HBI, HHF and Lowe’s - A Successful 2009 TEAM BUILDERS Effort

Created by HBI, the workforce development arm of the National Association of Home Builders, in partnership with HHF’s "Latinos on the Fast Tract" (LOFT) initiative, TEAM BUILDERS was created in 2006 to introduce Hispanic college students to managerial positions in the home building industry. Lowe’s sponsored the TEAM BUILDERS effort by providing the opportunity for LOFT members to help Hispanic workers learn English using Sed de Saber™-Construction Edition learning systems. Eight college students of Hispanic descent and the desire to help their community volunteered in four cities over the summer months. They served as guides for Hispanic workers by meeting with students to help guide them through the Sed de Saber curriculum.

The end-users for TEAM BUILDERS 2009 were typically construction industry employees, all of whom committed to learn English in the four markets; Atlanta, Houston, Seattle and Southern California, they met on their own time with the volunteers at a central location, most utilizing the local Home Builders Association (HBA) offices. Programs met on a regular basis, one to two times per week. Pretests were given to end-users through Retention Education phone testing system. Post-tests are still being administered as the programs come to a close.

Atlanta
In Atlanta, all end-users worked for the Lefko Group, a renovations company. All but two had a minimum level of fluency. Over half of the students are related to one another (brothers, father-in-law.) Atlanta’s students are from Mexico, mostly from Irapuato, Guanajuato. They met every Friday evening at the HBA office in Tucker, GA where there was a large training room complete with presentation board.

The Atlanta volunteers dedicated two weeks to each of the seven Sed de Saber booklets, practicing the topics covered, such as introducing yourself and telling time. The students filled out a sample employment form and took turns introducing themselves to each other. When asked what topics they would like to cover, the end-users suggested "how to order material." The end-users found it most useful when the volunteers wrote phrases on the board with a translation so they could write it down at their own pace.

The end-users did role playing and interpreting exercises, and exploration of real-life statements, such as, "I need some help" or "he is cleaning the truck." As the classes progressed, the volunteers noted that it was getting more difficult for the students, for the students were beginning to understand what they were learning, not just memorizing words and phrases.

The volunteers gave a weekly 7-10 question quiz covering the previous lesson. The end-users enjoyed the opportunity to practice their understanding and spelling, as well as the chance to receive a grade. The students were "impressive with their level of improvement and were actually surprised at their own rate of progress."

Houston
In Houston the end-users were affiliated with the Latino Learning Center. Most of the students in the class were from El Salvador and they came to the United States in order to improve their standard of living and provide for the family. Their English level was very basic. They could understand a few words but could not speak the language, aside from greeting one another. They had never participated in an ESL course. As a result, they were very excited about the program.

During classes the volunteers reviewed the materials in the Sed de Saber system and explained items the end-users did not understand. They also found ways to apply the terms to their daily jobs and activities. The volunteers were able to help end users individually by working on one-on-one. After noticing that they were at varying proficiency, the volunteers split the end-users into levels and helped them accordingly.

Melvin Granados has expressed interest and willingness to continue service to Sed de Saber through the Association for the Advancement of Mexican Americans in Houston.

Seattle
Most end-users in Seattle are originally from Mexico (Puebla, Jalisco, Guadalajara, and Mexico City) and Peru. They work in the construction industry and all have a very basic level of English. The volunteers purchased pizza and drinks for the first class as an ice-breaker. The volunteers also created folders with end users’ names and gave them name tags.

Given the current state of economy, the Seattle volunteers held a professional development workshop. They dedicated two days to helping the end-users develop resumes in English for their own personal use in obtaining work. The volunteers translated all end-users’ personal contact information, education, work history and their respective job descriptions. Additionally, the volunteers offered to be character references for the end-users.

The volunteers created a syllabus for the classes and enhanced the elements of the Sed de Saber systems by going over each category in the books and adding to them. For example, they discussed money and how to read currency/prices. The volunteers elaborated on banking and conducting bank transactions, knowing that it would be beneficial for the participants. This resulted in the end-users thanking them "profusely" after class.

Southern California
End-users are all of Mexican origin, and one student had experienced more English than others in the class. But the less experienced end-users had naturally good pronunciation and enthusiasm. During one session a challenge was presented to the volunteers, as one end-user was illiterate. The volunteers worked through this by using the verbal cues in Sed de Saber systems.

Although the end-users were hesitant to respond the questions, the volunteers worked to make them more comfortable throughout the program. They covered topics that were not in the systems, including home rental and home buying.

Outcomes and Thank You
Thank you to the TEAM BUILDERS Hispanic college student volunteers for their commitment to help construction workers learn English. In addition, thank you to Lowe’s support as a leader in efforts to help Spanish speakers learn English in four geographically diverse areas of the United States: Atlanta, Houston, Seattle, and Southern California. [ return to top ]

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