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Gordon, Edward E.; Askov, Eunice N.Workforce Education: Improving Educational Skills.Practical Guidelines for Training and DevelopmentProfessionals. Business Basics.American Society for Training and Development,Alexandria, VA.ISSN-8755-9269Oct 9326p.American Society for Training and Development, P.O.Box 1443, Alexandria, VA 22313-2043 (1-4 copies, $10each; 5-9, $8.50 each; 10 or more, $7 each).Collected Works Serials (022) InformationAnalyses (070)INFO-LINE; iss 9310 Oct 1993

MF01/PCO2 Plus Postage.Adult Education; Basic Skills; Case Studies;*Computer Assisted Instruction; *Corporate Education;Courseware; *Labor Force Development; *LiteracyEducation; Program Development; *Training Methods;*Workplace Literacy

This booklet, which is designed as a how-to guide fortraining and development professionals, contains guidelines fordeveloping and implementing work force education programs thatinclude education, skills and training components. The rationale forwork force education is presented. The general characteristics andlimitations of existing programs are examined. Discussed in a sectionon corporate literacy programs are book and paper/pencil programs andcommon problems in corporate programs. Case studies of existing workforce education programs for managers/professionals and production,technical, service, and office support employees at U.S. companiesare presented. Presented next are some general training concepts thatemerge from the case studies in relation to the following topics:time, application of new learning to existing knowledge, continuousfeedback and assessment, metacognition (learning how to learn), andmotivation. General guidelines for developing computer-based workforce education programs are presented along with an index ofworkplace and adult basic skills software. Lists of 37 softwarepublisher/distributors and 18 recommended articles/books areprovided. Concluding the booklet is a list of eight best trainingpractices. (MN)

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2

If you think education is expensive,try ignorance.

Derek Bok4. 4 nmagranove,

Authors:Edward E. Gordon, Ph.D.PresidentImperial Corporate Training &DevelopmentOak Lawn, IL

Eunice N. Askov, Ph.D.DirectorInstitute for the Study ofAdult LiteracyPenn State UniversityUniversity Park, PA

Barbara DarraughEditor

Michele BrockASTD Internal Consultant

Lindsay AlexanderDesigner

Callie NortonProduction Coordinator

ASTDI ANIERICAN SOCIETY

FOfl TRA INI NC AND

DEVELOPNIENT

Table of ContentsWhy Workforce Education? 1

The Search for Solutions 2

Corporate Literacy Programs 2

Books and Paper/PencilPrograms 2

Common Problems inCorporate Programs 3

Case Studies 3

Managers/Professionals 3

Production Employees 4

Technical Employees 4

Service Employees 5

Figure 1: Workforce EducationTriad 5

Office Support Employees 6

Lessons for Trainers 6

Computer-Based WorkforceEducation 7

Index of Workplace and AdultBasic Skills Software 8

References and Resources 14

Job Aid: Guidelines for FutureEducation Planning 16

UPCOMING INFO-LINE ISSUES:

Leadership

Needs Assessment

Relationship Consulting

Issue number 9310.

Printed in the United States of America.

INFO-LINE is a series of practicalbooklets published monthly by theAmerican Society for Training andDevelopment, offering useful, how-toinformation for training and developmentprofessionals.

INFO-LINE is available by subscription,and single copies may be purchased.Please refer to the order form at the backof this issue.

PutQualityToWork

TRAINANIERICA'SWORKFORCE

Claims for replacements of subscription issues not received must be made within three months of issue date. Copyright © October 1993, AmericanSociety for Training and Development. All rights reserved. No part of this work covered by the copyright hereon may be reproduced or used in anyform or by any meansgraphic, electronic, or mechanical, including photocopying. recording, taping, or information storage and retrieval systemswithout the express written permission of the publisher. Material appearing on page 16 is not covered by the copyright and may be reproduced and usedat will. INFO-LINE (ISSN 87559269) is published monthly for $79 (for ASTD National members) and $119 (for nonmembers) for 12 issues by theAmerican Society for Training and Development. P.O. Box 1443. Alexandria; VA 22313-2043. Second-class postage paid at Alexandria, VA.POSTMASTER: Send address changes to INFO-LINE, P.O. Box 1443, Alexandria, VA 22313-2043.

1

1

Why Workforce Education?

"We have workers who comehere after working in the fieldswho are now sitting at comput-ers." Training Manager

"I was scared to take the mathcourse at first, but now I'm readyto learn. I wanted to do this formyself, to build my confidenceand learn something new thatcan help me. I'll be working on awork team later in the year, so Ihope to take the communicationskill course as well." Trainee

"Our company enrolled allemployees in quality trainingprograms. They read quality. Atevery opportunity, I talked tothem about quality. I finally real-ized that after all this effort andcost, many people don't compre-hend what we're saying!" Pres-ident, mid-sized manufacturingcompany.

These three personal perspectiveslead to both hopeful or pessimisticconclusions regarding the Americanworker. As the U.S. economy ap-proaches the 21st century, it willbecome increasingly high tech anddriven by intense international com-petition. The majority of new jobscreated in this evolutionary job en-vironment will require some post-secondary education for the firsttime in our nation's history.

By the year 2000, according to U.S.Department of Labor estimates, only27 percent of all new jobs will fallinto low-skill categories. This com-pares to 40 percent today. Why?Existing jobs are being permanentlywiped out through computerization,improved machinery, and newways of organizing work.

The equally bad news for manyemployers is that a substantialdemographic shift has taken place,as many uneducated recent immi-grants and ill-educated minority-group members and women com-pose a larger percentage of thenational labor force. (Unfortunately,the education system doesn't serveminority-group members or womenas well as white males.) From 1986to 2000, only 9 percent of labor-forcegrowth will be white males, and 56percent will be minorities. By theyear 2000, four of every five work-ers will be from minority groups.

So what? The previously mentionedmanufacturing plant president mustemploy these same people in hisquality program. This presents man-agement with a major problem. Ina quality program comparison ofCrosby's 14 steps, Deming's 14points, and Juran's 7 points, we findthe requirement that training pro-mote employee problem solving onthe job. All three quality gurus callfor empowered work teams to makedecisions, analyze systems, investi-gate, invent new processes, classify,compare, and generally manipulateinformation. Increasing personalcreativity has become the name ofthe game for American business.

Your company's strategic plan needsto consider workforce education tobuild your total workforce's skills.In many instances, a company maybe far behind its foreign or domesticcompetitors in the skills, training,and education its people need foran ultra-modern workplace.

4

Workforce education goes farbeyond basic skills or literacy. It is anew paradigm that is part of a triadof skills, training, and education.(See Figure 1.) Companies will con-tinue to offer training in such areasas basic management, supervision,service, and assembly behaviors. Wewill discuss how companies cansuccessfully add an additional skillcomponent that increases overallemployee comprehension in suchareas as writing, math, reading, for-eign languages, and English-as-a-second-language (ESL). Only afteraddressing these two employee-development areas will a businessbe able to address successfully theeducation issues of building higher-level thinking skills for TQM, ISO9000, work teams, problem solving,personal creativity, and advancedtechnical or professional education.

The skills component of this WorkForce Education TriadTM has manypotential solutions. This INFO-LINEwill examine these alternatives andthe current best-training practicesthat are beginning to be discovered.

[

We are shut up in schools andcollege recitation rooms for 10 or 15years, and come out at last with abellyful of words and do not knowa thing.

Ralph Waldo Emerson1

2

The Search for Solutions

Workforce education has long beenthe "poor man" of corporate train-ing and the "stepchild" of the Amer-ican educational system. Born inadversity and mired in political con-troversy, workforce education untilnow has remained isolated from themainstream of business training anddevelopment.

Before 1980, workforce educationwas not a popular training issue.Most businesses vehemently deniedthat any managers or workers expe-rienced this problem. They seldomconsidered any in-house educationsolutions. Beginning in the early1980s, some businesses began usingcomputer-based training and class-room instruction to raise educationskill levels.

Workforce education programs arenow being sponsored by such cor-porations as Polaroid, Motorola,Allstate, Hewlett Packard, QuakerOats, Inland Steel, General Motors,Ford, Chrysler (in cooperation withthe United Auto Workers union),and the International Ladies' Gar-ment Workers Union, among others.However, few large corporationsoffer such programs at every plantor office location. Most local pro-grams are funded by regional, state,or federal literacy grants. Very littlefinancial support comes from theirown training and development bud-gets. Workforce education remainsthe poor stepchild of business.

"Whom are you?" said he, for hehad been to night school.

George Ade

In addition, many companies areoffering basic literacy training fortheir employees through programsconducted by Laubach LiteracyAction and Literacy Volunteers ofAmerica. These nonprofit organiza-tions use thousands of volunteersacross America to provide basic lit-eracy training either through one-on-one instruction or in small tuto-rial groups. They publish their ownmaterials and offer training for thevolunteers. Some on-site companyprograms use materials adapted forthe workplace.

One limitation of these programsis the absence of diagnostic proce-dures to determine learning disabili-ties, such as dyslexia. Another isthat they are dependent on volun-teers, whose initial training is oftenminimal. And few of these pro-grams have the benefit of ongoingtraining or consulting help fromprofessional adult educators andtraining specialists. Such help is des-perately needed by most commu-nity-based, nonprofit programs toimprove instructional quality.

Corporate LiteracyPrograms

BOOKS AND PAPER/PENCILPROGRAMS

The primary materials used inworkforce education programs tendto be print, including workbooksand paper-and-pencil activities. Sev-eral publishers offer such materials.One such program is Simon &Schuster's Literacy at Work: TheWorkbook for Program Developers.This program features a train-the-trainer approach and is designed tohelp instructional personnel adaptgeneric written materials for specificworkplace applications. This ap-proach appeals to small- and med-ium-sized companies since the in-vestment is less than purchasingcomputer hardware and software.Print materials can also be expand-ed, adapted, and updated more eas-ily than computer software.

Many factors go into the selection ofmaterials for and approaches toworkforce education. Variety isneeded to serve groups of workerswith different skill levels and differ-ent needs. Both research and train-ers' experiences confirm that work-force education training methods indescending order of effectivenessare

Mastery learning (particularly asmall-group-tutorial model)

Cross-training (peer tutoring)

Computer-based training (forhigher-skilled adults)

Programmed learning (for inde-pendent learners)

Traditional classroom instruction.

COMMON PROBLEMS INCORPORATE PROGRAMS

Many corporate training programsfail because they subject adults tothe same conditions that causedthem to fail in school. Typically,classes are too large, making indi-vidualized instruction difficult. Littleeffort is made to adapt commercialproducts or modify teaching meth-ods to address specific worker-learn-ing problems. Many of these adultsbring to the workplace a history ofundiagnosed learning problems.

The majority of these programs typ-ically experience high dropout rates(at least 50 percent). Employees seelittle correlation between trainingactivities and their job needs.Instructional materials are ofteninappropriate for the workplace;instruction is "lock-step" rather thanindividualized to meet the adults'particular learning needs.

Findings from current and emergingresearch suggest that the behavioristtraditions that permeate much ofcurrent adult training provides aninadequate design for the increasingdemands made by more sophisti-cated workplace environments.New approaches to training anddevelopment are needed sincecomplex tactical and strategic tasksnow require assimilation of largeamounts of new knowledge andhigh work-load requirements.

Outmoded, fixed assembly-linesequences relied heavily on em-ployee psychomotor skills. Nowproductivity demands innovativeworkforce education that fostersbetter universal-worker thinkingskills. Brains have become morevaluable than brawn.

The fallacy of too many corporateworkforce education programs is theassumption that workers alreadyknow how to learn new skills andthen apply them on the job. To beeffective, workforce education pro-grams must first diagnose learningstrengths and weaknesses. Thismeans asking specific questions andgathering anecdotal informationabout each adult learner. From thisinformation will emerge a picture ofthe adult's learning needs, interests,and personal goals. The instructoruses this information to adaptinstructional content and teachingmethods to show the adult how tolearn and apply what has beenlearned. The nature of these newtraining approaches is emerging as agrowing area of research and inter-est in business and industry.

a

3

Case Studies

MANAGERS/PROFESSIONALS

Price Waterhouse, a "big six"accounting firm, offers its CPAs anadvanced writing course. IndividualCPAs are trained by a writing spe-cialist with a background in finan-cial reports. The one-on-one tutorialwas conducted on site, with two 60-minute classes held each week for10 weeks. The key element in thetraining is for the executive to prac-tice, not listen to a lecture aboutgood writing habits.

An individual CPA's written reportsare studied by the trainer prior tothe program. The accounting firmselected specific examples of"model" letters as course goals.These documents paralleled thefirm's management perspective,tone, and accounting philosophy.These training modules are de-signed to diagnose specific writingweaknesses and promote individualskill improvements to attain thefirm's writing standards. Allow-ances are made for the individualwriting style of the CPA.

This advanced workforce educationprogram is used to meet individualneeds for Continuing Personal Edu-cation (CPE) identified by PriceWaterhouse.

I think the world is run by Cstudents.

Al McGuire

4

PRODUCTION EMPLOYEES

Clorox's Chicago suburban plantemploys approximately 100 hourlyworkers and managers. Clorox dis-tributes its household productsthrough such plants strategicallylocated throughout the U.S. Eachlocation assembles a finished prod-uct from raw materials delivered ateach site. Local manufacturing andproduct testing have become muchmore sophisticated during the lastdecade. In response to Workforce2000 and declining demographics,Clorox is attempting to upgrade itsworkers' skills for the future intro-duction of high-tech manufactur-ing/assembly equipment.

Clorox began its voluntary work-force education program with sev-eral orientation sessions announcingthe availability of classes, their con-tent, and answering specific em-ployee questions. The companypaid for the entire program. Em-ployees attended small-groupclasses after or before their workshift. A two-hour class was held onsite twice a week, for a period of 10weeks, totalling 40 hours of training.

Soap and education are not assudden as a massacre but they aremore deadly in the long run.

Mark Twain

Clorox formed two classes of fiveworkers each. Initial testing showedthat individual educational skills inreading and math ranged from pre-reading to the fourth-grade level.Some adults had significant learningdisabilities that prevented their suc-cess in school. Once their disabilitieswere identified, these workers werecapable of rapid skill growth andinformation retention. Overall,worker achievement averaged 12months of skill growth over the 10-week training period.

The trainers surveyed supervisors atthe end of the class to determine ifthe employees' job performance hadimproved during the program andto increase their awareness that theworkforce education program wasmaking a noticeable difference indaily work patterns. The supervi-sors reported that among thoseworkers who participated in theprogram

Production errors dropped.

Interest in advancing to morecomplex jobs increased.

Job problem-solving and trouble-shooting skills increased.

Personal job motivationimproved.

TECHNICAL EMPLOYEES

As with Clorox and many other U.S.manufacturers, Nabisco has manyworkers who are unprepared for thetechnological changes in its plants.Nabisco is planning an expansionof its workforce education programas part of a planned five-year $500million expansion and moderniza-tion of the world's largest bakery,located on Chicago's southwestside.

Included in the expansion is theinstallation of more advanced, com-puterized equipment. The plant'sgeneral manager estimates thatmost employee skills range fromthe third- to seventh-grade level.Nabisco needs to upgrade workerskills by at least two grade levels. Toaccomplish this, each trainee willreceive 150 to 200 hours of work-force education over five years.

These plans represent an expansionof the plant's current workforceeducation program that offers read-ing, math, English-as-a-second-lan-guage, and basic computer training.Employees also are prepared to takethe high school general equivalencyexam (GED).

Nabisco's workforce education pro-gram will continue to expand tokeep pace with its galloping tech-nology. Employees will continue toupgrade their skills to operatesophisticated electronic control andsensing systems.

1

5

SERVICE EMPLOYEES

The Chicago land Chamber of Com-merce (CCC), a nonprofit, business-economic enhancement organization,provides workforce education com-pany models for small- and medium-sized businesses. CCC pilotedgroups of workers and their compa-nies for skills training through theiron-the-job training programs. TheJob Training Partnership Act (JTPA),which helps organizations hire andtrain economically disadvantagedadult workers, funds this program.

With Marriott, CCC trained house-keeping workers in basic readingand math. Another group of maidswere enrolled in an English-as-a-second-language course. The small-group tutorial classes met on site fora 10-week period.

As a result of the training, dailynewspapers became "user friendly"to the students. During class, theyread help-wanted ads to learn abouttheir job requirements and specifi-cally about hotel positions that willbecome available to them as theybecome more skilled. CCC placedwith a hotel because it providesgood upward career ladders. How-ever, without this workforce educa-tion program, students would nothave known about higher-level jobsor how to apply for them.

CCC and the participating compa-nies recognized the value of a one-to-one or small-group setting. Theseformats offered students participa-tive learning methods that tailoredthe content to the individual stu-dent's best learning abilities. Eventhough these tutorial classes aremore expensive when compared totraditional methods, the learningoutcomes were far greater, with thecorollary of a positive training expe-rience that enhanced employeemotivation.

FIGURE 1: WORKFORCE EDUCATION TRIAD

EducationProgram includes

quality, work teams,problem solving,

thinking, creativity,technical education,

professional education

Work Force EducationTRIADTM

SkillsProgram includeswriting, reading,

math, foreignlanguage, English

as a second language

TrainingProgram includes

basic management,supervision, service,

and productionbehaviors

BasicBusinessQuestions?

How are we going to provide it?

What are we going to provide?

8

6

OFFICE SUPPORTEMPLOYEES

Organizations employ millions ofoffice support workers who requireskills at a high school level or above.Workforce education programs foroffice practices cover an array ofbusiness skills, including:

Grammar

Spelling

Punctuation

Proper business-letter forms

Writing

Speed typing

Shorthand

PC use and software.

Many secretaries are now calledupon to assume managerial respon-sibilities. A newly promoted head-quarters secretary found her dutiesnow included writing interofficememos. Her training included learn-ing advanced vocabulary and theproper use of colons and semi-colons. At the end of the one-on-onewriting program, she was able tocompose appropriately wordedmemos that were clear and concise.

Health-care and insurance organiza-tions also use tutorial programs toimprove accuracy and speed inpatient data entry. Data-entry clerkshave received PC training thattaught them both PC usage and soft-ware capabilities. At a major insur-ance company, grammar and speechskills were improved by taping con-versations and learning correctgrammar through listening.

Lessons for Trainers

Several important factors haveemerged from these case studiesregarding workforce education.Some general training concepts thatemerge from the case studies follow:

Time.

The amount of time thatadult learners are activelyengaged in a learning task isimportant.

The performance of a taskbecomes more automaticwith repeated exposure tosmall, meaningful task com-ponents consistently pre-sented over a period oftime.

Learning is enhanced byinstruction that breaksdown complex tasks intosmall, meaningful compo-nents that are individuallytaught.

Applying new learning to exist-ing knowledge.

Knowledge, from a cogni-tive perspective, is orga-nized in schemashierar-chical mind structures ornetworks of abstract con-cepts, components, andinterrelationships. Increas-ing an individual's ability todevelop more elaborateschemas, to access themmore easily, and to system-atize learning procedureswill make learning easier foradult learners.

Instruction that facilitatesstudents' relating new infor-mation to old is useful. Newinformation is more readilylearned when it is orga-nized and presented in aconceptual structure, usingassociations, advance orga-nizers, topic headings, andmnemonics.

Teach the prototype first(concepts, rules, principles),then variations, includingreal-world examples andapplications. Studentsshould see the alignmentamong goals, content,instruction, task, andevaluation.

Continuous feedback andassessment.

Research indicates thatadult learning is enhancedby detailed and specificfeedback, not only on thecorrectness of the responses,but also on the appropriate-ness of the strategies.

Feedback is important notonly on total performance,but also on specific taskcomponents, so that thelearner can discover sourcesof error. Continuous assess-ment that is integrated withinstruction enhances thelearner's ability to identifyuseful problem-solvingstrategies.

Individual or small-grouptutorials feature both con-tinuous feedback andassessment for the adultlearner.

Metacognition: learning how tolearn.

Research shows that effec-tive learners use mentalmodels to conceptualizetheir tasks. This processalso includes methods foraccomplishing the task andfor developing relation-ships to other similar ideas.The best problem solversdevelop a detailed mentalrepresentation of the prob-lem before attempting itssolution.

r ;

Learners can be explicitlytaught to use learning mod-els and thinking skills. Findout from adult learnerswhat models they alreadyuse every day. Learning isenhanced when these mod-els are elaborated andrefined through training.

Task analysis enables learn-ers to identify the develop-ment of individual learningmodels. In addition, usinglearners' existing modelsprovides examples foradults to try back on the job.

Motivation.

Adult learners use twokinds of knowledge: taskand motivational knowl-edge.

Motivational knowledgeinfluences learning involve-ment and stimulates howadults feel about the experi-ence. Motivators include astress-free learning environ-ment, peer support, a busi-ness culture that empha-sizes learning and work-related performance, easyprogram accessibility, asense of oneness amongparticipants, employer com-mitment to program suc-cess, and persistence.

71

Computer-Based Workforce Education

Computer-based training (CBT)applications have become a majorfeature of some company-sponsoredworkforce education programs. Theavailability of new software appro-priate for adult learners makes CBTan important component of a totaltraining program. Interactivevideodisc (IVD) also expands theapplication of CBT training with itscombination of audio and still andmotion pictures.

How widespread is the use of tech-nology, specifically computers, inadult literacy programs in the U.S.?According to a 1992 survey by PennState's Institute for the Study ofAdult Literacy, the most frequentlyused technologies were

Print materials

Computers

Chalkboards

Overhead projectors

Videotapes

Television.

Adult students reportedly usedcomputers mostly to learn newmaterial at their own pace. For this,they needed basic computer skillsand were allowed to make deci-sions about the lesson, such as theamount of practice and review.Computers are also used for prac-tice and reinforcement.

Computer-based instruction isbecoming an important method ofpresenting training to adult stu-dents. The computer is particularlywell suited to this function.

A two-year study by the congres-sional Office of Technology Assess-ment, Adult Literacy and New Tech-nologies, concludes that computerizedliteracy training offers tremendouspromise, but most adult literacyprograms simply can't afford thetechnology.

10

"Technology offers creative oppor-tunities to meet the unique anddiverse needs of American adultswith low literacy skills," OTA offi-cials say. "However, the potential oftechnology is not being exploited...and significant barriers inhibitwider and more sophisticated usesof technology."

Each year more courseware be-comes available; at the same time,the necessary hardware decreases inprice, bringing computers into therange of many literacy providers. Asmore courseware becomes available,literacy providers need to evaluatethe effectiveness and appropriate-ness of various packages for use intheir own programs.

The Institute has prepared a matrixof potential adult software for work-force education programs. The num-bers in the far-right column cor-respond to the numerical list ofsoftware publishers that follows thematrix. Penn State does not endorseany of these products but assembledthe matrix for adult literacy practi-tioners. It was originally publishedby the Journal of Reading in March1991.

The matrix offers some guidelines touse in selecting computer-basedcourseware for adults. These are justguidelines on evaluation; use themto create your own evaluation formfor use when selecting programs.

The key to selecting good softwareis to determine your needs first andthen select courseware that will fitthose needs. Look for coursewarethat uses the computer as an appro-priate tool and uses differentinstructional strategies based oncourse objectives. Be sure to includestudents from your intended audi-ence in your evaluation; they cangive valuable input into how effec-tive the courseware is from the stu-dent's point of view.

11

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Publisher/Distributor Key

1. AAVIMThe National Institute for Instruc-tional Materials120 Driftmier Engineering Ctr.Athens, GA 30602404/542-2586

2. Academic Therapy Publications20 Commercial Blvd.Novato, CA 94949-6191800/422-7249

13

clC\:

3. Aquarius InternationalP.O. Box 128Indian Rocks Beach, FL 34635-0128800/338-2644

4. BLS, Inc.2503 Fairlee Rd.Wilmington, DE 19810800/545-7766

5. Career Aids20417 Nordhoff St.Department Z9876Chatsworth, CA 91311818/341-2535

6. ConduitThe University of IowaOakdale CampusIowa City, IA 52242319/335-4100

7. ConoverP.O. Box 155Omro, WI 54963414/685-5707

8. Continental Press520 E. Bainbridge St.Elizabethtown, PA 17022800/233-0759

9. Davidson & Associates, Inc.3135 Kashiwa St.Torrance, CA 90505800/556-6141

10. Design Ware185 Berry St.San Francisco, CA 94107800/572-7767

11. Educational Activities, Inc.P.O. Box 392Freeport, NY 11520800/645-3739

14

12. Educational Technologies, Inc.1007 Whitehead Rd., Ext.Trenton, NJ 08638609/882-2668

13. Educulture, Inc.1 Cycare PlazaSuite 805Dubuque, IA 52001-9990800/328-1452

14. EMC PublishingChanging Times Education300 York Ave.St. Paul, MN 55101800/328-1452

15. Focus Media, Inc.839 Stewart Ave.P.O. Box 865Garden City, NY 11530800/645-8989

16. Hartley's Courseware, Inc.Box 419Dimondale, MI 48821800/247-1380

17. Houghton MifflinP.O. Box 683Hanover, NH 03755603/448-3838

18. Ideal Learning, Inc.5005 Royal Ln.Suite 130Irving, TX 75063214/929-4201

19. Institute for the Study of AdultLiteracyPenn State UniversityCollege of Education204 Calder Way, Suite 209University Park, PA 16801-4756814/863-3777

20. Island SoftwareBox 300Lake Grove, NY 11755516/585-3755

21. Learning Unlimited Corp.6512 Baum Dr., No. 11Knoxville, TN 37919800/251-4717

22. MarshmediaP.O. Box 8082Shawnee Mission, KS 66208816/523-1059

23. MECC3490 Lexington Ave., N.St. Paul, MN 55126612/481-3500

24. Micro Power & Light Co.12810 Hillcrest Rd.Suite 120Dallas, TX 75230214.239-6620

25. Miliken Publishing Co.1100 Research Blvd.P.O. Box 21579St. Louis, MO 63132-0579314/991-4220

26. Mindscape Inc.Educational Division, Dept. D3444 Dundee Rd.Northbrook, IL 60062800/221-9884

27. Morning StarP.O. Box 5364Madison, WI 53705800/533-0445

28. Optimum Resource, Inc.10 Station Pl.Norfolk, CT 06058800/327-1473

2

29. Queue, Inc.562 Boston Ave.Bridgeport, CT 06610800/232-2224

30. Scholastic, Inc.P.O. Box 75022931 E. McCarthy St.Jefferson City, MO 65102800/541-5513

31. Softwriters Dev. Corp.4718 Harford Rd.Baltimore, MD 22140-9968800/451-5726

32. South-Western5101 Madison Rd.Cincinnati, OH 45227800/543-7007

33. Spin-A-Test Publishing Co.3177 Hogarth Dr.Sacramento, CA 95827916/369-2032

34. Sunburst Communications39 Washington Ave.Pleasantville, NY 10570-2898800/431-1934

35. Teach Yourself by ComputerSoftware, Inc.349 W. Commercial St.Suite 1000E. Rochester, NY 14445716/381-5450

36. Teacher Support SoftwareP.O. Box 7130Gainesville, FL 32605-7130800/228-2871

37. Ventura Educational Systems3440 Brokenhill St.Newbury Park, CA 91320805/499-1407

15

REFERENCES ANDRESOURCES

Articles

Askov, Eunice N., and Cindy JoClark. "Using Computers inAdult Literacy Instruction,"Journal of Reading. March 1991,pp. 434-449.

, and Tammy Sue Bale Means. "AState Survey of Computer Usagein Adult Literacy Programs,"Journal of Reading. May 1993,p. 659.

Brown-Hogarty, Donna. "A LittleEducation Goes a Long Way,"Management Review. June 1993,pp. 24-28.

Chall, J.S., E. Heron, and A. Hilferty."Adult Literacy: New and Endur-ing Problems," Phi Delta Kappa.November 1987, pp. 190-196.

Gordon, Edward E., Judith A. Ponti-cell, and Ronald R. Morgan."Back to Basics," Training &Development Journal. August 1989,pp. 73-76.

. "Managing the Diverse Skills ofAmerica's New Workforce,"Managing Diversity. December1991, pp. 1, 4-5.

Maynard, Roberta. "ImprovingBasic English Skills," Nation'sBusiness. May 1993, pp. 68-69.

Nopper, Norman S. "Reinventingthe Factory with Lifelong Learn-ing," Training. May 1993,pp. 55-58.

Rowley, Storer H. "Knowledge theWealth of Nations?" Chicago Tri-bune. May 17, 1993, Section 4,PP. 1, 5.

Ryan, Nancy. "Nabisco Seeks City,State Help to Save 2,400 Jobs,"Chicago Tribune. June 25, 1993,Section 1, pp. 1, 24.

"Study: Literacy Technologies OfferPromise, But Go Unused," Reporton Literacy Programs. August 5,1993, p. 122.

Books

Askov, Eunice N., and KarenDroms. A Guide to DevelopingTools to Evaluate Adult LiteracyCourseware. University Park, PA:Institute for the Study of AdultLiteracy, Pennsylvania State Uni-versity, 1992.

Gordon, Edward E., Judith A. Ponti-cell, and Ronald R. Morgan. Clos-ing the Literacy Gap in AmericanBusiness. New York: QuorumBooks, 1991.

. Future Work The RevolutionReshaping American Business. NewYork: Praeger Books, 1994.

Boyett, J.H., and H.P. Conn. Work-place 2000. New York: PenguinBooks, 1991.

Hunt, Y.D. Quality in America.Homewood, IL: Business OneIrwin, 1992.

Porter, M.E. The Competitive Advan-tage of Nations. New York: TheFree Press, 1990.

Thurow, Lester. Head to Head. NewYork: William Morrow and Com-pany, Inc., 1992.

16

JOB AID: GUIDELINES FOR FUTURE EDUCATION PLANNING

The following eight best training practices have been developed by research conducted by Imperial CorporateTraining & Development:

/Instruction needs to modify student attention, expectancies, and memory. Cognitive information processing isenhanced when learners are actively engaged in the learning taskdiscuss, rehearse, analyze, problem solve, usegraphs to represent experienceand share observations, understandings, and knowledge.

iFind out learning strengths and problems. Diagnose the adult's learning difficulties. This includes not only givinga normed pre- and post-test in reading, math, problem solving, grammar, writing, and other pertinent skills, butalso making careful observations about potential learning difficulties and/or disabilities. Additional diagnostictests should be used, if needed, to determine the direction of remedial training.

iUse relevant adult training materials. Teaching materials must be realistic for each individual's present or futurejob requirements. The curriculum for a manager, secretary, or plant worker must be organized around actual jobtasks. Training must be built on the employee's knowledge of job content. Include other non-job-related materialsbased on the employee's personal interests, hobbies, and daily needs. Seeing broader, immediate payoffs in dailylife will sustain the individual's interest and motivation.

iWhen possible, give employees an opportunity to work together and learn from each other. Social learning givesthe adult an opportunity to imitate the successful learning behaviors of others.

iAdult learners need constant feedback on their progress. When learning tasks are grouped into smaller segments,the trainer has the opportunity to give periodic progress reports to each adult learner. Verbal reports, progresscharts, checklists, and certificates of completion are several techniques that can be adjusted for the intendedaudience.

iEffective workforce education programs use an array of evaluation methods to improve content, training meth-ods, and overall employee success. Standardized tests alone will not do the job. They may even give a falseimpression of skill needs or overall program results.

iTo lower dropout rates typically found in these programs, individual job goals and objectives must be clearlydefined before employees enroll. While these issues may change once adult workers put their personal expecta-tions in writing, they will become more goal-directed and better persevere when struggling to acquire or applynew knowledge.

iOrganizational goals must reinforce the goals of participating employees. This will keep everyone's expectationsrealistic and help avoid the "quick fix" mentality found in too many workforce education programs.

25

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Research and Evaluation8601 Essentials for Evaluation8612 Surveys From Start to Finish8907 Testing for Learning Outcomes9008 How to Collect Data9101 Statistics for HRD Practice9110 Measuring Attitudinal and Behavioral

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Presentation Skills8410 How to Prepare and Use Effective

Visual Aids8602 Alternatives to Lecture8802 Be a Better Speaker9102 How to Make a Large Group

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and Videos8703 Get Results With the Case Method8707 Write Successful Video Scripts8712 Introduction to Teletraining8904 How to Produce Great Job Aids9303 How to Produce Quality Audio

Career Development8508 Career Guidance Discussions8708 Successful Orientation Programs8709 Best Ideas for Career Development

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See order card for ordering information.

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