Audience Analysis

An online survey was disseminated via e-mail to 40 ABLE instructors to help direct
the creation of this learning event. Survey Monkey was the selected platform to conduct
an easily accessible and anonymous survey. Each instructor was sent an e-mail request,
detailing the purpose of the survey and thanking them in advance for their participation.
The e-mail included a link to the survey where each instructor viewed the following brief
introduction:
Workshop Title: Preparing students for their future by authentically integrating work
readiness soft skills into curriculum. Instructors, you have been invited to provide
valuable feedback on a potential upcoming ABLE professional development workshop.
The focus is on effectively instructing and/ or employment. Please answer the following
questions, which will be reported anonymously to the surveyor in order to effectively
design the workshop.
The survey focused on nine questions. Each question below includes the response data
and interpretation of the findings. The response data is based upon eight completed
surveys.
Question 1: How would you define your experience with required ABLE professional
development? Select ALL that apply
A. My instruction has changed as a result
B. My instruction has not changed as a result
C. I typically leave feeling inspired
D. I typically leave feeling more overwhelmed

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Response Data:
Change
No Change
Inspired
Overwhelmed

62%
0%
50%
33%

Interpretation: Based upon the responses, overall, participants have positive

views of required trainings.
Question 2: In your opinion, which required ABLE training or workshop was the best
learning experience? What elements made this a valuable learning experience?
Response Data:
Training elements that led to a valuable learning experience:
Hands on ideas that can be immediately applied
Teachable content
Information that demonstrates responsibilities of the instructor
Practical lessons without technology since it is not always available
Interpretation: Potential participants are most interested in content that is
relevant to their current positions and that can be immediately implemented into
their classrooms. If

Question 3: Do you agree that there is a need for soft skills to be integrated into daily
lessons? Why or why not?
Response Data:
Yes
63%
Often this is the missing
piece for many students.
Soft skills can be easily

No
25%
Not really because the
students should know that
passing the GED is critical

No Response
12%


integrated into daily class
activitiesteachers can
model these skills without
ever saying a word about
the skill. Students will
learn from example.
Absolutely. Soft skills
include problem solving,
critical thinking, effective
communication to balance
work with life. It includes
behaviors that affect social
skills.

for any meaningful

employment

Too many other required

elementstechnology,
college readiness, TABE
promotion, increased GED
content.

Interpretation: These responses indicate to me that while some instructors

recognize a need for soft skills, others are focused on teaching the test and cannot
handle another added lesson plan component. Based upon this data, there will be
some support amongst participants, of who will hopefully be able to share their
examples of soft skill instruction. However, there will also be participants who
need to see strong evidence as to the relevance of soft skills to their instruction
and their students goals.

Question 4: How would you describe your confidence with lesson planning?
Response Data: All of the participants indicated that they are either moderately
confident or very confident in their lesson planning abilities.
Interpretation: Although this question merely reflects participants personal
opinion, it was valuable to know that none of the participants felt this was an area
of need. Responses also indicated that lesson planning is a somewhat a source of
anxiety as more components continue to be required.

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Question 5: Do you believe that soft skills are already being integrated into instructional
plans successfully? How or how not?
Response Data:
Yes
Directly and indirectly.
Integrated into my
instructional plans
through experience,
practice and reflection.
transitions

Not Sure/Sometimes
Sometimes, but
indirectly to the student.
Some. My focus is
teaching students skills
needed to pass the GED
test.
I cant say that this is
happening nor will that
have an impact on a
students success in
passing the GED.
Not Sure

Interpretation: This question yielded very useful information in regards to

participant perceptions and misconceptions. I was pleased to see that none of the
participants responded No that soft skills were not being taught; however, I was
surprised to see that some were unsure. Perhaps this means that they are not clear
on what constitutes soft skills. Even the yes response indicating that transitions
covers soft skill indicates to me that there is need for clarification.

Question 6: What do you foresee as the greatest challenge to teaching soft skills in your
class(es)?

Open enrollment and

poor attendance- no
accountability for missed
classes
No measurement to use

Not all students want a

job.

Time

Language barriers

The world of
employment is not
something they can relate


to based on life
circumstances.
Response Data:
Question 7: What supports/tools would be most helpful to you in teaching soft skills in
your classroom(s)?
Response Data:
More contextualization
A curriculum and
resources for instruction

Lack of computers to
teach skills with
Dont know

Workshops or
professional development
Demonstration of soft
skills and explanation of
their value by a guest
speaker who students can
relate to

Interpretation: While some instructors are able to communicate their needs, it is

clear that they do not always know what the best supports would be.
Question 8: What kind of instructional method would you prefer for this workshop?
A. Face to face, interactive based with a create and take focus
B. Face to face, Lecture based with handouts
C. Face to face, Mixture of the two
D. Hybrid (face to face and online) which would include both interactive and lecture
Response Data:
A-f2f, interactive, create and take
B- f2f, lecture based
C- f2f, mixture
D- Hybrid (f2f and online) interactive
and lecture

50%
12.5%
25%
12.5%

Interpretation: Participants prefer face-to-face, interactive trainings in which

they leave with an immediately applicable resource or product.

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Question 9: Do you have any specific questions or concerns that you would like
addressed in regards to integrating soft skills instruction for work-readiness into your
classroom.
Response Data:
Culture, age, etc. These
can be different depending
on generation. How to call
out a problem without
embarrassing a student.

I think the focus really

needs to be directed on
providing the best
instruction and methods to
get the students to pass the
GED. Im sure a lot of
people wont agree with me
but some of these other
initiatives seem superfluous
to that objective.

Which soft skills to

cover.

Interpretation: Responses here indicated that instructors might

have a resistance to soft skills inclusion

lack an understanding as to the importance of soft skills

misunderstand how to integrate soft skills

not know which soft skills to cover

have a difficult time addressing soft skills that are interpreted differently
based upon culture, age, etc.

Overall, potential participants feel confident in their lesson planning abilities but do want
guidance in how to instruct soft skills. Particularly they are interested in determining
which soft skills to teach and what the best methods are for doing so. While it is a well
known fact that many instructors already feel overwhelmed with content to be covered in
their classes, it will be important to focus on what they are already doing and approach
soft skills instruction as a way to help their classes function more smoothly and prepare


students for their future. Ultimately, instructors want to do what is best for their students,
so if they are presented compelling information and examples of how soft skills will be
helpful to students, then they are more likely to be active participants.