ED 351 498

AUTHORTITLE

INSTITUTIONSPONS AGENCY

PUB DATECONTRACTNOTEPUB TYPE

EDRS PRICEDESCRIPTORS

DOCUMENT RESUME

CE 062 260

Reyes, Lolita C.

Starlite Workplace Literacy Program. Final CloseoutPerformance Report.Guam Community College, Agana.Office of Vocational and Adult Education (ED),Washington, DC. National Workplace LiteracyProgram.Oct 92V198A10289-91A25p.

Reports Descriptive (141)

MF01/PC01 Plus Postage.Acculturation; Adult Basic Education; Adult Literacy;Computer Literacy; Computer Science Education;Employment Potential; English (Second Language); HighSchool Equivalency Programs; Hospitality Occupations;*Hotels; *Job Skills; Labor Force Development;*Literacy Education; *On the Job Training; ProgramDevelopment; Program Implementation; StaffDevelopment; *Tourism; Vocational Education

IDENTIFIERS General Educational Development Tests; *Guam;*Workplace Literacy

ABSTRACT

The Star Team Acquiring Rewards in Literacy andInsights Through Education (STARLITE) prograr was implemented toimprove the job proficiency of employees at the Pacific Star Hotel,Guam. Its goal was to provide employees with both workplace literacyskills and employability An audit was completed in eachdepartment of the hotel. Modules were developed for businesscommunications, food and beverage division, and basics withWordPerfect and Lotus 1-2-3. Course outlines were developed for theEnglish as a Second Language (ESL), General Educational Development(GED), and job skills components. Advertising brochures were Frittenin Tagalog, English, and Chuukese. Program participants were acceptedon an open-entry/open-exit policy. Diagnostic tools and atherassessment inventories were used to determine needed services. ESLparticipants' lessons were individualized and based on eachparticipant's self-determined needs; GED participants took screeningtests and worked on weak areas. The component dealing withdifferences between Guam and home cultures was integrated with theESL component. A survival handbook was developed for instructor andtutor use to increase participants' a:areness of Guam's culture.Program participants and the program were evaluated through theseforms: attendance and enrollment, survey placement, weekly andmonthly progress reports, job profiles, performance surveys,interviews, and classroom observation reports. (YLB)

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T. s.rAizi, I TE WORKPLACE L. I TERACY PROGRAM[GUAM COMMUNITY COLLEGE

PACIFIC STAR HOTEL

FINAL CLOSEOUT PZRFORMANCE REPORT

Written and Submitted by:Lolita C. ReyesProject Director

October 1992

U.S. DEPARTMENT OF EDUCATIONOhre Educational Research end I AprovementED ATIONAL RESOURCES INF 1RMATION

CENTER (ERIC(

This document has been reproduced asrece.ved from the person or gentzalionouginattng

( Minot changes hr re been made to Imerovereproduction quality

Points of new or optruans slated en this documeet do not neCeSSarily represent officialOE RI PoStlion or policy

BEST COPY AVAILABLE

TABLE OF CONTENTS

National Norkplace Literacy Program

Program Parameters

Form

1

Participation Data

Program Abstract3 5

Summary of Project Accomplishments 6 14

Slippage 15

Project Performance Outcomes 16

Dissemination Activities 17 18

Evaluation Activities 19 20

Major Changes in Key Personnel 21

Successes 22

41

NATIONAL WORKPLACE uxTunAcy PROGRAMINFORMATION FORM

PART 1: PROGRAM PARAMETERS

1. Target No. to be Served: _250_

2. Total No. Served: 269

Completed: _134_

Not Completed: 135

3. Fed. Funds Obligated: $203,921.00

4. Matching Funds/In-Kind: $439,270.00

5. Value Release Time: $267,666.00

6. No. Participating in Programs Offered:

Total Completions

Basic Skills 136 68

GED 11 4 **

ESL 122 60

** 2 pending

7. Contact Hours Provided: 360 hrs./cycle

(Contact Hours are the number ofteaching hours that workersreceive.)

* Each cycle runs for 9 weeks.

PART 2:

1.

2.

PARTICIPATION DATA

Mean Age Participants:

Sex: No. Males 52

3_9

No. Females 82

3. Race/Ethnicity: No. who are:

White _3_ Chuukese 16___

Black 1 Chamorro 16Filipinc 56 -)

0

Pohnpeian 16 Vietnamese 1

Korean 1 1

4. No. Single Head of Household:

5. No. Limited English Proficient:

6. Outcomes

a. Tested higher on Basic Skillsb. Improved communication Skillsc. Increased productivityd. Improved attendance at worke. Increased self-esteem

9

42

No. Participants

2799948599

7 Years with the company No. Participants

Unemployed 0

0-5 1346-10 0

11-15 0

16-over 0

U . S . D .? p m n c. i c >nri f V c) c a t i. c.) rz s x 1 a. n. c-> n

Division of N.-tion.r.,--x.1 Pr c3gr.ams (DNP)

1. PROGRAM TITLE: National, Workplace Literacy Program:CFDA: 84.1981

2. PROJECT TITLE: Star. Ceara Acquiring Rewards in Literacyand Insights Through Education(S.T.A.R.L.I.T.E.)

3. AWARD NUMBER: V198A10289-91A

4. PROJECT DIRECTOR: Lolita C. ReyesAWARDEE/ Guam Community CollegeADDRESS/ P.O. Box 23069 GMF Barrigada, Guam 96921TELEPHONE/ (671) 734-4311

5. FUNDS BYFISCAL YEAR: Federal: $203,921.00 Non-Federal:

$119,958.00 Total: $323,879.00

6. AWARD PERIOD: ',fay 1, 1991 October 31, 1992

7. FEDERAL PROJECTOFFICER: Marian Banfield

Program OfficerU.S. Dept. of Educatio:,(202) 732-1838

8. OBJECTIVES: 1. To improve the job proficiency ofemployees at the Pacific Star Hotelby providing them with workplaceliteracy skills along withemployability skills required to beviable in the workplace.

2. To adapt the model developed by the"SELPH" Workplace Literacy Project:in Hawaii to the unique workplacerealities of Guam.

3. To create a model for futureimplementation of on-site workplaceliteracy training in Guam'spredominant industry, tourism.

4. To produce a body of curriculummaterials in Workplace Literacy andEmployability Skills which can beused in future workplace literacyprograms on Guam.

3

9. PROCEDURES:

J. To enhance and expand the College'spartnership with the tourismindustry in order to facilitatefuture educational programs in thisarea of high need.

In conducting the workplace liter4cvprogram, a location for training wasneeded and identified. Curriculumwas developed on an ongoing ba.sis.Evaluative materials were selectedand or developed. An audit wascontinually done in each departmentand flexibility in scheduling,recruiting and training was met.Upon completion of each trainingcycle, evaluative forms were sent tosupervisors to rate programparticipants and the program. Datawas then reviewed and recorded. Atthe end of the training cycle,certificates were awarded to programparticipants. During all the statedactivities, constant coordinationwith Hotel management was takingplace throughout the various cclesin each department, through plannedmeetings, interviews, attendancereports, updates through newslettersand memoranda.

10. OUTCOMES/RESULTS/P,ODUCTS: The Starlite Programestablished improve outcomes incommunication skill s,productivity, levels of self-esteem and attendance at work.Results show that there hasbeen significant changes inthese areas as indicated in thereport.

11. EDUCATIONAL LEVEL(S): The educational level of ourpopulation, ranged from elementarylevel up to post-secondary level.

4

12. TARGET POPULATION(S): the Starlite Program offeredtraining to 1.cluits with limitedEnglish 9roficiency and to allentry-level employees, Referredinto the progiam N,ere RISO empioyee5,who were minimally handic:Ipped.

13. PLANNED NUMBER OF TRAINEES: 250

14. PARTNER (S) : Guam Community CollegePacific Star Hotel

1 C.) N

SLJN1MAR Y OF PRO.] F:(;`F AC.C..10MP1, M 1,', NTS

GOAL: To provide educational services to Pacific Star employeesso as to enhance their workplace literacy skills in orderto improve employability training.

OBJECTIVES 4CCOMPL1SHMENTS

Establish a traininglocation for employeesentering program.

Several meetings were s -'tup between hotel management.and College officials toidentify the Hotel'sTraining Classroom as thedesignated WorkplaceLiteracy Training Room.

9 Hire and train program ! 2. All program staff have beenstaff and develop

I hired and trained. Ongoingreporting mechanisms. training is provided.

A. A procedures Manual hasbeen developed:1. All forms

developed2. Assessment tools

have beendeveloped

3. Diagnostic testswere in use.

3, Develop Project i 3. Work with the TrainingCoordination system at Manager of the Hotel tothe Hotel. coordinate with the various

managers and supervisors ofeach department, andfamiliarize myself with the ,

day to day operations ofthe hotel and itsemployees. This includedregular weekly meetingswith hotel managers andsupervisors, whereby weshared information on theprogress of the employees'performances andattendance.

I onduct and documentWorkplace LiteracyAuuit.

5. Develop WorkplaceLiteracy Curriculum.

4. An audit was completed ineach department of thehotel: served. Theprocedures of the audit_ was '

completed for the firstaudit and used asspecifically outlined inthe "Bottom Line" in eacntargeted division of thehotel.

r5. The development of

curriculum was completed onan ongoing basis. Moduleswere developed for. BusinessCommunications, Food andBeverage Division, Basicswith Wordperfect, andBasics with Lotus 1-2-3.These modules includedobjectives and evaluationinstruments. Courseoutlines were developed for'the ESL, GED and Job Skillscomponents.

,6. Develop schedules for 6.

ESL, GED, Basic Skillsand Cross CulturalAdaptation sessions.

Scheduled listingsestablishing instructionaltimes for each componentwas addressed. However,with the flexibility ofeach employee's work hours,we took them as they camein. Therefore, ourschedule was very flexible.The Cross Cultural sessionwas integrated with theESL component because ofthe lack of employeesinterested in it. Weattribute the low number ofenrollment due toembarrassment.

7. Design, print anddistribute advertisingbrochures as marketingtools for program.

7. We implemented thesuggested methods ofadver'tising using thebrochures. the brochureswere written in 3lanauages:

1. Tagalog2. English3. Chuukese

Moreover, we developedprogram flyers to market,the program as well.

. , . Select and recruitprogram participantsand conduct needsassessment.

Program participants wereaccepted on an open entryopen exit policy.Diagnostic tools and otherassessment inventories weregiven to the employees todetermine needed services.Once, participants had beenaccepted, they wereassigned to an instructoror a tutor.

9. Inform College andPacific Star Hotel ofprogram objectives,availability andstandards.

10. Offer instructionalsessions, evaluate,revise and adapt themas needed for theHotel.

9. A newslet.-. was createdand devel : by theStarlite st r called"Starlite Hnlights." Itwas distributed to allHotel employees,supervisors, managers,college officials, ProgramSpecialists and also madeavailable to the GCClibrary. In addition, wealso kept and album ofpictures, filled withhighlights of the programand its participants.

, 10. Instructional sessions weremade available to theemployees. They wereconstantly revised based onan "emergent curriculum."

11. Participants who attend , 11.ESL el asses willdemonstrate increasedproficiency with theEnglish Language asdemonstrated by pre-post tests, supervisorevaluation and self-evaluation.

ESL participants' lessonswere individualized andwere based on eachparticipant's needs asdetermined by him or ner.These lessons were subjectto change at anytime whenthe participant wanted tochange his or her focus.So evaluative measures wereassessed through instructorobservations, supervisorratings and self-evaluation.

, 12. Participants who attend 1 12.the GED classes willmake progress towardtaking and passing theGED tests.

13. Participants whoreceive individuaworkplace literacprogramming willincrease their jo.,proficiency as me ,siredby pre-post test,supervisor ratin.-3 andinstructor assessments.

The GED participants tookthe screening tests andworked on weak areas oftheir test results. Forthose passing the screeningtest, there were 4 whosuccessfully completedtheir GED requirements.There are 2 moreparticipants rescheduled totake the test, sometime inDecember, due to TyphoonOmar.

13. Participants in thiscategory were not testedusing any diagnostictesting tool. Lessons were :

devised to enhance jobproficiency and supervisorratings were used toevaluate an increase inperformance as well asinstructor observations andassessments.

1 I. As demonstrated by3upervisors ratimfs,self-ratings andinstructor assessments,participants in thisseminar series willincrease cheirawareness of thedifferences betweenGuam and their homecultures.

I L. this particular componentwas integrated witn the ES;compo'nent, so that thestudents were given iheopportunity to adoptappropriate behaviors,learn basic survi\al factsrelating to housing, law,consumer issues, andmedical care. Self-ratingswere used for thisparticular area because itwas difficult to attestsupervisor rating results.

15. Write, Publish anddistribute the"Handbook of BasicSurvival on Guam forHotel Employees."

15. The Survival. Handbook waswritten and compiled by theStarlite staff.instructors and tutors used dthe handbook as aninstructional tool to helpprogram participantsincrease their awareness ofGuam's Culture.Thereafter, copies werepublished and distributedto all hotel employees andmade available fordistribution to otherhotels in need.

16. Establish and staffwith tutors a learningcenter to be openedfrom 8:00am to 10:00pm.

16. The "Starlite Program" forthe first cycle of -J weeRsopened form 8:00am10:00pm. However,employees were not takingadvantage of the servicehours available. Swing-shift employees were to beaccommodated, but workhours were too demandingthat we changed our hoursto 8:00am-6:00pm.

. Lndergo firstevaluation.

17. An external evaluator washired to conduct theformative evaluation .of the '

Program. His name is Phil 4

Mendel. That evaluationwas completed and submittedto both partners of theprogram.

k. Compile series oftraining materlalsproduced frdM theworkplace LiteracyAudits and c:uriculumDevelopment.

19. Conduct series ofmanagementconsultations relatingto cross-culturaladaptation program.

18. All materials produced fromthe Workplace LiteracyAudit's were kept on fileand used to develop the"emerging :.:urriculum."

19. These consultations did notexist because weincorporated this componentwith the ESL component.

20. Monitor employeeprogress andattendance.

20. Instructors and tutorsmonitored participants'instructional progress byhaving them keep a dailyjournal and documentingactivities in their filefolders. The attendancewas monitored through:

1. daily sign-in1

2. weekly attendancereports tosupervisors

3. Change ofschedule forms

4. Absentee excuseforms

21. Evaluate programinterim.

21. Instructors and tutorsevaluated the program atthe end of every cycle;through scheduled meetings.Program participants filleaout employee rating sheetswhich evaluated the programand their assignedinstructor and or tutor.The supervisors were givensupervisor rating forms toevaluate stuaent progressand program effects.

22. Recommend changes inarea (s of the programwhich appear not to beworking as well aspossible.

22. Project Director and staffmet regularly to recommendprogram changes. Inputfrom instructors and hotelpartners were considered.

23. Meet all progressmeasured and reportprogram results toCollege Officials andOffice of Education.

24. Evaluate staffperformance and providestaff with feedback.

. 23 Project Director reports tothe Dean of Academics forthe Workplace LiteracyProgram on a monthly basis.The Annual CloseoutPerformance Report will besent off October 26, 1992.

; 24 Project Director evaluatedprogram tutors andinstructors and monitoredfolders. Staff areprovided feedback at thescheduled meetings or on an .

individual basis.

2b. Undergo secondevaluation by externalevaluator.

25. The summative evaluationwas completed by PhilMendel. Copies of hissummative evaluation reportwas submitted to bothpartners of the program.

26. Attend National andRegional meeting.

, 26. The Project Directorattended the 1992 COABEConference held inBismarck, North Dakota onApril 11, 1992 and the 1992National CloseoutConference held inArlington, Virginia onSeptember 9-11, 1992. TheProject Director alsovisited the "SELPH Program" '

model site in Hawaii onJuly 22-26, 1991.

27. Improve the job 27.proficiency of theemployees at thePacific Star Hotel byproviding them with theWorkplace LiteracySkills along with theEmployability Skillsrequired to be viablein the Workplace.

Program documentationsuggest that the program tl

did in fact increaseknowledge level and jobproficiency level ofparticipating employees.

J

28. To adapt the modeldeveloped hy the"SELPH" WorkplaceLiteracy project inHawaii to the uniqueworkplace realities ofGuam.

. 28. Used samples of the "SELPH"model forms and made neededrevisions. Adapteddocumentation formsdeveloped by "SELPH" model.Used participantidentification proceduresdeveloped by the "SELPH"Workplace Literacy modeland adapted instructionalstrategies modified by theStarlite Program, whichwere developed by -SELPH-.

29. To create a model forfuture implementationof on-site workplaceliteracy training inGuam's predominantindustry, Tourism.

29. Pacific Star as chosen bythe Guam Hotel andRestaurant Association tobe the site of the modelproject (STARLITE) to beimplemented by GuamCommunity College. TheCollege has informationavailable to share theirexperiences with otherintereste' Motels, whichare on fi: it the College.Audits we- lsosystematic a carried outfor each de rtment of thehotel and procedures forsuch are available forpossible future use.

:30. To produce a body ofcurriculum materials inWorkplace Literacy andEmployability Skillswhich can be used infuture WorkplaceLiteracy Programs onGuam.

30. Curriculum modules weredeveloped for:1. Business Communication2. Food & Beverage

Section3. Basics with

Wordperfect4. Basics with Lotus 1-2-

3

5. Handbook of BasicSurvival Skills

6. Tutor Training Manual7. Criterion referenced

skills tests 1

These materials are on fileand may be used in similarprograms on island.

6

31. To enhance and expandthe College'spartnership with theTourism industry inorder to facilitatefuture educationalprogram in this area ofhigh need.

31. Through the implementationof the "Starlite Program",Ouam Community f'ollege hasenhanced and seeks ioexpand partnersnipopportunities with theTourism industry, by havingsubmitted another grantproposal designed to offersimilar training programsat other hotels.

32. Apply for refunding. 32. The grant application for1992-1993 was completed andturned in on July 15, 1991and sent off to WashingtonD.C.. Notification of theGrant Award was given vialetter, stating the non-refunding of the program onJuly 1992.

SECT C)N 2S F. r ['PAGE T N ;AS ES W H ERE 0 B.I EC.!T IVES W ERENOT MET. INCLUDE CORR EC,-T VE MEASURESTAKEN .

The k,,omen's Employability Skills was part of the grant'.,;

objective, but was taken out at the last minute at the beginning ofthe program by an agreement with U.S.D.O.E. and Guam Communitycollege. Therefore, this component was not carried out.

The Cross-Cultural adaptation component was init,ated andintegrated into the ESL component. However, was riot fullyimplemented as a separate component of the program. lie more lessaddressed the needs at a different angle with the ESL component.fie did not hire the 3 peer-counselors as stipulated in the grant,because our exising tutors were dually trained in peer-counseling.So as to utilize our given buaget to its maximum, we took thatroute to train our tutors in that particular area of need.

Another objective of the grant was, all entry level employees,their families and intersted other (on a space available basis) whoparticipated in the program will have access to any of theavailable educational components based on their self-identifiedneed and /or Hotel's recommendation and referral.

This objective was not fully met because the participatinghotel wanted only their employees involved in the program and notany of their families and interested others. Simply, because ofthe notion of having unauthorized persons in the area and havingtheir training room opened to anyone. This precautionary measurewas taken, due to security purposes, because of frequent theftswithin the hotel.

15 1

S C I C.) N 3PROJECT PERFORMANCE OUTCOMES

A. Target number 250

B. Employees enrolled at the end of the reportperiod. 269

1. of participants completed 1:142. # of participant not completed 135

C. G.E.D. Training total 111. G.E.D. completion 4

2. G.E.D. Pending *3. G.E.D. not completed 5

D. 0 of E.S.L. participants 122# of E.S.L. participants (completed) 604 of E.S.L. participants (not completed) .62

E. 0 of Basic Skills participants 132# of Basic Skills participants (completed) 68# of Basic Skills participant (not completed)_68

F. Employees who withdrew or terminated the programfor various reasons 135

1. Withdrew or Lacked interest2. Company Cutbacks 83. Dropped by Supervisor 384. Withdrew for personal reasons 95. Terminated from work 256. No Shows 47

* This figure is still pending, awaiting to be rescheduled for theGED Test, due to Typhoon Omar.

Sometimes motivation is not enough to keep participants comingto such programs. Family illness, loss of transportation, changesin jobs or work schedules can all affect a person's ability toattend classes. Issues relating to the survival of the participantor the participant's family must come first, which is the scenariofor this program.

16

S f CD, INT -I-

DISSEMINATION ACTIVITIES

In order to get information out to upper mangement andsupervisors at the site, I oftened initiated weekly meetings withthe departments being hosted during each of the 9 week trainingperiod.

During this time, suggestions and ideas were shared, where ,e

could modify the curriculum if needed, identify employees in needand enhance other types of training programs for the employee.

We disseminated information at the onset of the programthrough brochures for the employees, which were written in threeLanguages, English, Tagalog, and Chuukese, and one for thesupervisors. These brochures identified the programmatic offeringsto the employee. The brochures were placed in the employees'cafeteria so it was accessible to all. Our flyers were distributedto each department head and posted in work areas for employees toread.

In addition, we created a newsletter for each cycle of theprogram year. These were distributed to our program participantswhen they came into class and copies were distributed to departmentheads, supervisors and other employees not in the program. TheCollege was also provided copies of these newsletters. They weregiven to management, Program Specialist and also provided to theCollege library for interested readers.

Achievement of the program participants, were also advertisedin the "Pacific Daily News." This especially was a plus for ourparticipants because it made them feel especially important inpublicizing completion of their training.

During the Hotel's quarterly employees' meeting, theStarlite's participants were acknowledged for completing training.This was another avenue of how progress was disseminated throughoutthe hotel. Moreover, after each cycle, a certificate presentationwas held to honor those participants who completed training.Certificates of completion was awarded and perfect attendancecertificates were given to those who came without missing a class.In attendance were their supervisors, co-employees, the GeneralManger, and upper management of the hotel, and the Starlite staff.Each manager, supervisor, and myself would often give a briefcongratulatory speech for the occasion. Each time, refreshmentsand doughnuts were served, which kept participants coming. At theend of the program, all managers and supervisors were awarded acertificate of appreciation for their support in the program byCollege officials.

17 r.4u

(-)ther types of communication through memoranda, teiephone werealways followed up with personal contacts by me and Ihen brief'meetings with the Training Manager. Ibis was always constant.Most importantly, my staff and f always kept abreast of currenthappenings within the hotel, policy changes and standards throughtheir Personnel ()If:ice and with the raining Manager. This wascrucial in maintaining good lines of communication and not to riskany miscommunication. The He to good communication wasflexibility in terms of promotability of the program itself.

Lastly, there were a few employees who wanted confidentialityof their records and prescence in the program. Efforts were madeto accomodate their requests and therefore, their names ,erewithheld form publichacknowledgements. However, there was a needto advise their supervisors and so there was a compromise betweenboth the employee, the supervisor and our staff to keep theirrecords confidential.

Another note, I'd like to mention, which we found veryimportant was scheduling. Holiday seasons played a very importantpart in a hotel industry's economy. Our second cycle started outwith a high number of participants but dropped drastically duringthe months of November through January, because of the ChristmasHolidays. Next time, other alternatives will be highly consideredto schedule classes around these particular mpftt'hs.

0ti _AL

18

S .62 C ter, 1 C7 N 5EVALUATION ACTI VI TI ES

At the onset of the program, diagnostic tests were used aspre/post test indicators of skills level. this procedure, though,caused intimidating results for program participants. Some weretoo difficult and other participants felt they were being over-tested. This caused participants to be weary of our program. So

we halted on testing.

Another concern was that the transferability of skills c.as not

addressed in the testing tool. There was no relevance cf

standardized test to job related competencies and therefore did notwork well in the workplace environment. So our instructors usedwork-related test items collected from within their departments, toincorporate into their pre-post tests.

Using our forms and surveys developed to evaluate programparticipants and the program were equally available and useful.These forms were:

1)

2)

3)

4)5)

6)

attendance and enrollmentsurvey placementweekly and monthly progress reportsjob profilesperformance survey, interviews and evaluation forms (fromparticipants, supervisors, teachers and staff)classroom observation reports

Formal testing done for the GED component was very extensive.A screening test was first given to the program participant. This

process usually took 2 days to complete and was given for 2 1/2

hours each day. Once passed given the required passing score, then

the participants got scheduled to complete the actual testing.When they completed the actual testing and passed, scores andevaluative results are given to the company managers and

supervisors to review. Then supervisor ratings were given to themto complete and return to the program.

As part of the grant's objective, all evaluative activitiesincluded an external evaluator. The evaluator was hired to

evaluate the beginning of the program called the formative

evaluation and an ending evaluation called the summative

evaluation. Both reports were done by a single evaluator. Using

one evaluator though limited his scope of questioning, being thatit was a new concept in the world of literacy. Just what to lookfor in terms of evaluating was a task in itself. However, bothevaluative reports were completed and given to both partners.

19

ether evaluation measures taken to evaivate parl.icipants werE>from the supervisor rating surveys. This survey was difficult. toestablish actual gains in productivity, promotabilily and measureworker performance because most supervisors did not see the day today improvement in their employees attending ,:lasses. They onisaw the company aspect of their employees profile. lostsupervisors assured their employees gains and other hotahte changesthrough worker attitudes. therefore, efforts to continually improveand address worker-based skills in terms or actual gains was notfully achieved because of the limited time factor of the grant.

?,)

20

S r"c I O N 6MAJOR CHANCIE,'S I N KEY PERSONNEL

1. The following individuals have been identified and empIoed atthe start of the Workplace Literacy Program as stated in thogrant.

a. Sandy Liberty Co-Directorb. Suzanne Billings Co-Directorc. Lolita C. Reyes Coordinatord. Lorraine San Nicolas Clerk-Typiste. Priscilla Romo Instructor (full-time)f. Emelita llao Instructor (pt.-Lime)g. Mary Elizabeth Pickelsimer Instructor (pt.-time)

Major changes needed to be made regarding key personnel.. Thefollowing individuals remained employed with the SLarliteWorkplace Literacy Program until the expiration date of theproject.

a. Lolita C. Reyes Project Directorb. Lorraine San Nicolas Clerk-Typistc. Mary Elizabeth Pickelsimer Instructor (full-time)d. Emelita Llao Instructor (pt.-time)e. Inge Nordstrom Instructor (pt.-time)

2. There was a total of 7 tutors. Training in procedures andpractices was provided at the beginning of the WorkplaceLiteracy Program. The ethnic backgrounds of the tutors are:1 Micronesian, 2 Filipino, and 4 Chamorros. The mixture ofethnic backgrounds allows the flexibility of a tutor to workwith a participant with the same ethnic background, or maychoose to work with someone else.

'2421 '

S F.:(7T ii (-)N 7SUCCESSES

se have had a positive turnout of employees who entered theprogram. At, first were Like blind children trying to find our tsayaround and then light kept slowly appearing day by day, then oneday we saw the light. That's when we knew thing wouldn't be sobad.

Our enrollment was increasing, turnover rates were nigh,tutors were coming and going, until after awhile, we finallyestablished some type of stability.

The key . . flexibility in terms of scheduling, programming,recruiting, and training. Being able to achieve all this and stillhe competent was a risk, a risk which proved worthwhile.

Initial training was needed to run a cohesive staff, and teamplayers to follow program procedures and policies.

My staff was of diverse ethnic backgrounds who worked welltogether in accomplishing a task to achieve success.As a result of all the positive stress encountered, we've hadseveral promotions take place for some employees in the BasicSkills component. Two of which were promoted to management levelin the hotel! We also had 4 completed GED recipients! They workedso hard to achieve their goals and earned their monetary bonusesfrom the hotel. They now have moved on to fulfill their dreams.One of whom wants to earn her degree as a teacher, and the othersto find better paying jobs with their earned high school diploma.

For all other program participants, success has been achievedfor them in terms of enhancing their growth and development in theStarlite Workplace Literacy Program.

23

22