Workforce Essential Skills - Home - PTPptp.ca/.../05/wescan-workforce-essential-skills-guide.pdfWorkforce Essential Skills is programming geared to improving adults’ skills on the

Workforce Essential Skills

Putting literacy to work

In 2009, PTP Adult Learning and Employment Programs initiated atwo-year workforce Essential Skills research and implementationproject, titled Workforce Essential Skills across Canada (WESCan). TheWESCan project and this guide were generously funded by the Officeof Literacy and Essential Skills (OLES), Human Resources and SkillsDevelopment Canada.

Many individuals have contributed to this guide, including the staff andparticipants at five WESCan project partner sites. PTP is grateful toKaren Geraci and Marisa Mazzulla of inQuire consulting for leadingresearch efforts and developing this guide; advisory committeemembers for their guidance and feedback throughout the project;community partner liaisons for their insight and collaborative spirit; andBarbara McFater, PTP’s Executive Director, and Sarah Murray for projectmanagement.

Thanks to:

PTP has developed a number of resources to support the delivery ofworkforce Essential Skills. These include the CAMERA assessment tool,workwrite resource series, Signposts curriculum guidelines, a video thataccompanies this guide, and research reports that describe PTP’sworkforce ES model. Please visit www.ptp.ca for further informationand to view the video.

Writers: Karen Geraci and Marisa Mazzulla Project Manager: Sarah Murray Cover & Layout: Denyse MarionPrinting: Paper Etcetera

Advisory Committee:

Margaret EatonBrigid HayesLindsay KennedyNanci McConnellSuzanne Pederson

Community Partners:

Claire AshtonPaul BrinkhurstJacklyn CatterickGay DouglasSheena FalconerChristina Fowler Gail Gorchynski Ashley Hoath Nene KraneveldtCheryl KustraRandy LindsayChris Squire

Staff andparticipants at:

FutureWorx Society,Truro, NS

Literacy Link Niagara,Thorold, ON

Parkland College,Yorkton, SK

The Saint JohnLearning Exchange, Saint John, NB

Tseshaht First Nation,Port Alberni, BC

ISBN: 978-0-9865287-5-0Copyright © PTP 2011

Published by PTP Adult Learning and Employment Programs. All rightsreserved.

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5What is workforce Essential Skills? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Who offers workforce ES? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7Practice and research in workforce ES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Elements of effective workforce ES programming . . . . . . . . . . . . . . . . . . . . . . . . . . . .9WESCan partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10Implementation process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Stage 1: Needs identification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Examine current practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Identify programming potential . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Stage 2: Resource allocation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Identify resource requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Identify staffing needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Examine existing funding sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Identify new funding sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Stage 3: Program design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Make structural decisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Identify partners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Incorporate good workforce ES practice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Plan program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22Consider instructional approach . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23

Stage 4: Implementation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Stage 5: Refinement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Identify successes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Examine challenges . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28Institute changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Introduction

This guide is a synthesis of the experiences of five workforceEssential Skills (ES) program partners from across Canada.With funding from the Office of Literacy and Essential Skills(OLES), and training and support from PTP Adult Learningand Employment Programs, the partners were identified inpart because of the diversity of the communities and labourmarkets they work within and because of the diversity of theclient groups they serve. The Workforce Essential Skills acrossCanada (WESCan) project had two objectives in workingwith these partners: to help them refine or implementworkforce Essential Skills programming and to research theirexperiences to identify what program implementationinvolves and what contributes to effective programming.Along the way, we came to rely on each other’s experienceand wisdom and to share in each other’s successes andchallenges.

From such diversity sprang a common understanding of theelements that contribute to workforce ES programming, anda common commitment to offer strong, flexible programmingto meet the needs of employment-bound adults. Thoseexperiences are what inform the contents of this guide.

Workforce Essential Skills is a pre-employment adulteducation approach that extends beyond job search andrésumé writing, to focus on helping participants develop theabilities they will need on the job. In many ways, whatcontributes to successful workforce Essential Skillsprogramming is what makes any adult education programsuccessful; strong instructors and supports for participants

that extend beyond narrow educational needs are significantcontributing factors to success. And yet there are someadditional features that contribute in particular ways toworkforce Essential Skills programming that are worthconsideration. This guide examines what workforce EssentialSkills programming is, how it can be designed and whobenefits from it.

WESCan was a two-year research study to investigateworkforce ES approaches and implementation processes.Project researchers and PTP staff provided initial intensivetraining and follow-up support to enable partners toimplement workforce ES. WESCan partners documentedtheir entire implementation processes through journals andonline postings. Findings from the research informed thedevelopment of this guide, and furnished the quotes used throughout the guide. PTP staff and project researchersworked with five partners coast-to-coast.

• WESCan partners implemented or refined workforce ESprogramming

• Partners reflected on the implementation process anddocumented findings

Workforce Essential Skills: Putting literacy to work | 5

Workforce Essential Skills is programming geared to improvingadults’ skills on the road to employment. In programs foremployment-bound adult participants, adult educators focuson the ways workers use skills on the job. Participants see therelevance in what they encounter in the program because thecontent is drawn from real workplace tasks. Given its clearfocus, workforce ES can also be appropriate for individualswho are already employed and who wish to enhance the skillsthey need on the job.

Workforce Essential Skills is built on the notion thatprogramming should be directly connected to participants’goals, and that doing so results in more meaningful programsand better learning gains. Workforce Essential Skillsprogramming attempts to show connections between what islearned in the program and what is practiced outside theprogram. It limits the scope of programming but increases thedepth of knowledge and skills within that defined scope.

Workforce Essential Skills uses the Essential Skills Profiles1 asits foundation to understand job demands. When programsare built on the Essential Skills, educators and participants canmake direct connections between program content and howworkers use their skills on the job. While reading text,document use, numeracy and writing do constitute a majorfocus of adult education programming, the Essential SkillsProfiles help practitioners see how those skills are used withintasks, often in an integrated way. The Profiles also reveal how

other skills and abilities, such as problem solving and workingwith others, contribute to success on the job. These skills playjust as important a role in workers’ abilities to meet their jobdemands; the Profiles provide a summary of workplace skilldemands that adult educators can draw from.

Features of workforce ES:

• Places emphasis on skills and tasks, such as documentuse, problem solving and working with others, that havea high priority in workplaces

• Focuses on the skills participants will use at work• Provides opportunities to learn and practice within

realistic contexts • Draws connections between work and other life

applications• Makes use of authentic workplace materials

The learning that takes place in workforce Essential Skillsprograms is not limited to workplace applications. Adultstend to learn more quickly and retain their skills betterwhen they learn content that is meaningful and relevant totheir lives. The skills taught within an employment contexthave the same relevance outside of work as well. Considerhow often we read schedules, write emails and fill in forms,not only at work, but also at home and in communitysettings. Workforce Essential Skills tasks can be describedfor their workplace relevance as well as their relevance tocommunity and family contexts.

What is workforce Essential Skills?

Goals ofworkforce ES> To make programming

more relevant foremployment-boundparticipants

> To better prepareparticipants goingdirectly to employment

6 | PTP Adult Learning and Employment Programs

1 For more information on Human Resource and Skills Development Canada’s Essential Skills Research Project, or to view the Essential Skills Profiles, go tohttp://www10.hrsdc.gc.ca/es/english/ES_Profiles.aspx

Who offers workforce ES?

“The workforce ES program allows students to gain self-esteem, self-understanding and basic workplace skills.”

“In practice, a workforce Essential Skills programlooks very different from a traditional adult literacy

program. The aim is not to progress the participant throughgrade levels towards a grade 12 equivalency exam, but ratherto focus on work-specific skills and tasks. Learners are

encouraged to identify the similarities of tasks anddocuments regardless of the job specifics so they understandthe purpose of their instruction.”

“We need to avoid confusing skills for FINDING workand skills FOR work.”

Workforce ES programming can be offered by a variety ofeducation and service providers. Smaller providers will noticeincreased demands on their time given the need to liaise withother community service providers and employers whereverpossible. It is also beneficial to identify specific staffmembers whose role will include some dedicated time forresource development and program planning. Nevertheless,providers of workforce ES may not be traditional adultliteracy programs. They can also include:

• Employment service providers• School board and college departments with ties to skills

training and workplace training

• Temporary locations set up through labour adjustmentinitiatives

Under WESCan, workforce ES programming was offered atthese locations:

• First Nations reserve community learning site• Community College upgrading department• School board partnership, housed at one board’s location• Community-based literacy agency • Skills development and employment services agency


In this guide, workforceEssential Skills is used torefer to pre-employmentskills upgrading, todistinguish it from workplaceEssential Skills which usuallyrefers to skills upgradingthat occurs in conjunctionwith an employer, often at aworkplace.

PTP, a large community-based adult education provider inToronto, moved from offering upgrading primarily for thoseseeking access to post-secondary programs to workforceEssential Skills programming in the late 1990s. Since then, PTPhas instituted a successful workforce ES program anddeveloped many resources that support workforce ESinstruction. While these tools have been enthusiasticallyreceived, during training sessions and discussions withproviders across Canada, it has become evident thatimplementing workforce ES programming involves more thanjust using workforce ES materials. Throughout the guide,elements of PTP’s approach to workforce Essential Skills areincluded to illustrate some of the best of their programpractices.

The WESCan project involved two years of programresearch and development that focused on implementingworkforce ES in diverse organizations serving the needs of

distinct communities. A call for letters of interest wasdistributed nationally to identify partners. PTP workedclosely with five providers over the course of a year to buildcommunity-based, locally relevant workforce ES programs.

The first research objective was to better understand whatis involved in implementing workforce ES programming. Thevisual below summarizes the findings from the researchabout the key ingredients necessary for successful programimplementation.

The second research objective was to explore what effectiveworkforce ES programming looks like. The elementsdescribed on the following page were identified through theresearch.

desire to better serve participants’

needs

dedicated investment to

design, pilot andrefine a program

easy-to-use tools

and resources

opportunity to takecommunity needs

into account

support from expertsand others interested

in accomplishingsimilar goals

Practice and research in workforce ES

PTP’s workforceES materials:> CAMERA, a series of

standardizedassessments

> Signposts, curriculumguidelines

> workwrite, a series ofphotocopiableworkbooks


Ingredients for program implementation


Elements of workforce ES programming

Effective workforce ES programs use workplace-oriented learning materials and include facilitated sessions. Some programs alsoprovide holistic programming and opportunities to apply skills through work placements and/or project work; WESCan partnersfound that each element contributed positively to programs.

Facilitated sessionsIn workforce ES programs,instructors have a role to play inguiding discussions. They canhelp participants reflect on pastexperience, learn from each otherand start to recognize when theywill need to use their newlyacquired skills and knowledge atwork – and the problems thatcan ensue if they don’t.

“With discussions[participants] can see that

the materials are challengingtheir thought processes and theirbeliefs about . . . how they relateto the workplace.”

Opportunities to apply skillsWorkforce ES programs often involve an applied component where participants exercisetheir developing Essential Skills as they manage real tasks in a supported setting. Thismight involve construction projects where participants build a picnic table for use on-site,or cooking opportunities where participants prepare meals for themselves and others.

“Through project-based learning and activities . . . learners will prepare for cross-sector entry-level employment, while enhancing their personal health, life skills and

community involvement.”

Holistic programmingSuccessful transitions to employment involve more than learning the reading, writing and mathskills needed at work. Participants need an opportunity to develop soft skills, such as thoserequired to work with others and they often need supports such as assistance with job search.

“Childcare, transportation, warm supportive learning environment, instructors thatare compassionate, fair and hold learners accountable.”

Work placementsWorkforce ES involves making direct links to employers in the community. For some programsthis involves arranging and coordinating off-site work placements for participants at some pointduring the program. This experience not only helps participants see the connections betweenwhat they have learned and the world of work, but it also helps participants recognize the valueof such learning.

Workplace-orientedlearning materials At the most fundamental level, allworkforce Essential Skillsprograms involve bringing theworkplace into the program. Thisis accomplished by using learningmaterials and activities that reflectthe kinds of tasks that workersneed to carry out.

“[We] need to buildembedded skills (general

non-task specific i.e., punctuation,fractions, etc.) in meaningfulways. They are not specificallytargeted so much as introducedas tasks require them.”

Workforce ES programs strive tomake the workforce contextexplicit enough that participantscan connect what they’re learningto what they will need to do onthe job.


WESCan partners

Tseshaht First Nation Port Alberni, British Columbia

Tseshaht is one of the 14 Nuu chah nulth Nations onVancouver Island. In April 2009, Tseshaht introduceda new program, Social Education & EmploymentDevelopment Services (SEEDS) to the community.The main goal of SEEDS is to help people helpthemselves through healing, education, employmentand personal development. “We want to createpositive change for our community . . . people wantmeaningful employment and [they] place a highvalue on health, well-being and employment.” Tseshaht was interested in enhancing the educationcomponent of SEEDS by making the program contentmore relevant to community members.

Parkland College Yorkton, Saskatchewan

Parkland College is one of eight regional colleges in theprovince and was established in 1973. It offersprograms at five campuses and is the only adulteducation provider in Yorkton. Traditional adulteducation programming is geared towards helpingadults achieve the GED (high school equivalencydiploma) and a secondary school diploma. Parklandwas interested in establishing alternative programoptions for employment-bound participants, and “To incorporate the Essential Skills into all of ourtraining programs."

Literacy Link NiagaraThorold, Ontario

Literacy Link Niagara is a regional network of 12 member adult education programs. The network offers assessment services, coordinatestraining of front-line staff and carries out researchand development projects. Literacy Link Niagara wasinterested in identifying ways to address the needsof their community, given its lower than averageliteracy levels and the second highest per capitalayoff rate in Ontario.

The Saint John Learning Exchange Saint John, New Brunswick

The Learning Exchange is an adult education centrethat strives to help people achieve their goals ofeducation and employment. It serves approximately400 participants per year. They offer TIES 2 Work, aprogram that matches job seekers with potentialemployers and then offers a short-term program toprepare them to be candidates for employment. TheLearning Exchange was interested in developingprogramming suited to lower level participants, “Learners for whom our [current] programming is notworking. These learners are not realistically GED-bound . . . their focus is to become employable.”

FutureWorx Society Truro, Nova Scotia

FutureWorx was established in April 1984 to addressthe program and service delivery needs of individualsexperiencing difficulty accessing and maintainingmeaningful employment. FutureWorx offers aprogram that includes personal development,academics and on-site work experiences. “In essencethe employment is a by-product . . . at the core of ourwork, is a desire and mission to assist the individual inrealizing their potential and increasing their self-sufficiency.” FutureWorx was interested in using theEssential Skills to enhance the integration of its threeprogram components in order to better meetparticipant needs.

1

2

3

4

5

The experiences and reflections of these five providers of workforce ES serve as the foundation forthis guide. You will read more detailed descriptions of their programs in Stage 4: Implementation.

12

3

45


Stage 1: Needs identificationThe process of implementation begins when providers identify the need for adifferent type of program. In some cases, there is a realization that programsbeing offered aren’t serving their communities’ needs. Through thisrealization, they identify a new target group who can benefit from workforceES programming. In other cases, providers recognize that they can improveexisting services.

Stage 2: Resource allocationDuring this stage, providers identify the resources they need to begin programimplementation. This involves identifying human and financial resources andfunding sources to cover their needs. Human resources include program staffand others who develop instructional materials and training.

Stage 3: Program designThe program design stage has providers explore the elements of workforceEssential Skills programming, while considering local needs. This stage providesthe opportunity to be creative and think about how a workforce ES program canreach the target audience(s), deliver meaningful content and link to other servicesand providers if desired. Decisions about intake procedures, program schedules,program content and delivery model are made at this stage after considering theneeds identified and the resources available.

Stage 4: Implementation The program implementation stage is where the ideas explored in stage 3 getoff the ground. At this stage, attention shifts to ensuring the program’srealization meets expectations.

Stage 5: RefinementOnce a program is up and running, this stage involves reflecting on whatworks and what is needed to refine the approach. Activities to refineprogramming don’t need to wait until programming has come to an end;minor changes such as those to schedules and program content can occuralong the way.

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Implementation process

The five providers that builtor refined workforce EssentialSkills programming were asdiverse as the programs theyimplemented. Despite theirdifferences, the providersfollowed similar processes toimplement workforce ESprogramming. The stages ofimplementation are illustrated in the spiraldiagram.


A workforce Essential Skills needs assessment processexamines the needs of two client groups: those already servedby existing programming and potential clients whose needsare not yet being served. In situations where program staffmembers are confident that program goals align with theneeds of participants who attend regularly, there may still be asense that some participants fall through the cracks, and thatservices other than those currently on offer would be ofgreater benefit to a wider client group.

Needs assessment should take into account the easilyidentified needs, such as those that participants articulate atprogram entry, as well as signs that may point to unidentifiedand/or unfulfilled needs. These signs might include unrealisticparticipant goals, lack of motivation and high dropout andabsenteeism rates.

In assessing their participants’ needs, most WESCan partnersreached beyond the obvious participant responses andstatistics to examine factors that could signal a disconnectbetween participants’ needs and program offerings.

Examine current practice

Investigate participant goalsAt program entry, start by asking participants what they hopeto do once they have completed programming, and howprogramming can serve them in their next steps. In particular,identify whether participants’ interests lie towards skillstraining, employment or academic goals. When participantsidentify academic goals, for example, probe to understand

how this objective connects with their next steps and longer-term goals. Are they hoping to achieve academic outcomes inorder to access employment? If so, then workforce EssentialSkills programming might still be a good option to help targetthe abilities these individuals will need.

For many adults, the decision to return to a learningenvironment is synonymous with achieving an academicoutcome. As a result, many participants will identify academicgoals such as the attainment of a GED, secondary schooldiploma or entry into post-secondary programs because theyare unfamiliar with other options, or believe no other optionsexist. Consider participants’ stated goals of secondary schooldiplomas and GED in light of their academic background andliteracy skills. Adults whose skills will enable them to achieveacademic outcomes within a few months are often goodcandidates for academic programming. However, in caseswhere adults appear to need substantial interventions that arelikely to extend over a period of several years, other kinds ofprogramming, including workforce Essential Skills, may resultin more success.

WESCan partners emphasized goal setting as a key factorthat helped participants shape their program experiences.Having clear and realistic goals resulted in participantsshowing an increased sense of satisfaction and confidencewith program outcomes. Goal setting was not an isolatedactivity; for many WESCan partners, it was a processrevisited often to allow participants to reflect on and refinetheir goals.

Stage 1: Needs identification


“I don't think we can stress enough how effective andrealistic goal setting is the essence of successful

Essential Skills training.”

“So many of our students have decided on academicand career paths that may not be realistic. They may

view leaving the academic stream as a failure.”

Review participant outcomesThere may be a difference between the goals participantsidentify when they enter programming, and what they do whenthey leave programming. If statistics are kept about participants’activities once they exit programming, review these to seewhether skills training and employment comprise a significantproportion of participant outcomes. It can be particularly helpfulto investigate whether participants who identified academicgoals go on to achieve those goals within the time frame theyset for themselves. In organizations where many participantscomplete the program or leave the program early and thenaccess employment or skills training, this points to a need tooffer workforce ES programming over academic programming.

Explore local labour market needsExamine the needs of communities in addition to the needs ofparticipants at this stage. Talk to local employers, regionaltraining boards, associations and chambers of commerce toidentify occupations and sectors where employment growth isexpected. Consider the types of jobs participants are likely toenter. Use this information to determine whether there is a needto focus programming on specific occupations or sectors.

Engaging with employers during this stage has the addedbenefit of establishing relationships that could be developedinto partnerships once program planning is underway. It alsoprovides opportunities for organizations to educate employersabout the benefits of workforce ES programming givenEssential Skills demands at work.

WESCan partners found that it was necessary to work atgetting employers to see the value of ES training. Theyidentified challenges associated with employers’ seekingcertificates regardless of their relevance to the job.

Consider program duration and participant retentionA common refrain in adult education is that “adults vote withtheir feet”. So, while participants may say they are interested inattending programming, a program with empty chairs speaksvolumes. While absentee rates can have different causes, adultswho perceive value in what they are doing usually make anattempt to attend programs more regularly and drop out withless frequency. Poor participant retention and attendance couldbe signs that current programming isn’t meeting participants’needs. Bringing in authentic learning content that is directlyrelated to participants’ next steps is motivating. Participantsthen see a direct connection between what they are doing inthe program and what they will do on the job.

Without exception, at the outset of the project, WESCanpartners identified a mismatch between participants’ statedgoals and their willingness and motivation to attendprogramming.

At PTP, participantsconduct their ownoccupational research inwhich they investigate localemployment opportunities,explore options and setemployment goals.Participants share theirfindings by delivering locallabour market reports toother participants. Thisprovides a mechanism forkeeping everyone currenton the latest labour markettrends.

Stage 1

“We saw learners really spending many years inprogramming, but not making gains, getting

frustrated, leaving, coming back.”

Identify programming potential

To set up for success, there must be a match betweenprogram goals and the target group. Providers can begin bybeing clear about program goals, and then use these decisionsto identify who is best served by the programming. In somecases the reverse works better; providers start by identifyingthe target group and their needs, then build the programmingto address those needs.

“In retrospect, it may have been smart to testinterested clients first and then build the curriculum

around their levels.”

Identify potential participantsA number of Canadian studies have shown that only a smallpercentage of adults with literacy needs ever attend literacyprogramming2. While reasons vary, one substantialcontributing factor is that many adults do not see themselvesas needing literacy upgrading. With workforce Essential Skillsprogramming, there is an opportunity to change the wayliteracy upgrading is perceived. Adults may see their needsbeing more readily met by programming that is tied toemployment outcomes and that draws its content from theEssential Skills requirements of work.

Two potential client groups can be drawn from laid-offworkers and those currently in the workforce who perceive theneed to brush up on some skills to increase their success onthe job. These individuals may identify their goals as beingable to perform better at a job they already have, to qualify forpromotions or to access other kinds of work, perhaps withbetter pay or more job security. Workforce ES programs striveto meet adult participants where they currently are, and helpthem build the skills they need to be successful at work.

WESCan partners identified workforce Essential Skillsprogramming as a model that is attractive to adults whodon’t want to return to a traditional school environment.

“All of the learners had worked previously; however,their work experiences had mostly been unsuccessful

due to a variety of factors, but mostly related to soft skillchallenges.”

“[Workforce ES is] tailored to the learner, it’s learner-focused, and it allows them to make transitions to

employment when that’s possible, in a way that meets theadult where they are at. No adult wants to go into anenvironment where they are treated like they were in grade4. This approach allows them to be treated with respect,with dignity, in a way that celebrates the strengths that theyhave and the awareness and knowledge that they have.”


2 Long, E. (2001). Who wants to learn? Toronto, ON: ABC CANADA Literacy Foundation. Retrieved March 16, 2011 from abclifeliteracy.ca

Stage 1

Establish program goals When it comes to workforce ES, being clear about programgoals means making decisions about what the program will dofor participants. Will the program prepare participants for work?Will it prepare them for job search? Will it help participants tomanage in a general way in any workplace, or within a specificindustry or occupation? These may seem like minor variations,but each intended outcome should lead to a significantlydifferent program design.

Use your program goal to communicate resource needs tofunders. A clear goal can also help administrators communicatewith staff at all levels of the organization so everyoneunderstands what the program intends to achieve. Adulteducators will also use this clear program goal to begin theirplanning process. Finally, an understandable program goal helpsgenerate interest amongst potential participants by allowing forunambiguous communication about what the program is, whoit is designed for, and what the benefits will be for participants.

Identify target group Program goal and target group are strongly connected.Whatever decisions you have made about the program goalshould now help to identify which participants will benefit mostfrom the program. While this might seem self-evident, it canhappen that program goals are set independently of targetgroups. Consider situations where providers are required towork with a specific population. Even if a provider changes itsprogram goals, staff may feel obligated (or may be required) toserve the same population that they always have. This kind ofmismatch between program goals and target groups oftenresults in programs that serve theoretical participants better

than the real ones who come through the door. Programs thatrun without clearly defined goals and target groups run the riskof accepting many and serving few.

At one WESCan partner site, participants were able to attendthe program regardless of whether they needed literacy skillsdevelopment. This presented real challenges for programplanning, and made the needs of a multi-level class thatmuch more varied. It raised questions about what thosehigher functioning participants needed from the program,and what the program was able to provide to them. Atanother partner site, instructors met with resistance whenparticipants who enrolled in the program didn’t perceive theyneeded the skills that were being taught. In both these cases,problems arose because the participants who attended wereinappropriate for the program being offered. As a result, theagencies had difficulty meeting participants’ needs and theparticipants felt dissatisfied with the programs.

“Most of the learners were not literacy learners andwere referred from other programs; learners had a

very specific list of skills that they wanted to learn even ifassessment showed they needed assistance in other areas.”

By the end of the research phase, WESCan partnersconcluded that: “Eligibility should be flexible but focused –you want to balance being the best fit with sometimes beingthe only fit, [so you] have to be adaptable.”

“We must find a way . . . to either funnel the learnerswho are too high a level into another job search

strategy or to adapt the program to these learners.”


Stage 1

Funders can play a pivotal role in determining the success ofnew or revised workforce ES programs. While some programdecisions assume funding sources are already in place, othersmay require seeking new sources of funding. Dueconsideration should be given to how the new program modelcan best be funded.

WESCan partners experienced varying degrees of successworking within parameters set by funders. Complicationsarose due to funding restrictions. In some cases, fundersretained exclusive control over who entered programming,making it difficult to access relevant new client groups. Inother cases, the requirement to coordinate funding createda constant balancing act for administrators. Those partnerswho had some latitude to allocate resources to addressparticipants’ needs, even if it was as limited as providingsnack foods, felt these gestures made a significant impact.

Identify resource requirements

With the needs assessment wrapped up and a new or revisedprogram in mind, it’s time to think about how to make theprogram happen. Some decisions about resource requirementsmay need to wait until the program design stage is complete;however, it is useful to consider in advance which resourcesare already at hand and what might still need to be accessedor developed. In particular, consider whether facilities alreadyexist, such as a kitchen that could connect participants withwork or work-like activities. Having a realistic sense of what isrequired will help to avoid shortfalls in funding and last-minute

efforts to put things in place. Here are some questions toconsider when identifying resource requirements:

• What space is available to run the program? What kindof set-up does the space allow? What is the maximumnumber of participants that can be served in the spaceavailable? Does any of the space include a private areafor conducting assessments?

• Are there resources such as a job search club, orfacilities such as a gym or kitchen already on-site thatcould be incorporated into a workforce ES program?

• Will opportunities to apply skills be part of the plannedworkforce ES program? Are different or additionalfacilities needed? Does the program need equipment or tools?

• Is computer and Internet access available forparticipants?

• Will materials need to be purchased? • Will staff training be required?

“Internal challenges have been locating space to dothe assessments.”

“We consider the cost impact of implementing aworkforce ES model to be low. . . . Achieving this

requires the will to do so, creativity, and time, but not a lotof equipment or material investment.”

Stage 2: Resource allocation


Identify staffing needs

Instructors who are comfortable planning lessons, leadingfacilitated sessions and incorporating holistic programmingelements and work placements are critical to the success ofworkforce ES programs. In some cases, providers may findthat the abilities instructional staff need to teach in workforceES programs are beyond what is required of instructors intheir traditional literacy programs. It may be more effectiveto adopt a team teaching approach if a single instructordoesn’t have all the abilities and experience suggested for asuccessful program.

When assessing staffing needs, consider the time instructorswill need to incorporate elements of workforce ES into anexisting program or to create a new program. Instructorsneed time to collect examples of authentic documents usedin the community and in local workplaces and to plan lessonsthat incorporate these materials with other learning activitiesand resources. Instructor training, particularly in the area ofEssential Skills and the how-to’s of developing participants’skills within a workforce context, is essential in assistinginstructors who are moving from a traditional literacyapproach to workforce ES. As programs become established,keeping the program fresh and current given the changingdemands of the world of work, will require some ongoingstaff time that is not tied directly to program delivery.

WESCan partners found it unrealistic to expect thatinstructors busy with the day-to-day delivery ofprogramming could dedicate significant time to program

planning. Under WESCan, many project partners changedtheir staffing models so time could be allocated accordingly.

“Being able to have a full-time person coordinate andshepherd others through the project has been

invaluable.”

Examine existing funding sources

Begin by considering funds and resources already available.Funding for an existing program that is not proving to beeffective could be reassigned to the development or deliveryof a workforce ES program. Staff members who have aninterest in this type of programming, time available to devoteto it, and the requisite skills and experience necessary toplan, instruct or assess may already be in place. Existingfunding requirements should be examined carefully in light ofany changes proposed to existing programming, particularlyin case they affect who can attend the program and whatthey will get out of it.

Many adult education providers rely on multiple fundingsources. In these cases, not only is it critical to examine anyrestrictions related to individual funders, but it is alsoimportant to consider how these different sources of fundingwill work together. Funding conditions may well requireproviders to seek multiple sources of revenue – and there aredefinite advantages to having multiple sources of support –yet those same conditions can make it difficult to meet allthe funders’ targets while providing the services needed.


Stage 2

In extreme but not rare cases, funder requirements mayactually work against what providers feel is in the bestinterest of participants. These requirements can includeelements such as intake and selection processes,assessment choices, programming content and outcomesmeasures. While funders may retain final decision-makingauthority, adult educators have an important role to play inhelping to establish criteria for learner selection andprogram success.

“There are so often strings attached to funding andwe have seen first-hand how negative the effects of

particular constraints can be on programming.”

Identify new funding sources

Workforce Essential Skills programming can benefit greatlyfrom program supports such as curriculum development,employment counselling, job development and employeroutreach. Programs can also look at adding services thatcomplement workforce ES programming. These might includefinancial literacy and health and wellness activities.

In some WESCan partner programs, participants were ableto maintain income assistance benefits, access trainingallowances or receive extensions to existing supports suchas subsidized childcare and extended health benefitsbecause of their attendance in the program. This made all

the difference to being able to maintain their attendance forsome participants who could not have attendedprogramming if it had resulted in less income or a cutbackin other benefits and supports.

“I don't believe we would have been able to provide astand-alone program without some type of income

assistance attached to it.”

“For the duration of the 12 weeks, the participants'funding source was not cut back (even while being

paid for three weeks on the job). This was intended to helpthem transition off of a fixed income, and not be caught inthe lurch awaiting their first pay cheque. Childcare, healthcards and transportation costs were also covered forparticipants.”


Stage 2

Program design draws on what has been learned through theneeds assessment and takes available resources intoconsideration. The program design stage requires makingsome key planning decisions; careful consideration at thisstage will be more likely to result in a successful program thatavoids common pitfalls.

Make structural decisions

Structural decisions are the decisions that specify the overall set-up of the program. Providers should consider answers to thefollowing questions:

• How can programming reflect local labour market conditions?• Will the program have a fixed start and end date, or will the

program be delivered on a continuous intake basis? If theprogram has continuous intake, how often will newparticipants be accepted?

• How long will participants be expected to attend the program?• Should the program be offered to one multi-level group or

should participants be organized into groups according toability?

• What should the program schedule be? Which days of the weekand which hours will participants be most likely to attend?

• What date should the program begin?

Structural decisions should be at least partly informed by theprogram’s objectives and what is known of the target group.

Decisions about program start dates should take into accountwhen participants can begin attending; program durationshould be informed by participants’ literacy levels at entry andtheir goals for when they exit the program; programschedules should take into consideration the intensity of ESupgrading required, as well as other supports participantsshould be able to take advantage of while in the program. Uselocal labour market conditions to select an occupational orsector focus for the program. Regardless of the structuraldecisions you make, the implications of those decisionsshould be thoroughly explored for their benefits and anychallenges they might pose to participants, funders and staff.

In seeking ways to help adults develop the abilities necessaryat work, it is important that structural elements of programsnot pose additional barriers to them on the road toemployment. Setting up a program that takes into accountthe realities participants face is more likely to see positiveoutcomes. If individuals in the target group are more likely tocommit to a program that offers a weekday off so they canattend to family and home responsibilities, this can becomepart of the program set-up. If there is a time of year whenparticipants are less likely to attend this can also beaccommodated at the outset. Daily schedules should alsobear in mind the same considerations. For example, although9:00 AM to 3:00 PM programming often works well foreducational institutions, it may not be the best choice for allparticipants.


Stage 3: Program design

One WESCan partner made the decision partway throughprogramming to change the daily schedule to have a laterstart time. They had been monitoring attendance patterns,and found themselves constantly battling low attendance inthe first half of the day. The change to a later start time hadan immediate effect; attendance became more regular andthere was a significant drop in late arrivals.

“The program is allowing students to tailor their ownschedules and define their own hours – and is

empowering them to act as employees rather than studentsand creates more ownership over tasks.”

“The summer session operated from June 30 –August 30. Three students attended Monday to

Thursday from 8:30 AM to 12:30 PM. Two students attendedfull days on Thursday and Friday. This was done toaccommodate work schedules.”

Identify partners

Partnerships with other service providers and communitysupports can be a great advantage to staff and participantsalike; as such, careful consideration should be given to thebenefits such partnerships might provide. Partnerships are akey way to make programming and training connect toparticipants’ next steps. This involves creating a willingnessamong the partners to share information, services andresources – all with the goal of meeting participants’ needs.

Examples of potential partners include:

• Employment service agencies that can assist withemployment counselling and job search

• Education providers that can offer access to a computerlab or shared instructional time

• Health and wellness providers that can offer servicessuch as counselling and fitness activities

• Social service providers that can offer information andsupport

• Financial institutions that can provide information aboutfinancial literacy

• Employers that can offer work placements and jobshadowing opportunities

“[E]ngage potential workplace experience employersearly on in the program.”

While WESCan partners saw great benefits in working withother service providers, they also identified the need tomanage relationships and ensure that service provisiondoesn’t come into conflict between providers. One WESCanpartner worked in cooperation with two literacy providerswhose needs and interests were not always on the samewavelength with theirs. This partner commented, “We havelearned that new programming can be very political andthat you need to arm yourself with allies first. It has beendifficult not being the delivery agency and having to workwith two other agencies in this role.”

At PTP, a pre-employmentdevelopment (PED)component has been asuccessful addition toworkforce ES programming.Sessions are organized on amonthly basis during whichparticipants can carry outvolunteer work in thecommunity. For those whohave little or no paid workexperience, volunteeringcan offer opportunities towork with others and see aworkplace in action.


Stage 3

PTP staff membersidentified a need to providehands-on learning activities.To provide theseopportunities, theydeveloped a componentthey call Teamworks as partof their workforce ESmodel. Under Teamworks,each participant chooses ateam they wish to work on.Teams carry out activitiessuch as running a snackshop, placing office supplyorders and creating amonthly newsletter for PTP.

Incorporate good workforce ES practice

During the program design stage, staff members have achance to consider program goals and structural decisions.There may be additional program elements that are worthconsidering because they help meet the unique needs ofworkforce ES participants. These elements can significantlyincrease the appeal of a program and lead to improved learnerengagement and better outcomes.

Opportunities to apply skillsWhen participants have the chance to apply their skills inwork-like activities in a supported environment, it helps themrecognize the importance of the skills they are learning.These opportunities might include project-based learning inwhich some instructional modules focus on purposefulactivities such as planning an event or carrying out a smallconstruction project. Alternatively, in-house jobs could bemade available, whereby participants carry out a specifiedset of tasks on a regular basis. These might include activitiessuch as placing office supply orders, maintaining job boards,preparing meals for program participants or providingservices such as cleaning.

“Also proving valuable are the individual projects.These are also Essential Skills driven, for example,

planning a summer camp, or a concert. The scenario isdefined in a manner that requires the client to draw on allEssential Skills, and the instructor guides them as they run

into problems, using workwrite materials as appropriate. Theresults have been very positive for clients – improved self-esteem, great pride in what they are accomplishing.”

Holistic programmingWESCan partners found it was important to includeopportunities to develop soft skills, financial literacy and healthand wellness. These were important elements of their workforceES programs.

WESCan partners identified other beneficial programsupports, given the complex needs of client groups theyworked with. Although not a defining characteristic ofworkforce ES, each WESCan partner came to recognize thevalue of including these elements and in making linksbetween life skills and work skills. In recognition thatparticipants may struggle with poverty, trauma, substanceabuse and health concerns, WESCan partners found theseneeds had to be acknowledged and addressed wherepossible in order for quality learning to take place. Whilethese supports were not always available, several of theWESCan partners identified these as areas for furtherexploration while refining their program approach.

“In an ideal world we would have supports such as aday care, a guidance counselor, an employment

counselor and a job coach on staff, but that is not possible.We must always work in cooperation . . . to secure bus passesand day care allowances for our clients.”


Stage 3

“Challenges – poverty, social and emotionalchallenges and communication challenges – are an

area of concern with this group. I keep the cupboardstocked with food. Several of the students have mentionedthat being able to have a good breakfast (bagels, toast,muffins, oatmeal, fruit) helps them through the day. Severalof the students have accessed counselling.”

Work placementsEmployer participation can contribute significantly to thevalue participants attach to workforce ES programming. Atthe planning stages, employers can provide insight into workrequirements and hiring practices. Arranging for workplacements with employers provides participants with achance to experience the reality of work life, and cansometimes lead to paid work upon program completion.Further, by maintaining a connection to employers, workforceES programs keep up with changes in the workplace.Otherwise, it can be challenging for adult educators tomonitor current workplace conditions from within theireducational settings.

When considering work placements, a number of decisionsneed to be made:

• Who will identify and set up work placements? • How long will placements be? • At what stage in the program will they occur? • What role will the adult educator play during the work

placement? • Are there any factors that could make some participants

ineligible for work placements (for example, criminalrecords)?

“Work experiences might be increased, perhaps twodifferent work scenarios for a two-week period. We

felt doing the work experiences in the middle of theprogram worked. It allowed learners to come back into theclassroom and discuss their experiences.”

Plan program

Program planning begins with establishing an intake protocol.The intake protocol specifies what information a provider willcollect from applicants and how they will collect it. The goalof the protocol is to determine whether the program canmeet the individual’s needs. Providers need to establishentrance criteria in order to ensure that participants in thetarget group are the participants who gain access to theprogram.

As you decide on program elements, program planning canbegin to incorporate these elements. Setting the programplan involves developing a schedule of activities or themes,planning lessons and identifying and developing learningactivities. Some planning takes place before programimplementation, but typically continues on even onceprograms are operating. Program planning must take intoaccount the structural elements set out. For example,programs with fixed intake and duration will have differentplanning requirements than continuous intake models.


Stage 3

WESCan partners organized their programs in a variety ofways, each with the goal of addressing participant needs.

“The thematic approach to workforce ES was usedbecause using the workwrite activities without an

overarching theme seemed artificial. . . . The use of the themealso provided a lot of opportunity to work on the less concreteEssential Skills such as teamwork and oral communication.”

“Problem-based modules were created for each of theseareas. . . . A key benefit of this approach was the group

work that would be required in order for the participants toaccomplish the task. The group work provides the opportunityfor participants to gain confidence, speak out and findcompromises etc., all key to the building of social capital.”

Consider instructional approach

At the planning stage, consideration should be given to whatthe programming looks like day-to-day. Providing opportunitiesfor group discussion is a defining element of workforce ESbecause it allows participants to develop not only the skillsnecessary for employment, but also soft skills. And it is throughsharing experiences with educators and peers that participantsbegin to make connections between instruction andapplications outside the program.

In planning a program, it is important to include opportunitiesfor group learning. At the same time, there should berecognition that group learning is not always the best

approach given the needs or expectations of participants. Youmay need to find an appropriate balance between group andindividual work each time the group composition changes.

“My preference is to try and have the class work as agroup, or in subgroups, on a set task which requires

them to exercise a variety of Essential Skills . . . but clientswant to have time to work alone as well. It seemed that a 50-50 approach was best. 50% group task work, 50% solowork.”

Instructors need to recognize how skills are used outside of aprogram context and be able to communicate this toparticipants. Instructors must also be able to find theopportunities within larger task-based ES programming toteach embedded skills. And ideally, they should be able todraw connections across the tasks and skills being taught soparticipants clearly understand how the skills they are learningapply to a variety of work settings as well as in family andcommunity contexts.

“There will be a lot of Essential Skills building that willalso relate to life skills, and we will draw relationships

between using these skills in the workplace and at home, foreveryday life. Our experience with lower [level] literacylearners is that they struggle with workplace tasks, but alsowith everyday tasks, therefore relating Essential Skills tohome tasks and to work tasks will assist in making aconnection that is real for learners.”


Stage 3

In workforce ES, where discussions are key components ofthe program, it can be challenging for instructors to come toterms with their new role. Effective program planning requiresa significant effort from adult educators; those with aninterest and understanding of Essential Skills, anunderstanding of skills as they apply to workplace contexts,and strong facilitation skills appear to be the most likely tosucceed in this role.

Some WESCan partner sites struggled because instructorsselected for program delivery were not prepared to accepttheir new roles. In some cases, instructors avoided usinggroup discussion and facilitation techniques; in other cases,instructors showed little interest in Essential Skills and howto incorporate task-based instruction into their program.

“The instructor had difficulty understanding her rolewithin the classroom. . . . The instructor was very

supportive and patient and assisted learners with life skillproblems, however, she did not have a teaching/facilitationbackground that required lesson planning, classroommanagement and development and this greatly impactedthe success of the program.”

“When hiring a facilitator for literacy-based trainingit is important that the person has a teaching

background, can develop lesson plans and has classroommanagement skills as well as some understanding ofworkforce Essential Skills.”

WESCan partners found that establishing positive groupdynamics helped avoid many challenges with learninggroups. By limiting self-directed components until groupsformed they created a more comfortable instructionalspace.

“Investing time to develop a safe discussion space isconsidered essential to an effective workforce ES

experience.”

“I would prefer to run a class using groups, where wework together through the course units. While we did

initially start doing this in the spring, we quickly went to amore individual approach due to tensions in the class. Inorder to ease these tensions, I will be working through amodule called Working Together before we start the actualcoursework. This will lay out expectations andresponsibilities for working collaboratively right at the start.”


Stage 3

Stage 4: Implementation

Careful planning in the program design stage can helpproviders avoid many of the pitfalls associated withimplementing a workforce Essential Skills program. A clearlyestablished program goal and a specified target group helpsparticipants more easily identify whether the program is forthem, and helps practitioners plan content and design aninstructional approach that meets the stated goals. As theprogram gets underway, attention can shift to ensuring theprogram’s realization meets expectations.

Implementation requires dedicated efforts across theorganization. Practitioners need support from management tohandle workloads associated with the change. The converse isalso true. Management needs support from on-the-groundstaff who will ultimately be delivering the new program.

Open communication with staff and others who have a stakein the program is critical throughout the planning stage andinto implementation. Making a transition to workforce ES mayrequire that staff see their roles somewhat differently;certainly there is additional work associated with planning anddelivering new programming. These and other changes can bea source of anxiety and uncertainty for program staff, withsome staff having the perception that a desire to makechanges signals that past efforts were inadequate. Thesereactions to change can be greatly moderated, however, iflines of communication are kept open, and information isshared freely. On an ongoing basis, mechanisms can be put inplace whereby staff and participants alike can ask questions,voice concerns and share successes.

WESCan partners who acknowledged the degree of changerequired and provided ample time for staff to becomeaccustomed to new approaches, materials and changes inexpectations found these efforts were well worth it. Theyresulted in greater acceptance by staff and a deeperunderstanding of how they could contribute to the program’soverall objectives.

“The model needs to be one of collaboration and co-operation, over the duration of the program.”

The following illustrates the diversity of programs thatWESCan partners implemented:

Tseshaht First Nation Port Alberni, British Columbia

Tseshaht First Nation developed a workforce Essential Skillsprogram as part of their Social Education & EmploymentDevelopment Services (SEEDS) initiative. The program isavailable to Tseshaht members living on reserve and in receiptof social assistance.

• Fixed duration program with possibility of extensions• Monday to Thursday from 8:30 AM to 12:30 PM

• Workforce-oriented skills development• Soft skills development• Participant-identified projects such as building a picnic

table, enhancing the learning area, organizing andhosting a fundraiser and purchasing food for theprograms in the building


Parkland College Yorkton, Saskatchewan

Parkland College implemented the Workforce DevelopmentProgram, aimed at assisting unemployed andunderemployed individuals make a transition to employment.

• Fourteen-week fixed duration program• Monday to Thursday from 9:00 AM to 3:30 PM

• Workforce-oriented skills development• Soft skills development• Work placements for participants

Literacy Link NiagaraThorold, Ontario

Literacy Link Niagara developed a program for participantsinterested in starting a small business.

• Nine-week fixed duration program• Designed to be delivered 4 days per week for 5.5 hours

per day• Occupation-specific Essential Skills development• Soft skills development through reflection activities• Partnered with literacy delivery agencies

The Saint John Learning Exchange Saint John, New Brunswick

The Saint John Learning Exchange focused on enhancingtheir existing TIES 2 Work program. TIES 2 Work matchesparticipants to jobs as part of the intake process.

• Twelve-week continuous intake program• Monday to Friday from 9:00 AM to 3:00 PM

• Workforce-oriented skills development, some employer-specific learning content

• Group discussions focused on soft skills development• Three-week paid work placement with matched

employer

FutureWorx Society Truro, Nova Scotia

FutureWorx enhanced an existing program established tohelp participants refine employability skills.

• Continuous intake, flexible duration; new participantsbegin every nine weeks

• Monday, Tuesday, Thursday, Friday 8:45 AM to 4:30 PM

• Upgrading including a mix of traditional academicupgrading, workforce ES upgrading, occupationalresearch and project-based work (three half-daysessions per week)

• Personal development focusing primarily on soft skills(two half-day sessions per week)

• On-site supported work experience where participantsclean the building, landscape participant areas andprepare and serve daily lunches and snacks (three half-day sessions per week)


Stage 4

Stage 5: Refinement

Whether it is traditional literacy or workforce ES, whatdistinguishes responsive and sustainable programs is anability to reflect on programming that occurs and to refineany aspects that don’t seem to be benefiting the model orparticipants. Despite all planning efforts, no program isperfect the first time around. The reality is that providersmust continue to adapt and evolve their goal to provide adulteducation programs that are as strong as they can be.

Regardless of whether a program is structured as acontinuous intake model or whether it is of fixed duration,providers should schedule opportunities to reflect on andrefine the program from the outset. Once programs areunderway it can be difficult to justify time spent reflecting asthe day-to-day demands of the program take over.Sometimes reflection occurs only when a problem isencountered and must be resolved. Scheduling a date for areview and scheduling sessions where everyone involved hasan opportunity to sit down and discuss ideas ensure that thiskey step occurs. Information can also be collected through aformal evaluation process such as a SWOT (Strengths,Weaknesses, Opportunities and Threats) analysis, or throughconducting focus groups.

To gather information, talk to staff in different positions.Include assessors, instructors and participants to get differentperspectives. Have staff members reflect on what’s working,what they think isn’t ideal and what they would like to see inthe future. Consider this an opportunity to document a pathto the ideal program for your organization.

The WESCan project provided a means to reflect on successesand challenges; partners took advantage of this opportunityby refining their programs. WESCan partners refined theirprograms to address any challenges they had encounteredand to make the programs more responsive to the needs andsituations of the communities they were serving.

Identify successes

Reflection activities involve identifying successes. By identifyingsuccesses, providers are in a position to build on them.

WESCan partners identified these successes:

• Positive changes as participants expressed interest in andenthusiasm for learning

• Increased coordination between staff members and withstaff at other service providers

• Better insights into participants’ needs

WESCan partners found that workforce ES programming wasa powerful catalyst for change. At several agencies,attendance improved dramatically, with participants showinggreater motivation to learn and improved confidence in theirabilities to reach goals. One provider found that a significantshift had occurred in the ways their First Nations’ participantsviewed their communities. Participants who started theprogram uneasy about interactions outside their smallcommunity began to see that with the support of their Nationthey could be part of positive change both on and off reserve.


“I saw leadership and teamwork skills beingdeveloped and used within small groups. Participants

are more confident and more comfortable asking questionsand challenging the why’s and how’s. They are moreengaged and thinking about things.”

“The most interesting aspect of WESCan at themoment is the heightened energy and integration of

staff which is having a positive effect on them and onclients. The synergy between work exposures andacademics is stronger.”

“It is very useful to get these glimpses of thegeneric problems that constitute barriers to their

employment.”

“Definitely being part of this project has opened upthe door to provide an alternate program for those

persons who often fall through the cracks in our presentsystem. . . . We found a lot of our learners enjoyed workingwith the workplace documents and that they felt preparedfor the workplace as a result.”

Examine challenges

In addition to identifying successes to build on, at theRefinement stage providers must also identify and examinechallenges.

The challenges experienced by WESCan partners related tothe following:

o Managing participants’ needs To manage the needs of participants, partners organizedsmaller learning groups or supported project-basedlearning. Instructors attempted to meet participants’individual needs by including some individualizedprogramming elements and linked participants to othersupport services as needed.

o Addressing on-going resource requirements At some sites, instructors and assessors encounteredchallenges because the new approach required additionalpreparation time for instructors. Under WESCan, it wasobserved that staffing models that provide foradministrative, assessment and even counselling support forparticipants appear to be better able to handle the programchanges required and to sustain program delivery.

o Clarifying the new roles and expectations for instructorsImplementing a workforce ES approach demands thatinstruction be approached differently. At some WESCansites, job descriptions have been revised to favourinstructors with work experience and skill sets that arebetter suited to delivering this type of program.


Stage 5

Institute changes

As successes and challenges are identified, changes can beimplemented. There is no need to wait until the end of aprogram to make changes; some changes can be introducedwhile the program is operating.

In reflecting on their experiences offering workforce ESprogramming over a set duration, WESCan partners wereenthusiastic about the benefits of the program model. Theyacknowledged the challenges, and described changes theyplanned to make to address them. They acknowledged that theprogram would always benefit from reflection and refinement,for as long as it was offered. Below are some of the ideas forchange they considered for the next time:

“Students will be given more authentic roles thatresemble workplace roles, rather than “projects” . . . the

first two weeks of programming will be focused onexpectations, collaborative learning and communication skills.Learners will sign contracts that outline roles andresponsibilities. In addition, instruction will expand beyond theworkwrite series to include modules in financial literacy. We willalso incorporate healing and cultural activities into the programdelivery.”

“One of the things we had not thought of initially wasperforming criminal record checks early on. As a result

we had difficulty placing learners into work experiences withoutthem. This would definitely be a component we would add intofuture programs, as part of the intake process. We would assureapplicants that having a criminal record is not a factor inadmittance into the program, but [the criminal record check] isused to ensure work experience placements that areappropriate.”

One agency is now working towards a multi-tiered program thatwill help participants make the transition to work by attendingthe workforce ES program, working in an on-site supportedwork experience and then working in a for-profit businessoperated by the agency.


Stage 5

From Vancouver Island to the Maritimes, the WESCanpartners’ experiences illustrate the diversity of workforceEssential Skills programming while revealing coreelements that contribute to program success. From theirexperiences, a process has been identified forestablishing workforce Essential Skills programming,elements of successful programming have been explored,and challenges have been identified.

Although the research sample was admittedly small, itsdiversity of learners, providers and communities createda varied backdrop against which to study factors thatcontributed to program success. Agencies andinstitutions that offered some flexibility in program hoursand staffing models were quicker to implement programs

and to make adjustments as needs arose. Partners wholooked outward to build community partnerships andconnections to local employers were often able toprovide a greater variety of participant supports.

Perhaps most significantly, program staff members whofound the balance in adult education between providingtargeted skills development and addressing the needs ofthe whole person saw these efforts pay off inparticipants’ increased sense of confidence, motivationtowards learning, and readiness to take next steps. Thisin turn led to strong participant outcomes for many ofthe WESCan partners: higher numbers of participantscompleting programs and moving on to skills trainingand employment.

Conclusion


To obtain additional copies of this publication or to learn about PTP’sworkforce Essential Skills resources, please visit www.ptp.ca

Documents

Workforce Essential Skills - Home - PTPptp.ca/.../05/wescan-workforce-essential-skills-guide.pdfWorkforce Essential Skills is programming geared to improving adults’ skills on the