Applied Education

Service Background

These service builds on the Teaching Skills That Matter (TSTM) in Adult Education is a professional development project of the Office of Career, Technical, and Adult Education (OCTAE). The project focuses on improving education and literacy instruction as a means of helping learners acquire the skills they need for meeting the demands of critical domains of their lives.

Service OBJECTIVE

• Identify, develop, and deploy high-quality, evidence-based materials and training to integrate transferable skills development in content focus areas of critical importance in adults’ lives (Customer Relationship education, digital sales literacy, distribution literacy, financial literacy, and workforce preparation) into education and literacy instruction.

Service SCOPE

SERVICE APPROACH

The project will be carried out in 4 stages

STAGE 1: Defining the Skills

The skills are the foundational habilities needed for a learner to function effectively within the workforce, civic and community life. The skills include, but not limited to, the following :

Adaptability and Willingness to Learn

Definition: Adaptability is the quality of being able to “roll with” new situations, such as a change in leadership, a revised work assignment, or an unexpected life event. Adaptability (or flexibility) is highly valued in the workplace and is a factor of emotional intelligence. Willingness to learn is often related to adaptability, especially when a new situation requires new skills. Demonstrating an interest in (and pursuing) continuing education and professional development is key to success in the technology-rich environments of the 21st century.

Example: When presented with a different mode of instruction (e.g., using cell phones for research) or different types of assignments (e.g., flipped learning), learners respond positively. Students less familiar with the technology are given sufficient time and support to complete the task; those who catch on quickly assist others.

Communication

Definition: Adults with strong communication skills can convey information to others effectively and efficiently, and they can do so verbally, nonverbally, and in writing. They can repair communication breakdowns when they occur and can adjust their communication style and register (e.g., formal, informal, or colloquial) to match their listeners’ or readers’ needs and expectations. Communication skills also include the effective use of visuals, multimedia, and digital platforms to convey information.

Example: Team members working on a task typically engage in informal communication to complete the task―negotiating meaning and repairing communication breakdowns as needed. When the same team members prepare to present their task results, they will switch to a formal register and intentionally adjust their volume, pitch, and body language to convey their message.

Critical Thinking

Definition: Critical thinking involves being open- minded and rational. It is informed by evidence and helps users arrive at decisions or conclusions that go beyond factual recall. In adult education classrooms, critical thinking skills involve actively applying thinking strategies that range from analyzing relationships between components to drawing conclusions from a variety of data. Critical thinking skills are essential for adult learners to thrive in their communities, workplaces, and postsecondary or career training opportunities.

Example: Following a survey asking about community members’ attendance at school events, learners analyze the data and draw conclusions about possible actions that would increase attendance at these events.

Interpersonal Skills

Definition: Sometimes called “people skills,” strong interpersonal skills are the qualities and behaviors a person uses to interact with others appropriately.

These skills are essential to successful communication and systems navigation across contexts. Examples of interpersonal skills sought after in the workplace include team management and team building, conflict management, consensus building, and problem-solving. Qualities associated with strong interpersonal skills include demonstrating empathy, a positive attitude, honesty, patience, diplomacy, and leadership.1

Example: Learners form teams to complete a project about distinguishing between and selecting health care plans. Team members employ an array of interpersonal skills by assuming roles such as team manager, administrative assistant, or technical assistant and take on responsibilities such as time management; presentation of ideas, and leadership.

Navigating Systems

Definition: Navigating systems is the ability to successfully operate within the institutions and organizational structures that are part of 21st- century communities, workplaces, schools, and families.

Example: Learners read and analyze the following scenario: A teenager has become withdrawn, her grades are down, she’s lost a lot of weight, and she no longer spends time with friends or doing her favorite activities. Her father is worried but doesn’t know how to help. Teams research the support services within the community that will help the father and daughter and report on ways to contact, finance, and manage care from those services.

Problem-Solving

Definition: Problem-solving has been identified as one of the top two skills employers look for in job applicants, but it is also part of adult daily life (e.g., work/life balance; parenting choices; managing finances; etc.). The key stages in problem-solving are to 1) identify the problem, 2) propose solutions, 3) analyze solutions (and consequences) in order to select a solution, and 4) apply or implement the solution. In the adult education classroom, these four stages often take the form of 1) reading or listening to a problem scenario and determining the problem; 2) brainstorming solutions; 3) creating a pros and cons T-chart for the solutions to select one; and 4) applying the solution in a writing task (making a claim and supporting it with evidence) or a role-play or oral presentation that envisions the scenario from problem to solution to consequences.

Example: Learners listen to a woman’s story about being at a family party when she hears her sister’s fiancé make a racist comment. The woman states that she didn’t know what to do and that she had wanted to say something but hadn’t. She’s looking for advice on how to solve that problem in the future. The class listens for the main idea and key details in the passage then moves into teams to use the facts to define the problem. The teams report out and the class decides on the problem everyone will work on.

Teams continue with the problem-solving process and present their solution (advice) in the form of an oral presentation to the class.

Processing and Analyzing Information

Definition: In processing and analyzing information, adult learners first read or listen closely to information related to the target topic or issue, then use thinking tools such as graphic organizer to breakdown and analyze the components of the topic or issue. Learners then work with these components to quantify, compare, contrast, and/or identify relationships between them. Finally, learners assess and reflect on the results of their analysis.

Example: Learners work with material from the Innocence Project (https://www.innocenceproject.org/). They read and analyze transcripts and evidence from court cases to determine whether the defendant should be granted a retrial.

Respecting Differences and Diversity

Definition: Diversity is a hallmark of 21st-century workplaces, training rooms, classrooms, and communities. Adults’ success in these environments requires the ability to interact with others respectfully, accommodating their different lifestyles and needs and accepting their diverse viewpoints and expertise. Learners demonstrate this skill by actively listening to, considering, and responding appropriately to teammates from diverse backgrounds.

Example: While planning a community event to present class projects, learners bring up the idea of having a potluck. During a brainstorm of the dishes they will make, a student mentions that none of the dishes are halal. Learners ask what that means and after a brief explanation, the class discusses why and how to make the potluck appropriate for all by including vegetarian, pork- free, and other dishes that meet dietary restrictions.

Self-Awareness

Definition: Self-awareness is the ability to take stock of one’s own emotions, thoughts, and values and recognize their impact on one’s own (and others’) behavior. It is the ability to accurately assess one’s strengths and limitations while maintaining a “growth mindset.” Being self-confident and demonstrating self-efficacy are attributes of self-awareness that allow adult learners to set and achieve personal and professional goals.

Example: During a lesson on household budgeting and ways to save for unforeseen repairs, students are researching the local gas company’s “monthly repair plan” and are calculating its cost/benefit. A student less proficient in math becomes anxious and begins to disengage from the lesson but does some self- talk to remind himself that any mistakes help the team learn. He also asks a classmate to work as his partner for this portion of the lesson.

STAGE 2 : Defining the Topic Focus Areas

The focus areas are the foundational habilities needed for a learner to function effectively within the specific work activities. The areas may include, but not limited to, the following referential areas:

Business Information Systems

​Computers and information technology are the foundation of business today. This course provides an understanding of computer terminology, operating systems, and the most popular office software used in business. Students learn to use spreadsheets, and presentation and graphics programs. Students also get an introduction to cloud computing and enterprise collaboration tools. The course also provides an overview of social media, Web-based collaboration, and publishing and productivity tools.​

Business Communication

Designed to give students basic listening, writing and speaking skills that will allow them to prepare written and oral reports for courses and to proceed to more advanced communication courses.

Essentials of Marketing

Marketing is an introduction to the fundamentals of marketing. In addition to the "four Ps" of marketing—product, price, place, and promotion—students will be introduced to how marketers create customer-driven marketing strategies based on their research and understanding of the marketing environment and customers. Students will plan a strategy for and compete in an online marketing simulation. After the simulation, students will evaluate their performance and deliver a marketing plan for their simulation company, which will be assessed on students' application of marketing terminology and processes and in the professionalism of their work.

Introduction to Operations Management

Operations management may be defined as the design, operation and improvement of the systems that create the firm's products or services. Demand for quality, time-based competition and international production has demonstrated the importance of operations management to the survival of the firm. This course will develop an appreciation for the nature and role of operations in a firm, and the strategic importance of operations to provide a competitive advantage in the marketplace. More specifically, the course will examine operations strategy; quality management; product and service design; process and facilities planning, analysis and reengineering; human resources in operations management; materials management, lean and Theory of Constraints strategies, and supply chain management.

Business Mathematics

Reviews basic mathematics applicable to business and industry. Topics include consumer and commercial credit, simple and compound interest, financial instruments and discounting, annuities, mortgages, loans, sinking funds, leases, depreciation methods, capitalized costs, cash flow analysis, NPV and IRR. Emphasis is on maximum use of pre-programmed calculator and practical applications from the field of Financial Management.

Business Data Analytics

Every enterprise requires business analytics and decision support systems (DSS) in order to develop a competitive advantage. This course uses MS Excel, the foundational data analysis tool, to build on the skills and concepts covered in introductory computer application courses. This course covers advanced Excel formulae, concepts, and applications using larger and more professional worksheets and focusses on the data modeling approach using Excel vs. the calculator approach. Topics include if-then modeling, built-in functions, charting, transferring data across applications, and using the built-in tools such as PivotTables, Sparklines, Slicers, PowerPivots, and macros.

Business Data Management

In an information-based society, understanding data management is vital. The backbone of the Internet, Cloud Computing, and Business Intelligence, relational database management systems and data management provide the key to utilizing business information to create a competitive advantage. This course provides an introduction to relational database management systems, data modeling, and artificial intelligence. The student will use a relational database management system to create data models and build data applications. An introduction to Artificial Intelligence, Machine Learning, and Deep Learning tools and models will also be included.

Principles of Management

A study of the basic concepts of the management process: planning, organizing, staffing, leading and controlling. Integrated with the concurrent first-term courses and using the case-study method, it creates opportunities for the students to develop analytical, problem-solving, teamwork and communications skills, by analysing and presenting solutions to typical business problems. Topics covered include: structuring organizations, decision making and an introduction to production, human resources, controlling and strategic and tactical planning.

Accounting for Management

This course focuses on the context of accounting and the use of accounting information for decision making, planning, and control. It will examine how managers can utilize the tools of economics, forecasting, accounting/finance, and decision theory to aid in these critical decisions. The course will consider how differences and changes in the internal operating conditions and in the external political-economic environment can affect a manager's resource allocation decisions. Topics include incremental analysis, short- and long-run decision-making and financial analysis.

Business Statistics

Includes descriptive statistics, including numerical and graphical presentation of data, measures of central tendency, dispersion and elementary probabilities. Introduction to several discrete and continuous probability distributions . Introduction to inferential statistics through selected topics such as sampling, confidence limits of the mean, hypotheses testing, simple linear regression and the chi-squared test for independence.

Process Improvement for Operations Management

This course presents to Operations Management students a systematic approach to process and productivity improvement within a continuous process improvement context. An emphasis will be placed on team problem solving approaches and the development of teamwork skills. The student, working in learning teams, will apply various process improvement techniques within the Plan, Do, Check, Act (PDCA) cycle, such as Pareto's Law, activity sampling, process mapping, multiple activity charting, check sheets, histograms, Ishikawa diagrams, critical examination, creativity techniques, cost benefit analysis, multiple-criteria evaluation matrix and implementation strategies.

Process Analysis and Design

​A competitive business environment requires continuous process improvement. This can happen through adjusting existing processes or through the development of new processes and approaches. This course explores the role of design/redesign in the overall context of improving operational performance. It presents a systematic approach to process design using a full course case study. An emphasis will be placed on developing design methods, team skills and project management. The student will apply various design tools and techniques within the Concept, Design, Construct, Implement (CDCI) framework, including implementation strategies for their recommendations.

Supply Chain Management - Demand

This course introduces the student to the fundamentals of supply chain management and the interface between the end consumer and the flow of inventory through the supply chain. The materials are broken into two main sections, one dealing with inventory and one dealing with the logistics of the flow of materials from warehouses to consumers. Core inventory management concepts include reasons for having inventory, inventory management principles, selecting order quantities, timing of orders to minimize costs while optimizing customer service, practical tools to control inventory stock levels, and physical inventory management and control techniques. Core logistics concepts include diagraming the supply chain from end consumer upstream through to the warehouse and distribution level, the processes required to fulfill customer orders, the flow of physical products in the supply chain, product packaging and loading to protect inventory during transport, the impact of international logistics to the BC economy, the standard documents required in the international supply chain.

Organizational Behaviour

Presents the study of factors that either influence or are influenced by people at work. The course will focus on macro factors such as organizational structure, technology and environment; group factors such as group dynamics, leadership, conflict, change and decision making; and micro or individual factors such as personality, attitudes, perception and motivation.

Managerial Accounting (OPMT)

Designed to give non-accounting majors an appreciation of the uses and limitations of cost and managerial accounting in the decision-making processes of an organization. Emphasis will be placed on identifying the relevance of this discipline to other functional areas: capital budgeting, production planning, cost minimization, contribution maximization, pricing and marketing policies. Concepts will be related to both manufacturing and knowledge-based, service business environments. Students will study a variety of analytical techniques that can be applied to financial and operational data to support management decisions.

Project Management

​This course introduces the fundamentals of project management including development approaches and activities and tools used at various stages of a project. The course covers the full project lifecycle and provides an opportunity to apply a range of management methods necessary to deliver value. Projects are unique and uncertain environments. Managing this uncertainty and tailoring the project approach is critical to a successful project. The course is consistent with the Project Management Body of Knowledge and the Standard for Project Management.

Quantitative Methods for Business

This course provides students with an introduction to an area of management science that is sometimes called quantitative methods or operations research. The objective of this course is to have students develop an appreciation of the management science approach to problem formulation and solution that is now so important in today’s business and industrial sectors. The course focuses on quantitative approaches to decision making and introduces a variety of management sciences models, methods, and procedures. The major areas of study are linear programming (LP), simulation modeling, and forecasting. ​

Process Improvement Project

This is a project course: exposure to operations improvement is achieved through a consulting project for a client. Consulting, teamwork, and project management skills are developed. Practical application of course content from the first year of the program is stressed.

Labour Relations 1*

A necessary skill set in today's world - designed for those involved in, or associated with labour relations as management or union. Covers the collective bargaining process and day-to-day contract administration. Related laws, typical contract clauses, grievance procedures, responsibilities of the supervisor and the shop steward, and current activities in the labour relations field. Students will learn to approach their responsibilities for matters covered by collective agreements with more confidence and expertise.

Introduction to Safety for Operations Management

Introduces the field of occupational health and safety for operations managers. Examines a broad range of safety topics and provides opportunity to participate in the application of several safety functions such as an inspection, accident investigation and safety committee meetings. Discusses the requirements for a successful safety program integrated into the company business plan; at the same time explores the legal, economic and humanistic reasons for doing so. Covers additional topics including WHMIS, lock-out, confined spaces, workers' compensation, fire protection, and due diligence.

Lean Systems*

Building on several courses, this course explores the Lean Body of Knowledge in greater detail. Lean (or Just in Time (JIT)/Toyota Production System (TPS)) principles have been incorporated into today’s popular management philosophies aimed at achieving excellence. Students will learn to apply Lean tools to business process improvement.

Theory of Constraints*

Building on several courses, this course explores the Theory of Constraints (TOC) Body of Knowledge in greater detail. The Theory of Constraints (TOC) focuses on an organization’s constraints and many organizations have been able to make significant improvements in their performance in a short period of time. TOC is recognized as a vital part of an organization’s operations strategy. Students will use a computer simulation to learn the TOC and the drum-buffer-rope approach to synchronizing business operations.

Six Sigma*

Building on several courses, this course explores the Six Sigma Body of Knowledge in greater detail. The structure of the course primarily follows the DMAIC process for improvement and gives the student an opportunity to apply the related tools to business process improvement. The course incorporates the use of a Statistical Software Package.

Supply Chain Management - Technology & Strategy*

This course expands on the previous supply chain management related courses by focusing on how technology can be applied to supply chain operations and the various strategies that organizations may employ to optimize their supply chain operations. The materials are broken into two sections; technology applications and organizational strategies Core technology application concepts include technology advancements in inventory and supply chains such as RFID, e-Commerce and Supply Chain Management Networks. Core organizational strategy concepts include analyzing how various corporate strategies will impact supply chain operations, legal and ethical considerations, the need to drive increased sustainability, how to continuously improve the effectiveness of supply chain operations using operations management techniques such as “Lean” and “Six Sigma”, and the development of management performance measures to gauge the effectiveness of supply chain operations.

Math Models for Decision Making*

This course builds on concepts from OPMT 3301 and delves into additional topics within the field of management science. The objective of this course is to have students develop a further appreciation of the management science approach to problem formulation and solution that is now so important in today’s business and industrial sectors. The course focuses on quantitative approaches to decision making and introduces a variety of management sciences models, methods, and procedures. The major areas of study are queuing theory, operations simulation modeling using Excel, and complex systems simulation using SIMUL8, which is an advanced discrete-event simulation software package.

Entrepreneurial Business Plan Development*

Examines the planning stages involved in starting a new business including market, financial and legal feasibility requirements. The student develops a full business plan.

Change Strategies

Change management is a key competency that must be built into the fabric of the company - a structured methodology that incorporates training, communication and process analysis and re-design. Implementing changes is much more difficult than formulating solutions to process deficiencies. This course deals with the tactics and strategies of change.

Industry Project

​This is a project course: exposure to operations improvement is achieved through a consulting project for a client. Consulting, teamwork, and project management skills are developed. Practical application of course content from all of the courses studied within the Business Operations Management Program is stressed.

Supply Chain Management - Supply

Examines the principles and practices of procurement for both manufacturing and service organizations. Topics include procurement objectives, information systems, specification determination, supplier selection, pricing, negotiation, and disposal. Current practices such as vendor-managed inventories and supplier partnerships will be presented.

STAGE 3: Defining the Approaches That Work

The Approaches to teach these skills in the education classroom include the following

Integrated and Contextualized Learning

Definition: In planning integrated and contextualized learning, the focus is on using relevant content areas as the context for instruction. The contextualized lesson builds content knowledge while simultaneously integrating instruction in, and practice with,

• reading and writing skills,

• math skills,

• language acquisition, and

• soft skills.

Research suggests that contextualizing curriculum and instruction has the potential to accelerate the progress of academically underprepared adult learners.

Example: An instructor chooses a financial literacy context to teach addition and subtraction of whole numbers. Pairs of learners are each assigned a family’s set of expenses. Partners collaborate to respond to text-dependent questions asking for the total amounts each family spends in different categories. Pairs evaluate their assigned family’s spending habits and present their suggestions on ways to economize, based on adding and subtracting amounts from the expenses.

Problem-Based Learning

Definition: In problem-based learning, instead of presenting facts and concepts directly, complex, real- world problems are used as the vehicle to promote student learning as concepts and principles. Problem- based learning is a student-centered approach in which students, working in pairs or teams, use procedures that require them to research and think through an authentic problem scenario in order to propose solutions. During the course of the problem- solving process, learners use analytical reasoning and creative thinking skills to consider both solutions and consequences. Instruction based on this approach culminates with students developing written and/or oral presentations that describe their approach to the problem.

Example: Learners are given the following problem: A family is looking for a place to live in (name local city/area). The father has a job at (choose place) and earns (income). The mother has a job at (choose place) and earns (income). They have a 14-year-old son and a 7-year-old daughter. Their son has diabetes and needs regular medical care. They do not have a car. Where should they live? To decide, please consider information about costs of available housing, public transportation, and health care services and prioritize their needs to make the best possible choice. Team members use a cost- of-living website to research the cost of living in their own city. Based on their research, they determine whether to look locally or in a nearby area for the services the family needs. Once team members have a solution that meets the family’s needs, they create a poster and present their solution.

Project-Based Learning

Definition: In project-based learning (PjBL or PBL), students gain knowledge by addressing essential questions or lines of inquiry, setting and prioritizing goals, and engaging with real-world authentic tasks. Project-based units of instruction result in the creation of a product that demonstrates learners’ skills and content knowledge (e.g., a report, presentation, video, etc.). Project-based learning units require an array of basic skills and soft skills including communication, collaboration, critical thinking, and creativity and are typically multidisciplinary. The project can be related to building learners’ knowledge of community needs, careers, changes in the workplace, or academic subjects (e.g., social studies, science). Project-based learning is a rigorous and engaging approach that prepares learners for postsecondary and career transitions.

Example: Students in an intermediate ESL class (focusing on the question, "How can we help our school community learn about the garden?”) design and plant a garden one summer with their ESL teacher. Each student creates a short video showcasing a few of the vegetables growing in the garden, a recipe they make using at least one vegetable, and an explanation of why the garden is important for the school and students. Materials from this project and sample student videos can be found here, under “Our School Garden”: http://atlasabe.org/resources/project-based- learning/more-extensive-projects.

STAGE 4: Lesson Plan

Lesson Title: Introduction to The Skills That Matter Approximate Length of Lesson: 2 hours

Instructional Objective (written in teacher language primarily derived from content standards and includes evidence of mastery):

• Participate in discussions about how people use the central skills in their daily lives and explain why these skills are important.

• Determine the main idea about each of the central skills from reading and from listening to oral presentations and be able to retell key details.

• Collaborate with others to plan a short presentation, which integrates relevant graphics, on one of the central skills and deliver the presentation to the class.

• Learning Target Statements (written in student-friendly language and helps learners reflect on what they are able to do as a result of the lesson) for learners’ exit tickets, learning logs, or reflection:

  • I can explain what the central skills mean after listening to my classmates’ presentations.

  • I can give examples of how I and other people use the central skills.

  • I can explain why the central skills are important.

  • I can work on a team to plan and present information about one of the central skills to the class.

ELA/Mathematics/ELP Standard(s) Addressed: ELA/Mathematics/ELP:

CCR A–E:

• SL 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

• SL 2: Integrate and evaluate information presented in diverse media.

ELPS Levels 2–5:

• ELPS 1: Construct meaning from oral presentations and informational text through level-appropriate listening and reading.

• ELPS 2: Participate in level-appropriate oral exchanges of information, ideas, and analyses in various social and academic contexts responding to peer comments and questions.

Central Skills Taught:

☐ Adaptability and Willingness to Learn ☐ Communication ☐ Critical Thinking ☐ Interpersonal Skills

☐ Navigating Systems ☐ Problem Solving ☐ Processing and Analyzing Information ☐ Respecting Differences and Diversity ☐ Self-Awareness

Note: This lesson introduces all the central skills. Communication and Interpersonal Skills are practiced during this lesson.

Language Demands:

(Include academic language, language skills, etc.) Academic Language: adaptability, critical, navigate, process, analyze, diversity, awareness

Assessing Mastery of the Objective(s) and Central Skills:

(Indicate when and how assessment—formative and/or summative—will occur during the lesson.)

Proof of Learning:

• Via observation of a team task (e.g., discussion, work on project)

• Via team self-assessment

• Via individual self-assessment

• Via team product

• Via individual product

• Other

Proof of Learning Tools:

☐ Rubric

☐ Checklist

☐ Quiz

☐ Other Matching Activities and Student Presentations

Ongoing Formative Assessment:

• Nonverbal responses to comprehension questions (e.g., answer cards, Kahoot)

• Peer-to-peer quizzing

Exit/admit tickets

• KWL charts

• Other

Adaptations and/or Accommodations:

(How will EVERY student have access to the content of the lesson? Identify differentiation strategies.) The teacher can group students strategically to ensure that those who need extra support receive it. This can be done by pairing certain students together (e.g., pairing a higher level student with a lower level student or pairing students who share the same language background) or by grouping those who need extra support together so the teacher can provide the needed support.

PROJECT DURATION

• The duration period is subject to the availability of information and the participation of the customer's executive staff. The estimated duration of the Project is described below:

• PHASE I: Analysis and Design of the Supply Chain Model Level 3

• Stage 1 Planning and Organization: Week 1

• Stage 2 Network Analysis: Week 2

• Stage 3 Modeling Level 3 AS IS: Week 3 -4

• Stage 3 Modeling Level 3 TO BE: Week 4-5

• PHASE II: Analysis and Design of the Supply Chain Model Level 4

• Stage 4 Modeling Level 4 AS IS: Week 6-8

• Stage 4 Modeling Level 4 TO BE: Week 9 -10