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– 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

Methodology

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

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

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?

NATO

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

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.

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

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

PART II – LANGUAGE TASKSDirections: 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”.

ELTECQuestionnaire

ELTEC

Questionnaire

Task Language Skills

STANAG 6001Level

Functions Acronyms/ Abbreviations

Time Constraints

Additional Factors

Professional e-mail communication

ReadingWriting

Levels 2, 2+

–Respond to inquiries–Request assistance–Organize meetings–Communicate information and updates to a group–Assign work tasks

V/R, SA,ASAP, LTC, CPT,

CAN F, OPLAN,

IAW,AAP-6, JP 3.09.3,

COL HUN A,Bi-SC D 75-7, JCAS MOA,

OR 5

Self-paced –NATO formats and protocols–Errors in spelling, grammar, and punctuation are visible

Professional telephone communication

ListeningSpeaking

Levels 2, 2+

–Request information or assistance–Follow up on tasks, request status report–Communicate specific information or give instructions

SHAPE, PfP, SOP,

HQ SACT, JFTC, NRF,

KFOR,MC, MP, ADL,

NATO PE or CE, ISAF, SACEUR

Time-sensitive

–NS and NNS (variety of accents)–Non-face to face communication

Participation in meetings

ListeningSpeaking

Levels 2, 2+, 3

–Understand briefings, situations reports, etc–Present arguments in support of decisions–Make comments/ask questions

WG, AAR, COA, SITREP, CONOPS, ROE, IED, HUMINT,FOB,UXO, DACOSOPR, PTC

Time-sensitive

–NS and NNS (variety of accents)

Communication Task/ Language AnalysisNATO Staff Officer Work

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

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– To collect authentic qualification course materials

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.)

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