Step 3: Adult-Centered Implementation
Adult-Centered Teaching-Learning Process - Integrate Content
One of the benefits of programs like Asian Neighborhood Design and Training is that by making the training relevant, they are able to tackle a number of different kinds of skill needs at once. Research has shown that programs are more effective when they integrate content as opposed to presenting the different content separately (Moran & Petsod, 2003). But it is not only on-the-job training programs that should attempt this kind of integration. Other training programs also need to tackle multiple needs: soft skills, technical/job skills, basic math or reading, safety or English as a Second Language.
When working with people with limited English skills, for example, it can be useful to integrate language training and cultural adaptation with vocational skill building (these programs are often called Vocational ESL, or VESL programs). This can be helpful for immigrants who need to improve their job and language skills but do not have the time do take separate classes because of the need to support their families. The integration of language and skill training can take place prior to employment or post employment. Pre-employment VESL programs utilize instructional methods such as group discussion, scenarios and mock interviews, language practice and technical vocabulary – practical applications of language – rather than the typical focus on grammar (see Milwaukee HIRE Center example). Incumbent worker VESL programs, on the other hand, work with people who are already employed, providing training in language skills and vocabulary that is specifically needed for the existing employer (see Instituto del Progresso Latino example) (Chenven, 2004).
Other examples of integrated content include:
- Employability skills with core services such as job readiness, resume writing, and interviewing techniques
- Career awareness/career counseling with core instructional services
- Industry-related content with ABE or ESL
- Employability skills with ABE or ESL (Massachusetts Department of Education, 2004).
Related Organizational Examples