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Preparing Workers for 21 st Century Employment (Introduction) Transition to Sustainability Each participant receives copy of Teacher Guide for all three.

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Presentation on theme: "Preparing Workers for 21 st Century Employment (Introduction) Transition to Sustainability Each participant receives copy of Teacher Guide for all three."— Presentation transcript:

1 Preparing Workers for 21 st Century Employment (Introduction) Transition to Sustainability Each participant receives copy of Teacher Guide for all three subject areas along with clips to keep material together Student Workbooks are at MAEPD.org Future Workshops will be delivered using the Regional Training Model

2 Preparing Workers for 21 st Century Employment Reading – Mathematics – Writing Skills

3 Workshop Objectives Workshop Participants will: Know the contents of the reading, mathematics and writing skills workbooks to be able to effectively use Preparing Workers material to improve student academic skills. Understand the application of project material to develop soft skills necessary for workplace success. Evaluate project Teacher Guide Classroom Activities and be able to adjust those activities to the particular situation where necessary.

4 Purpose of Preparing Workers To develop workbooks of realistic, problem solving Reading, Mathematics and Writing scenarios for use by ABE/ESL/Literacy students which are based on workplace issues. Michigan Employers The scenarios were developed based on current research and skills identified by Michigan Employers as key to employee effectiveness.

5 Preparing Workers All materials developed use the workplace “Problem Based” format established first in the Reading Workbook. Each scenario requires application of academic skills to solution of workplace problems. Teacher Guide for each workbook includes Classroom Activities which emphasize “team based” solutions to problems presented. Each problem solving scenario begins with a quote from a Michigan employer for adult students to ponder.

6 Making the Most of a Job Reading was the first set of materials developed. Mathematics and Writing follow the same model format introduced in the reading material. This workshop will review the content of all three workbooks.

7 Employer Role For each workbook the 30- 50 persons interviewed included: –Public and private employers –Adult educators including classroom instructors, administrators, literacy council staff and volunteers –Michigan Works staff, employment counselors and workforce trainers Focus group questions to spur group discussion were organized around research-based workplace topics Focus Group sessions were held in Auburn Hills, Grand Rapids, Battle Creek, Muskegon and Traverse City

8 Michigan Employers Provided key input re: The skills that they(employers) were looking for Employer input helped to shape the choice of topics for all Selections Each Selection is preceded by a quotation from an employer. In Summary: Employers were KEY in the development of this curriculum

9 Why was the initial Reading effort begun? The project was designed to yield double duty benefits for participants: 1. The project was designed to yield double duty benefits for participants: 1. Improve reading skills (and) 2 2.Develop an understanding of the individual personal requirements for success in today’s workplace environment.

10 Reading Level of Student Workbooks Target Population – ABE Students at 4.0 – 6.9 Reading Level – ESL students at Low Intermediate and above Each writer adjusted writing to hit the reading level using the Flesch-Kincaid Grade level calculation. The reading was controlled by keeping sentences short and limiting use of multi-syllabic words. All three workbooks are written at the same level.

11 Preparing Workers Reading Workbook Organization Reading Selections42 Reading Selections organized around specific workplace topics. Divider PageDivider Page lists workplace skills addressed in that section. Each Scenario is introduced with a QuoteEach Scenario is introduced with a Quote from a Michigan Employer VocabularyKey Vocabulary GlossaryGlossary contains meaning and pronunciation help. Think About It & DiscussThink About It & Discuss includes questions to be considered after the reading. Write About IT! New for this edition. This activity builds upon the time-tested notion that development of reading and writing skills go hand in hand.

12 Teacher Guide Classroom Activities Each Activity builds upon lessons from the readings and has been shown to be effective with students at all adult ed levels. The Classroom Activities in the Teacher Guide are beneficial for all students regardless of level. Teacher Guide Activities “engage” participants so as to extend their thinking about workplace issues. Each activity does not fit usual “schoolwork” model. More like life outside the classroom than schoolwork!

13 Work Groups Many Class Activities are designed for small groups or pairs. Others ask you to have students “brainstorm” these are good times to move students into small groups. The same activity with a slight variation will be appropriate for one to one tutoring. Idea is that there no place to hide in a small group and even shy students seem to function in such settings.

14 Teamwork/Classroom Activity Thoughts Rotate roles Classroom Activities require students to exercise judgment. Address many comments made by the Michigan business community. Organized the same as the Reading Selections Let’s look at two activities. 1.3 Roy and Employees (Math Focus) 2.3 Paul and David

15 Grouping Hints Teams function smoothly when each member has an assigned role. Class teamwork mirrors workplace-based team building. Maintain groups for several class meetings Groups of four seem best for small group activities

16 Companion Workshop Reading Fluency Skill Development Use with original material Reading Skill workshop will be delivered at a later date

17 PW Reading at MAEPD.org http://maepd.org/http://maepd.org/ (Click to go to site) New for this edition – Active Table of Contents, Descriptive Scenario Titles, Write About it Questions for Each Selection All PW Reading materials are available for download Easily used to supplement current ABE/ESL curriculum

18 Reading Skills Group Activity Divide Participants into Groups Each Group will read over the assigned scenarios and examine the Workbook Activity Use the Flip Chart Sheets to: Summarize scenario story line Develop a short lesson for each scenario (outline on chart) Report Out to Group

19 Reading Material Wrap-UP Raise Issues Next We Will Examine Mathematics Material

20 Preparing Workers Mathematics Material “Making Sense of Math at Work” 32 Scenarios in the Student Workbook Math Skills are listed for each lesson (New) Material Presented in Random Order Active Table of Contents

21 Rationale for Random Order In life Math Issues Don’t Show up In Sequence How do folks solve problems when they show up “Out of Sequence” (ask a friend, child look it up etc.) Expect that students will work together to solve the problems in the workbook and the TG We can’t be experts at everything!

22 Preparing Workers Mathematics Material Continues the workplace “Problem Based” format established in the Reading Workbook with an emphasis on “Number Sense.” Solutions to mathematics scenarios require knowledge of mathematics applications. Many scenarios are drawn from soft-skills contexts. Teacher Guide includes Classroom Activities which emphasize “team based” solutions to problems presented. Each math scenario begins with a quote from a Michigan employer for adult students to ponder.

23 Math Issues Raised In Focus Groups Allocate Resources Use basic math well enough to accomplish work related tasks. Apply whole numbers to the job using calculator operations. Use decimals to understand and apply budget issues relative to dollars and cents. Be able to make change accurately and balance a cash drawer. Demonstrate an understanding of measurements in a variety of applications e.g. food recipes, size of objects, or space in a locations etc. Use measurements for clothing, decorations and other retail applications. Understand and apply appropriate solutions for costs applicable to travel and transportation. Prepare for meetings when space, cost for food, location have budget implications. Participate in and make contributions to budget meetings which demonstrate an understanding of fiscal issues.

24 Math Issues Raised In Focus Groups (cont.) Solve Problems Use math sense to estimate the solution for a problem or the feasibility of proposed solutions. Load material based upon math application. Use geometric principles to order carpet, tile, measure for cabinets, decide on fixtures based on size etc. Read simple blueprints and follow as needed. Use various calculator applications to “get the job done.” Allocate space needed for staff and equipment. Work with clients to maximize value a while functioning on a minimal budget for a project.

25 Result of Michigan Employer Input Provided key information on the math skills employers are looking for Transcripts from the tape of the Focus Groups helped to shape the choice of topics for the Mathematics Selections Each Mathematics Scenario is preceded by a quotation from an employer.

26 Preparing Workers Math Workbook Organization Look at a copy of the project mathematics selections: Scenarios32 Mathematics Scenarios based largely on topics from the focus group tapes. QuoteQuote from Michigan Business Leader VocabularyKey Vocabulary GlossaryGlossary contains meaning and pronunciation help Work Readiness profile tasks are listed Math Skills covered in the lesson Think About ItThink About It contains questions to be considered after the reading Note: The project material was developed to “supplement” current ABE/ESL material not to replace it!

27 Mathematics Skills Group Activity Divide Participants into Groups Each Group will read over the assigned scenarios and examine the Workbook Activity Use the Flip Chart Sheets to: Summarize scenario story line Develop a short lesson for each scenario (outline on chart) Report Out to Group

28 The Conference Board 2006 Report based on- U.S. Business Council CEO Survey: Are They Really Ready to Work?: Employers’ Perspectives on Basic Knowledge and Applied Skills of New Entrants to the 21 st Century U.S. Workforce www.conferenceboard.org/publications/descri be.cfm?id=1218 28

29 About the 431 Survey Respondents 29

30 Workforce Readiness Report Card of New Entrants- With High School Diploma Deficiency Written Communications - 80.9% Professionalism/Work Ethic - 70.3% Critical Thinking/Problem Solving - 69.6% Oral Communications - 52.7% Ethics/Social Responsibility - 44.1% Reading Comprehension - 38.4% Teamwork/Collaboration - 34.6 Diversity - 27.9% Information Technology Application - 21.5% English Language - 21.0% 30

31 Workforce Readiness Report Card of New Entrants- With Two-year College/Technical School Diploma Deficiency: Written Communications - 47.3% Writing in English - 46.4% Professionalism/Work Ethic - 31.3% Lifelong Learning/Self Direction - 27.9% Creativity/Innovation - 27.6% Critical Thinking/Problem Solving - 22.8% Oral Communications - 21.3% Ethics/Social Responsibility 21.0% 31

32 Debbie Hansen’s Observation “CEO survey respondents on new employee deficiencies indicate that a lack of professionalism is immediately behind a lack of written communication skills. These two proficiencies are closely linked. The ability to present both factual data and your thoughts and ideas professionally in written form is a key hiring point.” Debbie Hansen, Oxford Bank, Assistant VP and Branch Manager (Quote in Writing Skills Workbook) 32

33 Writing Skills Material Includes Workbook and Teacher Guide Writing Skill Development - a Lifelong Pursuit Some scenarios will highlight a positive outcome when workers write well. Others will detail the negative impact of poor writing. Avoiding writing is never an answer With practice we can all improve! (Point of emphasis) 33

34 Four Units Unit One: Work with Others and Serve Clients Unit Two: Responsibility Unit Three: Monitor and Correct Performance Unit Four: Integrity, Solve Problems, Use Technology, Use Systems Note: Unit Titles are primary “soft skills” secondary “soft skills” are also listed for each scenario. 34

35 Employer Quote Message General Theme from Focus Groups – Some will be hired into an entry level job with poor writing skills but such employees have little chance of being promoted. Careless writing on the application will factor into the hiring decision. Wide use of email has changed expectations of entry level employees. 35

36 Sample Quote “The importance of written communication skills at work cannot be emphasized enough. Misspelled words, improper sentence structure, or inability to convey thoughts and ideas clearly, reflects right back to the writer, and leaves an unfavorable impression on co-workers, customers and management, and could possibly prevent further success on the job”. Laura Mitchell, Human Resources Manager, Wayne Wire Cloth Products, Inc. 36

37 Writing Skills Material Includes Workbook and Teacher Guide Writing Skill Development - a Lifelong Pursuit Some scenarios will highlight a positive outcome when workers write well. Others will detail the negative impact of poor writing. Avoiding writing is never an answer With practice we can all improve! (Point of emphasis) 37

38 PW Writing Skills at MAEPD.org http://maepd.org/http://maepd.org/ (Click to go to site) New for this edition – Active Table of Contents, Descriptive Scenario Titles, Write About it Questions for Each Selection All PW Writing Skills materials are available for download Easily used to supplement current ABE/ESL curriculum

39 Writing Skills Skills Group Activity Divide Participants into Groups Each Group will read over the assigned scenarios and examine the Workbook Activity Use the Flip Chart Sheets to: Summarize scenario story line Develop a short lesson for each scenario (outline on chart) Report Out to Group

40 Wrap Up Each of you were given a copy of the TG All Student Workbooks are at MAEPD.org Use the MAEPD copy of the workbooks to print off specific lessons for your class Use the Classroom Activities from the TG along with the scenario chosen to present lessons Please complete the Evaluations of this session and turn in as you leave

41 Contact Us Ron Froman Rdfroman72904@aol.com Tony Lagos effecttrain@aol.com


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