Literaturnachweis - Detailanzeige
| Autor/in | Wrigley, Heide Spruck |
|---|---|
| Institution | Aguirre International, San Mateo, CA. |
| Titel | Competitive Skills Project (CSP). External Evaluator's Report. |
| Quelle | (1992), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Basic Skills; Communication Skills; Corporate Education; Critical Thinking; Education Work Relationship; Employer Employee Relationship; Literacy Education; Mathematics Instruction; Problem Solving; Program Evaluation; Total Quality Management; Workplace Literacy |
| Abstract | An external evaluation was made of the Competitive Skills Project, a National Workplace Literacy Program carried out in partnership between El Camino College and BP Chemicals. Among the problems identified were the following: (1) because the original director and his successor left the project, the original evaluation design could not be implemented; (2) the sponsor precluded testing of all participants; and (3) lack of a coordinator and of teacher training resulted in failure to collect baseline data on participants against which learner progress could be measured. The external evaluation included technical assistance at the beginning of the project, group discussion with supervisors and managers, and focus groups with workers, managers, and supervisors. Major outcomes included the following: (1) improved skills; (2) positive workplace climate and increased worker confidence; (3) greater educational opportunities; and (4) increased productivity. Success of the program was attributed to flexible approach, responsiveness to client needs, and participation of all partners in development. Concerns expressed included a need for smaller classes, slower pace, and instruction in basic communication skills that were not job specific. The following recommendations were made: (1) develop a conceptual framework that helps to operationalize the curriculum; (2) develop an assessment framework that operates on two levels, program wide and course specific; (3) respond to the needs of workers who need additional support in order to develop the necessary total quality management skills; and (4) consider offering a series of workshops on communication strategies for total quality management to help build cross-cultural understanding and facilitate communication between front-line workers and supervisors. (CML) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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