ERIC ED341829: Project L.E.A.R.N. (Literacy, Employment, Advancement, Readiness Network). A National Workplace Literacy Project. Final Evaluation Report.

25 Pages·0.5 MB·English

by  ERIC

1^.
DOCUMENT RESUME
ED 341 829
CE Od0 324
Dickey, De
AUTHOR
Project L.E.A.R.N. (Literacy, Employment,
TITLE
Advancement, Readiness NetworA). A National Workplace
Literacy Project. Final Evaluation Report.
INSTITUTION
Wallace State Coll., Hanceville, AL.
Office of Vocational and Adult EOucation (ED),
SPONS AGENCY
Washington, DC.
PUB DATE
16 Jan 92
CONTRACT
V198A00218
NOTE
29p.
PUB TYPE Reports - Evaluative/Feasibility (142)
EDRS PRICE
mFo1/Pc02 Plus Postage.
Adult Basic Education; Adult Literacy; Community
DESCRIPTORS
Cooperation; *Cooperative Programs; Industrial
Education; *Inplant Programs; Institutional
Cooperation; *Labor Force Development; *Literi.Jy
Education; *Outcomes of Education; Participant
Satisfaction; Program Effectiveness; Program
Implementation; *School Business Relationship
George C Wallace State Comm Coll Hanceville AL;
IDENTIFIERS
*Workplace Literacy
ABSTRACT
A project developed through Wallace State Community
College (Alabama) united three corporations, two adult basic
education programs, a technical college, two support/education
programs, a work program for older adults, and three service
organizations in a partnership to develop a model for providing
workplace literacy training. Project LEARN (Literacy, Employment,
Advancement, Readiness Network) staff conducted needs assessments at
several sites, administered intake forms, and conducted 2-hour
classes held twice weekly for four 11-week cycles. Classes were open
entry/open exit; approximately 434 employees participated on a
voluntary basis. Pretests/posttests showed an increase of 25 percent
in students' basic skills, and 90 percent of the workers improved 43
percent in job-specific skills. Adult learners displayed very
positive attitude changes in self-esteem, personal goals, and
reaction to Project LEARN. Only 25 percent of the students performing
at ninth-grade level or better passed the high school equivalency
test (compared with a goal of 90 percent); however, in some cases
this was not a priority for students. At least 32 percent of the
participants are im3lved in follow-up education. (Five appendixes
include &list of project forms, curriculum structure, course
outline, lists of the contents of employee profiles and project
files, and comments from an industry manager.)
(KC)
***** ***** *************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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rd
FINAL EVALUATION REPORT
PROJECT L.E.A.R.N.
NETWORK)
(LITERACY, EMPLOYMENT, :ADVANCEMENT, BEADINESS
A NATIONAL WORKPLACE LITERACY PROJECT
U.$ DEPARTMENT OP EDUCATION
Othce of Eduoettonet befeerch end Improvement
EDUCATIONAL RESOURCES INFORMATION
/CENTER (ERIC)
thrs document has been reproduced as
recerved !tom the person or orgenreatron
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reproduchon dusitty
Poo Its of we*, or op.mons slated .n !My docu
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Prepared by:
De Dickey, Project Director
Wallace State College
Hanceville, Alabama
K)
January 16,
1992
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2
AVAILABLE
UST COPY
i
TABLE OF CONTENTS
Background of National Workplace Literacy Grant
I.
Overview of Project L.E.A.R.N.
II.
Project Structure
A.
Review and Comparison of Objectives
B.
Evaluation Results
C.
Responses to Key Issues
III.
Appendices
IV.
Appendix A
Workplace Literacy Profile
Appendix B
Curriculum Structure
Appendix C
Curriculum Outline
Appendix D
Operational Procedures
Appendix E
Manager's Comments
3
EXECUTIVE SUMMARY
Project L.E.A.R.N.
PR AWARD * V198A00218
BACKGROUND OF NATIONAL WORKPLACE LITERACY GRANT
I.
Wallace State Community College received funding for a
National Norkelace Literacy Project for $500,811--$355,334 Federal
funding and $145,477 institutional funds--beginning July 1,
1990.
This project united business, industry agencies, and education in
a partnership to develop a model for providing workplace literacy
training.
The Project partners included:
Wallace State Community College;
Opelika State Technical College;
Americold Compressor Corporation;
Cullman Electric Cooperative;
Ampex Recording Media Corporation;
North Central Alabama Adult Basic Education Program;
East Central Alabama Adult Basic Education Program;
Green Thumb, Inc.;
Helping Organizations included:
United Way, Inc. of East Central Alabama;
Lions Club;
Kiwanis Club;
Homemakers Employment and Learning Program;
Displaced Homemakers Program.
Literacy Employment Advancement Readiness Network
Project LEARN
PARTICIPANT RELATIONSHIP
BAIrk lace Litet_a:acErl....._12,tnerALIVIembers
IMIIMIIIMI1101111.11.1110111111INNINP
Work Program for
Adult Basic
Industrial
Educational
Older Adults
Education
Grcen Thumb
ABE of North Central
Wallace State
AMPEX
Incorporated
Alabama
Cooperation
Community College
ABE of East Central
Opelika State
Americold Compressor
Cullman Electric
Alabama
Technical College
Role: Provide semi-skilled workers
Role: Provide instruction in the
Role: Insure that the educational
Role. Coordinate all educational and
to support the operations of the
Pasic Literacy Training Component,
functions arc directly relat6d to the
operational functions of the project.
project.
workplace need.
5ervices: Assist in administering the
Services: Develop literacy audits.
Services: Clerical assistance.
literacy audits. Assist in the devel-
,Services: Provide access to workers
Develop course content and curricu-
Tutorial services. Lab assistants for
opment of course content to reflect
Assist in communications with
lum. Provide instruction for educa-
learning lab.
job specific content. Provide
participants. Provide office space and
tional improvement component.
specific instruction for non-high
use of equipment for counselors and
Student tracking and follow-up.
instructors. Assist in the development
school degree participants.
Testing. Scheduling of services.
of literacy audits and institutional
Support serves: child care reim-
curriculums. Facilitate in-house
bursement, transportation, additional
literacy audits, counseling and
career and educational counseling.
educational services.
Purchase and install instructional
equipment. Develop instructional
Site for, Student recruitment. Literacy
material. Conduct project evaluation.
audits..Prolect counseling. Limited
instruwonal sessions.
for: Additional counseling.
Sii
Both education components provid-
ing facilities and equipment for
operation of the project.
Network
Literacy Empioyment Advancement Readiness
Project LEARN
PARTICIPANT RELATIONSHIP
Organizations
Workplace Literacy Helping
Kiwanis Club
HELP &
Lions Club
United Way
Displaced Homemaker
0111.0116
Ki wanis Club of
HELP Program
Lions Club of
United Way of
Lee County
(WSCC)
Cullman County
Cul:man County
Displaced Homemaker
Lions Club of
United Way of
Program (OSTC)
Lee County
Lee County
Role: To provide promotional
Role: To provide access to additional
sole: To assist in removing educa-
Rnlc. To provide tutorial assistance
activities to support thc project.
support services for the enrichment
tional barriers caused by poor
to adult learners.
of personal and professional lives of
eyesight.
Services: Solicit and receive
adult learners.
Services., Recruit, identify and train
contributions to fund additional
Services: Vision care to qualified
tutorial volunteers. Provide tutorial
services to adult learners and
Services: Provide information of the
individuals including glasses,
services. Schedule tutorial services
promote project activities among
purposes, functions and services of
surgery, testing and follow-up
various civic and community
supporting agencies and organ:za-
treatment.
organizations.
lions.
Page 2
Project LEARN Evaluation Report
OVERVIEW OF PROJECT L.E.A.R.N.
II.
PROJECT STRUCTURE
Upon completion of a needs assessment and an ihformal
literacy audit conducted .at each site, the industrial management
team, instructor, and counselor evaluated all information for
Registration, intake forms, and pre-test (ABE
start-up.
Assessment Inventory) were administered for volunteer
Classes for employees were two-hour sessions held
participation.
.
All three shifts were
twice weekly for four 11-week cycles.
Two-week cycle interims were
accommodated where applicable.
designed for processing cumulative cycle results, adjustments for
cycle improvements, and recruitment activities.
Fifty unemployed students (257.) were served at the WSCC/GED
Tutorial Lab Monday--Thursday, day/night classes with open entry-
open exit enrollment.
Other major programmatic developments which successfully
aided in the operation of the project were as follows:
(Appendices A--D)
Workplace Literacy Profile
A.
Curriculum Structure
B.
Course Outlines
C.
.de
Operational Procedures
D.
9
Project LEARN Evaluation Report
Page 3
MUER aNg.
gE eRchreQr
COMPARISON
QBJECTIVES
The outcome measures of project objectives are listed below:
Pre/Post test locator will verify an advancement
1.
of at least 25%.
This objective showed a 30% increase in Basic Skills
The area with greatest gain was Math, the
component.
most requested area of study by participAnts.
907. of non-high school graduates performing at 9th grade
2.
level or above will successfully complete the GED test.
This objective showed 28% of 9th grade (or above)
students receiving a GED.
In several instances, a GED
was not the student's priority for program participation.
Pre/Post test of literacy audit will verify that 907. of
3.
high school graduate production workers gain 25% in
job-specific skills (Literacy in Context) component.
The majority of
This goal indicated an increase of 43%.
the population in Objective 2 were not academically
prepared for "Literacy in Context" component.
Surveys of employee supervisors will demonstrate
4.
appropriate abilities and attitudes for job advancement.
(#4 & 5 were not included in summative data due to
partial participation and applicability of objectives).
Workplace personnel will verify increase in learners'
5.
job performance.
Survey of adult learners will verify positive attitude
G.
changes in self-esteem, personal goals, and reaction
to Project LEARN.
This objective result expressed a great deal of satis-
faction from Project LEARN participants. (see page 7)
Survey of adult learners will verify that 30% are
7.
participating in follow-up training.
This objective reported 327. involved in follow-up
The utility partner was not
education from two sites.
included in this since a Commercial Driver's License was
The total program was culmina-
the goal within itself.
ted with mass testing administered by State Department
(see results on Summative chart)
of Public Safety.
Page 4
Project LEARN Evaluation Report
At this point and time, follow-up training is being dis-
cussed with the utility company for spring sessions.
College
credit or Training for Industry classes are being developed with
WSC in the areas of communication skills and personnel
management.
Data from one participating industry, the Ampex Corporation,
could not be accurately combined with the following project
results because of the use of different assessment instruments
The final data collected
selected by that particular industry.
will be addressed in the external evaluation by Dr. Marilyn Beck.
It is important to note that South Alabama served'240+ of the
projected 400 total number of participants, North Alabama served
194, giving Project LEARN a combined total of approximately 434.
On the following charts other cumulative data will include:
Number of participants
1.
Number of participants completing project
2.
Number of high school graduates
3.
Number obtaining GED
4.
Number in follow-up trainihg
5.
Basic skills increase
6.
Literacy in Context increase
7.
Attendance percentages
0.
Characteristics of participants
9.
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SUMMATIVE DATA
:
NATIONAL WORKPLACE LITERACY
Proiect L.E.A.R.N,
Wallace State College
TOTAL
TOTAL
UNEMPLOYED
AMERICOLD
CULLMAN ELECTRIC CO-OP
PERCENT
NUMBERS
CYCLES
CYCLES
CYCLES
CYCLE RESULTS:
2
3
3
3
2
2
!
LI
LI
LI
N
I
I
[]
NUMBER OF
PARTICIPANTS
N/A
194
13
10
24
12
15
20
17
25
16
21
21
NUMBER COMPLETING
N/A
148
COURSE
20
8
14
14
8
11
15
17 9
11
21
NUMBER OF HIV'
N/A
N/A
N/A
N/A
SCHOOL GRADUATES
N/A
100
24
20
17
17 3 5
14
NUMBER OBTAINING
o
N/A
12
3
o
G.E.D.
2
0
0 0
LI
1
1
1
EXECUTIVE
NUMBER IN FOLLOW-
(SEE
SUMMARY)
32
UP TRAINING
6
2
4 2
2
7
8
1
RESULTS
(SEE
GED
BASIC SKILLS
30z
N/A
ABOVE)
N/A
25 (25j)
INCREASE
24
50
26
LITERACY IN
43z
N/A
N/A
N/A
N/A
N/A
97
N/A
CONTEXT INCREASE
24
28 (70v)
30
ATTENDANCE
N/A 68z
82
60
68
60 60
60
66
PERCENTAGE
86
66
74
61
\
13
12