta

tions

and

oth

er a

spec

ts o

f w

orkp

lace

cul

ture

and

pro

toco

lso

Scri

pts

(exe

rcis

es(

whi

dh d

emon

stra

te d

iffe

renc

es b

etw

een

"ass

ertiv

e" a

nd "

aggr

essi

ve"

oSi

mul

ated

sta

ff m

eetin

gs w

ith r

ole

play

ass

ignm

ents

oE

xerc

ises

to d

emon

stra

te/p

ract

ice

"spe

akin

g up

"o

Exe

rcis

es to

pra

ctic

e ac

cept

able

ass

ertiv

enes

so

Bra

inst

orm

que

stio

ns f

or s

uper

viso

rs r

egar

ding

wor

king

con

ditio

ns, b

enef

its, e

tc.

Ji

Com

pete

ncy

1.4

Dem

onst

rate

d ab

ility

to c

omm

unic

ate

over

the

tele

phon

e in

a v

arie

ty o

fw

orkp

lace

situ

atio

ns.

Sub-

skill

s:

Indi

cato

r/B

ench

mar

k

In s

imul

ated

tele

phon

e si

tuat

ions

as a

ppro

pria

te th

e w

orke

r w

illde

mon

stra

te p

rofi

cien

cy in

:

ogi

ving

info

rmat

ion

ota

king

/leav

ing

sim

ple

mes

sage

so

plac

ing

orde

rso

repo

rtin

g em

erge

ncie

so

repo

rtin

g in

sic

k

Giv

en th

e si

tuat

ion,

the

lear

ner

will

dem

onst

rate

:

oap

prop

riat

e in

itiat

ion

(ide

ntif

yse

lf, w

ork

stat

ion,

etc

.)o

mes

sage

con

tent

com

plet

e an

dlo

gica

lly o

rder

edo

appr

opri

ate,

bus

ines

s-lik

eto

ne o

f vo

ice

oap

prop

riat

e cl

osin

g

Ben

chm

ark:

80%

acc

urac

y ra

ting

Mea

ns o

f M

easu

rem

ent

Obs

erve

d de

mon

stra

tion

and

ratin

g sh

eet

Com

man

d of

voc

abul

ary

appr

opri

ate

to th

e si

tuat

ion.

Cor

rect

pro

nunc

iatio

n/en

ucia

tion

and

com

man

d of

sim

ple

sent

ence

str

uctu

res

with

app

ropr

iate

syn

tax.

Cur

ricu

lum

Mat

eria

ls. o

0 0 0

Stra

tegi

es:

Scri

pted

rol

e pl

ays/

sim

ulat

ions

, e.g

. tel

epho

ne c

alls

Exe

rcis

es w

hich

req

uire

bot

h in

itiat

ion

of c

alls

and

res

pons

e to

cal

lsR

evie

w o

f co

mpa

ny p

olic

y re

gard

ing

tele

phon

e pr

otoc

ols

Rev

iew

of

stan

dard

bus

ines

s te

leph

one

etiq

uette

oD

emon

stra

tion/

prac

tice

oA

udio

tape

of

self

/oth

ers,

e.g

. tap

e fr

om a

nsw

erin

g m

achi

nes

oC

ritiq

ue o

f pr

esen

tatio

ns s

crip

ted

to d

emon

stra

te g

ood/

bad

prac

tice

Com

pete

ncy

1.5

Inte

ract

with

co-

wor

kers

and

supe

rvis

ors

to s

olve

a p

robl

emor

acc

ompl

ish

a jo

b ta

sk.

Sub-

skill

s:

Indi

cato

r/B

ench

mar

k

In a

str

uctu

red

exer

cise

that

sim

ulat

es a

pro

blem

or

desc

ribe

s a

job

task

the

wor

ker

will

com

mun

icat

eor

ally

with

oth

ers

to:

ode

fine

/und

erst

and

job

task

oid

entif

y/de

scri

be p

robl

ems

osu

gges

t sol

utio

ns o

r co

urse

of a

ctio

no

pers

uade

/con

vinc

e ot

hers

that

solu

tion/

actio

n pl

an is

cor

rect

Ben

chm

ark:

80%

agr

eem

ent b

y ot

hers

that

indi

vidu

al in

tera

ctio

nis

app

ropr

iate

/pro

duct

ive.

Mea

ns o

f M

easu

rem

ent

Cla

ssro

om d

emon

stra

tion

Inst

ruct

or/p

eer

ratin

gs

Com

man

d of

voc

abul

ary

appr

opri

ate

to th

e di

ffic

ulty

of

the

stru

ctur

ed e

xerc

ise.

Abl

e to

pron

ounc

e w

ords

cor

rect

ly.

Abl

e to

dem

onst

rate

com

man

d of

sen

tenc

e st

ruct

ure

with

prop

er s

ynta

x, in

clud

ing

use

of p

repo

sitio

ns, p

refi

xes

and

suff

ixes

.

Cur

ricu

lum

mat

eria

ls:

o 0 0

Stra

tegi

es:

Des

crip

tions

of

job

task

s re

quir

ing

team

eff

orts

Des

crip

tions

of

prob

lem

s re

quir

ing

solu

tions

by

wor

ker

team

sD

evel

op e

xerc

ises

/wor

k si

tuat

ions

bas

ed o

n ex

ampl

es p

rovi

ded

by w

orke

rs

oSm

all g

roup

s ro

ll pl

ay w

ith a

ssig

ned

and

rota

ting

part

s so

that

wor

kers

get

a ch

ance

to p

lay

seve

ral

role

s an

d de

mon

stra

te a

n un

ders

tand

ing

of th

e re

spon

sibi

litie

s of

eac

h w

ork

team

mem

ber

oD

emon

stra

tion

of te

am w

ork

and

team

pro

blem

sol

ving

pro

cess

es w

ith c

lass

cri

tique

s,e.

g., b

rain

stor

mso

lutio

ns in

gro

up p

roce

ss a

nd d

iscu

ss a

ppro

pria

tene

ss o

f so

lutio

nso

Pres

ent "

real

pro

blem

s" w

orke

rs c

an s

olve

in c

lass

fol

low

ed b

ygr

oup

exam

inat

ion

of p

roce

ss

Com

pete

ncy

1.6

Dem

onst

rate

kno

wle

dge

of s

afet

yst

anda

rds,

pra

ctic

es a

nd p

roce

dure

s-an

d ho

w to

rep

ort a

ccid

ents

or

emer

genc

ies.

Sub

skill

s:

Indi

cato

r/B

ench

mar

k

Giv

en a

sim

ulat

ion

of w

orkp

lace

situ

atio

nsin

volv

ing

safe

ty, t

he w

orke

r w

illve

rbal

ly id

entif

y th

e co

rrec

t sta

ndar

ds o

rpr

oced

ures

whi

ch c

over

the

situ

atio

n an

dth

e st

eps

to b

e ta

ken

in c

ase

of a

ccid

ent o

rem

erge

ncy

to r

espo

nd a

ppro

pria

tely

incl

udin

g:

ow

ho to

not

ify

and

how

ow

hat,

if a

nyth

ing,

to d

o in

uned

iate

lyo

how

to w

arn

othe

rs, i

f ap

prop

riat

e

Ben

chm

ark:

100%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Cla

ssro

om d

emon

stra

tion

Rat

ing

chec

klis

t

Kno

wle

dge

of s

afet

y re

late

d vo

cabu

lary

, abl

e to

pro

noun

ce w

ords

cor

rect

ly, c

omm

and

of s

impl

e se

nten

ce s

truc

ture

with

cor

rect

ver

b te

nses

.

Cur

ricu

lum

mat

eria

ls:

oW

orkp

lace

saf

ety

man

uals

, pro

cedu

res

oE

xam

ples

of

safe

ty s

igns

and

sym

bols

fro

m th

e w

orkp

lace

oPi

ctor

ial r

epre

sent

atio

ns o

f ac

cide

nts/

emer

genc

ies

oL

ists

of

emer

genc

y te

leph

one

num

bers

oT

elep

hone

dir

ecto

ries

with

em

erge

ncy

num

bers

oSa

fety

(ac

cide

nt)

repo

rt f

orm

s

Stra

tegi

es:

oSc

ript

ed s

ituat

ions

req

uiri

ng u

se o

f sa

fety

pro

cedu

res

and/

or r

espo

nse

to a

ccid

ents

oD

irec

t oth

ers

in f

ollo

win

g sa

fety

pro

cedu

res

in r

espo

nse

to a

n em

erge

ncy

oR

ole

play

giv

ing

and

rece

ivin

g ac

cide

nt r

epor

tso

Ora

lly d

escr

ibe

(mat

ch)

safe

ty r

espo

nse

with

pic

ture

s of

saf

ety

haza

rdo

Rol

e pl

ay a

ctio

ns ta

ken

in r

espo

nse

to s

crip

ted

situ

atio

ns

t- -

t-11.

,

Com

pete

ncy

Indi

cato

r/B

ench

mar

kM

eans

of

Mea

surm

ent

1.7

Ora

lly r

eque

st le

ave

in c

ompl

ianc

e w

ithco

mpa

nyle

ave

polic

y.

Sub-

skill

s:

Giv

en a

sim

ulat

ed s

ituat

ion

inm

akin

g a

leav

e re

ques

t,th

e w

orke

r w

ill d

emon

stra

teun

ders

tand

ing

of c

ompa

nypo

licy

by o

rally

ask

ing

for

time

off

and

spec

ifyi

ng th

eca

tego

ry o

f le

ave

requ

este

d.

Ben

chm

ark:

80%

acc

urac

y

Ora

l dem

onst

ratio

n

Abl

e to

pro

noun

ce w

ords

cor

rect

ly, c

omm

and

ofsi

mpl

e se

nten

ce s

truc

ture

with

app

ropr

iate

ver

b te

nses

.

Cur

ricu

lum

mat

eria

ls:

o 0 0 0

Stra

tegi

es:

Sect

ion(

s) o

n le

ave

polic

y fr

om w

orkp

lace

per

sonn

el m

anua

lD

efin

ition

s of

type

s of

leav

eL

ists

of

abbr

evia

tions

ass

ocia

ted

with

leav

e an

d th

eir

mea

ning

sW

orkp

lace

situ

atio

ns r

equi

ring

ver

bal r

eque

sts

for

leav

e

oSc

ript

ed r

ole

play

ask

ing

and/

or g

rant

ing/

deny

ing

leav

eo

Gui

ded

disc

ussi

on o

n re

cogn

izin

gap

prop

riat

e re

ques

ts f

or le

ave

and

how

to n

egot

iate

leav

eo

Gui

ded

disc

ussi

on o

n ne

ed f

or le

ave

polic

y an

d w

hy r

eque

sts

may

be

gran

ted

or d

enie

d 3C

Com

pete

ncie

s fo

r W

orkp

lace

Lite

racy

Skill

Dom

ain:

WR

ITT

EN

CO

MM

UN

ICA

TIO

N

Com

pete

ncy

Indi

cato

r/B

ench

mar

k

2.1

Follo

w w

ritte

n in

stru

ctio

nsan

d pr

oced

ures

to a

ccom

plis

h a

task

or s

et o

f ta

sks

usin

g;

ow

ork

ticke

tso

labe

lso

safe

ty p

roto

cols

oin

vent

ory

cont

rol

oqu

ality

con

trol

Sub

skill

s:

Giv

en d

iscr

ete

exam

ples

of

wri

tten

mat

eria

ls f

rom

the

wor

kpla

ce, t

hew

orke

r w

ill r

ead

and

follo

wdi

rect

ions

by

dem

onst

ratin

g co

rrec

tid

entif

icat

ion,

sor

ting

and

sequ

enci

ngof

ste

ps in

acc

ompl

ishi

ng w

ork

task

s.

Ben

chm

ark

90%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Wri

tten

asse

ssm

ent

Cla

ssro

om d

emon

stra

tion

Rat

ing

shee

ts

Kno

wle

dge

of ta

sk s

peci

fic

voca

bula

ry, a

ble

to r

ecog

nize

alp

habe

t/num

bers

and

sor

t acc

ordi

ngly

, kno

wle

dge

ofse

nten

ce s

truc

ture

and

par

ts o

f sp

eech

, kno

wle

dge

of a

djec

tives

, adv

erbs

, e.g

., sl

owly

, car

eful

ly.

Cur

ricu

lum

mat

eria

ls:

o 0 0 0

Stra

tegi

es:

wor

kpla

ce a

nd ta

sk s

peci

fic

voca

bula

ries

, mat

eria

ls a

nd p

roce

dure

sas

sem

bly

dire

ctio

nsw

ord

reco

gniti

on e

xerc

ises

sort

ing

and

sequ

enci

ng e

xerc

ises

oas

sem

ble

a w

orkp

lace

pro

duct

ofo

llow

a w

orkp

lace

pro

cedu

re u

sing

wri

tten

dire

ctio

nso

asse

mbl

e a

wor

kpla

ce p

rodu

ct u

sing

wri

tten

dire

ctio

nso

dem

onst

rate

a p

roce

dure

for

cla

ssm

ates

ofo

llow

wri

tten

inst

ruct

ions

and

coo

rdin

ate

with

oth

ers

to a

ssem

ble

a pr

oduc

t

4'j

Com

pete

ncy

2.2

Wri

te in

form

atio

n on

orde

rs a

nd f

orm

s.

Sub

skill

s:

Indi

cato

r/B

ench

mar

k

Giv

en d

iscr

ete

exam

ples

of

form

san

d ot

her

wor

kpla

ce m

ater

ials

, the

wor

ker

will

fol

low

the

corr

ect

proc

ess

or p

roce

dure

for

rec

ordi

ngin

form

atio

n in

clud

ing

as r

elev

ant:

oco

mpl

eted

task

s on

wor

k tic

kets

oin

vent

ory

cont

rol i

nfor

mat

ion

oqu

ality

con

trol

che

cks

opr

oduc

t tes

t res

ults

oro

om in

spec

tion

ticke

ts

Ben

chm

ark

90%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Wri

tten

asse

ssm

ent

Cla

ssro

om d

emon

stra

tions

Job/

task

spe

cifi

c vo

cabu

lary

, abl

e to

rec

ogni

zew

ritte

n w

ords

and

kno

w th

eir

mea

ning

s,ab

le to

pri

nt/w

rite

lette

rs a

nd n

umbe

rs c

lear

ly.

Cur

ricu

lum

mat

eria

ls:

o 0 0 0

Stra

tegi

es:

Wor

kpla

ce f

orm

s an

d pr

oced

ures

for

thei

rco

mpl

etio

nA

s ap

plic

able

, ari

thm

etic

proc

esse

s fo

r co

untin

g, m

easu

ring

, rat

ioin

g, e

tc.

Cha

rts,

gra

phs,

gau

ges

and

rule

rs f

orm

easu

ring

/rec

ordi

ngC

atal

ogs,

sto

ck li

sts,

par

ts li

sts,

etc

.

oE

xerc

ises

for

mea

suri

ng a

nd r

ecor

ding

info

rmat

ion,

e.g.

tem

pera

ture

s, w

eigh

ts, n

umbe

r of

item

s, a

ndot

her

wor

kpla

ce s

peci

fic

task

so

Dev

elop

cha

rts

and

grap

hs d

epic

ting

info

rmat

ion

oA

s ap

plic

able

, dri

ll an

d pr

actic

e ar

ithm

etic

alpr

oces

ses

Com

pete

ncy

2.3

Com

plet

e fo

rms,

doc

umen

tsap

plic

atio

ns r

elev

ant t

o th

ew

orkp

lace

whi

ch m

ay in

clud

e:

oac

cide

nt r

epor

tso

heal

th c

laim

for

ms

opa

yrol

l for

ms

otim

e sh

eets

oor

der

form

so

mes

sage

for

ms

olic

ensi

ng a

pplic

atio

nso

leav

e re

ques

ts

Sub

skill

s:

Cur

ricu

lum

mat

eria

ls:

Stra

tegi

es;

Q,1

Indi

cato

r/B

ench

mar

k

Usi

ng f

orm

s, d

ocum

ents

, app

licat

ions

or

repo

rts

requ

ired

at t

he w

orkp

lace

, the

wor

ker

will

dem

onst

rate

the

abili

ty to

answ

er q

uest

ions

cor

rect

ly a

nd c

ompl

ete

form

sne

atly

usi

ng a

ppro

pria

te in

form

atio

n in

acl

ear,

logi

cal a

nd c

onsi

sten

t man

ner.

Ben

chm

ark:

80%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Rat

ing

crite

ria

for

prod

uct r

evie

w

Voc

abul

ary

and

spel

ling

suff

icie

nt to

com

plet

e re

quir

ed f

orm

s, c

omm

and

of s

impl

ese

nten

ce s

truc

ture

s an

dap

prop

riat

e te

nses

.

oFo

rm s

ampl

es a

nd c

ompl

etio

n in

stru

ctio

ns, i

f ap

plic

able

oV

ocab

ular

y an

d sp

ellin

g ex

erci

se, i

n co

ntex

to

Wor

k re

cogn

ition

exe

rcis

es, i

n co

ntex

to

Rev

iew

for

m la

yout

so

Rev

iew

pur

pose

of

form

s, c

omm

on c

hara

cter

istic

s of

for

ms,

com

mon

info

rmat

ion

on f

orm

so

Rev

iew

pos

sibl

e co

nseq

uenc

es o

f fi

lling

out

for

ms

inco

rrec

tly

oD

evel

op p

erso

nal p

rofi

les

with

info

rmat

ion

com

mon

ly r

equi

red

for

form

/doc

umen

ts c

ompl

etio

no

Dev

elop

moc

k fo

rms

and

proc

edur

es f

or a

sim

ple

wor

kpla

ce p

roce

ss/ta

sko

Prac

tice

tran

sfer

ring

info

rmat

ion

from

one

for

m/d

ocum

ent t

o an

othe

ro

Cre

ate

a re

port

or

lette

r us

ing

sim

ple,

dec

lara

tive

stat

emen

ts th

at d

escr

ibe

resu

ltsor

sta

te a

prob

lem

Com

pete

ncy

2.4

Com

pose

and

wri

te a

var

iety

of m

ater

ials

to a

ccom

plis

h a

task

or s

et o

f ta

sks

incl

udin

g:

oph

one

and

othe

r m

essa

ges

om

emos

and

lette

rso

sugg

estio

nso

repo

rts

Indi

cato

r/B

ench

mar

k

Giv

en s

imul

ated

exe

rcis

es th

at r

equi

rew

ritte

n re

spon

ses,

the

lear

ner

will

com

pose

and

wri

te th

e ap

prop

riat

e re

spon

seus

ing

appr

opri

ate

form

at, v

ocab

ular

y an

d sy

ntax

.

Ben

chm

ark:

80%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Rat

ing

shee

t for

prod

uct r

evie

w

Sub

skill

s:K

now

ledg

e of

app

ropr

iate

voc

abul

ary

and

spel

ling,

abl

e to

wri

te s

impl

e se

nten

ces

with

app

ropr

iate

syn

tax

and

punc

tuat

ion,

kno

wle

dge

of a

ppro

pria

te te

nses

.

Cur

ricu

lum

mat

eria

ls:

o 0 0

Stra

tegi

es:

4 ri

Sam

ples

of

wor

kpla

ce f

orm

ats

for

lette

rs, m

emos

, mes

sage

sR

evie

w o

f se

nten

ce s

truc

ture

s, te

nses

, pun

ctua

tion,

etc

. as

appr

opri

ate

Com

plet

e sa

mpl

es o

f do

cum

ent r

equi

red

at th

e w

ork

plac

e

oC

reat

e a

sugg

estio

n bo

x an

d so

licit

wri

tten

sugg

estio

ns f

or im

prov

ing

som

ethi

ng r

elev

ant t

o th

ew

orkp

lace

oR

ole

play

tele

phon

e ca

lls a

nd ta

ke w

ritte

n m

essa

ges

both

with

and

with

out p

hone

mes

sage

pad

sW

rite

mem

os r

elat

ing

to a

cha

nge

in w

orkp

lace

pro

cedu

res/

prac

tices

oK

eep

a da

ily jo

urna

l abo

ut id

eas,

pro

gres

s in

mas

teri

ng ta

sks,

and

pro

blem

s to

be

solv

ed

4 ')

Com

pete

ncy

2.5

Rec

ogni

ze a

nd r

espo

nd c

orre

ctly

ques

tions

/pro

blem

s pr

esen

ted

inlic

ensi

ng/c

ertif

icat

ion

test

s.

Sub-

skill

s:

Indi

cato

r/B

ench

mar

k

Giv

en e

xam

ples

of

test

s in

var

ious

for

mat

s, th

ew

orke

r w

ill d

emon

stra

te th

e ab

ility

to r

ead

and

resp

ond

corr

ectly

to d

irec

tions

and

item

s us

ed in

stan

dard

ized

, lic

ensi

ng a

nd c

ertif

icat

ion

test

s, e

.g.

otr

ue/f

alse

om

ultip

le c

hoic

eo

mat

chin

g ite

ms

ofi

ll in

the

blan

ko

shor

t ess

ay r

espo

nses

Ben

chm

ark:

80%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Wri

tten

asse

ssm

ents

Kno

wle

dge

of c

onte

nt r

equi

red

to p

ass

the

licen

sing

/cer

tific

atio

n te

st, a

ppro

pria

te v

ocab

ular

y, c

omm

and

of s

impl

ese

nten

ce s

truc

ture

s an

d ap

prop

riat

e te

nses

.

Cur

ricu

lum

mat

eria

ls:

o 0 0

Stra

tegi

es:

4

Sam

ples

of

test

s in

a v

arie

ty o

f fo

rmat

sIn

form

atio

n an

d di

scus

sion

on

how

to r

educ

e te

st a

nxie

tyT

est t

akin

g tip

s, e

.g.:

prep

are

over

tim

e (d

on't

cram

)be

wel

l res

ted

how

to c

ope

with

tim

e lim

itsho

w to

lear

n th

roug

h pr

actic

e te

sts

oPr

actic

e ta

king

a v

arie

ty o

f te

sto

Hav

e cl

ass

cons

truc

t and

take

test

s of

com

mon

wor

kpla

ce k

now

ledg

e,o

e.g.

, com

pany

pol

icy

cove

ring

bre

aks,

vac

atio

ns, p

arki

ng, l

unch

, etc

.o

Mak

e up

and

ans

wer

que

stio

ns c

ovin

g th

e m

ater

ial i

n th

e lic

ensi

ng o

r ce

rtif

icat

ion

test

Com

pete

ncy

2.6

Rea

d an

d us

e w

orkp

lace

pers

onne

l man

uals

.

Sub-

skill

s:

Indi

cato

r/B

ench

mar

kM

eans

of

Mea

sure

men

t

The

wor

ker

will

dem

onst

rate

und

erst

andi

ng a

ndus

e of

pers

onne

l man

uals

by

loca

ting

and

iden

tifyi

ng s

ectio

nhe

adin

gs a

nd c

onte

nt p

ages

, as

appr

opri

ate,

for

;

ole

ave

polic

yo

payr

oll d

educ

tions

oco

mpe

nsat

ion/

bene

fits

ocl

assi

fica

tions

/job

desc

ript

ions

opr

omot

ion

prac

tices

/pol

icie

so

empl

oyee

con

duct

(w

ork

hour

s, d

ress

, tar

dine

ss, e

tc.)

ope

rfor

man

ce e

valu

atio

ns/g

riev

ance

pro

cedu

res

Ben

chm

ark:

80%

acc

urac

y

Wri

tten/

oral

test

on

mat

chin

gse

ctio

n he

adin

gs a

nd p

age

num

bers

.

Kno

wle

dge

of p

erso

nnel

rel

ated

voc

abul

ary

and

abbr

evia

tions

, num

ber

reco

gniti

on in

clud

ing

Rom

an n

umer

als;

able

to a

lpha

betiz

e; k

now

ledg

e of

ver

b te

nses

.

Cur

ricu

lum

mat

eria

ls:

Stra

tegi

es:

4n

oC

ompa

ny p

erso

nnel

man

uals

oSa

mpl

es o

f fo

rmat

s fo

r ta

bles

of

cont

ents

, glo

ssar

ies,

indi

ces,

etc.

oM

ater

ials

(po

ster

s, b

roch

ures

, mem

os, e

tc.)

on

fair

labo

r st

anda

rds/

prac

tices

oC

onst

ruct

a m

anua

l usi

ng c

onte

nt c

omm

on to

eve

ryda

y lif

e,e.

g. "

cho

res"

man

ual

oB

reak

into

sm

all g

roup

s an

d ha

ve w

orke

rs e

xpla

in th

e co

nstr

uctio

nan

d fo

rmat

ting

of th

e pe

rson

nel

man

ual t

o ea

ch o

ther

oG

uide

d di

scus

sion

on

why

com

pani

es h

ave

pers

onne

l man

uals

and

the

bene

fits

to w

orke

rs w

hen

ever

ythi

ng is

"sp

elle

d ou

t"

Com

pete

ncie

s fo

r W

orkp

lace

lite

racy

Skill

Dom

ain:

GR

APH

IC C

OM

MU

NIC

AT

ION

Com

pete

ncy

3.1

Inte

rpre

t inf

orm

atio

n fo

und

insa

fety

sig

ns a

nd s

ymbo

ls.

Indi

cato

r/B

ench

mar

kM

eans

of

Mea

sure

men

t

Giv

en w

orkp

lace

sig

ns/s

ymbo

ls w

hich

indi

cate

a w

arni

ng o

r ha

zard

and

corr

espo

ndin

g de

scri

ptio

ns/d

epic

tions

of u

nsaf

e w

orkp

lace

situ

atio

ns, t

hew

orke

r w

ill s

elec

t the

war

ning

appr

opri

ate

to th

e si

tuat

ion.

Ben

chm

ark:

100%

acc

urac

y

Wri

tten

asse

ssm

ent

Sub

skill

s:Su

ffic

ient

Eng

lish

liste

ning

ski

lls a

nd w

ord

reco

gniti

on s

kills

to u

nder

stan

d pr

imar

y m

eani

ng o

f si

gn/s

ymbo

l

Cur

ricu

lum

mat

eria

ls:

oPi

ctur

es o

f al

l saf

ety

sign

s an

d sy

mbo

ls f

ound

/use

d at

the

wor

kpla

ceo

Inte

rnat

iona

l sig

ns, a

s re

leva

nto

Pict

oria

l rep

rese

ntat

ions

and

wor

d de

scri

ptio

ns o

f si

gns/

sym

bols

Stra

tegi

eso

Exe

rcis

es to

mat

ch s

ymbo

ls w

ith p

ictu

re d

epic

tions

or

wor

d de

fini

tions

oD

rill

and

prac

tice

Com

pete

ncy

3.2

Rea

d an

d in

terp

ret m

aps

that

depi

ct lo

catio

ns in

a w

orkp

lace

faci

lity.

Sub

skill

s:

Indi

cato

r/B

ench

mar

k

Giv

en w

ords

/sym

bols

that

appe

aron

fac

ility

map

s, th

e w

orke

r w

illm

atch

the

wor

ds/s

ymbo

ls to

mea

ning

s, e

.g. u

nive

rsal

sig

ns f

orre

stro

oms,

fir

e ex

its, e

tc.

Giv

en f

acili

ty m

ap a

nd lo

catio

nde

scri

ptio

ns, t

he w

orke

r w

illid

entif

y ta

rget

ed lo

catio

ns a

ndm

atch

them

to th

e de

scri

ptio

ns.

Ben

chm

ark:

100%

acc

urac

y

App

ropr

iate

voc

abul

ary,

wor

d re

cogn

ition

,to

pro

noun

ce w

ords

cor

rect

ly

Cur

ricu

lum

mat

eria

ls:

o

Stra

tegi

es

Flas

h ca

rds

show

ing

sym

bols

oFa

cilit

y m

aps

Mea

ns o

f M

easu

rem

ent

Wri

tten

asse

ssm

ent

Ora

l dem

onst

ratio

n

Wri

tten

asse

ssm

ent

Ora

l dem

onst

ratio

n

oD

rill

and

prac

tice

oD

evel

op "

trea

sure

hun

t" g

ames

oG

iven

spe

cifi

c lo

catio

ns, d

escr

ibe

to o

ne a

noth

er th

e be

stw

ay o

ut in

cas

e of

fir

eo

On

a fa

cilit

y m

ap, t

race

the

emer

genc

y ex

it ro

utes

and

cir

cle

the

appr

opri

ate

sym

bols

Com

pete

ncy

3.3

Rea

d an

d in

terp

ret s

chem

atic

s,m

atri

ces,

blu

epri

nts,

rel

ated

to jo

bta

sks.

Sub

skill

s:

Indi

cato

r/B

ench

mar

k

Giv

en w

orkp

lace

sch

emat

ic m

ater

ials

the

wor

ker

will

iden

tify

the

step

s/pr

oces

ses

to b

e fo

llow

ed to

com

plet

eth

e jo

b ta

sk(s

) in

clud

ing

the

orde

ran

d se

quen

cing

of

step

s, a

s ap

prop

riat

e.

Ben

chm

ark:

90%

acc

urac

y

Mea

ns o

f M

easu

rem

ent

Wri

tten

asse

ssm

ent

Cla

ssro

om d

emon

stra

tions

Job

spec

ific

voc

abul

ary,

wor

d an

d sy

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ABSENCE REQUEST EXERCISES

COMPETENCIES:

2.6 Use workplace personnel manuals2.3 Complete forms. . .leave requests1.7 Request leave orally

KNOWLEDGE BUILDING - Reading and Oral(30 minutes)

Step 1: Talk about Absence Request Form (ARF)What is it?What is it used for?Why is it important?What are the rules about absence at the company?Who do you talk to if you have been absent?What are FTO, PTO, and UTO?

Step 2: Have students pull out difficult vocabulary from the Absence Request Form- Write difficult words on paper, post around the room

In groups of three, have studerts define three words and post themIn groups, check definitions and make correctionsHave class as a whole check definitions

Step 3: HomeworkStudents do doze exercise on Absence Request vocabulary

ORAL COMMUNICATION(Next class- 2 hours)

Step 4: Review homework, check comprehension of vocabulary

(Prior to class discuss real absence scenarios with Human Resource personnel and supervisors.Create role play scripts from real situations discussed by company staff.)

Step 5: Explain that the class is going to practice requesting leave. Give each pair of studentsrole play scripts based on realistic situations. One student will play the supervisor and theother the employee. Students playing supervisors or employees will meet separately to discusshow they will play their roles. After this discussion, pairs will begin role playing thesituations. Each role play is recorded. At the completion of all role plays, students will listento role plays and be allowed to redo their respective role plays if they do not feel satisfied withtheir performances.

WRITTEN COMMUNICATION(Next class- 1 or 2 hours)

Bring transcribed role play tape to class.

Step 6: Teacher projects a copy of the absence request form on overhead projector. Studentswill listen to role plays and think about how the absence request form should be completed ifthe absence were their own. One student at a time fills out the form on the overhead.Students review the form and discuss whether it is correct given the situation. Each studenthas an opportunity to fill out the form.

Step 7: Homework each student fills out an Absence Request Form according to histler lastabsence.

5 "

NON-EXEMPT ABSENCE REQUEST NOTIFICATION

This section is to be completed by the employer (or supervisor in the employee's absence)

Employee Name

Date/Time Absence to Begin Time

Length of Absence (Hours)

Reason(s) for Request

THLS SECTION TO BE COMPLETED BY A MANAGER OR SUPERVISOR and returned to theemployee no later than five working days from the date of the request or sooner if an immediate response isrequired. Absence Requests/notifications are forwarded to the Human Resources Department no later than theend of the pay period in which the absence occurred. Forms must be completed for absences that are one-half hour or longer from scheduled work hours .

1. Notice Received: [ ] In Person [ ] By Phone [ ] In Writing

From: [ ] Employee [ ] Other Date

2. This absence is (check one)

Excused/Approved Unexcused/Unapproved

[ ] Planned Time Off (P1'0) Unexplained Time Off (UTO)(Includes vacations andprearranged documented absences, [ ] Insufficient notice given.i.e., jury duty, court orphysician visits) [ ] work flow was disrupted,

including tardy to work.

[ ] Unplanned Time Off (UTO) [ ] no notice given during absence(includes illness, unplannedappointments, bereavement) [ ] other

3. And, this absence is (check one):

[ ] paid, apply Flexible time Off. Hours available

[ ] paid, (number) hours to be regained.

[ ] unpaid, hours not worked and Flexible Time Off not available.

Supervisor Date

Manager Date

I acknowledge being informed of the above information:

Signature of Employee Date

Human Resources Date

5 C

Supervisor.

Worker.

ROLE PLAY SCRIPT FOR

LEAVE REQUESTS

You are a supervisor. You see one of your workers return late fromlunch. You ask your worker what happened. You explain that thelunch period is one half hour.

You went out to lunch with a friend. You are late back to work. Yoursupervisor sees you coming back late.

Supervisor. Your worker wants to go home early because of sickness. You wantthe worker to get a medical excuse from a doctor.

Worker. You have been sick all morning. You don't feel well now. You wantto go home early. You will see a doctor tomorrow.

Supervisor.

Worker.

Your worker wants to take a day off next Monday. You are worriedabout meeting the production goals for the r ,onth. You ask if the dayoff could be postponed until next month.

You explain to your supervisor, face to face, that your cousin justarrived from your native country and you need to help him find ESLclasses and a job. Your ask for advice and a day off next Monday.

Supervisor. You are a supervisor who is very busy. You are not in the office.Your voice mailbox answers the phone.

Worker. You want to talk to your supervisor face to face and ask for two daysoff in two weeks. You want to take a four day weekend, but yoursupervisor is unavailable. You must leave a message in yoursupervisor's voice mail.

TRANSCRIPT OF WORKER ROLE PLAY"ASKING FOR LEAVE TIME"

Role Play #1

Worker(wkr) "Hi, Tun."

Supervisor(spvr) "Hi, Thanh."

Wkr. "I went out for lunch, but my car got stopped on freeway. So, I just come; Iwas late, 15 minute. Can I regain that time?"

Spvr. "Actually you should try to umninumn take lunch half hour; that is thecompany policy."

Wkr. "Yes, I really know all that but that's accident on the freeway so I can't getback at on time. Is sorry about that. The next time I wil come back on time."

Spvr. "OK, so you want, you want to regain your time? Or you want to take yourtime off?"

Wkr. "I would like to regain that time. Please.

Spvr. "OK."

Wkr. "Thank you."

Wkr;

Role Play #2

"Xuan, excuse me, I've been sick all morning. Today I would like to go homeearly and I cannot come back tomorrow. I will make appointment to seedoctor tomorrow."

Spvr. "OK, you want ahhh, cause right now I want tell me know ahhh, how manyhour you leave?"

Wkr. "Ahhh, I think I will leave today 2:30."

Spvr. "2:30."

Wkr. "Yeah, and then tomorrow I won't be here all day. I would like to takevacation 8 days."

Spvr. "8 hour tomorrow and 1 hour today?"

Wkr. "I'm sorry, 8 hour tomorrow and today 1 hour."

6:J

Spvr. "So, 9 hour?"

Wkr. "Yeah."

Spvr. "OK. You remember, you make sure when you come back to work you giveme a paper. Excuse from the doctor."

Wkr. "Sure, I will. Thank you very much."

Spvr. "You welcome."

Role Play #3

Wkr. "Excuse me Cai, may I take the one day vacation for next Monday?"

Spvr. "Let's see ahhh Sui, we have ahhh very busy for next Monday because wehave very important for the meet. The meet about the meeting the productiongoal for the month. So I don't think you can, you can get next Monday off.Can you wait, can you wait and take another day off? Maybe next month orsomething like this."

Wkr. "Ummmm, yeah, how 'bout the, the next Monday?

Spvr. "No, next month, not next Monday."

Wkr. "Next month?"

Spvr. "Yeah, because ahhh, next Monday the end of the month. We have themeeting for, very important meeting you know so."

Wkr. "Yeah, because ahhh I have, I have some cousin come from the other country.I need help them find the ESL class and fmd the job. I think's OK maybe nextmonth ununmm next month first."

Spvr.

Wkr.

Spvr.

"OK, thank you for you wait. Thank you.

"Thank you very much."

"You welcome."

C,

Spry.

Wkr.

Role Play #4

"Oh, it is Somchit. I'm not in my office right now. Please leave a messageafter the tone. I call you back as soon as I can. BEEEEP"

"Hello it Somchit, is my name Dan Tran. I would like to take two days off anext week. It for the appointment, take my child go to doctor. If you comeback, please call me my phone. Thank you."

Spvr. "Why don't you give me your phone number? Hahahahaha."

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Pronounciation Workfrom Role Plays

(.3

NAME

BEREAVEMENT INSUFFICIENT PREARRANGEDNON-EXEMPT FLOW REGAINABSENCE INFORM DOCUMENTATIONREQUEST

Choose the word from the list above that matches the definition below.

Someone who can get overtime pay.

To not come to work or school.

To ask for something that you want.

To get something set up before you start doing it.

To have a paper that proves you did something that you say you did.

To get something back after you lose it.

A word that describes something moving smoothly and quickly.

A word that describes that there is not enough of something.

A period of time after someone you care about dies.

To let someone know that something that will be important to them.

Write the definition of these initials:

FT0-

PTO-

UTO-

Unexcused UTO-

p- tJ

1.3 Able to communicate verbally with co-workers. supervisors. and guests.

(This lesson was for a beginning level class. However, there were different levels in thegroup, and some students could still barely speak in English. For those students who couldnot yet communicate verbally, the first step is oral comprehension, which was addressed in thislesson.)

Subskills: Students have learned the meanings of questions words "who" and "what", namesof positions in the hotel such as "room attendant", "supervisor", "personnel manager", namesof items in the room such as "towels", "queen sheets", and "bedspread", subject pronouns (he,she, they, etc.), and present tense of verb "to be".

The following exercise is to review the above vocabulary, and practice sentence structure andquestion asking/answering.

Materials: housekeeping cart with items, cards with words "what" and "who", cards withnames of items, cards with names of positions.

A. Teacher models questions, using the real items from the cleaning cart. Studentsanswer questions.

Teacher: "What is it?"Student: "It's a towel."

Teacher: "Who is she?"Student: "She's a room attendant."

Teacher: "What are they?"Student: "They are queen sheets."

B. More advanced students are asked to follow the model, making the questions to asktheir classmates. Lowest level students, who are literate but cannot yet respond, areonly asked to hold up cards with words "who" or "what", or card with the name of theitem or the name of the position, when they hear the question.

This becomes an exercise in which three levels of students can be participating at theirown level.

Highest level students formulate and ask the questions.Second level students answer the questions.Lowest level students hold up the cards.

1.3 Able to communicate verbally with guests.

Subskills: able to pronounce clearly such words as "towels", "guest", room numbers,able to use basic sentence structure

A. Teacher brings up levels of language, formal/informal, or polite/impolite.Teacher/students relate discussion to levels of formality/politeness in their nativelanguages. Teacher stresses importance of polite language use with guests in a high-quality hotel. (This increases student confidence, because it gives them the assurancethat they will be using the proper and appropriate language for the situation.)

B. Brainstorm with students about the difference between "do you want" and "would youlike", "I want to" and "May I", etc.

C. Hand out the sheet of Polite vs. Impolite expressions. Read, discuss.

D. Students practice on cue. For example:

Teacher: Ask (name) if she wants a cup of coffee.Students: Ask (name) , would you like a cup of coffee?"

Teacher: Ask the guest if you can help him.Student: Ask "Sir/Ma'am, how can I help you?"

E. Next class, the material is reviewed by asking similar questions, to see if students canrespond politely without referring to the sheet. Additional review may be necessaryuntil they can respond spontaneously.

F. Additional expressions are introduced and discussed, such as those on the page BeingPolite to Hotel Guests, and are taught in a similar way.

POLITE

{ How can I help you?{ May I help you?

The guest in Room 917 requeststwo extra towels.

IMPOLITE

{ What do you need?{What do you want?

Room 917 wants two extra towels.

What would you like?

I'd like a cup of coffee, please.

What do you want?

I want a cup of coffee.

Could I have two extra towelsfor Room 917, please?

Here you are.

Give me two extra towelsfor Room 917.

Would you come with me, please? Come here.

May I go home now?

Yes, you may.

I want to go home now.

(Go ahead)

You may take anythingyou'd like.

You can take anythingyou want.

{ May I talk to you for a minute?

{ Could I talk to you for a minute?/I'd like to talk to you for a minute.

{ Can I talk to you for a minute?

I want to [wanna] talk to you.

What do you want?

6 C

BEING POLITE TO HOTEL GUESTS

Would you like your room serviced now?

What would be a good time to come back?(What time would you like service?)

I'll make sure that are delivered to you as soon as possible.(I'll get them for you right away.)

Here are the extra towels you requested.(Your towels, Sir/Ma'am.)(Here you are.)

Do you mind if I use the vacuum cleaner?

How may I help you?(May I help you?)

I'll do it right away.

Could I give you some fresh towels?

I'm sorry, I'll report this right away.

I'm very sorry, I'll contact Security right away.

Is there anything else I can do for you?

I'm sorry to disturb you.Is everything satisfactory in your room?

May I see your room key, please?

I'm sorry, I don't have permission to let you in.I'll contact the Front Desk for you.

VOCABULARY EXERCISES

Task specific sub-skill vocabulary development for competencies:

2.1 Following written instructions . . .

2.2 Writing information on orders and forms, e.g., work tickets

wptvocab

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This is an exercise to determine familiarity with vocabulary used on the worksite inproduction.

Workers are asked to review the list of vocabulary words and write those that they understandcompletely in one column, those they understand a little in a second column and those theydon't understand in the last column. Beside each word they indicate the frequency at whichthey encounter the word.

From these work sheets, the instructor individualizes lessons to improve command and use ofthis task specific vocabulary.

6 9

Vocabulary

1. authorized substitute

2. burr

3. conductor

4. circuit side

5. cross hatching

5. defect

7. dewetting

8. diode

9. flux

10. fractured joint

11. insulated wire

12. jumper

13. major defect

14. module

15. nonconformance

16. plating

17. polarity

18. radial leaded

19. residue

20. warp

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This is an exercise in vocabulary review and specific workplace terminology.

Lower level students demonstrate understanding of this vocabulary through completing amatching quiz.

Higher level students are asked to define the words.

ka3

7:3

vocabulary

drill- a tool used to make holes

adhesive- material that sticks 2 things together

trim- to cut a part to fit right

status number- a number that identifies material with the expiration date

sanding- using sandpaper to make a surface smooth

serial number- a number used for identification

production- making things

potting- material used to fill empty spaces

quantity- how many

inspection- to check to see if the assembly was made correctly

stamp- number that identifies the assembler who did the work

work order- paperwork that goes with the job which includes customer #

assemble- to put parts together to make something

shipping- to send a finished product to the customer

paint- a liquid used to change the color

primer- a liquid used to paint a surface before using paint

innerskin- 3-ply fiberglass cloth

outerskin- 1-ply fiberglass cloth

Matching Quiz

1. drill how many

2. adhesive material used to fill empty spaces

3. trim to put parts together to make something

4. status tag a liquid used to change the color

5. sanding to make a surface smooth

6. serial number 3-ply fiberglass cloth

7. production paperwork that goes with the job which includes the customernumber

8. potting a tool used to make holes

9. quantity number that identifies the assembler who did the work

10. inspection a liquid used to paint a surface before using paint

11. stamp material that sticks 2 things together

12. work order 1-ply fiberglass cloth

13. assemble to cut a part to fit right

14. shipping a number that identifies material with an expiration date

15. paint making things

16. primer part number

17. innerskin to send a finished product to the customer

18. outerskin to check to see if the assembly was made correctly

Vocabulary Quiz

Please choose ten word to define. If you have more time and would like to define theremaining words, please do.

1. shipping-

2. work order -

3. potting-

4. paint-

5. primer-

6. stamp-

7. quantity-

8. status tag -

9. serial number-

10. sanding -

11. inspection-

12. drill-

13. assemble

14. trim-

15. adhesive

16. production -

17. innerskin -

18. outersldn -

lb

Competency 3.2

Read and interpret maps that depict locations in a workplace facility

Subskills: Able to give directions orally (dow the hall, first door on the left, upstairs, etc.)

Materials: Enlarged map of facility from company handbook, game piece representing person

S's learn to read and pronounce the vocabulary found on a facility map (i.e. laundry room, dining room)

S's learn to identify the symbols found on the facility map. (i.e.. star for fire extinguisher, circle for firealarm

S's tour the facility and identify verbally the locations and equipment, and practice reading the signs

S's work in pairs with the map to describe how to get to different places in the facility (one describes theroute, the other moves the game piece on the map and identifies the destination)

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0 FIRE ALARM

FIRE EXTINGUISHERS

4-EVACUATION ROUTE

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