Exploring Work-Based Foundation Skills in the ABLE Classroom Instructional Activities and Resources to Use with Adult Learners Work-Based Foundation Skills Project Priscilla Carman and KayLynn Hamilton, Project Co-Directors Suzanne Webster and Mary Kay Williams, Project Staff Institute for the Study of Adult Literacy, Penn State University Version 2.2 © 2004 Exploring Work-Based Foundation Skills Instructional Activities and Resources Table of Contents About this Guide . . . . . . . . . . . . . . . . . . . . . . . 2 – 3 Practitioner Section . . . . . . . . . . . . . . . . . . . . . . 4 - 126 Basic Employability Skills . . . . . . . . . . . . . . . . . . . . . . . 5 Demonstrates Effective Interpersonal Relations . . . . . . . . . . . 6 - 11 Demonstrates Self-Management Strategies . . . . . . . . . . . . . 12 - 16 Works in Teams . . . . . . . . . . . . . . . . . . . . . . 17 - 21 Solves Problems . . . . . . . . . . . . . . . . . . . . . . 22 - 26 Makes Decisions . . . . . . . . . . . . . . . . . . . . . . 27 - 31 Basic Workplace Knowledge . . . . . . . . . . . . . . . . . . . . . 32 Applies Health and Safety Concepts . . . . . . . . . . . . . . . 33 - 37 Understands Process & Product or Service . . . . . . . . . . . . . 38 - 42 Demonstrates Quality Consciousness . . . . . . . . . . . . . . . 43 - 47 Understands Finances . . . . . . . . . . . . . . . . . . . . 48 - 52 Works within Organizational Structure and Culture . . . . . . . . . 53 - 57 Basic Workplace Skills . . . . . . . . . . . . . . . . . . . . . . . 58 Reads with Understanding . . . . . . . . . . . . . . . . . . . 59 - 64 Writes Clearly and Concisely . . . . . . . . . . . . . . . . . . 65 – 69 Listens with Understanding . . . . . . . . . . . . . . . . . . 70 – 74 Speaks Clearly and Concisely . . . . . . . . . . . . . . . . . . 75 - 79 Applies Mathematical Concepts, Operations, and Reasoning . . . . . . 80 - 84 Observes Critically . . . . . . . . . . . . . . . . . . . . . . 85 - 89 Uses Technology . . . . . . . . . . . . . . . . . . . . . . 90 - 94 Locates and Uses Resources . . . . . . . . . . . . . . . . . . 95 - 99 Lifelong Learning Skills . . . . . . . . . . . . . . . . . . . . . 100 - 105 Supplemental Handouts for Modules . . . . . . . . . . . . . . . 106 - 126 WERC © 2004 Page i 0 Exploring Work-Based Foundation Skills Instructional Activities and Resources Table of Contents Learner Section . . . . . . . . . . . . . . . . . . . . . . .127 - 173 About this Guide . . . . . . . . . . . . . . . . . . . . . . . . 128 Section One: Introduction to Foundation Skills . . . . . . . . . . . . . 129 Introduction to Foundation Skills (Foundation Skills Wheel). . . . . . . . . 130 Foundation Skills Self-Appraisal. . . . . . . . . . . . . . . . .131 – 133 Section Two: Competency Lists and Tip Sheets . . . . . . . . . . . . . 134 Basic Employability Skills . . . . . . . . . . . . . . . . . . . .135 - 144 Demonstrates Effective Interpersonal Relations . . . . . . . . . .135 - 136 Demonstrates Self-Management Strategies . . . . . . . . . . . .137 - 138 Works in Teams . . . . . . . . . . . . . . . . . . . . .139 - 140 Solves Problems . . . . . . . . . . . . . . . . . . . . .141 - 142 Makes Decisions . . . . . . . . . . . . . . . . . . . . .143 - 144 Basic Workplace Knowledge . . . . . . . . . . . . . . . . . . .145 - 154 Applies Health and Safety Concepts . . . . . . . . . . . . . .145 - 146 Understands Process & Product or Service . . . . . . . . . . . .147 - 148 Understands Finances . . . . . . . . . . . . . . . . . . .149 - 150 Works within Organizational Structure and Culture . . . . . . . .151 - 152 Demonstrates Quality Consciousness . . . . . . . . . . . . . .153 - 154 Basic Workplace Skills . . . . . . . . . . . . . . . . . . . . .155 - 170 Reads with Understanding . . . . . . . . . . . . . . . . . .155 - 156 Writes Clearly and Concisely . . . . . . . . . . . . . . . . .157 - 158 Listens with Understanding . . . . . . . . . . . . . . . . .159 - 160 Speaks Clearly and Concisely . . . . . . . . . . . . . . . . .161 - 162 Applies Mathematical Concepts, Operations, and Reasoning . . . . .163 - 164 Observes Critically . . . . . . . . . . . . . . . . . . . . .165 - 166 Uses Technology . . . . . . . . . . . . . . . . . . . . .167 - 168 Locates and Uses Resources . . . . . . . . . . . . . . . . .169 - 170 Lifelong Learning Skills . . . . . . . . . . . . . . . . . . . . .171 - 173 WERC © 2004 Page ii 0 About this Guide This guide contains activities and resources to help adult learners develop the work-based foundation skills and knowledge areas included in the Foundation Skills Framework. The idea for the guide came from ABLE practitioners who said it would be helpful since many existing materials either do not address the workplace context or do not address the wide variety of skills and knowledge areas on the wheel. We encourage you to use the guide to supplement or expand the work-related components of your program. The guide is divided into two main parts: Practitioner Section and Learner Guide. The Practitioner Section is divided into the four major areas of the foundation skills wheel: Basic Employability Skills, Basic Workplace Knowledge, Basic Workplace Skills, and Lifelong Learning Skills. Each section contains an individual module for the corresponding foundation skills in that area. For example, Basic Employability Skills includes Works in Teams, Makes Decisions, Solves Problems, Demonstrates Effective Interpersonal Relations, and Demonstrates Self-Management Strategies. Each module includes:  Key words and concepts to build background knowledge;  Discussion questions to further explore the use of that skill or knowledge area in the workplace context;  Instructional ideas to help adult learners develop and use the skills, competencies and knowledge areas in a workplace context. Each instructional activity is keyed to the corresponding foundation skill competency it addresses. For example, the second competency under Demonstrates Effective Interpersonal Relations is E2.2 Displays Responsible Work Behaviors.  NEW*—a chart that illustrates which Workplace Essential Skills® (WES) curriculum activities address that particular skill. WES is a multimedia curriculum that teaches basic skills in a workplace context; it includes printed workbook, web-based and video materials and activities. Project staff analyzed these activities to identify the foundation skills they address. This chart is especially useful for practitioners who use both the WES curriculum and the Foundation Skills Framework in their program and classroom.  The last section of the Practitioner Section includes master copies of selected activities included throughout the guide. The Learner Guide NEW* includes two sections: 1) Introduction to Foundation Skills and 2) Competencies and Tip Sheets. Section 1 includes a copy of the foundation skills wheel, the foundation skills self-appraisal, and a chart showing which pages in the Learner Guide will help learners learn more about specific skills. Learners can complete the self-appraisal independently or with practitioner guidance. The results of the self-appraisal can be used to set learning goals. Section 2 includes a competency list and a tip sheet for each area of the foundation skills wheel. The competency lists provide detailed information about the foundation skills and can be used to help learners explore the breadth and depth of a particular skill. They can also be used for informal assessment. Learners can use them independently or with practitioner guidance to keep track of which competencies have been performed. The tip sheets contain strategies and background information about the foundation skills. They were designed so learners who read at a mid-literacy range (5th-8th grade readability) may use them independently. Or, practitioners may adapt or use them to customize instruction to learners’ needs and goals, specific industries, workplaces, or job tasks. WERC © 2004 Page 2 0 Using and Adapting the Learner Guide: Ideas for Practitioners 1. Use the Learner Guide to develop a work-related curriculum or supplement an existing curriculum.  Use the self-appraisal as a starting point for setting goals.  Select activities and materials from both guides based on results of appraisal and learners’ goals.  Use authentic work-related materials to illustrate the application of foundation skill strategies in real-life context.  Emphasize inter-relatedness of skills. Combine tip sheets, when appropriate to explore their implications for workplace situations.  Have employed students investigate how skills and strategies can be used at work and in other contexts.  Emphasize the social context of using the skills and strategies—effective communication skills are critical to success in today’s workplace. 2. Maximize the benefit of the tip sheets by using direct instruction principles.  Discuss the quotation at the top of the sheet. Relate it to planned instructional activities.  Introduce and model the tip sheet’s strategy (when, where and why the strategy might be used). Read the tip sheet aloud with lower level audiences.  Provide guided practice with feedback; use authentic workplace materials or work-related curriculum activities.  Provide independent practice, either with authentic workplace materials or activities in commercial workplace basic skills materials.  Discuss transfer to actual workplace situations.  Encourage learners to reflect on using the skill and strategy and how they might use them in other contexts. 3. Adapt the materials to provide customized foundation skills instruction.  Build a customized curriculum around the results of a foundation skills needs analysis of a specific workplace—identify specific skills, competencies, tasks, situations, materials, and scenarios to build relevant instructional activities. Use the ideas and materials in both guides for instructional planning and curriculum development.  If you are working with a particular industry cluster in your region (example: healthcare), develop a word bank for that industry. Practice communication activities in pairs or small groups in all instructional sessions. 4. Set up your classroom like a workplace. For example, Brigitte Marshall suggests the following in Preparing for Success: A Guide for Teaching Adult English Language Learners (2002):  Work Orders  Calling in Sick  Complaint Form  Broken Equipment  Rules for the Classroom  Teamwork Chart 5. The materials and ideas in both guides are a starting point to build your toolkit of instructional resources and materials. For example, collect or develop additional tip sheets for certain foundation skills or knowledge areas. Collect authentic materials from learners and work-related programs. The activity which is the subject of this resource, was supported in part by the U.S. Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Pennsylvania Department of Education and no official endorsement should be inferred. © 2004, Institute for the Study of Adult Literacy, Penn State University WERC © 2004 Page 3 0 PRACTITIONER WERC © 2004 Page 4 0 BASIC EMPLOYABILITY SKILLS Cognitive, personal and interpersonal skills needed to interact appropriately within the workplace as well as advance to new positions and responsibilities. Includes such skills as working well with others, solving problems, and managing time effectively  Demonstrates Effective Interpersonal Relations  Demonstrates Self-Management Strategies  Works in Teams  Solves Problems  Makes Decisions WERC © 2004 Page 5 0 Demonstrates Effective Interpersonal Relations This module will help develop the social skills needed to cooperate with others, interact effectively within the workplace and advance to new positions and responsibilities. “Diversity without unity makes about as much sense as dishing up flour, sugar, water, eggs, shortening, and baking powder on a plate and calling it a cake.” ~ C. William Pollard WERC © 2004 Page 6 0 KEY WORDS/CONCEPTS  Non-verbal communication  Supervision  Feedback  Stereotypes - actions and language  Cooperation  Compromise  Autonomy  Diversity  Conflict Resolution  Negotiation  Motivating situations DISCUSSION QUESTIONS  Discuss some ways that you can accept the roles of men and women in non-traditional jobs at your workplace. What ways can you help encourage others in different fields?  Do you have a preference for working with a male or female supervisor? How might your preferences affect your performance on the job?  Many retirees are coming back into the workplace. Do you find it challenging or beneficial to work with employees who are in their retirement years? How do you feel about working with younger adults?  How do you handle conflict in the workplace? Do you talk it over or keep it to yourself?  What would you do if you saw someone harassing a co-worker? Would you report the situation?  Your supervisor must give you feedback on occasion. How does it make you feel? Are there situations that are more or less uncomfortable? When and why?  If you could be your own supervisor, what would you do to make things better at your workplace?  What is the difference between a manager, a supervisor and a leader? WERC © 2004 Page 7 0 ACTIVITIES Cooperation with Others What are some things that you do to show others that you are willing to work with them? Make a list of these items on the flip chart and discuss. (EX: Smiling, helping your team member with their projects when you are finished, giving encouragement when others are having trouble.) E1.1 Cooperates with others. Non-Verbal Walk For about 5 minutes have the participants walk around the room silently observing others. Make sure that no one is speaking. They may use gestures (remember this is a “family show”—so only gestures appropriate for prime-time TV, such as smiling, winks, frowns, etc), After the 5 minutes, they should sit down and develop a brief list of impressions of each of the persons that they observe. They should make every attempt to make these positive impressions, this is not an opportunity for below the belt comments. Discuss the observations with the following questions:  Were most of the impressions correct?  Were any accurate clues given based on facial expressions, the clothes people were wearing, posture, hairstyle, body stance?  Did you find it challenging NOT to talk?  Would you have been more comfortable if allowed to talk? E1.1 Cooperates with others. Choose Your Boss! On a 3 X 5-index card, ask participants to list the top 10 qualities of a good supervisor. Ask the participants to discuss these qualities with the class. Ask them the following questions:  What is important about these qualities?  How difficult it is to “live” these qualities?  Which ones are easy/difficult to improve? E1.2 Accepts supervision. Perception Can Sometimes Seem Like Reality Ask the participants to get into small teams. Have them list 10 characteristics, behaviors, and perceptions that are viewed as negative or irritating. Ask them to list 5 that are associated with males and 5 that are associated with females. Debrief the activity with the following questions:  What stereotypes do we have about males and females?  How can you address these stereotypes?  How can stereotypes get in the way in the workplace?  What can you do make sure your workplace doesn’t perpetuate stereotypes? E1.3 Works in a diverse environment. WERC © 2004 Page 8 0