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DOCUMENT RESUME ED 426 300 CE 078 635 TITLE JobLink. Demonstrating New Systems and TrainingModules for Effective Literacy Learning. Final Report andEvaluation. INSTITUTION Coast Community Coll. District, Costa Mesa,CA. SPONS AGENCY Office of Vocational and Adult Education (ED),Washington, DC. National Workplace Literacy Program. PUB DATE 1998-00-00 NOTE 472p.; For "JobLink" final report and the tenrelated instruction manuals, see CE 078 635-645. CONTRACT V198A40150 PUB TYPE Reports Descriptive (141) Reports - Evaluative (142) EDRS PRICE MF01/PC19 Plus Postage. DESCRIPTORS Adult Basic Education; Adult Literacy; AdultStudents; Computer Assisted Instruction; *DistanceEducation; Educational Needs; Internet; *Job Skills;Laboratories; Literacy Education; *Multimedia Instruction; *Onthe Job Training; Supervisors; *Workplace Literacy ABSTRACT This report describes the JobLink workplaceliteracy program conducted for employees of nine companies in CostaMesa, California. The introduction provides background and describes theproblem: one-third of the 2,870 workers had inadequate language andliteracy skills. The next six chapters describe the problem, solutions, tasks,challenges, and discoveries related to these topics:(1) developing and delivering multimedia and Internet-based literacy instruction to workingadults;(2) supporting companies' changes and improvements through worksitetraining;(3) involving supervisors in training programs;(4) measuring return on investment; (5) disseminating project results; and (6) continuingtraining after the project ends. The last chapter evaluates project results,reporting the following: 881 employees from the original nine plus anadditional company were trained; students working in the multimodal lab showed morereading comprehension improvement than worksite students; lab, worksite,and distance education students showed significant differences inself-improvement; those who persisted (more than 100 study hours) showed the greatestimprovements. The following conclusions are reported: multimediamaterials provide literacy students an enhanced, self-paced environment;supervisor knowledge and support of training increases employeepersistence and retention; and companies that established computerized learning centers onsite have built an infrastructure for continuedlearning. Appendices contain the following: results of job analysis interviews; additionaljob analysis; distance learning pilot project; distance learning orientationmodule; worksite module sample activities; learner enrollment and assessmentforms; student newsletters; newsletter for managers; and worksitemodule program brochures. (SK) ******************************************************************************** * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. ******************************************************************************** Job Link Demonstrating New Systems and Training Modules For Effective Literacy Learning Funded by U.S. Department of Education National Workplace Literacy Partners Program 1995-1998 Award Number V198A40150 FINAL REPORT AND EVALUATION Submitted by The Coast Community College District William M. Vega Ed.D, Chancellor Board of Trustees: Sherry L. Baum, Paul G. Berger, Walter G. Howald, Jerry Patterson, Armando R. Ruiz, Shirley Raines-Student Trustee For Future Information Contact: Karen Klammer, Job Link Project Director 1370 Adams Avenue, Costa Mesa, CA 92626 (714) 432-5621, [email protected] zri) U.S. DEPARTMENT OF EDUCATION oo Office of Educational Research andImprovement EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) O This document has beenreproduced as o received from the person or organization originating it. O Minor changes have beenmade to improve reproduction quality. Points of view or opinions statedin this document do not necessarilyrepresent official OERI position or policy. EST COPY AVM LE TABLE OF CONTENTS Page INTRODUCTION 1 CHAPTER 1: Developing and Delivering Multimedia and Internet-based Literacy Instruction to Working Adult Students 14 Problem 14 SolutionsTask #1 Produce Eleven Job Analyses to Use as the Basis for Contextual Curricula 16 Challenges and Discoveries 17 Results 18 Task #2 Design Contextual Training Modules for Use in the Job Link Lab 18 Challenges 21 Discoveries 21 Success Summary 22 Results 23 Task #3 Serve Students in the Job Link Lab and Satellites 24 Solution 26 Challenges 29 Discoveries 30 Success Summary 38 Comments 44 Task #4 Design and Deliver a Distance Learning Program 48 Challenges 66 Discoveries 68 Success Summary 70 Comments 77 CHAPTER 2: Worksite Training Supports Companies' Changes and Improvements 78 Problem 78 SolutionTask #1 Create Worksite Literacy Training Modules 79 Challenges and Discoveries 85 Task #2 Deliver 20 Worksite Modules per Month at Companies 86 Challenges 87 Discoveries 87 Success Summary 89 Results 90 Comments 94 Discoveries 97 Further Discoveries 100 3 CHAPTER 3: Involving Supervisors in Training Programs 102 Problem 102 Solution 103 Challenges 111 Discoveries 113 Success Summary 113 Results 114 CHAPTER 4: Measuring Return On Investment (ROI) 118 Problem 118 Challenges 123 Case Study McGaw 124 Case StudyM-Flex 127 Case StudyJob Link Lab 129 Results 124 Notable Results 125 Success Summary 133 CHAPTER 5: Disseminating Project Results 134 Problem 134 SolutionTask #1 Replicate the Job Link Lab to Test the Applicability of its Materials and Training Products at Other Sites 134 Challenges 135 Discoveries 139 Task #2 Disseminate Project Model at State and National Conferences 139 Discoveries 144 Success Summary 145 Results 145 CHAPTER 6: Continuing Training after the Project Ends 147 Problem 147 Solution 148 Challenges 149 Results 149 Success Summary 153 CHAPTER 7: Comparisons and Conclusions 154 Conclusion 169 4 INTRODUCTION The Problem Orange County, California has an economic environment in which workers with limited basic skills face enormous barriers. As the manufacturing base in the county underwent a transition from defense to commercially oriented, many workers found themselves displaced from jobs that disappeared and were replaced with jobs requiring high skills and literacy requirements. These workers had no chance of making the transition to new production jobs because of their limited literacy skills. The State of California: Has the largest labor force of any state in the United States, with 14.7 million people in the workforce in 1990. Has a graduation rate of 67.8 percent, ranking 42' in the nation. Has an economy driven by the manufacturing sector, which was the third largest sector with 1.8 million employees and 15% of total employment in 1993. Absorbed 55% or 1.6 million of all amnesty applicants in the U.S. in 1990-1993. Here in Orange County: Manufacturing makes up 19.0% of Orange County's total employment as compared with 16.2% nationally. Between 1990 - 1994 the county lost 65,000 jobs, 5.5% of its 1990 employment. In manufacturing, 31,700 jobs (or 13.0%) were lost between 19901994. 5 10/14/98 1 Introduction Low-cost manufacturing in the county (with low skill jobs) is being replaced by high value added (high production skills) growth manufacturing. Forty-seven languages are spoken in Orange County schools from Spanish to Arabic. While the number of limited-English proficient students in California jumped 76 percent between 19901994, Orange County increased by 109 percent. Santa Ana had the lowest 1991 graduation rate in the nation at 36.7%. Population projections for the county at the turn of the century are 53% white, 2% Black, 31% Hispanic, 13% Asian, and 1% other. (County of Orange projections). Orange County community college data indicates that ethnic minority students are enrolling in increasing numbers but few transfer to four year colleges. Basic mathematics and English as a Second Language classes are first to fill and close at local colleges. The map on the following page illustrates Orange County's educational gap. Against this Orange County backdrop the JobLink partnership was formed. Nine local companies' trainers and employees met with college representatives in series of "Focus Group" meetings. Company employees in attendance included frontline supervisors, top-level management, trainers, and production workers. The Focus Group meetings resulted in the development of a proposal which was submitted for funding and resulted in the three year grant from the U.S. Department of Education National Workplace Literacy Partners program which funded the JobLink project. 10/14/98 2 OrahgeMappingEducational LessCounty of Than Adult Cities 9thAttainment Population Grade & Places RepresentsEach RED a PersonDot Community Colleges & Sites Miles RanchoCoastline Santiago *JobSanta Link Ana Center Satellite 01 0 2.5 5 7.5 10 Irvine Valley *Spectrum Satellite 02 Sourcc: 1990 Ccnsus; STF-3A Note:represents White 7industrial areas in the areas vicinity with low of the number Center of & residents. Satellites BEST COPY AVAILABLE ResearchCCCDJorge R. Institutionaland Sanchez Planning8 Introduction LITERACY DEMOGRAPHICS OF JOBLINK BUSINESS PARTNERS Ethnicity Size of Need Company Workforce Basic Skills LEP White Black Hispanic Asi2n Other Company A 120 20% 20% 50% 1% 25% 24% 0% Company B 375 40% 35% 21% 0 29% 50% 0 Company C 300 20% 9% 69% 1% 16% 13% 1% Company D 215 45% 45% 43% 2% 7% 47% 0 Company E 880 60% 30% 60% 2% 28% 9% 1% Company F 447 20% 20% 58% 2% 12% 27% 1% Company G 96 30% 15% 54% 2% 34% 9% 0 Company H 209 30% 30% 42% 2% 20% 34% 1% Company I 228 30% 30% 53% 3% 18% 25% I%