An attempt at designing a product for adult education.

 

 

Product Management
(Hypotheses, Customer persona, Interview analysis)

 

 

 

 

 

Do you find speaking in English difficult?

Do you find that as a hurdle for betterment in your career?

Does communication only involve language?

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Vision:

 

"Fuelling Success: Elevate Skills, Refine Conduct, Ignite Self-Discovery!"

To empower a skilled resource with better ability to communicate.

To raise the value of a human resource by bettering their conduct.

To make self-assessment and correction an integral part of their learning journey.

To make every skilled, a thorough professional.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

English language skills

 

Communication

 

Navigating the Selection Process for a Job

 

Professionalism

 

Technology

 

Do you see any connection among these words?

D you have any suggestions?

 

 

 

 

 

 

 

 

 

Goal:

The course aims to equip students with essential communication skills in English by delving into various aspects of language proficiency and effective communication. The content is organized to ensure a comprehensive coverage of the subject matter making use of Task based learning.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Hypotheses:

 

 

1.      If a learner is equipped with the intricacies of language, the ability to make their idea understood by another person becomes easier.

2.      If a learner is exposed to task-based learning for communication training, it makes their expression more refined. (as it exposes one to diverse situations and contexts, though hypothetical)

3.      If a learner is enabled with a self-correction mechanism using ITE, it raises their chances at a lifelong learning journey.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Customer persona:

Aanya –

Aanya loves computer science and dreams of creating amazing software. In her final year, she's determined to make a mark globally. Aanya spends a lot of time coding, solving problems, and learning new things. Her big goal is to work on exciting projects and maybe study abroad.

Besides coding, Aanya knows the importance of speaking good English in the tech world. She's not just great at coding but is also working hard to improve how she talks and presents herself. Aanya is always curious and loves exploring the latest in technology.

Motive - Aanya recognizes that effective communication is a key to success in the global tech industry. Despite being brilliant at coding, she understands that presenting ideas clearly and confidently is crucial for working on international projects or pursuing further studies abroad. Aanya's motive to learn communication and soft skills is driven by her aspiration to not just be a great coder but also a well-rounded professional who can collaborate, articulate ideas, and thrive in a global tech environment.

Shree –

Shree is a friendly final-year student who's good at studies and making friends. Always thinking ahead, Shree wants to get a job before finishing college. Known for bringing people together, Shree is the go-to person in college.

Even though Shree is comfortable in social situations, English can be a bit tricky. There's a realization that speaking good English is super important for getting a good job. Despite feeling a bit nervous sometimes, Shree is determined to get better at English and be more confident. When not in class, you'll find Shree organizing events and enjoying college life.

Motive - Shree, aiming to secure a job before graduation, understands the significance of communication and soft skills in the professional world. While excelling in academics and being socially active, Shree is aware that strong communication is the key to impressing potential employers and excelling in interviews. Shree's motive to learn these skills is motivated by the desire to present themselves confidently, overcome language barriers, and stand out in the competitive job market

 

 

 

 

 

 

 

Questionnaire:

 

1.      Have you always liked an English class? If yes, what did you like?

2.      Do you think a person speaking well in English can land a job easily?

3.      Do you think the language training, that you have been a part of until now, has helped you write a good write-up about an issue?

4.      Does technology have part in an English language class?

5.      Have you tried learning anything on your own? Do you think learning English on your own is possible?

6.      Does English language training differ from communication skills? If so, can you please elaborate?

 

 

 

 

 

 

Neelam	1.      Yes, stories 2.      Yes 3.      Not really 4.      No 5.      No. English can be learnt 6.      It differs, but I can’t explain.
Shravan	1.      Yes, not very important subject/class. 2.      Yes 3.      No. 4.      No. 5.      No. English can be learnt 6.      Almost same. They teach accents and all.
Subbu	1.      No, boring. 2.      Yes 3.      Yes, I used to write articles for college magazine. 4.      No 5.      Football. English can be learnt 6.      It differs, communication is about how to pass info. English is a language, so you learn grammar, vocab and things such.
Kapil	1.      Yes, very easy to prepare for exam. 2.      Yes 3.      Never wrote, so don’t know. 4.      May be. 5.      Coding. English can be learnt 6.      It differs. English is a language, and communication is how efficiently you use language to transfer your idea to another person.
Sahithi	1.      Yes, our teacher had a charisma. 2.      Yes 3.      Yes, but not that confident. 4.      No 5.      Dance. English can be learnt 6.      It differs, but I can’t explain.

 

 

 

Rationale:

The primary objective of the questionnaire is to gain insights into the learner's context and tailor the product to better meet the needs of its target audience. It seeks to delve into the individual significance of the English language for the participants. The interviewees, who align closely with the previously described customer persona, are potential candidates for the course.

The initial question aims to uncover whether there exists any interest or curiosity among the students regarding English language training, providing an indication of their ability to absorb the course content effectively.

Subsequently, the second and third questions delve into the aftermath of their previous language training experiences, exploring the practical implications that ensued.

Moving forward, the fourth question delves into the learners' relationship with technology, its role in their lives, and how they integrate it into their daily routines.

The fifth question focuses on gauging the learner's capacity and their stance on self-directed learning. It seeks to understand if the acquisition of English language skills is perceived as something that can be self-taught, thereby adding more depth to the concept of self-directed learning.

The final question serves as the crux of the inquiry by examining the learner's viewpoint on learning the English language versus acquiring communication skills. This differentiation provides valuable insights into addressing the distinct needs of the learners, offering a more nuanced approach to their language learning requirements.

 

 

Analysis and Insights:

Despite the seemingly straightforward nature of the interview questions, they have played a pivotal role in uncovering essential information about the learners. These individuals were never adequately prepared for a professional presence and lacked the necessary training for it. In certain instances, students discovered untapped potential that exceeded their initial perceptions. Unfortunately, this potential often went unnoticed due to a lack of awareness about their strengths, hindering their professional growth.

The first three questions emerged as crucial checkpoints, revealing a disconnect between in-class training and the practical application of learned skills. Surprisingly, many students struggled to articulate the desired outcomes of their language training. For example, a student who found English class dull was actually proficient in expression, but his lack of awareness made the training seem monotonous.

The interviews underscored a significant disparity in the understanding of technology and self-directed learning among learners. This crucial aspect had been overlooked and never addressed. The realization of self-reliance and the potential for self-learning must be nurtured within the learner, with the instructor playing a vital role in facilitating and fostering this awareness.

Towards the conclusion, a noteworthy distinction emerged between English language skills and communication skills. It is imperative to firmly establish in the minds of learners that English language proficiency is a subset of communication skills, a broader and more impactful competency than the former. This clarity is essential for shaping a comprehensive and effective approach to language and communication training.