Process Sub-steps

  • Become familiar with the workplace that the learners will be entering.
  • Tour the worksite.
  • Build relationships with the stakeholders.


  • 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.

 



Process

  1. 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?

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.


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

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?