rtri - ERIC · rtri. Development; Educational Needs; Educational Principles; =.19 *Health...

DOCUMENT RESUME

ED 426 299 CE 078 059

AUTHOR Bitterman, Jeanne E.TITLE Workshops in the Workplace: A Guidebook for Administrators

and Instructors Providing Workplace Education to the Healthand Manufacturing Industries.

INSTITUTION Bronx Community Coll., NY.SPONS AGENCY Office of Vocational and Adult Education (ED), Washington,

DC. National Workplace Literacy Program.PUB DATE 1995-00-00NOTE 144p.; For other "Workshops' ih the Workplace" documents,

ED 360 570 and CE 077 865.CONTRACT V198A40051-95 CD, r"17PUB TYPE Guides Non-Classroom (055)

DESCRIPTORS =3EDRS PRICE MF01/PC06 Plus Postage.Administrator Guides; Adult Basic Education; Adult Learni ; =2)Community Colleges; Cooperative Planning; Curriculum rtriDevelopment; Educational Needs; Educational Principles; =.19*Health Occupations; Instructional Materials; LearningActivities; *Literacy Education; *Manufacturing Industry; 4:=9Needs Assessment; Partnerships in Education; ProgramAdministration; Records (Forms); School BusinessRelationship; Staff Development; Student Evaluation;Teaching Guides; Two Year'Colleges; *Workplace Literacy; =1'1 rru*Workshops tr---

ABSTRACTThis guidebook, which is intended for educational

professionals who are seeking to establish liaisons with business partnersand provide workplace education to the health and manufacturing industries,contains strategies and issues that workplace education programadministrators and instructors should consider when designing and deliveringonsite educational training. Developed on the basis of extensive literatureand documentation reviews, interviews with key educational and industrypersonnel, and observations, the guide's seven chapters covers the followingtopics: Business and Professional Development Institute Project; starting apartnership; assessing need; principles of adult education applied to workforce education; organizing instruction and customizing the curriculum;learner assessment and program evaluation; and strategies for providingsupport for workplace literacy. Twenty-five forms, graphics, and tables areincluded. The bibliography lists 27 references. Appendixes constitutingapproximately 60% of this document contain the following: sample surveyreports; training outlines/schedules; workshop session outlines;instructional materials on decision making, brainstorming, memo writing,calculation; and reporting problems; assessment materials; and assessment andoutcome forms. Also included is the text of a presentation, "Workshops in theWorkplace" (Claude D. Grant, Natalie Hannon, Doris D. Dingle), that was madeto a 1997 symposium on workplace education in the health care environment.(MN)

THE BUSINESS AND PROFESSIONAL .

DEVELOPMENT INSTITUTE

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A Guidebook forAdministrators & Instructors

Providing Workplace Education to theHealth and Manufacturing Industries

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BRONX COMMUNITY COLLEGE,THE CITY UNIVERSITY OF NEW YORK

BEST COPY AVAILABLE2

U.S. DEPARTMENT OF EDUCATIONMice al Educational

Research and Improvement

4E UCAT1ONAL RESOURCES INFORMATION

CENTER (ERIC)This document hasbeen reproduced asreceived from the person or organization

originating it.

0 Minor changes have been made to

improve reproduction quality.

° Points of view oropinions stated in this

document do not necessarily represent

official OERI.position OrCOliCy.

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A Guidebook forAdministrators & Instructors


BRONX COMMUNITY COLLEGETHE CITY UNIVERSITY OF NEW YORK

,

WORKSHOPS IN THE WORKPLACE:A Guidebook for Administrators and Instructors


THE BUSINESS & PROFESSIONAL DEVELOPMENT INSTITUMBronx Community College

The City University of New York

Mr. Claude D. Grant, Director

Guidebook Funded by: U.S. Department of Education,National Workplace Literacy Program

Handbook Developed and Designed by:Jeanne E. Bitterman, Ed.D.

1995

All Rights Reserved

ACKNOWLEDGEMENTS

This publication has been produced under a 3-year grant from the U.S. Departmentof Education, National Workplace Literacy Program (Grant #V198A40051-95) which extendsfrom November, 1994 through October, 1997. The training partners consist of The Business &Professional Development Institute of Bronx Community College as the grantee and fourbusinesses in New York City: Bronx Lebanon Hospital Center, Kruysman, Inc., Cox &Company, Inc., and Farberware, Inc.

It is hoped that this Guide will provide a framework for those involved in, or wishing to embarkupon, workforce education in manufacturing and health using some of what are consideredunique approaches to training methodology in these areas. All of the approaches and techniquesoutlined herein are not necessarily expected to be used as is, but to be customized to theindividual work situation.

Acknowledgments are extended to the following individuals who have been instrumental to thesuccess of the project:

Dr. J. Juechter, Lead Trainer Dr. Doris Dingle, Associate TrainerMs. Monique Ferrell, Assistant Project DirectorMs. Lena Townsend, Evaluator/The Institute for Literacy Studies, Lehman CollegeDr. Natalie Hannon, Director of Training/Bronx Lebanon Hospital CenterMr. Oliver Lednicer, President/Kruysman, Inc.Mr. Dennis Palmer, Director of Manufacturing/Farberware, Inc.Mr. Patrick Kelly, Vice President/Cox & Company, Inc.

Inquiries regarding this project can be directed to:Claude D. Grant, Project DirectorThe Business & Professional Development InstituteBronx Community College, PH-14West 181st Street & University AvenueBronx, New York 10453Phone: (718) 289-5174Fax: (718) 289-6018e-mail: [email protected]

II

BPDI Workshops in the Workplace

CONTENTS

TITLE PAGE

ACKNOWLEDGEMENTS

Page(s)

TABLE OF CONTENTSList of Forms, Graphics & Tables

iii-vvi

PREFACE: DESCRIPTION OF THE GUIDEBOOK 1

Goals of the Guidebook 1

What's Included in the Guidebook 2

CHAPTER ONE: THE BUSINESS & PROFESSIONALDEVELOPMENT INSTITUTE PROJECT 3

Background on BPDI 3

DOE - BPDI Literacy Grant 4The Business Partners 5

Key Points 7

CHAPTER TWO: GETI1NG STARTED 9Establishing the Partnership 9The Steering Committee 10

Identifying & Developing Project Staff 12

Key Points 14

CHAPTER THREE: ASSESSING NEED 17

Identifying Literacy Workforce Education 17

Training Needs the WESA(Workplace Education Skills Analysis Technique)Task Analysis & Literacy Audits

Procedures 19

Identifying Trainees 20Key Points 21

CHAPTER FOUR: PRINCIPLES OF ADULT EDUCATIONAPPLIED TO WORKFORCE EDUCATION

Establishing a Conducive Climate for LearningUtilizing Action & Reflection, Experiential &

Problem-Centered TechniquesEncouraging Dialogic, Collaborative and

Participatory LearningEnhancing Crifical Reflection, Independence and

Self-Directedness of LearnersKey Points

2525

27

28

2930

Guidebook for Educators 6 October, 1995


Contents ContinuedCHAPTER FIVE: ORGANIZING INSTRUCTION &

Page(s)

CUSTOMIZING THE CURRICULUM 31Establishing & Delivering the Training Cycle

The Curriculum & Schedule 31Motivational Considerations 32Instructional Techniques 32Integrating Literacy Skills Content Areas 35

Key Points 36

CHAPTER SIX: LEARNER ASSESSMENT &PROGRAM EVALUATION 37

Assessing Learning & Evaluating Training 37Goal Setting 37Individual Assessment Procedures 38The Role of the Evaluator 43Program Evaluation 44Key Points 46

CHAPTER SEVEN: PROVIDING SUPPORT FOR WORKPLACELITERACY - CONCLUSIONS &RECOMMENDATIONS 47

Rewards for Completion 47Establishing an Educational Resource Center 47Other Instructional Supports 48Linkages & Train-the-Trainer 48NWLIS the National Workplace Literacy

Information System 48Continuing the Cycle 49Applications and Recommendations 49

Providing Workplace Literacy 50

REFERENCES 51

APPENDICES - RESOURCE MATERIALS 53Appendix A: SAMPLE WESA SURVEY REPORTS 55

Bronx Lebanon Hospital 56Farberware Corporation 63

Appendix B: TRAINING OUTLINES/SCHEDULES 65Bronx Lebanon Hospital 66Cox & Company, Inc. 67Farberware, Inc. 68Kruysman, Inc. 71

7

Guidebook for Educators iv October, 1995


Contents Continued Page(s)

Appendix C: WORKSHOP SESSION OUTLINES 73

Farberware Workshop # 4 74

Bronx Lebanon Hospital Workshop #17 75

Kruysman Workshop #6 76Cox & Company Workshop #14 77

Appendix D: INSTRUCTIONAL MATERIALS - DECISION MAKING 79Step 1 - What's My Style 80How To Make A Good Decision 81

Farberware Decision Making Case Study 82

Decision Making Vocabulary Fitness 83Appendix E: INSTRUCTIONAL MATERIALS - BRAINSTORMING 85

Brainstorming Instructions 86Farberware Cell #1 Problems to Solve 87Brainstorming Problems in the Workplace 88

Memo Re: Employee Chair Problem 89Appendix F: INSTRUCTIONAL MATERIALS - MEMO WRITING 91

Bronx Lebanon Sample Memo 92Memo Model 93Memo Form 94Writing A Good Memo 95Memo Magic 96

Appendix G: INSTRUCTIONAL MATERIALS - CALCULATION MODULES 97Bronx Lebanon Calculator Lesson 1 Vocabulary 98Calculator Problems -99

Calculator Check Up 100

Farberware Skid Assignment 101

Farberware Vocabulary & Technical Terminology 102

Estimating the Training Class Cost 103

Appendix H: INSTRUCTIONAL MATERIALS - PROBLEM MODULE 105

Reporting a Problem 106

Appendix I: ASSESSMENT MATERIALS 107

WESL Language Levels 108

Content Multiple Choice Pre Test 109Farberware Post-Content/What Do I Remember (Pre & Post) Test 111

CLOZE TestsBenefits & Dues 114

No Fault Attendance 116Farberware Construction Manufacturing Process 117

Appendix J: NWLIS ASSESSMENT & OUTCOME FORMS 119

Learner Assessment Form 120

Outcomes Form 122

Additional handouts and outlines are available FREE by contacting BPDI.

Guidebook for Educators October, 1995


FORMS, GRAPHICS & TABLESPage(s)

Basic Principles of Adult Learning 26BPDI Partnership 8Evaluator Interview Schedule 45Functional Context Literacy Training Approach 13Guidelines for Implementation 11

Ideal Qualities of Workplace Literacy Staff 12Individual Progress Report 40-42Instnictional Strategies that Employ Experiential Techniques 27Kirkpatrick Hierarchy of Evaluation Responses 37NWLIS Forms 44

NWLIS Learner Assessment Form 120-121NWLIS Outcomes Form 122Preliminary Responsibilities of the Business Partner 10Principles of Adult Education 25Providing Support 48

Task Analysis Process 17Time Continuum of Motivafion 32Train-the-Trainer Sample Module Methadone Maintenance

Filling Out an Incident Form 15-16Session Outline Headings 32Startup Time 10

Steering Committee Participants 10Strategies That Encourage Dialogic Participation 29WESA Survey Form 22-23Workforce Literacy Objectives 11Workplace Fitness Plan 24

9Guidebook for Educators vi October, 1995


Over the past few years as America has become increasingly concerned with remaining globallycompetitive were has been growing attention paid to the need for American workers toimprove their literacy, educational, and employability skills.

The United States Department of Education's (DOE) National Workplace Literacy Program wasestablished to help address this need. In recognition of the role and expertise educational institutionshave in providing this training the DOE and the National Center for Adult Literacy designed a grantprogram to establish on-site basic educational training.

In looking around at the current literature on designing and delivering workplace educationprograms, it becomes quite clear that there is a gap in the availability of usable materials for theeducational professional seeking to establish such programs. There is a paucity of materialsthat combine the philosophical underpinnings of the fields of basic literacy and adult education withthe practical experience of delivering workforce programs. There are too few materials that are alsobrief enough to spare the educator having to research and access many different academic resourcesand texts.

The Business and Professional Development Institute (BPDI) of Bronx Community College, one ofthe grantees under the DOE Workplace Literacy Project, came to the realization that theexpertise and professional wisdom gained through the experience of delivering workplace trainingthrough this Workshops in the Workplace grant in particular (and its other past programs) are worthyof dissemination. Hence came the conceptualization for this guidebook.

The guidebook is therefore developed for educational professionals at other institutions who areseeking to establish liaison with business partners in order to provide workplace education literacyprograms. The goal of the book is to offer the reader a manual of strategies and issuesto consider in the design and delivery of effective on-site educational training. The-book wasdeveloped using a modified qualitative research methodology incorporating extensive reviews ofthe literature and documentation, interviews with key personnel (both with the project personneland the manufacturing and healthcare partners) and through observations.

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What's Included

The manual is not an overall "how to" book for it is the experience of BPDI and all qualityprograms that success is largely dependent on the ability of the designers to tailor or customizetheir services to the particular work site.

More often than not, throughout the guidebook literacy training will be referred to as workforceeducation - it is also the experience of BPDI that basic literacy has the negative connotation ofminimal functional level. The employees encountered through this project and in other businesspartnerships have varied greatly in their levels of proficiency and competencies; they did howevershare some basic needs for improved communication, critical thinking and problem-solving skills.The skills and strategies found to be successful in the training program are therefore generalizable;they transcend the traditional basic literacy content areas (reading, basic computation, writing,English as a Second Language/ESL) as well as the nature of the work-site (manufacturing, high-techor hospital setting).

The guidebook includes seven chapters of varying lengths. Each chapter includes a summation with"Key Points" for the educator to consider.

Chapter One provides an Overview of BPDI, the DOE Workplace Literacy Grant and thePartnership Settings;

Chapter Two includes a discussion of How to Get Started what components need to beestablished in order to ensure successful functioning;

Chapter Three includes a discussion and some sample materialson the Literacy Training NeedsAssessment - the BPDI WESA - Workplace Educational Skills Analyses/Task and LiteracyAudits. Sample forms are provided;

Chapter Four provides an overview of the prevailing Principles of Adult Education and how theycan be applied to on-site workforce education;

Chapter Five provides an overview for Organizing Instruction and Customizing the Curriculumto meet specific emloyer-employee needs. Sample schedules of training and curriculummaterials are included;

Chapter Six includes a discussion of individual and programmatic formative and summativeassessment and evaluation how one determines learning outcomes and the success of theprogram;

Chapter Seven addresses the need for supportive resources in educational training programs. Ithighlights: the projected Train the Trainer series; includes a brief discussion of The FutureOutlook the NWLIS (National Workplace Literacy Information) System; the Continuity ofOn-site Training; and concludes with Applications and Recommendations from the BPDIproject experience.

There is a list of Bibliographic References, as well as Appendices that include the miscellaneousadditional resource materials referred to throughout the text.

ii Jeanne Bittennan,



Background on BPDI

The Business & Professional DevelopmentInstitute (BPDI) was established in 1986 underthe auspices of the Office of ContinuingEducation, Grants and Development at BronxCommunity College. It was specificallyearmarked to provide a link between theCollege, business and industry. The Instituteoffers many different kinds of customizedtraining and consultant services for both smalland large businesses, major corporations, andhospital centers throughout the City's boroughs(the Bronx and Manhattan) and neighboringWestchester County.

BPDI has been referred to as a "consulting firmwithin the college." Over the past few yearsBPDI has generated over $3 million in grantmonies. In addition to administering thesegrants it enters into direct contracts withemployers to provide a variety of services.

Some of the training and consultant servicesthat BPDI offers include: computerapplications, truck maintenance skills andmechanics training, business and managementskills, marketing seminars, machinist training,office skills training, blueprint reading,retailing skills training, Total QualityManagement (TQM) training, team building,nurses aide training, LPN training, nursesexam prep training, training in the healthcareers, entrepreneurial training, and otherprograms.

The Institute has entered into contacts withsuch major corporations as Chase ManhattanBank, Paragon Cable of Manhattan, Skorr SteelCompany, Inc., etc. Since 1992, the Institutehas also been engaged in TQM, ContinuousImprovement, Work Simplification,Supervisory, and ISO 9000 training andconsulting. Some of BPDI's consultingservices include technology development(assessment & recommendations for hardwareand software systems, facsimiles, audiovisualequipment, Integrated Systems DigitalNetworks, LANs, telecommunicationsequipment, etc.), business and marketing plandevelopment, and seminar and coursedevelopment.

BPDI also assists with configuring,-installingand upgrading computer systems. In addition toits funded activities BPDI has offered ongoingon-campus training for managers, supervisorsand other employees in such areas as: StartingYour Own Business, Spanish for HospitalPersonnel, American Sign Language,ComputerApplications, Income Tax Preparation, andmore.

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The U.S.Department OfEducation BPDIWorkplace Literacy Grant

BPDI's Workplace Literacy program, entitled"Workshops in The Workplace, °receives itsfunding from a three year $938,765 grantfrom the U.S. Department of Education'sNational Workplace Literacy Program(NWLP). This is a public-sector program thathas been specifically designated to fundpartnerships between educational institutionsand business, industry or organized labor.The purpose of these programs is to improve"productivity" of the workforce through theenhancement of literacy skills. The RFP(Request for Proposals) for the grant wasaimed at on-site literacy training.Additionally, Congress directed theDepartment of Education to sponsor anindependent evaluation of the programsgranted under the NWLP to determine theireffectiveness in

"improving the literacy and basic skills ofworkers and the productivity ofemployees, including potential for thereplicability or adoption of such programs"(P.L. 102-73).

[This evaluation project is discussed further inChapters Six & Seven under NWLIS -theNational Workplace Information System.]

Of more than 300 applications submitted forfunding nationwide only 43 were funded.BPDI was funded partially because of itsprevious success rate with the US Departmentof Education and the National WorkplaceLiteracy Program and because of itsdemonstrated expertise in delivering on-siteworkforce education.

At the time of this writing the first fiscal yearof the three year grant is drawing to a close.BPDI, however, gained similar significantexperience with workplace literacyin a previous DOE project conducted duringFY93. In the more recent initiative BPDIprovides workplace training at a major urbanhospital and three very diverse manufacturingfirms. They are described further below.

The Workshops in the Workplace project isdesigned to train over 270 employees toenhance their "productivity" on thejob through the improvement of Englishlanguage, basic education, communication,problem-solving and motivational skills.Although the Secretary of Education hassuggested that grantees serve no more thantwo businesses BPDI was granted to providefour different settings with educationaltraining. New York City warranted thisaugmentation as it is in a severely threatenedstate with respect to both manufacturing andhealth care. The four partnership arrangementsserve Bronx Lebanon Hospital andFarberware, Inc. in the Bronx (both of whomwere served under a previous grant) and Coxand Company, Inc., and Kruysman, Inc. inManhattan.

The current project staff is comprised of: aProject Director, Assistant Project Director,Lead Trainer, Associate Trainer, Instructorsand Assistant Instructors (including bilingualassistants) as well as an Evaluator. All of theabove have either helped develop or beenoriented to the BPDI approach (see ChapterTwo).

The project also was expanded to include notonly initial staff training but supervisororientations and Train the Trainer sessions, atthe conclusion of the project (for approxi-mately 40 individuals throughout the foursites) to ensure continuation of the project.



BPDI has developed an original trainingmethodology, custom designed curricula (seeChapter Five and the Appendices), and hasdesigned its own literacy audit and task analysis(see Chapter 3); it uses program prepared preand post-tests for learner outcomes (see ChapterSix). All of these have been field-tested.

The Workshops in the Work; lace project alsoincludes an on-going objective evaluationcomponent conducted by a "LiteracyEvaluation Team" from the Institute for LiteracyStudies at Lehman College, of the CityUniversity of New York (see Chapter Six onAssessment and Evaluation for a furtherdiscussion of this component).

Workshops in the Workplace serves participantswho range in nationality from Puerto Rican toRussian; in educational level from minimal topost-secondary. Workshops are for the most partdelivered in two-hour blocks of time, onceweekly during the work day. Workshops aregenerally 30-36 hours in length. In therefinement of the Workshops project staff meetmanagers, supervisors and workers, as well asreview written materials and perform taskanalyses (and observations of prospectivetrainees). At the end of a training cycle"Certificates of Completion" are awarded. Inconjunction with the business partners"Educational Resource Centers" (see ChapterSeven) are established at the work site.

The Setting -Business Partners

Bronx Lebanon Hospital CenterThe Hospital Center is a large multi-serviceinstitution. It is a major employer in the Bronxwith more than 3000 employees based in severaldifferent locations. The hospital is facing thesame crisis as many different health careinstitutions across the country: lack of qualified

health care staff, a loss of funds due to thirdparty billing errors, and a shortage of personnelin general. The Hospital is concerned withupgrading personnel in the non-medical andlow-end medical positions to ensure continuity ofstaff. Promoting from within assures some degreeof loyalty, improves morale and eliminates someorientation-training needs.

The "Health Career Ladder," referred to above,includes vertical movement from nursingassistants to licensed practical nurses, andultimately to registered nurses; similarly with thespecialist areas there is a need for training forradiologists, occupational therapists, respiratorytherapists, lab technicians and other supporttitles.

Many in-house personnel however do not havesome of the basic skills required to continuehealth career study. In addition to those in theinstitution who may be able to fill the crucialshortage in direct health care other employeesare lacking in the basic skills necessary toperform their present jobs. These workersinclude Food Service Employees, SecurityGuards, Ward Clerks and Nursing Assistants.The BPDI three year project targets serving over75 employees.

Bronx Lebanon has a multicultural workforceconsisting of, among others, Hispanics, Asians,Europeans, African-Americans, Caribbeans andSouth Americans. BPDI has worked with theHospital Center over the past 4 years providingsuch training as: Communicating with theHearing Impaired, Spanish for HospitalPersonnel, Computer Applications, InterculturalRelations Training, and Workplace literacy.

The first cycle of Workshops in the Workplacetraining under this grant began with trainingdesigned for twelve counselors of the MethadoneClinic, all of whom were in need of better oraland written communications skills.

Guidebook for Educators 5

14October, 1995


These employees are required to keep accuratepsychosocial records on clients and the majorityof them have had no formal social work training,having had to learn on the job. These counselorsalso need to communicate more effectively withtheir clients during interview sessions.

Cox & Company, Inc.Cox & Company is a 48 year old manufacturingcompany with 140 employees. It manufacturestemperature control and de-icing systems forairplanes. It is a world leader in the industry.It is located on the lower Westside of Manhattan.The corporation develops and manufactures asmall line of high-tech equipment. The lineincludes production of customized technology intemperature control, primarily for the airlineindustry. In the past they have produced theB-18 Vane Electrical Heating system under theauspices of Rockwell Corporation. The companyalso produces window heat control units, fuelline heaters, toilet gasket heaters and other partsin highly patented processes. In the space shuttlealone the company produced over 450components.

The company has a 4 year old facility of over105,000 square feet. Personnel has at timesranged upwards of 300 individuals. Employeesat Cox represent over 40 different nationalities.50% of the stock is owned by the employees.Some of the customers of Cox & Company, Inc.include the U.S. Government, Boeing Aircraftand Air Bus. Job titles include TechnicalElectrician, Assemblers, Mechanical Inspectors,Supervisors and Cablers.

In the first cycle of training, Spring of 1995,fifteen employees completed a workshop seriesentitled Workplace English and Communications.This group was comprised of people fromEastern Europe, the Caribbean, South Americaand Asia. They needed improved Englishproficiency to improve their job efficiency. Thisfirst 30 hour workshop series consisted ofcommunications and critical thinking trainingwith an emphasis on reading, writing andcomputational skills (using a calculator).

Farberware, Inc.Farberware is a 100 year old business whichmanufactures cookware and small appliances. Ithas more than 700 employees who arerepresented by the Teamsters' Union.Farberware enjoys an international market; it islocated in the Port Morris Industrial Park, adesignated Economic Development Zone, in theSoutheast Bronx. The company is currentlyinvolved in the installation of new equipment andthe development of new manufacturingprocesses. These new initiatives will require arange of upgraded skills from reading manuals tobetter understanding how to problem-solve(related to the new methods and equipment).

The Farberware workforce is also multicultural;10 different languages are spoken. The mostsignificant group is comprised of native Spanishspeakers, many of whom do not possess adequateEnglish language skills in reading, writing or oralcomprehension. Employees must also learn howto read and understand graphics to stay abreast ofdevelopments at the company. Productionworkers, including welders, polishers, trademarkoperators, press operators and forklift operators,all need upgrading of their current skills.Seventy-five employees are projected to beserved through the three year project. BPDI hasworked with Farberware since 1987 providingenhancement of production worker machineryskills, as well as providing supervisory training,team building and workplace literacy.

The first cycle of training targeted 13 employeeswho were receiving problem solving, criticalthinking and team development training inconjunction with their reading,writing andcomputational upgrading. These trainees did nothave an English language problem. They werehowever designated to begin functioning in"manufacturing teams" in the new companywidequality management model. They neededupgrading of their communication skills.

Guidebook for Educators 61 5 October, 1995


Kruysman, Inc.Kruysman is a 53 year old company whichmanufactures filing products, such as expandablefolders, lawyers' brief holders, file folders,specialty binders and so on. The company islocated on the lower Westside (Tribeca) ofManhattan. It is a small business which employsover 250 individuals, 80% of whom are Latinand Hispanic women. Overall the workforce is95% Hispanic. These employees represent bothLatin and South America. The competition inthis area of manufacturing is extremely strongand the CEO of Kruysman has acknowledged theneed to upgrade the workforce to remain globallycompetitive. Oliver Lednicer, CEO, calledupon BPDI to provide an initial 3 monthprogram on Work Simplification and QualityManagement for supervisors of the company.BPDI has also provided this company with othersupervisory and team building training.

The majority of workers at Kruysman arenot literate in English (frequently neitherare they in their native language). Thecompany is revising many of its manu-facturing methods and equipment andrealizes that employees will need to beable to read and adjust to new procedures.The trainees for the overall three year

project will be production workers(sewers, gluers, assemblers, cutters, etc.).Along with reading and writing and

computational skills Workplace Englishwill be emphasized. Sixty productionworkers in key positions, identified bytheir English proficiency, will be trained.The first cycle of the three year projecttargeted sixteen employees who receivedtraining concentrated on reading, writingand oral communications. The next seriesbegan a 30 hour training in team building.The theme entitled "Try English First"was developed by trainees.

BPDI's Workshops in the Workplace Project

1) BPDI has a long and successful track record of business and partnershiparrangements;

2) BPDI has extensive background and content area expertise in basic literacyand workforce education training delivery;

3) The DOE workplace literacy grant, in acknowledgment of how jeopardizedthe fields of manufacturing and healthcare are in New York City includesfunctional problem-solving, team building and decision-making skills in itsdefinition of basic literacy;

4) All of the partners have recognized the positive relationship betweenworkforce education upgrading and maintaining and increasing economicviability.



THE BPDIWORKSHOPS IN THE WORKPLACE

PARTNERSHIP

BRONX LEBANONHOSPITAL CENTER

THE BUSINESS ANDPROFESSIONALDEVELOPMENT

INSTITUTE

FARBERWARE,INC.

COX & COMPANY, INC.

.atUYSMAN



Establishing thePartnership

It has sometimes been implied that the businessproblems of lost and potential losses inrevenues due to the poor literacy skills ofemployees could be avoided through better ormore careful personnel procedures; it hashowever become clear to most corporationsand institutions that as technology changesworkplace organizations must continue toretrain and upgrade the skill level of most oftheir employees.

As mentioned earlier negative attention hasbeen focused on the notion of "illiteracy" or"functional illiteracy" of the less academicallyskilled and fluent worker populations. Mostsuccessful workforce education programsrecognize the imperative to not only adjust tothe training needs of this population but toimprove their abilities to take advantage oflikely needed future training as well.

In general worltforce literacy or workplacefitness (as BPDI has come to call it) implies aninterrelationship of basic skills, knowledge andattitudes, a complexity of abilities, and awillingness to process new knowledge and newinformation. Technical training and basicskills training can be successfully integratedwhen they are refocused for content-orientedworkplace functioning. Sticht & Hickey statethat it is widely acknowledged by all partiesinvolved that:

we need to move beyond the piecemealintrusion of the basic skills specialists intothe content classroom, to the recognition ofthe potential of new understanding ofhuman cognition and new communicationstechnologies for designing totally newprograms of instruction that will facilitatelearning across a wide spectrwn ofabilities. (1987, p. 197)

The business partners in the BPDI Workshopsin the Workplace grant and those in the pastprograms have all acknowledged some generalneed amongst employees for a morecustomized upgrading. Because of BPDI'sintimate worldng relationships with businessand industry BPDI enjoys a solid widespreadreputation. In general its partnerships havebeen developed through the requests ofemployers. The need to market such programswhile real was not of imMediate concern in theWorkshops in the Workplace grant.

With respect to the current DOE grant, thebusiness partners were already familiar withBPDI and saw this project as an exceptionalopportunity for their respective organizations.As a result management was most cooperativeand willing to exiend themselves as necessaryto ensure project success.

Therefore, this guidebook does not addressmarketing strategies and techniques for makingbusiness, industry and health organizationsaware of education's abilities to meet in-houseworkforce training needs. Instead, the bookfocuses on how to proceed once the contact ismade.


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As soon as contact is made the project mustwork out with the partner what services will beprovided, what realistic outcomes can beanticipated and what the responsibilities ofthe business partners will be. Clearly, the higherup the contact person is in the work organizationthe more likely the promises of cooperation willbe kept. Initial business responsibilities must beenumerated and agreed upon.

lotPreliminary Responsibilities of theBusiness Partner include:

provi g company liaison(s) to facilitateaccess, space allocation and scheduling;

-providing access to employees, managers andsupervisors for observations, literacy auditsand task analyses;

providing suitable training space with anynecessary equipment (such as flip charts,white or blackboards, overhead projectors,VCR with monitor, etc.);

-selecting a regular liaison to attend monthlySteering Committee meetings;

selecting employee(s) to represent fellowworkers at "special" Steering Committeemeetings;

-encouraging supervisors to support employeesin their training efforts;

-identifying space and providing support foran on-site "Education Center" (potentiallyproviding a literature rack, facsimile,phone availability, etc.).

For the four partnership arrangements in theBPDI Workshops in the Workplace project thecontact individuals include:from healthcare the Director of Training andPersonnel at the Hospital Center and a ProgramAdministrator at the clinic being served in thefirst cycle of training;from manufacturing one Director of HumanResources and Administration, one Director ofPersonnel, a Human Resources specialist and aPlant Manager.

Startup TimeWhile time is always an issue, it is the experienceof BPDI that allowing for sufficient startup timeis one key to effective delivery. Sufficient leadtime circumvents many of the common problemsthat arise during project delivery (those causedby conflicting objectives, miscommunications orinappropriate personnel). Building in adequatestartup time affords the clarification ofobjectives, the establishment of a cooperativeworking relationship, the acquisition ofappropriate personnel, and the orientation andtraining of project staff to program philosophyand methodology. The DOE funded WorkshopsIn the Workplace literacy project began with athree month startup period (11/1/94-2/1/95),followed by a five month training period,followed by two months to revise, adjust, modifyand initiate changes.

Startup 77me-clarify objectives-establish collaborative environment-acquire, orient & train project personnel

The SteerMg CommitteeIn order to ensure the success of the programthere must be the creation of a consistent SteeringCommittee. This committee meets a minimum ofonce monthly and is comprised of number ofindividuals.

The Steering CommitteeParticipants

- the representative of the business partner- key workforce education project personnel

the objective independent evaluator

This committee works cooperatively exchangingideas, discussing problems and contributing tothe overall development and delivery of thetraining.


October, 1995


It acts as an ongoing advisory group throughoutthe duration of the project. At meetingsparticipants strategize, develop plans,revise and create materials, schedule, etc.The Steering Committee can be extremelyeffective in monitoring implementation of theprogram and assuring employee participation.However, some basic guidelines need to beestablished.

Success depends not only on the employers'attitudes toward the training but the employees'as well. While the CEO or Director of Trainingmight support the project it is important that thisget carried down to the participant's immediatesupervisor. Training should be accomplishedduring the employee's work day. Frequently,however, when training involves on-the-jobrelease time an unwitting conflict is created.Supervisory support is vital for positiveemployee morale and motivation.

Employees need to be assured that their jobs arenot at stake through participation in the program.When employees know or sense that training is aweeding out process there is a negativecorrelation to learner outcomes. Training alsohas to be kept relevant (Spikes & Cornell, 1987).

The Steering Committee can also continuouslyreview and revise the congruence and viability ofexpected program outcomes. Clearly statedobjectives, both with respect to the organizationaloutcomes as well as the employees' educationaltraining outcomes, are essential.

A listing of some of the more generic expectedoutcomes of the Workshops in the WorkplaceProject follow. These objectives can begeneralized to any workforce education -workplace literacy workplace fitness program.

Workforce Literacy Objectives:-improved employee understanding of job functions,enhanced employee accuracy and productivity,customized curricula for specific job sites (which can be

replicated for new trainees in subsequent cycles),-improved labor/management relations at work sites,-educational advancement of employee participants,-enhanced employee critical thinking and

problem-solving abilities,-orientation and training of Trainers (for

supervisors & managers) at sites (to foster ownership ofthe project and to allow for post DOE fundingcontinuation),

-improved employee reading, writing, computation andcommunication skills,

increased usage of English on the job and enhancedEnglish vocabulary skills of trainees,

enhanced oral communications between workers &supervisors,

improved potential for upgrading of trainees,improved awareness of career & vocational options for

trainees,increased ability to utilize educational resources by

trainees.

Finally the Steering Committee must monitor theestablishment and utilization of the EducationalResource Center. This Center should ideallyinclude a computer and other training supportmaterials. Trainees must be given access tocounselors, academic and vocational advisors,career development counseling; a successfulliteracy/workforce education program promoteseducational-vocational awareness and opportunityand enhances the individual's self-directed searchfor lifelong learning.

Guidelines for Implementation

-provide release time for training,-monitor positive supervisory-employee attitude

towards the training,- define clearly stated program objectives,- define clearly stated learner objectives,-ensure job retention after training,- minthin relevancy of training,-provide educational resource support and

information Center.



Identifying & DevelopingProject Staff

Methods for hiring and training personnelAbound in the literature of higher, adult andcontinuing education. As this guidebook is notmeant as an orientation to programadministration nor as a handbook for new adulteducation administrators it will focus only onthose aspects of the workplace context thatrequire special attention.

In addition to the traditional methods of selectingand hiring content area experts for the deliveryof educational training programs it is critical tothe success of any workplace literacy orworkforce education program that project staffbe willing to work cooperatively, be flexible,responsive to a complex environment, embody abasic respect for the adult learner-worker andhave excellent human relations skills. Otheradditional documented qualities of effective staffinclude being able to: demonstrate sincereinterest in both the subject and learners, facilitywith varying communication processes,willingness to invest significant time inpreparation of materials and training sessions,enthusiasm for what is being taught, willingnessto work with learners to solve problems(Henschke, 1987).

Ideal Qualities of WorkplaceLiteracy Staff

-content area expertiseflexibilitywillingness to work cooperativelyfamiliarity with adult education techniquespossession of excellent human relations skillsreceptivity to specific project trainingfamiliarity with workplace demands and

environmentswillingness to problem solve with students

In the BPDI Workplace Literacy Project theProject Director and Assistant Project Directorboth have extensive backgrounds in deliveringworkplace programs as well as in teaching. Boththe Lead Trainer and Associate Trainer possessdoctorates and are not only content area expertsbut also highly experienced workplace educationdesigners and instructors. The staff works as ateam to assess site needs, develop curricula andtrain other project staff (as well as respectiveassigned worksite personnel).

Staff must be sensitized to the special needs ofadult learners functioning in their particularon-site settings. Project personnel must also beoriented and trained in the program deliverer'sapproach, at BPDI a modified "FunctionalContext Approach" is used.

BPDI uses The Functional Context ApproachFCT (Sticht & Hickey, 1987) to develop, deliverand assess training. [FCT originates from a FordFoundation sponsored project that was designedto show how basic skills and technical skillscould be integrated successfully in ElectronicsTechnician training.] All project staff areapprised of the methodology to ensure idealogicalcompliance before proceeding with actualtraining. The three month startup time for thisparticular Workshops in the Workplace (DOEfunded literacy project) allowed for trainingpersonnel in the Approach and for the develop-ment of appropriate site specific materials.

This approach refers to teaching skillsapplications as they are actually used on the job.BPDI uses actual job materials and simulations toteach basic oral, reading, writing, computational,and reasoning (critical thinking/problem solving)skills. Curricula is developed around actualforms, duties and responsibilities, as well asemployee concerns, inherent at each worksite.BPDI personnel work as a team with the businesspartners' designees to review related proceduresand materials for the jobs identified to beintegrated into the general academic curricula.


2 1October, 1995


There are seven components of the

Functional Context LiteracyTraining Approach

(they are described further in thisguidebook):

identifying critical tasks(see Chapter 3)

-conducting literacy task audits(see Chapter 3)

-conducting needs assessments(see Chapters 3 & 6)

- planning and developing functionalliteracy curricula(see Chapter 5)

scheduling recruitment and instruction(see Chapter 5)

- delivering the instruction(see Chapter 5)

-evaluating outcomes(see Chapter 6).

After the thorough Task Analyses andLiteracy Audits are completed individualinstructors meet with trainee participants atthe beginning of training to jointly developWorkplace Fitness Plans (contained inChapter 3).

These are similar to the development ofIEPs (Individual Educational Plans) inpublic education, but are more specific tothe workplace setting. The plans includepersonal education as well as job specifictraining goals.

Project Staff Meetings andStaff Development

In addition to Steering Committeemeetings on-site the workplace literacyproject staff continue to meet formally (&informally) throughout the trainingproject, at least once per month. Theseadministrative and staff developmentmeetings are used to review:the appropriateness of curricula, thefunctioning of the project sites, thecompliance of the business partners, thesatisfaction of employees, and with theassistance of the evaluator to assess anyneeds for ongoing modification, etc.

These monthly meetings serve as staffdevelopment meetings and the Process ofthis ongoing staff training has beencalled "Train-The-Trainer." Project staffcollaborate not only on enhancing theirpersonal skills but on the effectiveness ofthe curriculum. "Train-the-Trainer"forms are prepared, shared and revised.

The Task Analysis and Literacy Auditsfrom the worksites are broken down into:instructional Sub Tasks, the RelevantSkills and the Higher Order Skillsrequired. A sample of one of theseTrain-The-Trainer forms for aMethadone Maintenance Module in"Filling Out an Incident Form" follows"Key Points"; it concludes this chapter.Further discussion of project staffdevelopment and worksite"Train-the-Trainer" is found in ChapterSeven.

'I+


22October, 1995


.0...

!Owl

Education Training

to ensure ongoing support for the

progress

trainingand support

expertiseeducation philosophy and methodologiescollaborate in the program deliverer's

skills willing to work in complex

develop and improve project

Po* efacipter, .1

Starting Up The Project

1) Obtain Organizational Support For Workforce-seek high level support for the training program-maintain regular contact with business partnerprogram

-collaborate on viable objectives at outset-obtain appropriate instructional space-assure release time for employees

2) Allow Sufficient Startup Time for the Project3) Establish and Maintain a Steering Committee

-conduct monthly meetings to monitor training-ensure relevancy of training curricula-assure supervisory support for employee-secure Educational Resource Center space

4) Recruit, Train and Orient Appropriate Personnel-secure project personnel who have content-ensure that personnel are trained in adult-hire and train personnel who are willing toFunctional Context Approach

-recruit personnel with excellent human relationsenvironments

5) Meet regularly with project staff to motivate,personnel and the program

BEST COPY AVAILABLE

23Guidebook for Educators 14 October, 1995

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l3PDI Workshops in the Workplace

The Literacy Audit involves representativeemployees who are assessed to determinereading, writing, communication andcomputational levels necessary to perform theirjobs effectively; an audit of materials written andread at each job site are collected for furtheranalysis to determine the skills needed by suchemployees to interpret and utilize these worksitematerials successfully. So beyond reviewingthe level of materials the Literacy Audit mightalso involve listening to employees read and/orobserving them employ reasoning or problem-solving skills. Further, the Literacy Audit mightinvolve the supervisor too for his or herperceptions of the specific skills needed tointerpret materials and the literacy required toperform successfully on the job.

The individual(s) performing the task analysisand literacy audit is concerned with a variety ofquestions:-what is the training need as perceived by the

business partner inviting the educationalsponsor in?

what is the current literacy, performanceand/or knowledge level of the targetedemployees?

-what is the desired level of functioning?is there any discrepancy between how employ-

ees, supervisors &/or management viewthese?

-what are the initial attitudes or feelings towardthe proposed training?

Workplace literacy education is premised on theassumption that employees are lacking in someskills or knowledge. Still the educational trainermust remember that while this may be a majorreason for work productivity problems there areothers. Compounding problems include lack orabsence of incentives, problematic environmentsor lack of motivations. Solutions too must vary.Solutions to a gap in skill or knowledge and evenmotivation clearly point to training interventions,while a "flawed environment" might lead to workredesign, the development of new or different

tools or personnel reassignment; the lack ofincentives might implicate the need for a changein policies or procedures (Rossett, p. 45).

There are a number of techniques that can beemployed to facilitate the determination of thetraining content and sequence. The analyst mustexamine a variety of factors, including:-the products of the employees' performance

(samples of work, aggregate results likeattendance rates, product returns, accidentreports, sales figures, etc.);

the opinions of employees and employers as towhat is happening and what is needed;

the ideal functioning attached to visible tasks;the additional more cognitive less-visible

elements or structures of optimal performance(reasoning skills).

These taken into consideration form the basis forthe assessment of need and the workplacetraining curricula. In order to perform asuccessful analysis the educator must

employ a variety of methods:- review tangible materials and documentation,-conduct individual interviews (with employees

and managers),- conduct focus groups & meetings (with

employees, labor & managementrepresentatives),

observe (incumbents on the job and the workenvironment itself),

meet with subject matter experts to break downprocedures and skills into essentialcomponents and literacy requisites, and

survey through questionnaires.

Through its workforce education programs BPDIhas developed a number of project specificinstruments and procedures. The tools aretailored for individual work sites but the LeadTrainer and/or Associate Trainer conducts athorough WESA (Workplace Education SkillsAnalysis) at each potential training site.


October, 1995


Procedures

While there may be an ideal sequence for theconduct of training assessments the process isoftentimes determined by the availability of sitepersonnel and constraints of work demands. Ingeneral BPDI does use a survey instrumentadministered individually or collectively todifferent strata of employee dependent on theworksite -management, union, supervisors,targeted trainee-employee. In addition to areview of the tangible work products and thecompany's track record (statistics and otherdata) ,the use of instruments (like questionnaires&/or checklists) helps focus discussions and aidsin synthesizing the rich material gained fromprospective trainees and their superiors.

Laad trainers- assessment analystsinterview -They speak to management to hear their view ofthe perceived tasks and/or problems. They speakto supervisors to hear their views. They speak tounion and labor representatives and they speakwith potential trainees.The trainers review -documentation and materials. Not only shouldthe mateiials used on the job be explored, butany that are scheduled for adoption must beexamined for level of vocabulary, computationalskills, processing skills and decision-makingskills. Part of the review process involveslooking at data from the worksite regardingattendance, promotions, career paths, etc.The trainers-analysts observe -Watching some of the employees on the job givesa clearer view of the tasks current employeesperform and their typical work enviromnent.Observation gives not only a sense of currentperformance but potentially a picture of idealperformance too. It frequently leads to moreobjective insights about causality for example,where are the problems apart from how they areperceived by the employees and the employersinvolved?

The process varies and is dependent on theindividual worksite and the problems initiallytargeted.

The WESA Survey that BPDI has developedfollows this discussion in the guidebook. It hastwo basic parts. Part 1 asks personnel to ratestaff on their ability to perform a variety ofactivities (&/or individual prospective trainees torate their own abilities). Part 2 asks theindividual employee or supervisor to prioritizethe perceived training needs, to "choose the mostimportant area of training" and explain why.

The results of the survey are then processed anddocumented in a Task Analysis Report.This report may include:

-the titles of those surveyed-survey results-perceived training needs-suggested training topics-the most highly prioritized topics-other comments and requests, etc.

Samples of some of these reports are included inAppendix A: Sample WESA Reports fromBronx Lebanon Hospital Outpatient Clinic andfrom Farberware, Corp.

Literacy Audits also involve direct employeeand respective trainee input. It is important tonote that while a sequence of topics and areasmay be suggested, the process is continuallyrevised and revisited based on employee inputand feedback. BPDI has developed a twofoldWorkplace Fitness Plan that is completed bythe employee.The form (while modified to be site specific) asksemployees to

1) review the list of Workplace Skills andnote how they may be used on the job; and

2) select three skills that the employee wouldlike to enhance and describe in 2 or 3sentences why or how they might do this.


30October, 1995


This Fitness Plan also forms the basis ofobjective setting for personal instruction,and group instruction; for thoseparticipating in the eventual training itbecomes something of a pre-test orassessment of entry-level skills.The Fitness Form follows the WESASurvey at the end of this chapter.

Identifying Trainees

Once the process of interviews,observations, surveys, reviews of writtenmaterials is completed a training reportand plan is devised. In addition torespective training topics an amenableschedule has to be arranged.[This is addressed further in Ch. 5

Organizing Instruction]

Here too the procedure varies dependingon the organization to be served. In somecompanies the targeted trainees areidentified from the outset; in others, thetraining needed is identified first and thenonce the time for the training has beensettled upon the project liaison revisits thestaff and identifies training recruits.

In the BPDI experience the SteeringCommittee has proven itself invaluable inthe identification and recruitment oftrainees.

As mentioned earlier the ideal situationincludes released time, supervisorencouragement and other company-wideincentives that motivate the employees and"destigmatize" them from attending theproposed training.

If the trainees have not been identifiedinitdally it is frequently helpful to establish aprofile of the trainee candidate.

This profile might include:- position title,- entry skills level,- problems encountered or documented.

Supervisors can then review their records toselect appropriate employees.

Whatever the procedure employedorganizational support is a must and will bediscussed further.

This chapter concludes with:a summation in the Key Points

section,the WESA Survey Form, and theWorkplace Fitness Form.


31October, 1995


,e01111111Points of ter Three

Assessing Training Needs

1) Review company data2) Review materials currently used or intended for use on the job3) Observe employees on the job4) Interview management, supervisors, labor and employee-

trainees5) Use survey instruments to help focus and document needs6) Generate a list of training topics7) Prioritize training topics8) Report back to partner organization through Steering Committee9) Create a profile of the targeted trainee10) Recruit appropriate level trainees making training objectives clear at outset


3 2October, 1995


The Business & Professional Development Institute

Bronx Community College, CUNY

WESA SURVEYPlease rate the ability of your staff to perform the following activities

1. Reading Poor Fair Good

2. Math Poor Fair Good

3. Writing Poor Fair Good

4. Problem SoMng/Reasoning Poor -Fair Good

5. Motivational Skills Poor Fair Good

6. Speaking/Listening/Communication

7. Team Building Skills

Part 2

Excellent

Excellent

Excellent

Excellent

Excellent

Poor Fair Good Excellent

Poor Fair Good Excellent

If you were to choose the most important area of training, which one of the abovewould you select? Why?

Dr. J. JuechterDr. Doris Dingle

U.S. Department of Education


3 322 October, 1995


#1 WORKSHOPS IN THE WORKPLACE

Business and Professional Development Institute

Instructions: Review the list of Workplace Skills. Which of these do you use on the job? Write afew notes to yourself with an example of when or how you use this skill.

1. COMPUTATION Mathematical Processes

2. PROBLEM SOLVING Figuring Out Difficult Situations

3. SPEAKING Effective, Accurate Presentation

4. WRITING Communicating on Paper

5. LISTENING Active Listening

6. READING Comprehension & Vocabulary

7. INTERPERSONAL RELATIONS Understanding Others

8. TEAM BUILDING Working Together Well

9. CRITICAL THINKING Analyzing Information

10. SPEAKING ENGLISH Communicating

Guidebook for Educators 233 4-

October, 1995


WORKSHOPS IN THE WORKPLACE

Business and Professional Development Institute

MY PERSONAL WORKPLACE FITNESS PLAN CONFIDENTIAL I

Name Date

Work Location

My job makes a unique contribution to my skills and my company (the clinic). To date my skillshave enabled me to work well at the job. However, in order to grow and develop my effectiveness,I need to enhance MY workplace skills.

Think about the skills from the first Worksheet.

Which three would you like to improve? Write their names below. Write 2-3 sentences aboutwhy or how you could enhance your skills.

Skill # 1

Skill #2

Skill #3



PRIN S Oir A T MA ONPL D TO 0 ORCE UCA iG

Andragogy

The growing field of specialization in educationfrequently referred to as Adult Educationrecognizes the uniqueness of adults aslearners. The artistry involved in the teachingof adults has often been referred to asandragogy to distinguish it from thetechniques mAre frequently associatedwith the teaching of children - or pedagogy.Andragogical concepts and techniques aregaining widespread attention as concern forlearning in the workplace has become a majorfocus for higher education, business and publicorganizations. As the emphasis on adultlearning has increased so has this component ofeducation gained in its professional recognitionas a subspecialty. The techniques used inplanning programs for and facilitating thelearning of adults have therefore been widelyresearched and documented.

Facilitators of adult education focus on a fewcommon and interdependent principles whichwhen implemented have been identified asincreasing the effectiveness of adult learning.These are subdivided into four major areas orcategories for the purpose of this manual:

-Establishing a Conducive Physical &Psychosocial Climate;

-Utilizing Action & Reflection, Experiential &Problem-Centered Techniques;

-Encouraging Dialogic, Collaborative andParticipatory Learning; and

-Enhancing Critical Reflection, Independenceand Self-Directedness of Learners.

Reference to the major theoretical proponentsof these concepts are included in thisdiscussion, along with an overview of howthey relate to the Workplace setting.

Establishing A ConduciveClimate for Learning

In addressing the climate for learning theplanner must attend not only to the physicalneeds but the psychosocial needs of thelearner.

The PhysicalSuch aspects as seating, lighting, time of day,refreshments, visual and auditory stimulation,ventilation, etc. must all be taken intoconsideration in planning(Ennis et al., 1989).Adults as learners are extremely sensitive totheir physical environment and their physicalneeds impact directly on their ability toreceive, digest and process new skills andinformation (Galbraith, 1991). While thefacilitator cannot always control the spaceallotted or the amenities available for training,he or she should strive to attend to thesephysical needs and take these into account inunderstanding the reactions and/or problems ofemployee-learners.

Conference tables arranged in U.or closedrectangular formation affords learners theability to spread out their materials, attend tothe facilitator (and any overheads, charts ordisplays) while simultaneously being able tomake direct contact with each other.


October, 1995

BEST COPY AVAILABLE

BPDI Workshop's in the Workplace

Movable tables with separate chairs enable thefacilitator to rearrange a room during anindividual session to allow for a variety oflearning activities (from lecture, to simulations orvideo recordings).Refreshments -(such as coffee or other beverages)help put adults at ease and sends a clear messagethat this is a valued professional experience.Food and drink increase the development of asocial and informal atmosphere (both of whichdecrease any threat associated with the trainingor classroom environment).Allowing for breaks enables adults to interactwith each other and decreases the discomfort thatmay arise from having to leave during a lectureor interactive exercise.Reinforce learning with a variety of stimulantsfrom visual reminders (overheads, flip-charts andhandouts) to auditory stimulation (from lecture toinformal dialogue) to kinesthetic reinforcement(physical motion); this helps to capitalize on thedifferent learning styles embodied in any groupof adults.

The PsychosocialIn attending to the psychosocial the facilitatormust be cognizant of the characteristics of adultlearners (both as individuals and collectively) -their individual styles, their attitudes, theirmotivations (Wlodkowski, 1990). Thereare many different elements to consider rangingfrom the cultural to the interpersonal andpsychological.

In his formative work in adult education,Knowles (1980) demonstrated that adults learnbest when they can see the relevancy andapplication of the learning that is to take place.Further adults need to be treated with respect andto have an atmosphere created in which there ismutuality (respect not only for the facilitator butfor fellow learners as well) so feelings of fear,threat or subordination can be overcome(Brookfield, 1986).

James (1983) devised a set of basic principles ofadult learning that have been validated byprofessional American adult educators. Theseserve as instructive reminders as one seeks tostructure an optimal educational environment(p. 132).

Basic Principles of Adult

-adults maintain a life-long ability to learnadults as a group are highly diverse in respect

to preferences, needs, backgrounds and slcills- adults do experience gradual decline in

physical and sensory capacitiesadults have experiences that are most valuable

as resources in planning the learning activity-adults move from dependency tc increasing

independence with a growth inresponsibility, experience & confidence

-adults have a tendency to be life or problemcentered in learning

-adults enjoy a range and variety of motivations-learning for adults is facilitated through active

participation- learning is further assisted by a supportive

environment

Brookfield (1986) expands this list by alsosuggesting that the ideal instructional setting isone in which learners participate voluntarily -"bytheir own volition". Returning to the classroomor training session can be a threateningexperience in and of itself, especially when thedecision to attend the training experience is madeexternally (by a supervisor or personnelcounselor); past learning and school experiences,compounded by feelings of loss of control cantherefore impact negatively on the currentlearning situation. Further, the current workenvironment and feelings with respect to the needfor being in the training are likely to impact onthe emotional state and receptivity of theemployee.

Guidebook for Educators26 3 7 October, 1995


Brookfield also indicates that constructivecriticism is a very important dimension in alllearning; he stresses that the learner's sense ofself-worth should never be compromised.

The granting of release time during the work dayand/or the provision of monetary remunerationfor after hours training are highly significant inpreserving the learner's sense of worth andtherefore crucial to the design of a successfulworkplace education program.

In addition, using strategies that demonstratethat the trainee's perception of the experiencematters (Schlossberg, Lynch, & Chickering,1989) help to further academic-program success.

Strategies that demonstrate concern include:-mutual respect (Galbraith, 1990)employee input-maintaining informality (Brue, 1985)-utilizing humor in instruction- friendliness on the part of the facilitator- rewarding participation, etc.

Consistent with this theme of maintaining thethe learner's sense of positive self-worth,educational-training gains should be treatedseriously and they should be rewarded.Graduation-or completion ceremonies and awardsare just some of the symbolic ways ofacknowledging achievement.

Using Appropriate TechniquesAction & Reflection,Experiential &

Problem Centered Methods

There are a number of methodologies that adulteducators continually cite as being at the heart ofeffective learning. In essence it is accepted thatadults learn best when they are engaged in aprocess of learning that involves problem-framing and problem-solving, where learningsare related to real life situations, where solutions

can be applied in daily work lives and wherethere is the opportunity to continuously reflectand act on one's own assumptions and newlearnings.

John Dewey (1916), an early American educationphilosopher, first described an acknowledgmentof this process of continuous ongoinginvestigation and exploration. Fundamental tothis notion is that all further learning experienceis grounded on previous experience. Futurelearnings occur with reflection and integration ofpast learnings. Paulo Freire (1970), a Brazilianeducator, is commonly associated with the term"praxis" a term he used to describe this processof action and reflection. In his work withhelping South American workers develop basicliteracy skills he emphasized the process ofhelping learners develop consciousness of thevariety of forces which fostered their dependenceand shaped their perception of their own worksituations (as well as their ability to conceptualizetheir individual and collective futures).

More recently, works by Mezirow & Associates(1985) address the need for learners to becomecritically aware of their own "asswnptions andpremises, criteria and schemata (p. 25).This action and reflection process is suggestive ofa variety of educational techniques.

Instructional Strategies that employ experientialand motivational techniques include:-critical questioning- critical incident exercises -enntract learning

- learning journals- games-modeling-coaching-mirroring, etc.

-role playingdebates

- simulations- case studies-inquiry teams

These all foster the connection between actionand reflection and serve to continuously engageand motivate the learner to improve his or herown practice and functioning.


3 8October, 1995


The last, and perhaps most obvious experientialtechnique on the above list, is especiallyinteresting in the workplace setting. Da loz (1986)refers to the learning technique of the "mirror".Employee-learners should be assisted inperceiving themselves in different ways and intracking their own change and development asthey evolve through the training experience.This might include contrasting early andsubsequent expectations, examining initial andpost samples of work, and exploring changes infeelings. These can all help in maximizing thebenefits of the educational training experience.

Still, the skillful facilitator must remember thatall of the above techniques involve a certainamount of risk-taking. They also have thepotential for stimulating creativity on the part ofthe trainee.

Providing the right climate encourages risk-taking as well as creative thinking. It allows forhonesty and enjoyment in what otherwise can bea painful confrontation with oneself and others.

Encouraging Dialogic,Collaborative andParticipatory Learning

In reflecting on school-based training ascontrasted to workplace education and trainingthe dimension that emerges as most strikinglydifferent is the involvement of the learner in theplanning and design of activities. Learners can beextremely helpful in diagnosing their ownlearning needs. Further, their involvement andmotivation increases if they are part ofestablishing a cooperative goal structure(Wlodkowski, 1985).

To encourage this involvement and maximizelearners' sharing dialogic techniques should beemployed. Critical discourse however is not aneasily implemented concept, nor does it suggestparticipation for participation's sake. Brookfield(1987) writes that it is important to attend to theemotional elements that discussion arouses.There must be a foundation of caring, listeningand respect.

Facilitators need to remember that activeparticipation and learning might beoccurring despite a learner's silence. Thefacilitator must maintain a certain willingness tobe flexible as every session is likely to departslightly from anticipated objectives. Much"meaningful learning" happens in unanticipatedways and the trainer-educator must also remainopen to the "teachable" moment.

Discussion plays a formative role in helpinglearners interpret their own and others'perspectives, assumptions and actions. Throughdialogue learners gain exposure to a diversity ofperspectives; they can externalize their values,beliefs or actions for more objectivescrutinization; they can begin to embraceambiguities and the complexities embodied in avariety of issues. Encouraging dialogue helpstrainees learn to reality test.

Frequently however controversy arises as to howa dialogue is to be utilized or evaluated,especially since discussions often lead toparticipants leaving with feelings of disturbanceor pain. The facilitator's role is to help learnersseek closure, to challenge "habitual givens" , andto realize the relationship of others' perspectivesto their own lives (Galbraith, 1991).

Dialogue is essential in developing and enhancingemployee communications. The communicativeprocess involves the employee learner in a colla-borative process of assessing or redefininglearning needs and thereby generating learningobjectives.

Guidebook for Educators 28 3 9 October, 1995


Collaborating in selecting methods andevaluative procedures also assists in obtaining& maintaining learner involvement. Withcollaborative techniques the role of therespective facilitator, planner and learnercease to be so clearly defmed. Theemployee-learner can begin to assume someresponsibility for framing central questions,selecting provocative and stimulatingmaterials, helping to prioritize the sequence ofinstruction, correcting the course whennecessary, and organizing many of the aspectsof group process.

Collaboration also acknowledges the reservoirof experience that the adult brings to thelearning experience and includes it as aresource. This aspect of adult education hasfrequently been cited as the "defmingprinciple" (Brookfield, p. 14) of adulteducation. In applying this hallmark principleto the workplace the facilitator comes torealize that there may be a fundamentaldiscrepancy in seeking to create acollaborative environment, simply by virtue ofthe learner's employee status; this isespecially true in very hierarchical workorganizations. Hence the "distinct tradition"of "adults meeting as equals in small groups"is at times but an ideal, despite the best ofintentions. The facilitator is thereforereminded that helping employees learn tonetwork is thus critically important.

Strategies that encourage dialogicparticipation include:

-facilitator flexibility-an atmosphere of voluntary participation-honesty-the existence of no negative repercussions

for expressing divergent views.

Enhancing Critical Reflection,Independence & Self-Directedness

Studies and research into effective learningwithin organizations all point to the requirementfor learners or workers to become conscious ofthe assumptions and norms underlying acceptedpractice and the requirement for learners tobegin to think of imaginative or creativealternatives (Peters and Waterman, 1982;Argyris, 1982). This is only possible when theindividual enjoys some level of individualautonomy & self-confidence with respect to hisor her own life-world and learning capability.

Critical reflectivity is often associated withtransformations in learner perspective (Mezirowand Associates, 1990). This process further leadsto a reconstruction of thought and activity - a"reflection-in-action" that shapes current andfuture activity (Schon, 1987). The ability tochallenge one's own perspectives leads toindependence and optimally to empowerment(Mezirow and Associates, 1990) the ability tohelp shape one's environment. Criticalreflection ultimately leads to a recognition ofone's own learning processes, needs and perhapsself-imposed limits.

Encouraging independence helps developself-directed learners who are aware of thecontextuality and cultural constructs thatinfluence their thoughts and actions. Fosteringindependence helps learners explore andrecognize their own capacity for self-directedness. (Galbraith, 1991, p. 24-25).

Tough (1979), another renowned adult educator,in particular has urged other adult educators toremember that all adult education activities sharethis objective of developing the self-directednessof the learner.

Guidebook for Educators2940

October, 1995.


Increasing learners' self-directedness isconsidered to involve increasing the learners'ability to:

-realize learning objectives-diagnose learning needs-identify learning resources and strategies, and-find means for evaluating personal learning.

As educators and trainers enter theworkplace (as external agents invited toaddress specific organizational learningneeds), this theme of encouraging andenhancing learner self-directedness becomesa worthy organizing objective; increasinglearners' self-directnedness and autonomycan serve as a unifying philosophy to guidethe education efforts of professionalworkplace literacy educators.

Principles of Adult Education That FacilitateWorkplace Education

1) Build a Positive Climate-establish a conducive physical environment (provide comfortable seating,conference desks spacious rooms with sound acoustics, temperature & lightingcontrol; provide frequent breaks & refreshments),-attend to the psychosocial needs of learners (encourage mutual respect,capitalize on learner's experience, relate learning , maintain humor, informalityand flexibility)

2) Utilize Experiential Techniques-include problem-posing and problem-solving exercises (use simulation andinteractive exercises including -case studies, journals, team-learning, criticalincidents, etc.)-encourage action and reflection

3) Employ Participatory and Collaborative Methodologies-encourage dialogic participation-include employees in needs assessment, selecting instructional techniques andresources, establishing goals, and identifying evaluative criteria and methods

4) Aim for Learner Critical Reflection, Independence & Self-Directedness-encourage self-responsibilty for life-long learning-develop skills for seeking and pursuing other educational and autonomouslearning opportunities.

Guidebook for Educators 30 41 October, 1995


".^.71MW...=.=

.....................................

Establishing & Deliveringthe Training Cycle

Once the topics for training have beenestablished and prioritized they must besequenced into a curriculum. The duration andlength of training frequently depends not onlyon the production or work cycle of the partnerbut the organizational constraints of theeducational sponsor.

The BPDI Workshops in the Workplacetraining modules have for the most part beenarranged around a 30-36 hour course length.Instruction or sessions are delivered in twohour blocks of time, once per week. Twohours is a reasonable period for employers torelease employees and it conforms well tolearner attention and motivational-considerations.

The Curriculum and Schedule

The BPDI DOE Workshops in the Workplace -WESel. and Literacy Audits lead to the gener-ation of training topics and instructional plansthat are arranged in site specific modules.The training schedules vary from 15-18sessions each. Samples of just four suchschedules are included in Appendix B and aredescribed below. The modules that areincluded represent the first cycle of trainingcompleted at each respective site.

The Bronx Lebanon Clinic Workshop modulewas 18 sessions long. It focused on preparingMethadone Clinic counselors to improve theirwritten and communications skills - to keepbetter psychosocial records, to communicatemore effectively and to work morecooperatively.

- The Cox & Company Workshop module was15 sessions in duration and focused oncommunications and critical thinking; it waswhat BPDI call a WESL module - WorkplaceEnglish As A Second Language.

- The Farberware Workshop module, 18sessions in duration, was focused on problemsolving, critical thinking & team development.

- The Kruysman Wortshop, a 15 sessionmodule, was also focused on WorkplaceEnglish - it was thematically organizedaround "Try English First."

All of the training programs included reading,writing and computational skills, coupled withthe problem solving, critical thinking and teamdevelopment exercises. In-take assessment,periodic and outcome evaluation (see Chapter6) was an integral part of the program.

In organizing the schedules BPDI trainersinclude tentative training session outlines tocorrespond to each of the scheduled (15-18)sessions . The Session Outline minimallyincludes the topics shown below.


4 2October, 1995

REST COPY AVAILABLE


Session Outline HeadingsWorkshop Site:Session #Topic:Performance 8dor Instructional Objective:Materials Needed:Motivation:Development:Review Activity:Application:Evaluation:

Three such sample session outlines are included inAppendix C. They are for Farberware[Sessions-#4 & 7 -Problem Solving in the

Workplace & Clarifying Company InformationWith the Use of the Calculator, respectively] andfor Kruysman [Session 13 -OSHA & SafetyStandards & Communications].

Motivational Considerations

Some of the issues that effect the delivery ofinstruction include the motivation and attitudeof the employee as (s)he approaches andexperiences the training. Wlodkowski (1990)has postulated a "Time Continuum Model ofMotivation" for the educator to consider. Inthis model the design and organization oflearning activities (whether they be ofindividual session length or for the duration ofthe training cycle) are conceived on a timecontinuum.

Each aspect or phase of training impacts onsubsequent learnings. The continuum isbroken into three parts: beginning, during andending. There are two major factors for eachphase that correspond to some useful queries(p. 106) for the workforce educator and orinstructional designer. These factors and thequestions for each follow.

771E MWE CON77NUUM

Beginning - Attitudes & Needs Ask:How does one create a positive learner

attitude to this training sequence?How does one best meet the needs of the

trainees through this training?During - Stimulation & Affect Ask:

How can the training activity continuouslystimulate the learners?

How can the experience and climate beaffectively positive?Ending -Competence & Reinforcement Ask:

How does the training contribute to anaffirmation of learner competence?

How are reinforcers provided for thelearners in the experience and sequence?

Being Responsive -Customizing the Curriculum

Another consideration in the delivery ofinstruction is the actual provision of in classactivity (as well as the provision of out of classwork). This discussion will focus on thosemethods that are consistent with the principlesof adult education and the functional contextapproach those techniques that arefundamentally experiential. Customizedinstructional activities in problem solving,critical thinking, decision-making and teamplanning include the building and reinforcementof the basic skills in reading, writing,communicating and calculating. Classroom-training activities are described further below.

A generic overview of methods precedes adescription of some of the BPDI customizedtraining activities. The latter are providedsimply to show how one can take the concernsof employer and employee, the proventechniques, and build them into relevant andexciting learning experiences for participants.Before presenting these methods though thereader is reminded that knowing one's audience


October, 1995

BPDI

is critical to the design of successful workforceeducation programs. It cannot be stressed highlyenough that the educational trainer must beresponsive to the particular trainees at anindividual worksite one is cautioned never toassume similitude to other settings simply byvirtue of the employees' work status or becauseof similarity in industry. Organizing the traininggroup homogeneously or heterogeneouslybecomes a site specific decision dependent on theindividual culture of the organization.

The literature abounds with descriptions of howcomplex the lives of most working adults are(the multiple roles they juggle and their manyresponsibilities); one frequently reads thatbecause of these alternative factors that takeprecedence in adult life, out of class time tends tobe quite limited for the average employee henceany requirement for "homework" should belimited to tasks that are kept extremely relevant,pleasurable, require minimal time and are easilyaccomplished. As indicated however, the trainermust also meet the learners' expectations (whichoften-times are culturally conditioned).

Interestingly, it is the BPDI experience that (inbeing culturally sensitive to one particular site'semployee population), at times, there was arequest for both a highly traditional methodologyand substantial homework. Though seeminglyantithetical to the prevailing philosophy on adulteducation techniques, the underlying message isthat the trainer must discover and meet thelearner's expectations before moving forward tomore self-directed and less teacher-trainer ledmethodologies.

Instructional TechniquesLecture and DemonstrationWhile the more traditional methods of lectureand demonstration can certainly be usedsuccessfully in adult training they are limited bycertain factors. Both lectures and demonstrationsare very much facilitator directed with acontrolled pace. In general they tend to putpressure on "short term memory" which for the


Workshops in the Workplace

employee is "often already being taxed" (Lewis, .\1987, p. 255). Further there is little room forfeedback and those lacking in notetaking,communications or English language skills areeven at a greater loss. Still it is important toremember that lectures can be particularly usefulif one is trying to provide listeners with cognitiveclues to reasoning or a framework for perceiving- demonstrations can give the audience a view ofwhat truly skilled or optimal performance lookslike. The instructional ideal however is a com-bination of the above with the more "hands-on" -practice reinforcement mastery type ofexperiences included.

A description of some of the commonly usedexperiential techniques and some samples ofthose used in the BPDI Workshops In TheWorkplace follow. These methods are notmutually exclusive or discrete in nature. Themore creative the combination and the morerelevant to real work situations, the greater thelikelihood that transferability and longterm skillbuilding will take place. Associated with all ofthe techniques described is the opportunity forthe employee to practice and attain skilldevelopment because of the learning environmentcreated (one that is less threatening because ofthe eradication of both fears associated withmaldng on the job mistakes & of negativerepercussions for making mistakes).

Experiential TechniquesRole-playingThis involves the improvisation of behavior tobetter understand and practice behaviorsassociated with conceived roles. Facilitatorsmight structure scenarios around real worksituations, reenact confficts, or use hypotheticalscenarios to allow for idealized behaviors. InWESL the role play is frequently used to practicenew vocabulary; in career training and workreadiness programs roleplaying is used todesensitize individuals to potentially stressfulsituations (the employment interview, answeringmultiple phones, etc.). [See Appendix H on theBPDI Reporting A Problem exercise.]

33

4 4October, 1995


SimulationsThese are based on real work situations andreplicate the work environment. Offices may beset up and individuals given "in-basket" exercises(responding to a series of memos) - a work teammight be set up to assemble a product pilotsmight enter a flight simulator to test reactiontime, etc. The essence here is to be able toself-reflect on one's own behavior with someobjective input from others. Debriefing is key.Research shows that this is a most effectivetechnique in impacting on attitude & motivation.[See Appendix F on the MEMO Writing Module.]

Case StudiesThese range from the actual to the hypothetical.These help learners become more processoriented and involve employees in ownership ofdecision-making. Case studies must beadequately detailed and descriptive to evoke theinterest and imaginafion of the learner - thedesire to solve a problem by suggesting andowning the postulated course of action. Casestudies also allow for team building. Employeesshould be encouraged to: document what theyfeel are the key points, share their interpretationsof the major problems or key issues, pose whatadditional resources they feel are needed,develop a list of alternatives and their rationales,and finally make and defend their decision forthe course of action.[See Appendix D for a BPDI Case Study onDecision Making at Farberware.]

Journal WritingThrough the exploration of experience this helpslearners better organize their thinking. It isnon-threatening and allows for delayedprocessing. Journals help students track theirown development and if shared with a facilitatorcan act as an informal tool for assessment. Thesecan also serve to broaden the pool of workthemes to organize future learning activitiesaround. Trainees should be encouraged todocument work events, their reactions to themand what they think they learned from them.

Brainstorming & VisualizationHere employees are encouraged to generate liststhat are responded to in nonjudgemental ways.Brainstorming generally entails some form ofcalling out at random (although at times aroundrobin approach has been used). Employeesmight be called upon to list problems on site or tosuggest solutions to problems. These too canhelp in the generation of the training curricula.Visualization is generally associated with themore creative generation of alternatives thosenot constrained by the current rules or operatingprocedures of the particular worksite.[See Appendix E for some further materials onBrainstorming and the Farberware experience.]

GamesThese are often used to help do team buildingand to give employees insights into their own andanother's views. Survival games and trainingexercises have recently gained in popularity as ameans for helping employees develop their owninternal resources, rely on each other, and reflecton their own social sensitivities.

Critical IncidentsThese ask employees to identify meaningfulincidents and/or events and describe them.Trainees are asked to write a brief narrativeabout the event to identify who was involved(by title or role), where and when it occurred,and why it was troubling or significant. Inaddition the learner might include what (s)he didand what the other individual(s) did. Thepremise is that this represents a more accurateand objective description of what is happeningfor the participant. The themes generated whenprocessed and debriefed also help in focusing thetrainee's understanding of his or her own, andothers', characteristic stances. Reporting wouldinclude an analysis of one's biases and theimplications of them. Learners then begin toassess the validity of their inferences and topostulate alternative interpretations to the incidentor their reactions. Through this techniquelearners begin to challenge their own assumptionsand actions.



ContragingThis is very helpful in individualizinginstruction for employees and in helping toenhance overall learner and employeeself-directedness. Participants areencouraged to develop their own learningplans replete with: learning objectives,learning resources, a schedule of dates forthe learning activity's completion, evidenceof accomplishment, and some form ofcriteria for assessing whether the effort hasbeen successful.

Other techniques sometimes used but notdiscussed further here are the:Nominal Group Technique for prioritizing ordecision-making (for encouraging individualparticipation and used in resolving problemsexpeditiously round robin generation ofproblems and solutions are followed by avote);Inquiry Teams for enhancing collaborativeactivity to pursue solutions to specificproblems or issues (for in depth explorationof problems and the positing of solutions to alarger group);Mentoring for enhancing individual learningor cultivating individuals to fill anticipatedroles (for guiding and developing a protegeto assume a new role in the organization).

Finally it is important to note that in most allof the above techniques discussion is a vitalpart of the process, whether it be doneone-on-one, in small or large groups. So theimportance of developing and enhancingcommunications skills is a theme that runsthroughout the design and conduct of alleducation training & development.

INTEGRATING LITERACYSKILLS CONTENT AREAS

(Sample Exercises:)

READING & WRITING:In learning to improve their written expressionand develop workplace skills of writing letters,memos and other written communicationsemployees are encouraged to write ahypothetical letter or memo. [Employees musthave the ability to communicate with theirsupervisors, or personnel in writing, regardingvacation requests, benefits & leave.] In onesuch Workshops in the Workplace exercise avariety of skills are included. Participants areasked to read the Company's Contract &Employees' Benefits M tuual to ascertain thevacation policy or leave policy. (In most worksites there is protocol involved in taking timeoff and there are fixed times employees areallowed leave dependent on tenure, seniorityand plant staffing.)

Employee-participants write hypothetical lettersrequesting specific vacation time. The class issubdivided into personnel teams to read theletters and determine whether they would grantleave based on the strength of the letter andinterpretation of the Contract. Most initialletters end up being stamped rejected by theparticipant teams. This then motivates morecareful attention to both reading the contractand composing letters of request.

The subsequent writing samples tend to bemuch improved with many more employeesgranting and granted leave.[Additional Memo Writing resource materialsare included in the Appendix F, BronxLebanon: Sample Memo, Memo Model, MemoForm, Writing A Good Memo & Memo Magic.]

35Guidebook for Educators October, 1995

4 6


CALCULATING:In learning to find percents, calculate overtime, and use the calculator one exerciseadapted for use at different sites hasparticipants figuring out how much theywould save after 30 years if they had a fixedsalary and contributed a certain percentagerate per annum to their 401(k) savingsplan. Participants concurrently have to use adictionary and interpret the EmployeeBenefits Manual.

[Other Calculator lessons are included inAppendix G: Calculator Lesson 1 BronxLebanon, Calculator Problems, Check Up,Farberware Skid Assignment & How MuchDoes This Training Class Cost.]

ESL (English as a Second Language):Participants may develop English conversationvocabulary and practice through problem posing.Employees frequently indicate that they havetrouble talking to their supervisors in English.Further they are not usually involved in problemsolving. Trainees can first practice reportinghypothetical problems to supervisors. They canthen generate real problems they've experienced topractice dialogue around. Employees can bringtheir new vocabulary back to the job for practice.In class feedback then involves dialogue andvocabulary building around managers' andsupervisors' reactions to the articulation of theproblems & proposed solutions.[See Appendix H for some preliminary materials

of the Problem Module.]

The above discussion and supplementary materialscontained in the appendices represent just a fewsmall examples of how integrated and inter-dependent the basic skills are to successfulemployee functioning. Most exercises requireelements of reading, writing & communications.Simple problems can have reinforcing elements inthe basic skills areas and instruction can bedeveloped thematically around employee concerns.

ORGANIZE & CUSTOMIZE THECURRICUMUM AROUND THE TRAINEES

1) Create a training schedule based on prioritized topics generated through the TaskAnalysis & Literacy Audits

2) Have session outlines that include performance objectives, motivationaltechniques, application & review

3) Customize the curriculum to be relevant to real work problems at trainees' sites4) Integrate reading, writing and computation into problem solving and decision

making exercises5) Emphasize communication skills in the design of instructional activities.



72. .

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ASSESSING LEARNING &EVALUATING TRAINING

Evaluation in workforce education is a mostcomplex area. It involves not only assessingparficipant's learning but the results of thislearning as well. Traditionally the relativesatisfaction of employees with respect totraining was the evaluation criteria mostorganizations used to assess training; however,more recently, most organizations haverecognized the need to go beyond learnersatisfaction. The Kirkpatrick (1976) frame-work has often been used to help conceptualizethe issues involved in evaluating employeetraining. This framework classifies areas ofresponses to evaluation concerns; the levelsare:

The Kirkpatrick Frameworkthe reaction of the learners,the learning derived from the training,the behavioral change resulting from the

program, andthe results the training has for the overall

organization.

Translating this Kirkpatrick hierarchy into anevaluation model causes the educationevaluator to move beyond an exploration of theparticipant's learning through the traditionalpre, interim and post assessments ofknowledge, skill and motivation. According toBeatty, Benefield and Linhart (1991, p. 171),internal program evaluation of the participantis then concerned with differing issuesdependent on the focus in point of time.

[Training Panicipant Evaluation Issues]

initiation: life experiences, learning styles,course expectations and course planning;transactional issues: course content, methods,interpersonal processes, & learning climate;outgrowth issues: life experiences, learningstyles, course expectations, future planning.

All of the above correlate to the work context;in the outgrowth category especially theresponse of others involved in the partnershiparrangement is vital (i.e, supervisor satisfactionwith the training, management and labor'sperception of the training and the overallimpact on the work organization).

Goal Setting -For the individuallearner, the organization, aswell as for the program evaluator, goal settingbecomes an important dimension of theevaluation procedure. The trainer's foremostconcern on participant learning and the strengthof the program is typically augmented by theorganizational concerns for self-improvement.The educator is then also interested in havingpositive impacts on the partner organization.Some of these additional goals are listed below.

Additional Program impactsth e increase of productivity,the improvement of quality,the reduction of costs,the improvement of morale,the reduction of turnover, andthe reduction in accident rates

(Courtenay & Holt, 1987).


BEST COPY MAILABLE.

October, 1995


It is imperative in any successful trainingprogram that there also be some "evaluationstandards." Without these individuals,instructors and program evaluators have noguiding philosophy with which to undertakeassessment or compare and contrast learner andprogram accomplishment. The U.S. Dept. ofEducation's Planning and Evaluation Servicesponsors The National Evaluation ofEffectiveness of Workplace Literacy Programs -NEEWLP; it has commissioned and hencederived the NWLIS National WorkplaceLiteracy Information System (Mathematica, Inc.,1995). This system serves to collect, analyze andreport information on literacy project implement-ation and outcomes.

NEEWLP is concerned with"a broad range of program effects that include

individuals' job petformance, job promotion,job retention and work-relevant behaviorsand dispositions. Second, the evaluationseeks to identib, practices and structuresassociated with effectiveness, and to developa model to validate these effective featuresand designs across other settings."

(Mathematica, 1-2).

NWLIS has developed its own LearnerAssessment Forms and Outcome Forms. Despitethe requisite to thus collect and maintainsubstantial information for the Federal databaseand evaluation program [see a further discussionof this in Ch. 7], BPDI has established its owninternal set of standards, operating & evaluationprocedures.

BPDI has focused much of its StaffDevelopment, Steering Committee, andEvaluator efforts on enhancing its projectthrough programwide assessment and evaluationof the Workshops in the Workplace. Thediscussion that follows begins with individuallearner assessment, then moves to a review of therole of the evaluator and finally focuses onoverall program evaluation.

Individual AssessmentProcedures

Each candidate for training in the Workshops inthe Workplace program has an individual folderor "portfolio" that is comprised of a variety oftesting materials and work products. A specificform (tailored to each site ) and related to thespecific training is used to keep track of eachperson's progress. An overview of this BPDIprogramwide procedure for individual participantassessment in one training area WESL(Workplace English as a Second Language) isprovided below; the recommended "Evaluationand Assessment" form follows the narrative.Trainers-Instructors also maintain ProgressReports on learners. This is filled out monthly.This form follows the Evaluation & Assessmenton the following pages.

WESL - Participant Assessment1.Writing Skills

A minimum of six samples of writingincluding one from the first and last day oftraining. Writing skills are evaluated andgraded by the trainer. (Students completethe Personal Workplace Fitness Plan uponentry-see end of Ch. 3).

2.Speaking SkillsEach trainee is evaluated at three points intraining: First day, midpoint and end (with-in the last two weeks)

3.Development of a Workplace VocabularyTrainees develop a personal dictionary-skillsinclude the ability to pronounce and defmekey words. Oral and/or written questionsare used for assessment.

4.Dictionary UseNotation on the trainees ability to look up,read and understand the use of the dictionaryare entered.

5.0ne Workplace CLOZE TestAt least one workplace reading will bedeveloped for use as a CLOZE test -it isadministered on Day 1 or 2 and utilizedagain during the post-testing phase.

6.Self EvaluationThis is to be conducted with the Evaluator.The Workplace Fitness Form is also used asa self-evaluation.


4 9

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WORKSHOPS IN THE WORKPLACEBusiness and Professional Development institute

EVALUATION AND ASSESSMENT

WESL FORM J. Juechter

NAME WORKPLACE LOCATION

Writing skillsSample 1 2 3 4 5 6

Grade(1 - 3)

2. Speaking skills (Vocabulary, tenses, sentence structure)Evaluation 1 Date

Evaluation 2 Date

Evaluation 3 Date

3. Development of a Workplace Vocabulary(Written) Number of Words(Oral) Date

4. Dictionary UseEvaluation with Examples

Definitions

5. One Workplace CLOZE TestReading Topic1. Date Score of2. Date Score of

6. Self EvaluationInterview with Evaluator YES NO DateSelf Evaluation Complete Incomplete

7. Other

100a2M1OPg GIR1 TAS 10OUZPLACIIU.S. Department of Education & Bronx Community College, CUNY

PROGRESS REPORT

NAME of STUDENTWORK LOCATION Bronx Lebanon Hosp. FarberwareINSTRUCTOR Khadija De LarocheDirections: Please fill in a report for each student on a quarterly basis. Turnin the Progress Report to Mr. Grant at the end of your teaching assignment.

DATE PROGRESS /EVALUATION

Month 1 Attendance Regular__ Sporadic__ Absent Dropped_

Punctuality On time Sporadic Always late

Class Participation High_ Mod....-ate Low

Language Proficiency Evaluation Evidence

Speaks

Writes

ESL

Math/Computation Skills Evidence

Writing Skills Evaluation Evidence

OTHER COMMENTS


Month 2 Attendance Regular__ Sporadic__ Absent_Dropped_


5140

Class Participation High Moderate Low


Speaks

Writes

ESL



OTHER COMMENTS


Month 3 Attendance Regular. Sporadic Absent Dropped


Class Participation High_ Moderate Low


Speaks

Writes

ESL



5241

OTHER COMMENTS


Month 4 Attendance Regular__ Sporadic__ Absent Dropped


Class Participation High Moderate Low


Speaks

Writes

ESL



OTHER COMMENTS

INSTRUCTOR SIGNATURE DATE

53


'In conjunction with maintaining and completingthese tailor made forms the trainers-instructorsmust select and/or develop from a wide varietyof assessment tools. Worksite specific pre-tests,training, interim and progress reports, andtraining post tests are employed. It is importantto remember that the choice of tools orinstruments is dependent upon a variety offactors. These include but are not limited to:the instructional climate (and the cultural needs

or sensitivities of the trainee population),the objectives or goals of the trainees,-the objectives of the business partner, and-the nature of the training.

Basic literacy programs, especially thoseadministered through the wide array of Federalfunds, including those under the Adult EducationAct commonly use the TABE exam (Test ofAdult Basic Education) and or other standardizedachievement tests like the Woodcock-JohnsonAchievement (Beder, 1991). These examscorrelate educational progress with reading andmath grade levels. But experienced trainersknow to look beyond and consider achievementswithin the context of the specific trainingprogram. Some additionalprogram specific evaluation tools include:- trainer prepared Cloze Tests (using workplace

specific materials; these can be used as bothpre-and-post tests);

- content exams (using the actual instructionalmaterials this checks for comprehension andcan act as a reinforcer as well);

-work products like writing samples (these canbe developed using the actual instructionalassignments during the course of training -earlier and later samples {includingWorkplace Fitness Forms, free writing,practice and actual memos, vocabularypractice exercises, notes taken in class,letters, and so on} can be compared);

trainer prepared skill tests (these can includecalculator use [pre & post], oral public andconversational speaking [as observed by theinstructor pre & post], decision makingsimulations [pre & post], and so on).

It is also important that the program in someway standardize levels so that progress can beuniformly assessed and monitored.Appendix I includes: the BPDI - Workshops inthe Workplace WESL (Workplace English AsA Second Language)Program Standard of Levels; followed by aContent Multiple Choice Pre Test (part of aDecision Making Module);

- Pre & Post Content Test Used at Farberware;and then three different

- Trainer Prepared Cloze Tests developed forFarberware.

The Role of the EvaluatorThe BPDI Workshops In the WorkplaceProgram uses an external, "objective"evaluator. Though included in the grant thisindividual is part of the Institute for LiteracyStudies at Lehman College, CUNY. Havingthis additional resource contributes to theobjectivity of data & feedback.

At the startup of this DOE grant the Evaluatordid some baseline interviews with the trainers,the instructors, the project staff and theparticipants at each site (a bilingual assistantwas used to conduct some of the interviews atWESL sites). A minimum of 3-4 participantswere interviewed at each site. Interviews weretaped and transcribed for qualitative analysis.

The Evaluator also conducts observations andhas frequent informal contact with the businesspartners. The Evaluator participates in bothStaff Development-Administrative and theSteering Committee Meetings. This constanton-going participation enhances the quality ofthe program by ensuring a broader perspectiveand the continued dialogue regardingobjectives, procedures, content and reactions.

Along with the Director of Research andEvaluation and the Institute of Literacy StudiesTeam, the Evaluator has also developed someFormative evaluation procedures


5 4

October, 1995


for interviewing the business partners,instructors, and employees (during Fall1995). These qualitative questions arecontained on the next page and are headedTrainer, Instructor & Employee InterviewQuestions (respectively). This protocolwas modified for each particular siteaccording to training content area. Afollow-up Summative assessment will bemade at the end of the project period andthe responses from the initial and finalevaluations compared.

It is the BPDI experience that ensuringobjectivity of feedback and continual"reflection on practice" are vital toworkforce education program success.Sharing the results of this dialogue hasbeen the purpose of the Guidebook.The lessons learned to date are broadlysummarized in the Conclusion of theGuidebook under Recommendations &Applications for Workplace LiteracyPractice (Chapter 7).

Program EvaluationIn addition to input from the Evaluator, theprogram obtains constant other feedback.The Steering Committee meetings, theopen door policy with trainees, and theproject meetings all serve to ensure thequality of the program through the constantcorrection and upgrading of the contractplanning.

Business partners maintain an intimateworking relationship with the ProjectDirector and lines of communication areconstantly open. Program feedback (fromparticipants, trainers, supervisors, andbusiness partners) is therefore continuous.

In addition to progress data, "outcome data"on every participant and course is alsocollected, maintained and processed. Throughthe NWLIS system the program maintainsand analyzes: Attendance Forms, CourseForms, Learner Enrollment Forms, LearnerAssessment Forms, and Outcome Forms(Mathematica, 1995 pp. 1113-69).

NWLIS Forms: 44-The Course Fonn addresses the skills taught,

time and place of instruction, the level ofskills taught, the methodology (e.g., team,individual, Computer Assisted) andcurriculum (Basic Skills, ESL, GED,Problem Solving, etc.), as well as pre-testinformation for placement (types ofinstruments used);

The Learner Enrollment Form addresses basicdemographic data (race, age, sex, country oforigin, years of schooling, employmentstatus, earnings, skills needed on the job,benefits, union membership, languageproficiency and education, history on thejob) and employment background of theemployee;

- The Learner Assessment Form addresses thelearner's objectives and perceived abilitiessince beginning the course;

The Outcome Form addresses the instructor'ssense of changes in the learner's ability asindicated by pre and post testing.

Attendance data is also maintained.

Appendix J contains samples of the LearnerAssessment Form and Outcomes Form.In addition to the above, at the close of everycourse the BPDI Workshops in the Workplacetrainers and instructors conduct group &individual assessments with the learners.

44Guidebook for Educators

5 5October, 1995

BPDI EVALUATOR INTERVIEW SCHEDULE Workshops in the Workplace

Employee Interview Questions (exploratory questions may follow individual responses)-Describe your past experiences as students-What are your hopes/expectations for this program?-Why are you here? How did you get involved in the program?-What's been the best thing that's happened so far?- What's been the hardest/worst thing that's happened so far?-How has this been different than other educational experiences?-Have you noticed any changes at work, home, . . .?A few students have said that it is good that the program only deals with reading and writing in the workplace, not other

reading and writing. How do you feel about that?-(How) has this program helped you think about your work (include specific probes, i.e., changing forms at Bronx Lebanon,

rivets at Kruysman, calculators at Farberware, etc.)?-How do you view the role of the interpreter/translator?-Do you have any other comments?

Tiainer/Instructor Interview QuestionsProject Roles & Expectations

-Would you describe your background in adult and workplace literacy?-Would you describe the project and your role in it, as you see it?-What are your expectations, goals, objectives for each of these project sites? With two of you in each class, could you describe

your respective role in the class?-Would you describe some ways the training at each site has been shaped to suit the site?-What role did supervisors, managers and the type of work employees do, play in the design of training?Are your expectations, goals, objectives being met? How do you know?What's been most difficult or challenging/easy or smooth about the project and its implementation?

-How do you see your role, when you learn certain information about how the company is run or functioning?Instructional Technique-What are 2 or 3 guiding principles that are important to you in teaching adults?-What are the most helpful techniques for working with workplace literacy learners?-Would you describe an example of activities that illustrate your principles (use the class observed if possible)?-Would you tell me about how you see writing fitting into your curriculum -how it is now &what you would like it to be?-How was the class schedule determined?-What are you finding to be the most effective ways of using the 2 hour blocks of time or making it work well?-How do you plan your curriculum? How much flexibility is there in your course outline?-Are you training for specific jobs?-How did you choose instructional materials, tests, etc.?-How do you address the needs of students who are more beginning readers and writers or English speakers?-Who chose the fluency first program?-How did you choose the John test for ESOL students?-How do you see the role of the interpreter?Broad Literacy Goals & Expectations-What are your expectations for the effect of this training on employees' literacy in general, i.e., at home, in their

communities. . . ?Expectation of Evaluation Process-What do you expect of this evaluation process?-Are there any issues that weren't addressed in the interview?

Business Partner Interviews (1994 & 95) WESL-What were your expectations, goals, objectives for your employees who participated in this project?-Do you feel the training was shaped to suit the site? If so how? If not, why not?-What role did supervisors, managers, and the type of work employees do play designing the training?-Were your expectations, goals, objectives met? How did you know?-Have you noticed any change in participants' use of English at work?-Were employees'/union's expectations, goals, objectives met? How did you know?-What's been most difficult or challenging/easy or smooth about the prnject and implementing it?-Any other comments?Fall 1995What are your expectations, goals, objectives for your employees who are participating in the project this fall?

-Do you feel that the training has been shaped to suit the site? If so, how? If not, why not?-What role did supervisors, managers, and the type of work employees do play in the design of the training?Are there any other things you'd like to share about the program?

Guidebook for Administrators 45 October, 1995

BEST COPY AVAILABLE 5 6


Through interviews they seek to discover:

participant reactions to the course,perceptions of changes in ability based oncourse participation,

impact on the organization throughparticipation, and

recommendations for modification to theprogram.

Instructors also use more objective measuresto assess student progress (post-testingthrough program prepared and commerciallyprepared tests as well as supervisor report).

Trainers-instructors and program staff alsomeet with the business partners to discuss theabove. All of this assessment data is fed backinto the program planning process to ensurethe continued quality and responsiveness ofthe Workshops in the Workplace program.

,ter

ASSESS LEARNING & EVALUATE the PROGRAM

1) Clearly specify programwide objectives2) Create internal standards and procedures for assessment and evaluation3) Evaluate learner reaction, changes in knowledge and skills, changes in behavior and

organizational impact for improvement and modification of the program4) Use an array of instructor prepared program specific tools in addition to the

commercially published instruments5) Make the use of an external evaluator an integral component of the program6) Build in a provision for the collection of baseline & follow-up data on outcomes

7) Use interviews to stimulate feedback.


October, 1995


Providing SupportsSuccess in any workforce education programis integrally related to the rewards andsupports given for participation. Externalrewards are for the most part beyond thecapabilities of the sponsoring educationalagency. Promotions and increasedremuneration are largely dependent on thebusiness partner and oftentimes not tangiblyrelated to either participation or achievementin the program. There are however a varietyof components that can increase motivationand reward the individual for participation.These rewards enhance learner acquisition ofskills and strengthen the likelihood of thedevelopment of future self-directededucational behavior.

Rewards for CompletionGraduationThe BPDI Workshops in the Workplaceprogram conducts a graduation ceremony foreach training sequence. These ceremonies arefound to be highly significant to the trainees.They vary dependent on the work site. Inaddition to the training staff, they ofteninclude representatives of the worksitepartnership employees, supervisors, (andsometimes even families); refreshments toomay be provided.CertificatesThe Workshops in the Workplace project alsogrants "Certificates of Completion" forparticipation in the workshops. While theseare symbolic gestures they help the traineehave closure and encourage futureparticipation.

Establishing an EducationalResource Center

Each organization involved in the Workshops inthe Workplace partnership set aside space foran Educational Resource Center. This Centerminimally maintains pamphlets and books onfurthering one's educational endeavors.Optimally these Centers afford access tolearning materials, periodicals, books,instructional aides and technology (video,computers, cassettes, etc.), and so on. Thesefurther strengthen learning activities; theyenable learners to retrieve additional relevantinformation and broaden their vocational andeducational horizons.

Resource Centers can be used not only tofurther individual efforts, they can housecomputers for trainee self-instructional use. AResource Center can also be used to serve asthe base for the training staff at the work site.

The Resource Center is vital in the dissemina-ation of information. As BPDI is a part of theCUNY system it has provided the sites'Centers with a wide array of counseling,vocational and career information, as well asinformation on instructional programs andservices available at Bronx Community Collegeand throughout the CUNY system.

Many of the Workshops in the Workplaceparticipants have gone on to achieve theirGEDs, continue ESL training at night, andeven enroll in CUNY academic programs.At the worksite many employees have gone onto enjoy enhanced success obtaining promo-tions, higher titles and increased earnings.


BEST COPY AVAILABLE

47

5 8

October, 1995


Other Instructional Support

In the Workshops in the Workplace projectBPDI provides an Assistant Instructor who isproficient in ESL and Basic Skills Education,as well as 2 Bilingual Teaching Assistants.These individuals assist with instruction,interpreting, diagnosing needs, providingtutorial assistance, and obtaining ongoingfeedback from participants. The provision ofthis kind of instructional support broadens theprogram's ability to meet individual learningneeds and assures a high quality of ongoingfeedback.

Linkages -"Train the Trainer

Of great concern in all literacy programs is thecontinuity of educational training for therespective participants. While BPDI continuesto enjoy great success in terms of positiveexpressions of learner reaction, supervisorysatisfaction, overall employer satisfaction, it isstill of overall concern that participants be ableto continue to have the opportunity to upgradetheir skills should the educational agency ceaseto be a provider. As the future of Federalfunding for workplace literacy programs is atbest an uncertainty, a unique component of theWorkshops in the Wodcplace grant is the builtin possibility to transfer the training to thebusiness partner.

The later stages of the grant includes trainingbusiness partner representatives in the Trainthe Trainer modules (see Chapter 2 for adescription) and the Functional ContextApproach. Through the training of no lessthan 40 individuals (representing the foursites) interested organizations will beempowered to perform the Task Analyses,Literacy Audits & use the BPDI model indeveloping worksite specific training curriculafor their own employees.

Further, BPDI sees part of the responsibility ofany worksite literacy deliverer to be to providecontinual needs assessment feedback to theemployer. Through its integrated approach toliteracy, BPDI learns (formally and informally)important and rich work site information andperformance data that has proven to be invaluableto the business partner.

Providing Support +it

1) Provide rewards to the participants forenrollment and participation

2) Establish learning resource centers to enableparticipants to continue individual learningand access resource information for continuededucational and employment upgrading

(in the community and on site)3) Provide instructional support through the use

of teaching assistants and bilingual aides4) Build in mechanisms to ensure the continued

identification of needs and delivery of serviceswith or without grant funding.

National Workplace LiteracyInformation System (NWLIS)

This computer-based data tracking systempromises to provide significant information on theidentification of "effects of participation inworkplace literacy programs" and in theidentification of program practices that help to"improve employees' functioning and enhanceworkplace productivity" (Mathematica, 1995, p.1-2). The program planner and administratormust realize that the completion of forms alongwith the data entry process is a major timeconsuming effort (with the ability to analyze thedata internally through software at the worksitestill somewhat limited).

The nature of the data collected should ultimatelyafford program administrators the ability toaccess important facts for internal monitoring,



program reporting and development. Thecapability to do this on an individualprogramwide basis has not as yet beenactualized.

The long term future of this database forreplication efforts is undoubtedly vitallyimportant to educators as they seek to identifyexemplary practices and learn of the factors thatfacilitate or impede success in literacyinstruction. Literacy programs must, however,be careful to build in an adequate infrastructurefor the collection and processing of the vastamount of necessary data; this process thenbecomes a large and complex administrative task.

BPDI's Workshops in the Workplace program isfortunate to enjoy a large, cooperative,experienced "in-kind" organization to assist inthese tasks.

Continuing the CycleThe assessment of the impact of Federalprograms that target literacy needs of individualshas addressed everything from "the impact onhuman capital, to the impact on basic skill gain,to social impact, to the impact on the attainmenton personal goals, to affective impact" (Beder,1991, p. 107). Over the years our concept ofliteracy has changed significantly. It has rangedfrom the earlier definition as a reading, writingand computation functional level, to the ability toparticipate in society, to most recently adefinition that includes on the job performanceand success in employment. Ultimately howone defines literacy is instrumental to theidentification of implementation strategies andthe evaluation of success. A unifying programdefinition is thus critical to program design,establishment and operation.

BPDI has long felt that the conception of literacyis fluid - changing with the times. The morecarefully one specifies the context in which skillsare to be developed the more conscientiously onecan define the requisite training the learner needs- to function and perform satisfactorily.

BPDI's Workshops in the Workplace projectintegrates the Task Analyses and Literacy Auditsbefore defming the actual goals of site specificprograms. BPDI has found that the setting ofobjectives is a complex task that mustinclude: an acknowledgment of the learner'sexpectations and functional level (with respect tobasic skills), the skills needed to perform on thejob, and the employer's expectations. In additionit must be remembered that expectations, as wellas job requirements, change over time and soon-going process evaluation and solid communi-cations become two of the keys to success.

It is hoped that the experiences of BPDI in itsWorkshops in the Workplace program will be ofvalue to other literacy programs seeking todeliver instruction through business andhealthcare partnership arrangements. Similar towhat Schon (1987) has termed an "artistry" of"reflective practice," BPDI has gained.a wealthof knowledge through its delivery efforts andthrough a reflection on improvement of itsworkforce literacy programs. It cannot beemphasized enough that while there are practicesthat are common to each of the BPDI sites, it isto the customization of service and continuedon-going communication that the programattributes its success to date.

Applications andRecommendations

Each chapter of this guidebook concluded with aset of summary factors considered important inthe establishment of a successful workforceeducation program. BPDI has learned a numberof important lessons in its history of providingworkplace literacy. This last section just brieflyrecapitulates some of the significant variablesfound to be key in the healthcare andmanufacturing industries. These are thenitemized on the following and concluding page.


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October, 1995


PROVIDING WORKPLACE LITERACY

1) Carefully Define the Partnership Objectives;2) Ensure Positive Organizational Support for the Literacy Training Program

through release time provisions, amenable space and ongoing contactthrough a Steering Committee;

3) Recruit, Train and Continuously Develop project staff in a worksite specificFunctional Context Approach;

4) Assess Need through careful Task Analyses and Literacy Audits - includebusiness partners, management, supervisors, labor and potential participants

5) Incorporate the principles of effective Adult Education Practice into thetraining program:ensure a positive physical and psychosocial climate,be responsive to the cultural, indMdual needs, & expectations of employees,use experiential and relevant instructional techniques,encourage participatory and collaborative processes, &enhance the critical reflectivity and independence of learners;

6) Customize the curriculum based around prioritized learning needsintegrated with the basic skills;

7) Provide for the motivational needs of employees in organizing, schedulingand delivering instruction;

8) Be flexible - build in an adequate administrative structure to ensurecompliance with mandated requirements and other emergent organizational

demands;9) Provide for homogeneity of job title in basic skills education training;10) Aim for some heterogeneity of participant groups for the enrichment of

instruction in teaming, problem-solving and decision-making training;11) Build in formative and summative evaluation processes;12) Include some external feedback - use an Evaluator in on-going instructional

and programmatic assessment processes;13) Provide instructional support through the use of program incentives, tutorial

assistance and Resource Centers;14) Plan for the continuity of instruction for participants - build into the planning

transfer training for the partner organization;15) Perceive the program on a journey of "continuous improvement" - an ever

evolving process of defining and meeting the literacy needs of individuals inchanging work organizations.

Guidebook for Educators50 61

October, 1995


REFERENCESArgyris, C. (1982). Reasoning, learning, and action: Individual and organizational. San

Francisco: Jossey-Bass.Beatty, P., Benefield, L. & Linhart, L. (1991) Evaluating the teaching and learning process. In

Galbraith, M. (Ed.). Facilitating Adult Learning (pp. 163-192). Malabar, FLA: Krieger.Beder, H. (1991). Adult literacy: Issues for policy and practice. Malabar, FLA: Krieger.Brookfield, S.D. (1986). Understanding and facilitating adult learning. San Francisco: Jossey

BassBrue, C. (1985) Breaking the ice. Training and Development Journal, 39(6), 26-28.

Courtenary, B. & Holt, M. (1987) Evaluating program impact. In C. Klevins (Ed.).Materials and methods in adult and continuing ed (pp. 168-173). Los Angeles: Klevens.

Daloz, L. (1986). Effective teaching and mentoring. San Francisco: Jossey-Bass.Dewey, J. (1916). Democracy and Education. New York: Macmillan.Ennis, C., Muellet, L., Hettrrick, D., Chepyator-Thomson, J., Zhang, X., Rudd, W., Zhu, W.,

Ruhm, C., & Bebetsos, G. (1989) Educational climate in elective adult education: Shareddecision making and communication patterns. Adult Education Quarterly, 39(2), 76-88.

Freire, P. (1970). Pedagogy of the oppressed. New York: Herder and Herder.Galbraith, M. (1991) The adult learning transactional process. In M. Galbraith (Ed.)

Facilitating Adult Learning (pp. 1-32). Malabar, FL: Krieger.Henschke, J. (1987) Training teachers of adults. In C. Klevins (Ed.) Materials and methods in

adult and continuing education (pp. 414-422). Los Angeles: Klevens.Hull, W. (1987) Basic skills needed for employment. In C. Klevins (Ed.) Materials and methods

in adult and continuing education (pp. 295-302). Los Angeles: Klevens.James, W.B. (1983) An analysis of perceptions of the practices of adult educators from five

different settings. Proceedings of the Adult Education Research Conference, 24.Montreal: Concordia University/University of Montreal.

Kirkpatrick, D.L. (1976) Evaluation of training. In R.L. Craig, 2nd ed. Training anddevelopment handbook. New York: McGraw-Hill.

Knowles, M.S. (1980). The modern practice of adult education: From pedagogy to andragogy(revised and updated). New York: Cambridge.

Lewis, L. (1987) Experiential techniques. In C. Klevins (Ed.) Materials and methods in adult andcontinuing education (pp. 255-263). Los Angeles: Klevens.

Marsick. V. (Ed.). (1987) Learning in the workplace. London: Croon Helm.Mathematica, Inc. (1995). The National Evaluation of the Effectiveness of Workplace Literacy

Programs: Instructor's Manual. Princeton: Mathematica Policy Research, Inc.Mezirow, J. and Associates (1990). Fostering critical reflection in adulthood. San Francisco:

Jossey-Bass.Peters, T.J. and Waterman, R.H. (1982). In search of excellence: Lessons from America's best

run companies. New York: Harper & Row.

Guidebook for Educators October, 199551 6 2


(References Continued)

Rossett, A. (1987). Training needs assessment. Englewood Cliffs, NJ: Educational TechnologyPublications.

Schlossberg, N., Lynch, A., & Chickering, A. (1989). Improving higher education environmentsfor adults. San Francisco: Jossey-Bass.

Schon, D. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.Spikes, W. & Cornell, T. (1987) Occupational literacy in the corporate classroom. In C. Klevins

(Ed.). Materials and methods in adult and continuing education (pp. 180-186). Los Angeles:Klevens.

Sticht, T. & Hickey, D. (1987) Technical training for "mid-level" literate adults. In C. Klevins(Ed.) Materials and methods in adult and continuing education (pp. 187-197). Los Angeles:Klevens.

Tough, A. (1979). The adult's learning projects: A fresh approach to theory and practice in adultlearning. Toronto: Ontario Institute for Studies in Education.

Wlodkowski, R. (1985) Strategies to enhance adult motivation to learn. In M. Galbraith (Ed.),Adult Learning methods: A guide for effective instruction (pp. 97-118). Malabar, Fl:Krieger.



APPENDICES

RESOURCE MATERIALS


October, 1995


APPENDIX A: WESA SURVEY REPORTS

Bronx Lebmon Hospital Outpatient Clinic

Farberware Corporation

6 5Guidebook for Educators 55 October, 1995



de.

BRONX LEBANON HOSPITAL OUTPATIENT SERVICE

SURVEY RESULTS 3 Managers 12 Counselors

There was strong agreement between the survey results of supervisors and managersat the Methadone Maintenance Clinic. The primary areas which they said counselorsneed in the training -program are:

1.. WritingCounselors and supervisors agreed that the skill levels for documentation needto be improved. Many counselors indicated that they had difficulty keeping upwith the charts due to their lack of good writing skills. Of the counselors andsupervisors who responded, none thought the counselors skills were poor,however, the maintenance of charts has a high priority as it does in any medicalfacility and, as one person indicated, "This is the kind of job we have to writeevery day and I believe I could improve better." We agree!

2. Problem Solving and ReasoningThe clientele served by this clinic usually have multiple problems. Counselorsfelt they could benefit from models and case studies involving problem solving.Linked to this topic was time management because of the large case loads.

3. Motivational SkillsMost of the counselors felt they needed to improve their motivational abilitywith regards to the clients and the supervisors.

4. Team BuildingThere have been many factors to inhibit team development in the clinic,including major staff changes, large case loads, and difficult clients. Learningthe basics of team work may enhance the professional image of many ofthe counselors.

5. OtherCounselors and supervisors agreed that professional imagewas one important topic to be included. Other items mentioned wele:medical terminology, the engagement process, reward systems, educationalresources, certificate procedures and leadership styles.

Prepared by: Dr. J. Juechter

56

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THE BUSINESS 81 PROFESSIONAL DEVELOPMENT INSTITUTEBronx Community College (CUNY)


Location: Bronx Lebanon Methadone Clinic3100 Third AvenueNew York, NY

Training Topics Suggested by Employees:

1. Written Skills

2. Presentation Skills

3. Tea.a Building

4. Problem Solving

5. Managing the Manager

6. Medical Terminology

7. Listening Skills

8. Professionalism

9. Documentation

10. Continual Patient Care

11. Effective Leadership

12. Patient Intervention

13. Critical Thinking

14. Employee Satisfaction/Reward

Prepared by: Dr. Doris Dingle

57 67

VIONGZONOPS ON TNE WORGOLLICE

1/26/95To: Doris Dingle, Elaine Glardino, Valerie Lagakis

Claude Grant

From: J. Juechter

Re: BRONX LEBANON HOSPITAL OUTPATIENT CLINICTASK ANALYSIS NOTES

Here are my notes from the discussions with the counselors and Christine Murray,Supervisor. Please correct or edit any errors in the information. I will give Moniquerelevant pages from the manuals to copy and create a packet for each of you; they willbe VERY helpful. There seems to me more than 18 weeks of material!

Training ScheduleFriday: 9:00 - 11:00 am (To be approved by management)

NameWorkshops in the Workplace

Titles1. Counselor 1 Counselor 2 Counselor 32. Social Worker Assistant

Jose has just been promoted to this title.

Programs*1. KEEP -Key Extension Entry Program

Clients are people from prison who move into the programs2. MMTP Methadone Maintenance Treatment Program

General population for methadone treatment3. Special Care HIV

Wheelchair bound program which lasts 1 1/2 hours60% of clients are HIV positive

Educational Needs Expressed1. GED with math tutoring2. C.A.C. Certified Alcohol Counselor3. Cocaine Addiction: Group Facilitation4. NRD (?) 88 Hour:, Training

Work SchedulesSome counselors arrive at 6:30 am to begin their shift while others arrive at 7:00 am.The center closes at 4:00 pm. Friday is pay day and counselors have an extendedlunch to go to the bank. Lunch is from 11:30 - 12:30 pm, howemr, someone mustcover certain office areas.

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58

2Training NeedsSurvey Results are attached. As you will note, the managers rated the counselorsmuch lower than the counselor's rated themselves in almost every case. What do wewant to send to counselors and managers for discussion?

Discussion included:1. Medical Vocabulary2. Lack of appreciation of the staff. No rewards systems present3. Resources for next educational steps needed4. Effective presentation5. Group facilitation: Specifically, how to start a group6. How to get certified for group work7. How do you create a professional image as a drug counselor?8. Rapid turn-over in administration has created constant change in policies

and procedures9. Diagnostic Summary is not used consistently and counselors lack practice10. Time management11. Training for supervisors12. Need for respect13. Dealing with difficult clients14. Managing your manager15. Evaluation and advancement process for counselors16. Giving and getting effective feedback17. Stress and Bum out18. Completing the documentation in the Charts19. Learning more about the engagement process20. Suicide21. Working together as a team

Suggestions for Training Modules

Materials and Ideas1. _uOna.Minuten Journal Timed writing at the start of each class. Have an occasional

contest to see who can write the most. (Rewards: Applause, candy, see below)2. Counselor of the Week Based on class experience have group choose one

person to be featured as Counselor of the.Week. Take Polaroids of everyoneat the beginning of class for use in the Conference Room (?) Poster

3. Certification applications for C.A.C., GED, and other programs

High Priority Topics In my view the following represent the best areas forenhancing their professional lives in the la weeks1. Documentation/Writing

Including grammar, style, responsibilities and timeliness2. Team work

Few of the counselors spoke about the need to work together as a teamin the clinic.

59

69

3. Effective PresentationIncluding professional image, preparation and other items whichdemonstrate a professional awareness.

Vocabulary

Grand Rounds Physician led discussions at the hospital on various topics

"Paper The process of getting a certificate or diploma

Opium Dependency

Dementia

Personality Disorders

Other

The items which I distributed at the last meeting also seem relevant including1. Read and understand medical instructions

2. Communicate client status, both orally and in writing

3. Identify and resolve potential or actual problems in the clinic

4. Understand the relationship between actions and outcomes

5. Translate policies and procedures into actions

6. Accurately fill out comprehensive forms

7. Document and keep records

8. Recognize subtle changes in client behavior and health status and communicatethese changes orally and in writing

t

7 0

60



BRONX LEBANON HOSPITALOUTPATIENT CLINIC COUNSELORS RESPONSE

SURVEY

Part 1

Please rate the ability of your staff to perform the following activities.

1. Reading Poor _1 _Fair 7_Good _3_Excellent

2. Math _1 _Poor 2_Fair 5_Good 2_Excellent

3. Writing Poor 6_Fair 4_Good 1 _Excellent

4. Problem Solving/ Poor 2_Fair 8_Good 1 _ExcellentReasoning

5. Motivational Skills 1 _Poor 4_Fair 5_Good Excellent

Aft6. Speaking/Listening/ 1 _Poor 3_Fair 6_Good 1 _Excellent11,-- Communication

7. Team Building Skills i _Poor 2_Fair 8 _Good Excellent8. Medizal Terminology (3)9. Certification10. Time Management

Part 2

If you wdie 6i-choose the most important area of training, Which oneof the above would you select? Why?

e

First choices: Writing, (5) Problem Solving & Reasoning, (3) Motivational Skills, (4), Team Building,Speaking/Listening/Communicating,

Other Comments & Requests:Understand Better MIPt

t.

Writing because in this kind of job we have to write every dayand I believe I could improve better.

Math: Why, lack of interest - not any motivation towards doing the work. Don't find it fun to dolerost important area of training may be to motivate clients to improve themselves.

A lack of continuity (changing administration) has prevented team building skills

BEST COPY AVALAbLE 761

1

The clientele that we serve appear across the board, to have an enormous amount of problems as well as associateddisorders. Knowing how to motivate them towards an objective goal of abstinence is need/wanted/ indicated.

.As a primary therapist one must be able to reason things out in order to be effective with arty attempt to service thehard-to-serve client.

Not take so long on keeping my charts up to date, due to my writing skills

Other Topics:Support groups (Who to deal with it them), Videos on running groups, Managing our Management,I have a very high degree in science from England and I have to make continuous attentive effort to follow up oncommunications.



62

72

The Business & Professional Development institute


FARBERWARE CORP.

SURVEY RESULTS MANAGEMENT & UNION (5 PEOPLE)

Part 1

Please rate the ability of your staff to perform the following activities.

1. Reading 3_Poor _2_Fair Good _Excellent

2. Math 4_Poor _Fair Good _Excellent

3. Writing 3_Poor _l_Fair Good - _Excellent

4. Problem Solving/ 3_Poor _3_Fair __Good _ExcellentReasoning

5. Motivational Valls 3_Poor _2_Fair Good _Excellent

6. Speaking/Listening/ 2_Poor 3_Fair Good ExcellentCommunication

7. Team Building Skills 3_Poor _2_Fair Good Excellent

Part 2

If you were to choose the most important area of training, which oneof the above would you select? Why?

MGR 11. Resolving. Problems: Should come from people on rme to bet a better buy in_2. Speakingnisten : This is the key to accomplish problem solving3. Team Building: Working together must be understood4. Motivational Skills: Breaking old ways of thinking5. Computation: Simple math required

MGR 2Line People: Need Team building and Motivational skillsLead People: Need Problem Solving, Reading, Math and WritingSupervisors: Need Problem Solving and Read, Math, Writing.

MGR 31. Reading2. Writing3. They need training in most of these areas

63

7 3

MGR 41. Team Building: Need to work together2. Speaking, Etc.: Need for communication3. Motivational Skills: Need to develop self starting skills4. Problem Solving: Need to analyze5. Math

MGR 51. Math: Production problems recurrent daily (multiplication & addition)2. Speaking, Etc.: Foundation for team building, problem solvingOther comments: Need to move tickets for inventory and be able to write nurthers

NOTES1. Cells need to move toward less need for a a leader, ales, and more abnity to work as a team2. Some modules where leadership is emphasized could be attended by the LEAD people3. A renewal seminar for all prior Cell participants could be useful to start up the program and

regain initiative4. Lots of mistakes are made in inventory. Currently, employees do not use calculators although

they have to multiply often. A lot of mistakes are made at the loading docks, warehouseand in house inventory when 'moving tickets'. Employees are unable to figure outpercentages.

5. Communication is poor in reporting out subpar quality of a product. Employees need tobe able to descnbe the nature of the problem.

6. Redeployment is critical for keeping production lines moving. Understanding this needand responding are important.

7. Examples of problems:A. People working at different pace on the lineB. Employees walk off the fineC. Stopping the line without significant reason

8. Some workers are very isolated and have to work independently.9. On one line a person might be very skilled. The question is, how do you get the next

person, who is not performing, up to par?



64

7 4


APPENDIX B: TRAINING OUTLINES/SCHEDULES

Bronx Lebanon Hospital

Cox & Company, Inc.

Farberware, Inc.

Kruysman, Inc.


The Business & Professicnal Development InstituteBronx Community College (CUNY)

WORKSHOPS IN THE WORKPLACEBronx LebanonThird Avenue,

Methadone Clinic 10:30 a.m. - 12:30 p.m.Bronx, NY Wednesdays

COURSE OUTLINE

Session Date Training Module

1 March I Team/Imge Building

2 March 8 Team/Image Building

3 March 15 Team/Image Building

4 March 22 Task Analyses/Documentation

5 March 29 Task Analyses/Documentation

6 Aprii 5 Task Analyses/Documentaticn

April 12 Task Analyses/Documentation

8 April 19 Recommendations

9 April 26 Psychosocial Summary/Communication Skills

10 May 3 Psychosocial Summary/Communication Skills

11 May 10 Psychosocial Summary/Communication Skills

12 May 17 Leadership Styles

13 May 24 Oral Presentations.

14 May 31 Oral Presentations

15 June 7 Listening

16 June 14 Diagnostic Summary -

17 June 21 Job Satisfaction

18 June 28 Graduation Ceremony

Prepared by Dr. Dingle

66

7 6

The Business & Professional Development InstituteBronx Community College

Workshops in the WorkplaceWorkplace English As A Second Lanouage

15 Week Schedule

March 8, 1995 throughtentative content list

Session 1

Session 2

Session 3

Session 4

Session 5

Session 6

Session 7

Session 8

Session 9

Session 70

Session 11

Session 12

Session 13

Session 14

Session 15

Cox & Company

June 14, 1995

March 8, .1995

March

E. Giardina

Introductions, establish the beginning of aworking relationship, discuss English in theworkplace & gather information to contribute to-thedesign of future workshops.

15, 1995 Self/team motivation for learning to use English in

the Workplace, Workplace Fitness and Self-

Evaluation.

March 22,1995

March 29, 1995

April 5, 1995

April 12, 1995

April 19, 1995

April 26,1995

May 3, 1995

May 10, 1995

May 17, 1995

May 24, 1995

May 31, 1995

June 7, 1995

June 14, 1995

Speaking & Listening

Reading & Writing

Communication & Critical Thinking

Workplace Observations

Ideas, Problems and Discussion

Problem Solving & Communication

"Teaming" and Resolving Interpersonal Conflicts

"Teaming" and Communicating Company-wide

Review -My part in the Company

Employee Benefits Overview

Employee Benefits, Doing The Math

Employee Benefits, Making Decisions

Workshop in the Workplace: Taking a look at whatVWe crid & Taking a look at the changes.

7 Pi'

67

WORKSHOPS IN THE WORKPLACEBronx Community College, CUNY

FARBERWARE, INC. TRAINING OUTLINE

Dr. J. Juechter Elaine Glardino

18 SESSIONS

Wilma Rosario

DATES TOPIC

2/21/95

2/28/95

3/7/95

3/14/95

3/21/95

3/28/95

Introductions and overviewLearning to complete formsIntroduction to Oral Communication

Reporting a problemInitial brainstorming activitieson workplace problems

Review/PreviewEmployee writing sampleAssessing employee workplace skills

Workplace fitnessListening skills

Practice

Review/previewBrainstorming for problem solvingModel for problem solvingOral communication with supervisors

Reporting a problemDictionary use

Review/previewDecision making models

Application to the jobImproving employee - lead relations

Experiential exerciseProblem solving #2 Prioritizing

Review/previewTeam development; experiential exerciseTheory of team developmentProblem solving; next steps #3 Reality TestingIntroduction to computation

Cost of training

Review/previewComputation using the calculatorTrain-the-trainer calculator session

Employees train each other on calculator useIncrease understanding of company policy

Cloze testImprove reading skills

68

7 8

4/4/95

4/11/95

4/18/95

4/25/95

5/2/95

5/9/95

5/16/95

Review/preview .

Calculator use in the workplace (Counting product)Vocabulary for calculator and computationReading company policy; Bereavement pay

Improve workplace vocabularyWriting sample #2 on workplace fitness skills

Review/previewCalculator use continued

Workplace computation problemsReading company policy; Benefits

Dictionary useNext steps in problem solving #4 Creating consensus

Review/previewCalculator and computation

ProblemsReading charts and graphsPost-test

Reading company policy manualsCloze test

Review/previewComplete calculator and computation

Calculator post-testConstructing charts and graphs

Improve communication between employeesIntroduce TA. moduleRole play

Review/previewApplication of TA. to the workplaceIntroduction to writing

MemosPractice a vacation memo request

Reading practice memos

Review/previewCompletion of a second vacation memo

Format for memosProblem solving #5

Setting prioritiesTaking action

Writing a draft memo to the companyPractice

Review/previewReview Draft # 1 of the company memo

Employees re-write, edit, and approve memoCompany policy reading

Earning vacation daysCalculating vacation days

697 9

5/23/95

5/30/95

6/7/95

6/13/95

6/20/95

Vocabulary and dictionary use

Review/previewReview Draft #2 of the company memoUnderstanding product construction (Reading)

Cloze testTeam Development: Exercise #2

Individual involvement

Review/previewTeam Development; Experiential Exercise #3

Characteristics of effective teamsEvaluating the "Farberware" team

Completion and signatures for the safety memoReading company policy and vocabulary

Review/previewWriting sample #3Management discussion regarding the safety problem memo

Action steps by employeesPost-testing

Review/previewPost-test ContentU.S. Department of Education Learner Assessment FormPlanning graduation

Oral presentations; outlineWriting exercise; inviting guests, constructing the programDelivering the invitations

Summary of the training programSimple EvaluationOral presentations from employeesGraduations

Management, supervisors, trainers, union representativesCertificate presentations

70

8 0

The Business and Professional Development InstituteBronx Community College

Workshops in the WorkplaceWorkplace English As A Second Language

1 5 Week Schedule

February 23, 1995content list

Session

Session 2

Session 3

Session 4

Session 5

Session 6

through

Kruysman Corp.

June 8, 1995 E. Giardina

February 23, 1995 Introductions, orientation and climate building

March 2, 1995 Self/Team motivation for learning

March 9, 1995 Self/Team evaluation of English practiceSpeaking/Listening

Self/Team evaluation of English practiceSpeaking/listening

Self/Team 5 week self-progress assessmentReading & Writing/Communication

President's response to letter re: buttonsReading & Writing/Communication

Problem Solving/Brain StormingReading/Communication/Group wort

Try English 1st Program PlanningReading/Communication/Group work

Try English 1st Program PlanningWriting/Communication/Group work

Try English 1st Program Planning llWriting/Communication/Group work

Try English 1st Program Evaluation, 1st WeekChemical Safety HazardsCommunication/Group work

Try English 1st Program Evaluation, 2nd WeekChemical Safety Hazards-reviewOSHA-safety measures & questions

March 16, 1995

March 23, 1995

March 30, 1995

Session 7 April 6, 1995

Session 8

Session 9

April 20, 1995

April 27, 1995

Session 10 May 4, 1995



Session 13 May 25, 1995 OSHA & Safety Hazards Communication-reviewCommunication

8171

Session 14 June 1, 1995

Session 15 June 8, 1995

Post-testing & EvaluationGraduation PlanningCommunication/Group work

Award decisions/VWe did & Taking a look at the changesGraduation

72

8 2


APPENDIX C: WORKSHOP SESSION OUTLINES(Samples)

Farberware Workshop #4

Bronx Lebanon Hospital Workshop #17

Kruysman Workshop #6

Cox & Company Workshop #14


WORKSHOPS IN THE WORKPLACEThe Business and Professional Development Institute

FARBERWARE: WORKSHOP 4

Topic: Problem Solving in the Workplace

Performance Objective: To resolve some of the problems between Lead peopleand assembly workersTo learn decision making modelsTo improve communication between leads and employees

Materials Needed: Decision Making modelPrior weeks brainstorming ideas

Motivation:

Development:

Both lead people and employees expressed an interest inimproving communication and solving some of theproblems which arise between the groups, e.g.,

Lack of respect for lead people who are youngerLack of respect from leads to employees

Separate lead and assembly line peopleInstructions for both groups1. Brainstorm the primary problems with the the other group2. List at least three things you would like them to do to

make your job easier3. Put these on the board4. Report out and discussion

Review Activity: Summarize the discussionAsk each person if they can commit to any of the items on theboard

Application: Improved discussion during the work hoursBridging the gap between leads and employees

Evaluation: Both groups came up with significant suggestions which theynoted "did not apply" to the people in the room.Leads were defensive at first and then participated attentively.

Dr. J. Juechter

74

8 4

WORKSHOPS IN THE WORKPLACEThe Business and Professional Development Institute

BRONX LEBANON: SESSION #17 June 21, 1995

MODULE 4 Listening Skills & Post-Test Assessments

Performance Objectives: In this sessions, the trainees will:

1. Evaluate how well they listen, identify barriers to effectivelistening, study techniques to improve active listening, andcomplete active listening worksheet.

2. Complete three post-test assessments.

Materials Needed: Folders/pads/pencils/Handouts on Listening/Post-Tests

1. Unison Activity

Complete "How Well Do You Listen" checklist.

2. Motivation

Ask: "When do we really listen? Identify things we listen to;eg. television commercials, favorite songs, radio station;praises given to someone for his/her accomplishments.

111 3. Application --

Identify listening barriers in the workplace and tools used toassist active listening.

4. Development

Orally read from handout entitled, "Improving ListeningSkills."

5. Evaluation

Trainees:

a. Evaluate their listening skills and identify whatstrategies they can use to improve effective listening atwork.

b. Identify effect of positive and negative body language onlistening.

c. Complete three-post test assessments.

BEST COPY AVAILABLE

75


BASIC SKILLS/COMMUNICATION

KRUYSMAN CORP.

Session 6

Objectives:Problem Solving: Prioritizing, Data gatheringTeam Building cont.Introduction/function of Organizational Chart

Initiate Oral/Written BrochureIntroduce "Kruysman Ambassador"

Training Outline

I. Problem SolvingReview steps taken to prioritizeIdentify problem to be affected -

Communication/Team BuildingConsider all possibilities and gather info re. each

Trainer collects data from handouts on full jobdescription and divides group into teams (by dept.)

2. Team members support each other ingathering/organizinag data

Trainer illustrates relationship of teams utilizingflow chart

3. Trainer further develops chart by input form each

teamTeams initiates "Oral/Written Brochure" by expansionof information on flow chart

4. Introduce Ambassador handoutGroup reads information re. informing visitorsGroup develops vocabulary list from handoutTeams begin to implement communication assignment

5. Close SessionUse evaluation methodWork assignment -Homework on vocabulary

6. MaterialsChart Pad Student FoldersKruysman Ambassador handout Vocabulary

Dictionaries

Dr. J. Juechter

,

.76.

Felicia Barnes

8 6

WORKSHOPS IN THE WORKPLACEThe Business & Professional Development Institute

Bronx Community College (CUNY)

COX & COMPANY, Inc. - Session 14 June 7, 1995

Module: Written & Oral Assessments; Calculator; Course Assessment;Cox Specific Vocabulary

Performance Objectives: In this unit, the trainees will:

1. Continue using the dictionary to look up definitions of wordsselected from Employee Benefits Manual in section titled,"Retirement."

2. Pronounce words and compose sentences as a group activity.3. Identify three or four things they have learned during training

and orally present what they have written.4. Complete course assessment form with assistance of teachers.5. Continue using the calculator to calculate contributions to the

401(k) savings plan.

Materials Needed: Word list; Cox & Company Vocabulary List;Calculators; Math Problems

1. Unison Activity

Setting: Given the 14 training sessions in WESL, identiy threeor four things you have learned, state. what you liked bestabout the training, and write brief descriptions for each item.

2. Motivation

Using written copy for #1 above, stand at the front of the roomand orally present what you have written.

3. Application

Continue using calculator to solve math problems from trainingsession held last time.

4. Development

Study definition of words used in performing specific tasksat work: accelerator; adhesion; adhesive; adhesive film;air-bubble void; ambient; study definitions and use wordsin other contexts.

Group activity in using dictionary to look up definitions andcompose sentences.

5. Evaluation

A. Orally pronounce all words presented by thegroups and define them.

B. Enter sentences for words in their notebooks and read them.C. Assess effectiveness of training by describing what three

or four things they have learned and orally report thethings learned and what they liked best about the training.

D. Use the calculator to solve basic math problems.

7T8 7


APPENDIX D: INSTRUCTIONAL MATERIALSDECISION MAKING

Step 1 - What's My Style

How To Make A Good Decision

Farberware Decision Making Case Study

Decision Making Vocabulary Fitness


10CMSM-107Z RK,

A SKILL CALLED: DI-'..--f;'18JC1] hictUKINO

PLAIDS fl WW2

One skill needed for Workplace Fitness is good decision making. People make literally hundredsof decisions every day. Examples of these include when to get up, what to wear, what toaccomplish at work and how to deal with a family problem. Some people seem to have nodifficulty making good decisions - others suffer through the process and never really feelcomfortable with their decision.

This session will help you become more confident with decision making and provide informationon your personal style of decision making and new ways to think about it.

STEP I WHAT'S MY STYLE?

Decision making is usually not taught in schoci or by our parents. We tend to model what otherpeople do. Try to figure out which styles you use regularly.

Consider the following styles and then put numbers (1, 2 , 3)for the two or three styles you use the most.

1. INTUITIVEI t feels right. Your gut impulse guides the decision.

PLANNINGUsing a rational approach but balanced with the emotionalweighting of the facts. Takes time.

3. IMPULSIVEVery little thought or examination of the facts. You take thefirst alternative. Takes no time.

4. DELAYINGPostponing thinking about it or taking action.Takes forever.

5. FATALISTICLetting something else decide, ie.:. ring it up to fateResults are always a surprise.

6. DEPENDENTLet someone else decide. Follow someone else's plan.

STEP 2 DECIDE WHICH PROCESS IS THE MOST PRODUCTIVEWHY?

89

80

BRONX COMMUNITY COLLEGE, CUNY

100%2MLOPg =2 NOSIMPLEACS

A SKILL CALLED: DE=1©ii KaGKIMIU 0 2

ACAY 7© rivialKg Di©[18110h

1. Identify the decision to be made

2. Gather information(About yourself, the situation, or others)

3. Identify the alternatives

4. Weight the evidence(What are the risks and outcomes for eachchoice?)

5. Choose the best alternative

6. Plan and take action

7. Review the decision(Analyze and evaluate the results)

Practice: Think about a decision which you have to makein the near future. Which steps have you completed?

Dr. J. Juechter

81

9 0


lOOMMZEOPZ UaLS tgloampLAaz fl

FARBERWARE

A SKILL CALLED: ©]t1C)i J mAxima tCASE STUDY

Instructions: Use the Decision Making Steps and helpJaime to resolve the following problem.

An Employee's Dilemma

At 10:30 Jaime knew something was wrong. Two peoplehad left the line without explanation and the supervisorhad a meeting upstairs.

The welding machine had gone down briefly during thesame period and now there was a huge backlog of pans tocomplete. Some were falling on the floor and wouldsurely be seconds or scrap.

No one else in the cell seemed concerned as they werebusy chatting about the party on Saturday. Jaimesurveyed the situation and wondered what to do.

What should Jaime do?

Dr. J. Juechter


i©-Pt I1 71.'1: W.N©RXPLAVE 1N2

A SKILL CALLED: D©M3DM Mama

JU87 C&t. Lr V©tULAV POIrtin8

1. INTUITIVEThe Ability to understand facts or truths quickly withoutany reasoning process. Quick insight.

2. PLANNINGTo use a systematic approach or a procedure to accomplisha goal.

3. IMPULSIVEDriving forward without serious thoughts. Acting quickly,often on an emotion.

4. DELAYINGTo put off, or postpone an action or decision. Slowingdown a situation.

5. FATALISTICThe belief that all events are pre-determined and,thus, unavoidable.

DEPENDENTOne relying on another for support. Unable to takeaction on your own.

Dr. J. Juechter

9 2

83


APPENDIX E: INSTRUCTIONAL MATERIALSBRAINSTORMING

Brainstorming Instructions

Farberware Cell #1 Problems to Solve

Brainstorming Problems in the Workplace

Memo Re: Employee Chair Problem

9 3


UOLIIUDICIPg ¶k UOVI,Z7g94,01&

BRAINSTORMINGThe person who writes the ideas needs to put everythingup on the board or on paper. Keep every idea given.

1. NO CRITICISMSuspend your judgment - don't be criticalof your own, or other people's ideas.

2. BUILD ON OTHER PEOPLE'S IDEASAdd to another person's contribution

3. FREE WHEELING SUGGESTIONS ARE WELCOMEDBe as wild and creative as possible. Reality checkscome later.

4. QUANTITY IS NEEDEDThe greater the number of ideas, the greater thechance of getting a good idea. If the ideas stopflowing - stop, rest, start again.

5. COMBINE IDEASTake two ideas and put them together

LATERAfter everyone has determined that all possible ideasare out, brainstorm each of the ideas written down.Eliminate the ones which are not useful. Prioritize theothers and then start on an action plan.

869 4


FARBERWARE CELL #1

Problems to solve at farberware:

1. Too close to work: finishing line

2. Inside wipe-aluminium

3. Grinding machine-pollution

4. Rotary & bottom grind are too close

5. Conveyer bilt too short

6. Hot weather: hard to use masks

7. Pots too hot to handle

8. When machines break down-stop whole line

9. Lock of experienced workers need more training

10. Too many dents & blisters

11. Lines are running with no inspectors (before finish line)

12. Sizes are different in pots (high, low, light, &heavy) grindingmachine breaks, quality is reduce

9 5

87

VICIRKSHOPS ON THE WOGNIKPLACE

FARBERWARE, CORP

BRAINSTORMING PROBLEMS IN THE WORKPLACE

If I were President of Farberware, I would change....

1. Create a parking space for employees and guests

2. Fix the leaky roof 44444

3. Change the union

4. Improve the supervisors and managers

5. Change the administration of the company

6. Blowers on Units 3 and 4 are not working 444

7. Foremen need training

8. Lead people give their friends, or special relationships the easy jobs

9. All employee restrooms are dirty and need upgrading

10. Leads don't know the jobsddd

88

EFARBDRBRONX, N.Y.

TO:Mr. Pete Spring

FROM:CELL TEAM 01 & Night Shift

RE:EMPLOYEE CHAIR PROBLEM

"CELL TEAM *1" would like to thank you & the company for the special opportunity to attendregular training sessions. As a result of our new information we would like to present ideas tosolve one of the most persistent plant problems - chairs for cell lines. Our Ad Hoc Committeewould like to meet with you and with Mr. Palmer for a brief meeting in class to discuss some ofthese solutions and start to resolve the issue.

PROBLEM STATEMENTThe current assignment of chairs to employees is inefficient Chairs are locked in Ore in theplant and there are never enough of the right kind of chairs for the skilled people. For example,welders need the proper chairs to do their jobs. There need to be raised or lowered to adjust tothe equipment.

Every shift must search for itself and without a system in place employees have taken to lockingtheir chairs in place or removing them. In addition chairs and equipment disappear making thejob of the floater harder.

The Employee Chair problem causes problems every thy, especially for the night shift. If it isnot addressed Farberware suffers. Here are some of the results.

A continual loss of production which the company cannot affordCreates constant Interpersonal Conflicts between employees all over the plantPromotes other bad feelings and trouble in CELL TEAM 1Loss of Time for Shift supervisors as well as the workersHeadaches for night shift

BRAINSTORMIN8 IDEASIn a recent session we learned how to brainstorm creatively. Here is the list which wasdeveloped during the class.1. Employees Take their chair home.2. Employees Take the seat home.3. Assign a chair to each person.4. Put each person's name on chair.5. Design chair that attaches to our wrapping table.6. Oet enginers to design a good table/chair which swivels but stays together.7. Bring a cushion for hard chairs or provide pillows for hard chairs.8. Employees could Buy own chairs.9. Build a storege box for chairs in CELL TEAM 1 and wb will store them.10. Only the persons who needs chair picks it up from the storage place1 1. One person In charge to take chairs In & out.

!BEST COPY AVAILABLEOne person per Department , nite & day.

9 789

2

12. Stop work until chair situation is settled13. Set up a system which works for the whole plant not just CELL TEAM114. Buy more of the most useful chairs. (Raise and lower, rollers, comfortable for whole shift)15. Break & remove the locks.16. Give key to night shift supervisor.17. Procedure: 0o to the office of the Supervisor /manager and report the problem, get help.18. Set up new rules for chairs, Example: no locks attached.19. Supervisor's have charge of their chairs & put them back regularly into the

storage.20. Get a Contribution of chairs from furniture store or maker.

We would appreciate a response to our request for a specific meeting to discuss this situation.

Thank you.

AD HOC COMMITTEE

CELL TEAM *1

cc: Mr. Dennis Palmer

90


APPENDIX F: INSTRUCTIONAL MATERIALSMEMO WRITING

Bronx Lebanon Sample Memo

Memo Model

Memo Form

Writing A Good Memo

Memo Magic


ViC)i-IGMAC)P8 ii VR1 WOrAIKPLatILE

BRONX-LEBANON HOSPITAL

SAMPLE MEMO

TO: All Staff

FROM: The Supervisor

SUB: Staff Bathroom

DATE: Any Day

I am always shocked at some of the things I have seen in thebathroom and disappointed when things are taken from the bathroom. Butwhen someone dumped dirt into the sink, I became angry!

I have never asked anyone to clean the bathroom though I occasion-ally clean it myself and there are others on staff who have taken on theresponsibility of keeping it clean. I thank those staff members for theirkindness.

We had to plead with the plumber to fix the problem that thedumping of dirt caused. I hope that from here on in everyone will be moreconscientious and pitch in by helping to keep your bathroom clean.

Please! Do not leave dirty cups, dishes and utensils in the sinks.While the plumbers were fixing the sink they pulled out knives, forks,drinking straws and all kinds of disgusting things from the sink.

Thank you for your assistance; remember, this is your bathroom.

Edited: Dr. J. Juechter 100

TO:

WORMSA©Pt V70h1KPLAtEBRONX LEBANON HOSPITAL

MEMO MODEL

Write in All of the People who are concerned, address it to a group of people:The DepartmentNight Shift Personnel

FROM: This lists the sender(s) Sign your name or initials next to the printed words

SUBECT: Briefly state the subject of the Memo. Examples:Reason for Chart ChangesNew Schedules

DATE: This is the day you write the memo

Suggestions:1. Write the most important information in the first paragraph.

Don't wait to the end of the memo to make your point.

Keep memo's brief. One or two paragraphs are sufficient.

3. Demonstrate courtesy and politeness on paper. Examples:PleaseThank youI appreciate

4. If you would like a response indicate this to the receiver.RSVP by next Tuesday.Let me know on Monday.Please notify your everyone

5. Check your spelling and grammar. Remember. This is forever!

Developed by : Dr. J. Juechter

10193

VICAXSB-101?t oki VICAXPLatEBRONX-LEBANON HOSPITAL

MEMO FORM

TO:

FROM:

SUB:

DATE:

102

94

WORGMHOPS tIti THE WORGKPLACE

BRONX LEBANON HOSPITAL

WRITING A GOOD MEMO

When you write to anyone about important matters, (Vacation request, Leave ofabsence, Payment due) consider the following format

1. THE DATEPut the date at the top of the document. You can write Itout or use numbers (3/14/95)

2. NAME OF THE PERSON (ADDRESSEE)It is more useful to include the perion's name ratherthan the impersonal "To Whom It May Concern".

3. YOUR NAME plus identification such as TITLE, SOCIALSECURITY NUMBER (if appropriate)

4. TOPIC OR SUBJECTState the reason for the memo in the first line

5. STATEMENTS ON THE TOPICThe body of the memo should state what, why, where,who, or any basic information to help the person under-stand your intention.

6. POLITE CLOSINGExpress your appreciation or expectations

7. SIGNATUREMany people will not read a document that is unsigned

J. Juechter Elaine Giardino Doris Dingle

95103


FARBERWARE INC.

MEMO MAGIC

WHEN WRITING A MEMO REMEMBER TO....

PUT THE DATE DOWN

INCLUDE THE WHOLE NAME OF THE PERSON

BE ACCURATE

WRITE CLEARLY

GET TO THE POINT

GIVE YOUR REASONING

INCLUDE YOUR SIGNATURE

BE POLITE ON PAPER

Dr. J. Juechter

96

104


APPENDIX G: INSTRUCTIONAL MATERIALS -CALCULATION MODULES

Bronx Lebanon Calculator Lesson 1 Vocabulary

Calculator Problems

Calculator Check Up

Farberware Skid Assignment

Farberware Vocabulary & Technical Terminology

Estimating the Training Class Cost


t90%2MICADg GYAM TOOMMPLACS

CALCULATOR LESSON 1

Bronx Lebanon Vocabulary

English

1. Work Words

2. Calculator

3. Percent %

4. Team Work

5. Division

6. Multiply

7. Chart

Spanish

Trabajo Palabra

Calculadora

porciento

equipo de trabajo

division

mutiplicar

tarjeta

98

106

WOLIMZKOPZ rJ 190LIMTLACS

CALCULATOR PROBLEMS

Bronx Lebanon Hospital

1. Maria has to work 8 hours on Easter Sunday. She gets 2 1/2times her regular rate of $10.00 Hour.

How much money will she make on Easter Sunday beforedeductions?

2. The dietary group has set up _89_ of the Lunches for patients.They need to prepare 453 lunches.

A. What percent of the lunches are completed?

B. If they have 3 more hours to prepare lunches,how many willthey have to complete per hour to feed everyone.

lil©IPIX81--MP8 OM THE VIOEXPLaCIEBronx Community College

CALCULATOR CHECK UP Dr. J. Juechter

Training Room Problem: The following chart was near production line thismorning.

8:00 9:00 am 198 products

9:00 10:00 38 products (Welding Machine Broken)

10:00-11:00 256 products

11:00-12:00 78 products (Lunch Break)

12:00-1:00 pm 212 products

1:00 - 2:00 pm 304 products

2:00 - 3:00 pm 287 products (Two people sick, left line)

3:00 4:30 pm 289 products

Use your calculator to figure out -

1. The TOTAL number of products made on this day.

TOTAL

2. The percent of the daily production completed in the last hour.

LAST HOUR

3. If production were down by 15%, how many products would be made for the day?

NUMBER OF PRODUCTS

108

WORKSHOPS ON THE WORKPLACE

FARBERWARE, INC.

SKID ASSIGNMENT Calculator Lessons

Eduardo is checking the number of products on one skid. They aregoing to the loading dock for spipment to a cooking school. The schoolneeds 480 pieces.

Use your calculator to help him figure out whether the correct number inbeing shipped.

.

NUMBER OF LAYERS 6 r-j_

-fCOUNT ON ONE SIDE 8

" .mm0,

COUNT ON THE NEXTSIDE

TOTAL NUMBER OF PRODUCTS

Is the order being shipped correctly?

Dr. J. Juechter

101

109



COMPANY FARBERWARE

VOCABULARY & TECHNICAL TERMINOLOGY PAGE 1

TERM DEFINITION

LEAD

SET LINE

LOADING DOCK

SKIDS

HOME GROUP

PERK LINE

ELECTRICAL ASSEMBLY

OPEN STOCK

MANUAL SET LINE

MACHINE OPERATOR

M.R.P. SYSTEM

BONDING

HI LOW

MILLENIUM



102

WORKSHOPS IN THE WORKPLACEFARBERWARE CO.

How much does this training class cost?

Class Estimate: $6,000 - $30,000

Costs:

Employees 18 wks x 15 people x 2 hrs x $10.00 = $5,400.00

Trainers 18 wks x 3 people x 3 hrs x $30.00 = $4,860.00

Supplies 15 people x $15.00 = $ 225.00

Heat/Electric for 4 1/2 months = $ 450.00

Loss of Productivity

500 Pieces (2 Hours) x $90 Per Millenium x 18 wks = $ 810,000.00TOTAL $ 820,935.00

Per Person Cost $ 54,729.00

Dr. J. Juechter Elaine Giordino Sally Hernandez

103

111


APPENDIX H: INSTRUCTIONAL MATERIALSPROBLEM MODULE

Reporting a Problem

112


1190SIMZKOPZ 11.54 791S 11901;IMPLACFarberware

MODULE REPORTING A PROBLEM

Can you name a single day on the job without a problem?No one can!

Here is an approach to commonplace problems for use at work orhome.

STEPS

1. POLITE OPENERExample: "Excuse me. I have a problem here".

2. STATING THE PROBLEMExample: "My machine is broken".

3. ASKING FOR HELPExample: "What should I do?"

PRACTICEHere are some other examples. Practice Reporting a Problem.

1 You ran out of materials and don't know where to get them.

2. Your special earplugs are lost and you can't work withoutthem.

You feel sick to your stomach.

You can't remember what your supervisor said to do.

5. Real Problem from your job.

106

113


APPENDIX I: ASSESSMENT MATERIALS

WESL Language Levels

Content Multiple Choice Pre Test

Farberware Post-content (Pre & Post) Test

CLOZE Tests

Benefits & Dues

No Fault Attendance

Farberware Construction Manufacturing Process

Guidebook for Educators 10.1 4 October, 1995

WORGaNOPS cal Irma WOMPLACE


WESL LANGUAGE LEVELS

This a a level evaluation which some groups use for pre- andpost-testing of trainees. Would this be appropriate for our use?

LEVEL 1

Non-speaking English person. This individual does not speak thelanguage, however, they may understand certain words or phrases.LEVEL 2

Individual who uses simple phrases with the present tense. As theymove through this level they begin to use the past tense.LEVEL 3

Speaker is able to more through all tenses. Learner is able to usepresent, past and future tenses along with appropriate adjective, adverband word endings with some errors

LEVEL 4

Fully communicates in English. Individual is able to pass theappropriate English tests.

J. Juechter

108

115

WcgrLacgo affss Ucpelplags

Content

Multiple Choice

Instructions: Put all the answers on the Answer Sheet using a pencil.

1. Some decision making styles are more useful than others. Which of the followingstyles is usually more effective than the other?

A ImpulsiveB PlanningC FatalisticD DependentE Complimentary

2. Which of the following is NOT one of the guidelines for Active Listening?A ProbeB ReflectC ChallengeD SummarizeE Brainstorm

3. If a person has an impulsive, temper tantrum on the job it is theirpersonality at work.A AdultB ChildC Teen AgeD ParentE Grandparent

4. Critical thinking includesA Thinking rationallyB Having creative ideasC Solving problemsD Testing ideasE All of the Above

TRUE/FALSE5. Transactional Analysis is a classic team building technique

6. An easy communication system can help with reporting problems in theworkplace

116

CASE STUDYRead the Passage below carefully. It is followed by 6 incomplete questions. Choose the bestanswer and put the correct answer on the answer sheet.

Each employee has ten vacation days during the first five years of work. After fiveyears, employees have four weeks vacation. Advance vacation checks must be requestedfrom the department at least one month in advance of the date required.

After one month of full-time employment, each employee is eligible to use sick leave.Sick leave is accumulated at the rate of one day per month from the date of hire up to amaximum of twelve days per year. In addition, each employee may take four personal days ayear. Personal days and vacation days must be approved in writing by a supervisor.

As soon as an employee knows s/he will be absent or late, s/he must inform thesupervisor. In cases of extended illness, definite arrangements to report periodically are tobe made. Employees are expected to be on duty at the time scheduled. Tardiness andabsence put extra burdens on the other employees who are working.

7. What is this passage about?a consideration on the jobb time and leave policiesc being late

8. If an employee working two years takes 1/4 of their vacation, how many days does s/hetake?a 2 1/2b 4c 4 1/2

9. Where does this passage come from?a a letter requesting vacationb an employee manualc a disciplinary memo

10. What should I do if I'm going to be out sick for a long time?a let my supervisor knowb contact my co-workers periodicallyc let my supervisor know and contact hotilit regularly

11. After six years, I have my supervisor's approval to take my vacation and personal daystogether. How many days can I take?a 24b 14c 32

12. What does the word tardiness mean in the passage?a latenessb excessive latenessc lack of consideration

117


NAME FARBERWARE, INC.

WHAT DO I REMEMBER? POST-CONTENT

1. Choose the correct answer for each of the 10 questions.2. Then, talk with your team members to agree on the answer.

QUESTION MY ANSWER TEAM ANSWER

1. In active listening we must probeand reflect but NOTA. ConcentrateB. ClarifyC. ChallengeD. Comfort

2. In reporting a problem it is importantto remember to:A. Have a polite openerB. State the problemC. Ask for helpD. All of the above

3. Brainstorming is important whena person or group want to:A. Find a creative answerB. Communicate to your supervisorC. Computing your paycheckD. Get even

4. Which of these is NOT a calculatorfunction?A. DivisionB. MultiplicationC. SubtractionD. AdditionE. Correctina arammar

111

118

,

Workshops In the Workplace Post-content

Questions My Answer Team Answer

5. Which of the following items is mostimportant in writing a memo?A. An exact outlineB. Putting Mr., Mrs., Ms. in front of the

person's nameC. Adding your signatureD. Omitting the date

6. In Transactional Analysis (TA) thethree parts of the personality are:A. Parent, Grandparent, .:)isterB. Parent, Adult, ChildC. Adult, Cousin, ParentD. None of the above

7. TA. believes that the best supervisorcommunications are as a:A. ParentB. ChildC. AdultD. Manager

8. Team work depends uponA. Clear communicationB. Employees understanding the taskC. Trust in the work teamD. All of the above

9. The information an employee needs tounderstand their rights is:A. On the bulletin boardsB. In the Company Policy StatementsC. In the Union ContractD. B & C

112

,1119

Workshops in the Workplace Post-content

Questions My Answer Team Answer

10. Daily pay is given inwhich of the following cases?A. 3 days for death in the

immediate familyB. 13 HolidaysC. Employees birthdayD. All of the above

TRUE FALSE Write T or F

11. The company gives more than$1000.00 per employee forHealth Benefits.

12. All dictionaries can tell you thepronunciation, definitionand translation in Spanish of aword.

Dr. J. Juechter June, 1995

120

113

=11111,=

WORMSHOP8 ON THE WORGULACIE

Farberware, Inc.

Basic Information for Employees of Farberware, Inc. a Hanson Industries

INSTRUCTIONS: FILL IN THE BLANKS!

BENEFITS & DUES in the CONTRACT

Under our contract with the ....Teamster, Local , the employee is required to jointhe union after days of employment. The current benefits provided by the

union pursuant to our contract with them are shown, in brief, below.

1. The company pays the over per year for each employee.as a result of these payments the union provides

A. Hospitalization and benefits for employees and their dependentswho meet the contract requirements.

B. Supplemental benefits

C. Life insurance andD. plan on retirement for employees who meet the contract

requirements

After the employee has had months or more of employment, the employee

and his or her covered dependents are entitled to medical care at theUnion Medical Center.

New employees pay the union an initiation fee of , payable in three (3)installments, after days of employment. In addition, dues in the sum of$17.00 are payable monthly by the employee to the union. These payments are

from the employee's pay check.

Dr. J. Juechter

114

ViORKSHOP8 ON THE WORKPLICE

Farberware, Inc.

Basic Information for Employees of Farberware, Inc. a Hanson Industries

BENEFITS & DUES in the CONTRACT

Under our contract with the ....Teamster, Local 815, the employee is required to join the

union after thirty days of employment. The current benefits provided by the union

pursuant to our contract with them are shown, in brief, below.

1. The company pays the union over $1000.00 per year for each employee.

as a result of these payments the union provides

A. Hospitalization and surgical benefits for employees and their dependents

who meet the contract requirements.

B. Supplemental disability benefits

C. Life insurance and

D. Pension plan on retirement for employees who meet the contract

requirements

After the employee has had 6 months or more of employThent, the employee and his or

her covered dependents are entitled to major medical care at the Union Medical

Center.

New employees pay the union an initiation fee of $50.00, payable in three (3)

installments, after thirty days of employment. In addition, dues in the sum of $17.00

are payable monthly by the employee to the union. These payments are deducted

from the employee's pay check.

Dr. J. Juechter

122

115

Vf©RIMADP8 i ORIOLAt

MODULE 9

NO FAULT ATTENDANCE POLICY

General Attendance RulesCAN YOU FILL IN THE BLANKS?

Farberware

2. 0IN ALL CASES EXCEPT IF AN EMPLOYEE IS AND IN A BED,UNEXCUSED ABSENCES OF CONSECUTIVE WORK DAYS WITHOUTCONTACTING YOUR IMMEDIATE SUPERVISOR OR THE DEPARTMENTWILL BE INTERPRETED BY FARBERWARE AS A VOLUNTARY

2. 1

ANY EMPLOYEE WHO LEAVES WORK BEFORE THE END OF HIS OR HERSCHEDULED WITHOUT FIRST NOTIFYING HIS IMMEDIATESUPERVISOR OR THE PERSONNEL DEPARTMENT IS ASSUMED TO HAVEAND WILL BE

2.2EMPLOYEES WHO HAVE CONTACTED THE DEPARTMENT ANDHAVE BEEN ABSENT FOR OVER SCHEDULED WORK DAYS MUST GIVE ANAPPROVED TO "ME PERSONNEL OR MEDICAL DEPARTMENT

RETURNING TO WORK.

2.3ALL EMPLOYEES RETURNING TO WORK AFTER BEING ON ILLNESS,DISABILIW OR MUST RECEIVE WRITTEN APPROVAL FROM THEFARBERWARE OR PERSONNEL DEPARTMENTS BEFORE BEINGALLOWED TO WORK.

123

116

WORGMHOP% IrMIE WOEXPLACE

FARBERWARE CONSTRUCTION

What do you know about your company's manufacturing process? Fill Inthe blanks.

Materials

Farberware Cookware is made ofwith a thick layer of aluminum bonded to the bottom. Thiscombination gives the best features of both metals -aluminum for quick and even heat distribution;

for , durability and easy

Cover

The cover is made of the same asthe cookware and may be used I withother pieces of Farberware. The cover has aedge and is close fitting.

Handle and Knob

The comfortable handle and knob are of heat-material. They are securely attached, but can be replacedif necessary.

R I m

The rim is firmly rolled for , safety and easycleaning. There are no sharp

Finish

The sparkling, finish goes witheverything in the kitchen and is to whenadding additional pieces later.

124117

WORKSHOPS ON THE WORKPLACE

FARBERWARE CONSTRUCTION

What do you know about your company's manufacturing process? Fill Inthe blanks.

Materials

Farberware Cookware is made of STAINLESS STEEL with a thick layer ofaluminum bonded to the bottom. This combination gives the best featuresof both metals - aluminum for quick and even heat distribution;STAINLESS STEEL for BEAUTY, durability and easy CLEANING.

Clair

The cover is made of the same STAINLESS STEEL as the cookware and maybe used INTERCHANGEABLE with other pieces of Farberware. The coverhas a ROLLED edge and is close fitting.

Handle and Knob

The comfortable handle and knob are of heat- RESISTANTmaterial. They are securely attached, but can be replaced if necessary.

Rim

The rim is firmly rolled for SANITATION, safety and easy cleaning. Thereare no sharp EDGES.

Finish

The sparkling, STAINLESS STEEL finish goes witheverything In the kitchen and is to MATCH when adding additional pieceslater.

DR. J. JUECHTER MAY 95

. '2 5


APPENDIX J: NWLIS ASSESSMENT & OUTCOMEFORMS

Learner Assessment Form

Outcome Form

9Guidebook for Educators October, 1995

1. Name:

(Last)

2. Social Security Number:*

3. In the future, do you plan to take any of the following courses?

(First)

(MARK ONE ON EACH UNE)

Plan Do nigito Plan to

Iwo 2-sl_kg_

A basic skills course in reading, writing, or math 0 0

A course in using English (such as ESL) 0 0

A computer course 0 0

A GED course or the GED exam 0 0

Courses to get an occupational certificate 0 0

A job training course 0 0

Courses leading to a 2-year or 4-year college degree 0 0

A home-study course 0 0

Other (Please Specify: ) 0 0

° Giving us your Social Security number is completely voluntary and there is no penalty for not disclosing it. It is needed so that anyinformation obtained later gets correctly matched with the same individual; your identity will be removed from all records once thismatch is made. We are authorized to ask these questions by Section 408 of the General Education Provisions Act (20 USC 1221e.1).

L-ASSESS.NW9 (OUE/NWL.13) 1

1200 I

12/21/94

4. Since this course began, have you:

(MARK ONE ON

Yes

EACH UNE)

N2

Learned what you wanted to learn in this course? 0 0Changed your educational or career goals? 0 0Had more responsibility added to your job? 0 0Moved to a shift you prefer? 0 0Switched from part-time to full-time, 0 0Received a pay raise? 0 0Been promoted? 0 0Received an award, bonus, or otherspecili recognition on your job? 0 0Received your GED? 0 0Applied for a new job? 0 0Started a new job at another company? 0 0Been laid off? 0 0Left your job for any other reason? (Please Specify: 0

5. Please rate your ability to perform each of the following activities:

Read English

Understand English

Speak English

Write in English

(REASE MARK ONE RESPONSEFOR EVERY ACTIVITY)

Poor Fair goof0

0

Work as part of a team 0Use math 0 0 0 0Solve problems/use reasoning . 0 0 0 0

0

Excellent

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Notes & Comments:



[QUESTIONS:

132



PRESENTERS:

Claude D. Grant, M.S., Project DirectorThe Business & Professional Development Institute

Bronx Community CollegeThe City University of New York

Natalie Hannon, Ph.D., Project LiaisonTraining and Staff DevelopmentBronx-Lebanon Hospital Center

Doris D. Dingle, Ed.D., Consultant/TrainerThe Business & Professional Development Institute

Bronx Community CollegeThe City University of New York

The Eddy/Northeast Health and Rockefeller College Symposium"Workplace Education in the Healthcare Environment:

The Why, The What, and The How"

November 13, 1997 The Margaret W. Krause CenterTroy, New York

133

THE BUSINESS & PROFESSIONAL DEVELOPMENT INSTITUTEof Bronx Community CollegeThe City University of New York

1992-1993

1993-1994

1994-1997

WORKSHOPS IN THE WORKPLACEA Workforce Education ProjectHealth Care & Manufacturing

1992 - 1997

(CHRONOLOGY)

I-year funding from the U.S. Department ofEducation/National Workplace LiteracyProgram to work with BRONX LEBANONHOSPITAL CENTER and FARBERWARE, INC.Funded by the 1199 HOSPITAL WORKERSUNION and the TEAMSTER'S UNION tocontinue the project at Bronx LebanonHospital and Farberware for the year.Re-funded by the U.S. Department ofEducation/National Workplace LiteracyProgram to conduct the project with theoriginal two companies - Bronx LebanonHospital and Farberware - and TWOADDITIONAL companies - KRUYSMAN, INC.and COX & COMPANY, INC.

Ii.rHE BUSINESS PARTNERS)

BRONX LEBANON HOSPITAL - one of the largest hospitalsin the Bronx with 3,000 employees and communityfacilities throughout the borough.FARBERWARE, INC. - a Bronx manufacturer of cookwareand small appliances located in the Bronx for over 90 yearswith 750 employees and an international reputation.KRUYSMAN, INC. - a manufacturer of binders, accordionfolders, customized cloth, paper and cardboard productsin lower Manhattan with 250 employees.COX & COMPANY, INC. - a company in lower Manhattanwith 170 employees which manufactures de-icingequipment and other technical devices for theaeronautical industry, internationally.

134

Bronx-Lebanon Hospital Center

626 bed hospital

located in the South Bronx

3500 employees

3 Major UnionsLocal 1199NYSNAcm

Over 30 off-site health care centers.

135

The Three C's of Health Care

Customers

Competition

Change

136

TRAINING LOCATIONS

METHADONE MAINTENANCETREATMENT CENTER

ALCOHOL OUTPATIENT CLINIC

SUBSTANCE ABUSE INPATIENT UNITS

PRIMARY CARE CLINICS(Train the Trainer)

137

FOCUS OF TRAININGCUSTOMER SERVICE

or CUSTOMER AND HUMAN RELATIONS

or CULTURAL DIVERSITY

alr TELEPHONE COURTESY

or INTER/INTRA DEPARTMENTAL COMMUNICATIONS

or REGISTRATION IN-TAKE PROCEDURES

138

CURRICULUM FOR SUPERVISORYWORKPLACE TRAINING

TOPICS

VI Studying and selecting needs assessmenttechniques

Studying inputs into a curriculum model

Understanding and selecting trainingmethodologies

Applying psychological principles applicable toadult learners

Planning instruction

Selecting and developing training materials

Delivering training

139

PARTICIPANTS' CURRICULUM TOPICS

-D+ Improving Workplace Communication Skills

Planning Meetings Than Work

Improving Registration Procedures

Handling The Telephone In The Workplace

Understanding and Managing Cultural Diversity In TheWorkplace

4)± Improving Dental In-Take Procedures

Improving Inter/Infra-Departmental Workflow InSelected Department/Units

4)± Understanding HMO's at Bronx-Lebanon

Mentoring: The Helping Relationship

h> Performance Appraisal

140

Curriculum for SupervisoryWorkplace Training

No. Sessions Topics

11/2 Studying and selecting needs assessment techniques

. Interview

. Survey

. Questionnaire

. Discussion

. Observation

. Feedback via employees' performance evaluation

. Self-Examination

. Directive (s) from management

. Participants' assessment of workplace skills

. Technological, procedural, and demographic changes

11/2 Studying inputs into a curriculum model

. Who is to be trained and by whom?

. What is to be taught? (Common focus)

. What delivery systems, equipment, and materials areto be used?

. When should training begin-duration, frequency,length?

. When should training be conducted?

. Where should training be held?

. Who should evaluate training?

. What evaluation techniques should be used?

. How often should training be conducted?

111

Understanding and selecting training methodologiesStrengths and weaknesses of:

LectureRole PlayCase StudyCommittee ProjectGrouping (deliberative vs. democratic)Independent workComputer assisted instruction

And

Applying psychological principles applicable to adultslearners

6 Planning instruction

Applying learning domains (cognitive, psychomotor,affective)Studying components of training guide (lesson plan)Writing performance objectivesSelecting appropriate tools to evaluate training

And

Selecting and developing training materials

4 Delivering training (30-minute video taped presentations)

142

MAKING WORKPLACE TRAINING WORK

A Establish "synergetic" buy-in to ensure organizational support byincluding management and employees in planning the trainingexperience from the very beginning, e.g., needs assessment;curriculum focus and development; goals; date, time, location, lengthof training; instructional modalities; formative and summativeevaluation criteria and methods

g!D Customize the curriculum by using job-specific materials but adaptmaterials to the ability, interests, and needs of participants

AD Establish clear goals that are consonant with interests of participants

Apply principles of effective adult education practice

A Develop a pleasant, supportive, friendly, and conductive trainingenvironment based on mutual respect and confidence

Serve as a facilitator of knowledge/information rather than adisseminator

A Use a variety of collaborative instructional modalities to enhance bothliteracy and workplace specific skills and knowledge

1 4 3

it

Extrapolate ideas/suggestions from summative evaluations of daily

instruction to revise and modify on-going instruction and to instruct

future planning

Consider participants with same job title or those from the same unit

or department

Aim for participants with different skills, abilities, and experiences to

enrich instruction

Provide opportunities for participants to apply and transfer what they

learn (and practice) in training to their particular work

situations/environments and allow time for feedback to the group

Build in opportunities to allow participants to conduct future training;

e.g., train the trainer

010 Install the idea that further education and training must be a

continuous, on-going journey for personal satisfaction and

professional growth and development

144

U.S. Department of EducationOffice of Educational Research and Improvement (OERI)

National Library of Education (NLE)Educational Resources Information Center (ERIC)

NOTICE

REPRODUCTION BASIS

IC

This document is covered by a signed "Reproduction Release(Blanket) form (on file within the ERIC system), encompassing allor classes of documents from its source organization and, therefore,does not require a "Specific Document" Release form.

This document is Federally-funded, or carries its own permission toreproduce, or is otherwise in the public domain and, therefore, maybe reproduced by ERIC without a signed Reproduction Release form(either "Specific Document" or "Blanket").

EFF-089 (9/97)

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