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Conducting a Needs Analysis for Operational Language Courses

Conducting a Needs Analysis for Operational Language Courses. Peggy Garza and Roger Embree. Overview. What is a needs analysis? Why should a needs analysis be conducted? Three models Conclusion. Needs Analysis for Operational Language Courses. Purpose

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Conducting a Needs Analysis for Operational Language Courses

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  1. Conducting a Needs Analysis for Operational Language Courses Peggy Garza and Roger Embree

  2. Overview • What is a needs analysis? • Why should a needs analysis be conducted? • Three models • Conclusion

  3. Needs Analysis for Operational Language Courses • Purpose • To determine if there is a language gap • What are the language tasks/demands of the job? • What are language competence levels or language profiles of the personnel? • To determine how to remediate language gaps or shortfalls • To get buy-in from the stakeholders • To collect authentic content for the course

  4. Methodology • Direct observations • Questionnaires • Consultation with persons in key positions • Review of the literature • Interviews • Focus groups • Tests • Work samples

  5. Debunking Myths about Operational Language Courses • Myths about addressing language gaps • Just give them a word list • Raise the requirement to SLP 3333 • Myths about operational language courses • They can substitute for proficiency building courses • They can substitute for military training • A “one size fits all” course in general military terminology is the answer

  6. NATO Bi-SC D 75-7, Education and Individual Training Directive

  7. NATO Bi-SC D 75-7, Education and Individual Training Directive • Why train? • Who must be trained? • What must be trained? • When will the training take place? • How might the training be accomplished?

  8. Effective Practices in Workplace Language Training* • Standards for conducting research-based needs analyses • English for Specific Purposes (ESP) experts in workplace language training • Purpose of a needs analysis • To determine how communicative competence in the workplace is defined • To determine the current levels of communicative competence *Friedenberg, Joan, Deborah Kennedy, Anne Lomperis, William Martin, and Kay Westerfield. Effective Practices in Workplace Language Training: Guidelines for Providers of Workplace English Language Training Services. Crofton, MD: Capitol Communication Systems, Inc., 2003. Print.

  9. Effective Practices in Workplace Language Training • Five tenets of conducting a needs analysis • Define the rationale and framework for the analysis • Involve the stakeholders in the process • Collect and analyze data on language use in the workplace • Collect and analyze data on the language proficiency of the target group • Report the results to the stakeholders

  10. Needs Analysis Model 1: English Language Training Enhancement Course (ELTEC) • Purpose • To identify the critical language tasks and language shortfalls of NATO staff officers • Methodology • Piloted questionnaires at the NATO School • Administered questionnaires and conducted interviews at ACT • Determined most critical language tasks and collected samples/authentic materials

  11. ELTECQuestionnaire PART II – LANGUAGE TASKS Directions: Look at each of the 32 tasks found below in the table. If you accomplish the task as part of your job at ACT, please rate the task in terms of “Difficulty”, “Frequency”, “Importance” and “English language level necessary”. If you do not accomplish that task on the job, put an X in the column marked “Not applicable”.

  12. ELTECQuestionnaire

  13. Communication Task/ Language Analysis NATO Staff Officer Work

  14. Needs Analysis Model 2: Medical Terminology for Multinational Missions (in progress) • Purpose • To determine if there is a need for non-specialists to know medical terminology when dealing with medical emergencies • To investigate the feasibility of using a mobile device to provide linguistic assistance in the field • Methodology • Focus groups • Questionnaires and interviews

  15. Needs Analysis Model 3: Joint Terminal Attack Controller (JTAC) Workshop • Purpose • To determine/observe the critical language tasks • Listening in non face-to-face, as well as classroom situations • Reading of vast amounts of material, primarily from technical manuals • Speaking in a clear and concise manner, both during radio work and when communicating with instructors • To identify topic-specific terminology • To enlist support from Subject Matter Experts (SME) to corroborate authenticity • Tocollect authentic qualification course materials

  16. Needs Analysis Model 3: Joint Terminal Attack Controller (JTAC) Workshop • Methodology: • Questionnaires and interviews with both instructors and participants at JTAC qualification course • Review of the course materials • Research typical learner profiles and language deficiencies • STANAG 3797: “Forward Air Controllers need adequate knowledge of and proficiency in the English language to the equivalent of NATO STANAG 6001 Level 3.” (No Standardized Language Profile (SLP) is currently provided.)

  17. Conclusion • Importance of conducting a needs analysis • Targets the specific language shortfall • Saves training money and time • Provides a course identity • Face validity • Validates instructional design and objectives • SME • Addresses stakeholders concerns • Stakeholder support

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