Process Sub-steps
- Become familiar with the workplace that the learners will be
entering.
- Tour the worksite.
- Build relationships with the stakeholders.
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- If a large plant is involved, tour the plant, meet the trainers,
familiarize yourself with the workplace.
- Go to the workers where they work, when they work. Job shadow
if possible.
- Build relationships, even a advisory committee.
- This is a starting point to identifying the WES you will include.
- For the AWCEP curriculum, I was given a list of the 16 possible
occupations that those completing the program would be heading
into. It included labourers, pulp machine operators, truck drivers,
heavy equipment operators, chainsaw operators, shippers and receivers,
plus 13 more related occupations.
- I spent an entire day touring the workplace to see what workers
had to know.
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Process
- Examine the profiles and determine which workplace essential
skills are to be included.
- Validate these skills with the workplace.What workforce essential
skills do we splice in?
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Considerations:
- Is this a skill used daily or just occasionally? If “rarely,”
is it still a needed skill, such as completing an accident report?
- Validate these findings with the workplace. I gave my list
of essential skills to the people at ALPAC and asked them to check
off which essential skills were used by entry level workers.
- I also asked them which essential skills were missing.
- Very important to have this workplace connection.
- It was it this point that we discussed our final evaluation
plan. We agreed that we would have students complete a final portfolio
of completed workplace documents.
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Activity
Look at 1-2 profiles.
- If you were to build a program for these occupations, what skills
would you need to include for
- Reading text
- Document use
- Writing
- Record these skills on the flip chart.
- Include examples such as:
- Trades helpers and labourers need to scan manuals,specifications,
regulations. Example: WHMIS manuals
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For example:
- Reading: do you need to teach skimming strategies, and if so,
what do the workers in the occupation skim? Memos? Manuals? Do
you need to teach reading comprehension? What do workers in the
occupation read? Journals? Books?
- Document use: What documents do workers need to address? Do
workers complete forms? What kind of forms? Do workers read tables
and schedules? If so, what kind of schedules? Do workers read
or complete check lists? Do workers read graphs?
- Writing: what do workers need to write? Paragraphs or less
than a paragraph? What do they write? Letters of request? Analysis
of situations? Minutes from safety meetings?
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