DOCUMENT RESUME ED 354 318 CE 063 015 AUTHOR Watt, David M.; Jones, Paul TITLE The Immersion Instructional Model: A Report from the Work Place. PUB DATE Jan 93 NOTE 13p.; Paper presented at the Annual Meeting of the Southern Educational Research Association (Austin, TX, January 28-30, 1993). PUB TYPE Speeches/Conference Papers (150) Reports Research /Technical (143) EDRS PRICE MFO1 /PCOI Plus Postage. DESCRIPTORS Adult Basic Education; Adult Literacy; *Basic Skills; Employee Absenteeism; Job Skills; *Literacy Education; *Models; Needs Assessment; *Program Design; Program Development; Program Implementation; Staff Development; Student Personnel Services IDENTIFIERS Immersion Instructional Model; *Workplace Literacy ABSTRACT Any proposal for training has to satisfy two major components: it must be job relevant and be accomplished without major interruption of work schedules, while incorporating strategies to help eliminate absenteeism. One recently developed model for basic skills training, the Immersion Instructional Model, meets these criteria and provides significant gains in reading and mathematics for the labor force. Conducted on company time for each work force level, this model has proven itself in a variety of business and industry settings. Based on the needs of the organization, sessions run from 2-4 hours daily for a period of 2 weeks. The model uses needs analysis (preparation) and program delivery (operations) as interlocking elements for delivery of work force tailored training. The needs analysis involves an audit of the workplace, setting of learning objectives, formulation of activities to achieve objectives, and selection of instructional materials and personnel. During the operations phase, appropriate instructional methodologies are broken down into specific learning tasks and sequenced into a daily schedule. Assessment provides checkpoints as well as feedback of objective attainment. This model has been conducted at a major midwest university; personnel of the residence and dining halls work farce were targeted. Findings show employees averaged a gain of two reading levels. One year later, employees were continuing to learn, study, and achieve in basic skills. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE IMMERSION INSTRUCTIONAL MODEL: A REPORT FROM THE WORK PLACE by Dr. David M. Watt and Dr. Paul Jones WorkSmart Inc. U.S. DEPARTMENT OF EDUCATION Office of Educabonat Research and Improvement PERMISSION TO REPRODUCE THIS EDUCATIONAL RESOURCES INFORMATION MA!) RIAL HAS BEEN CENTER (ERIC) GRANTED BY document h35 been reproduced as Cy/Thus received born the person or orprusatron oncurratmp it O Mmor changes have been made to improve rebroducton quality oprmons stated In this docu Pomts ot new relent do not necessanly represent official to (HE EDUCATIONAL OERI posd.on or policy RESOURCES INFORMATION CENTER tERICi- presented at 1993 SERA Annual Meeting 28-30 January, 1993 Austin, Texas 4.3 RiEtE BEST CEP11 ABSTRACT One stumbling block to upgrading training for any group of employees is the aspect of employee absenteeism. Many times the proven success of excellent training cannot overcome the need to keep the worker on the job. Any proposal for training has to satisfy two major components: it must be job-relevant; and it must be accomplished without major interruption of work schedules, while incorporating strategies to help eliminate absenteeism. One recently developed model (Immersion Instructional Model) for basic skills training meets these criteria and provides significant gains in reading and mathematics for the workforce. A Department of Labor publication, Workforce 2000, states that "...at the present time the work force is aging, becoming predominately female, and becoming less willing to relocate, retrain, or change occupation, yet the economy is demanding more flexibility and dynamism." Thus, existing employees must be trained at the wokplace. In this country the overall cost to U.S. employers, for formal training programs, is between 30 and 44 billion dollars yearly. Employers are spending money on training, but the employees who are most likely to receive it are at the supervisory level. The employees who need comprehensive training are least likely to receive it. Training too often begins and ends with the supervisors. Anthony Carnevale in his research noted that "more than half of the productivity increases in the U.S. between 1929 and 1987 were due to learning on the job." The American businessman recognizes the value of training; he ;s willing to "train on the job." He must direct the training to those most in need. The Immersion Instructional Page i ABSTRACT Model permits him to direct and focus the training and to establish priorities. The Immersion Training Model, conducted on company time for each work force level, has proven itself to be a viable employee training procedure. It works in a variety of business and industrial settings. Based on the needs of the organization, sessions run from two to four hours daily for a period of two weeks. The model uses needs analysis (preparation) and program delivery (operations) as interlocking elements for delivery of work force tailored training. The needs analysis begins with an audit of the workplace to determine the required knowledge and skills set for employees at all levels, and to determine where these requirements arise. Manuals, internal correspondence, safety bulletins, a id other pertinent forms of communication are collected and assessed. Ethnographic approaches for employee interviews and observations are used to collect tield information. Readability levels of all materials are calculated. Upon completion of the data collection, specific learning oPiectives are set and activities are formulated to achieve these objectives. Instructional materials are selected and personnel are identified and counseled about the training program. AU aspects of the training are established with a knowledge of the workplace setting to ensure that it is job-relevant. During the operations phase, appropriate instructional methodologies are broken down into specific learning tasks and sequenced into a daily schedule. Employers are then presented with a package consisting of the needs analysis data, Page ii ABSTRACT learning objectives that must be addressed through training, and a plan to accomplish the objectives. Then a decision is made; Go or No Go. Instructional strategies vary with each program, but some of the most common ones include creative questioning, workplace vocabulary, group discussion, peer tutoring, directed studies, and workplace simulations. All are designed to maximize learner involvement in the instructional process. Assessment plays a major role in the operational stage because it provides checkpoints, as well as feedback, of objective attainment. Pre-assessment, using instruments chosen by the employer, are administered to provide a baseline from which each employee will operate. Instructor-prepared and objective specific assessments provide formative evaluation of daily activities. Post assessment, when compared to pre-assessment, yield gain scores for each employee. This training model has been used in several settings a large medical center, a Department of Defense establishment, a major city sanitation department, and a major university's residence halls employee group. In each case, there were significant gains in learner performance. using the reading scores as a specific example, employees averaged a gain of two reading levels. When mathematics was taught, employees averaged al .6 math grade level increase. studies, one year after the training was conducted, indicated that employees were continuing to learn, study, and achieve in basic skills. Page iii Current Conditions The subject of literacy of the wcrkforce has moved beyond the individual issue and has been joined with the concerns of business and industry. A worker desiring stable employment, a job holding out the prospect of stability with opportunity for upward movement, has to advance educationally. In the same manner, a business that wants to stem the expensive process of constantly hiring and training its workforce must include adult education of its employees as a integral part of do!ng business. Three major factors have combined to press this issue home to both groups of players. Those are the rapidity of constrictions and expansions in the number of jobs available in the workplace at any time, the continuous advancement of skills needed to operate new and updated tools and machines in the workplace and the higher order of problem solving needed to operate successfully in an more sophisticated environment One of the more serious drawbacks to implementing training to upgrade any segment of a workforce is the aspect of missed work, time away from the primary task. Even the proven reward that comes with advanced and additional training cannot, in many cases, overcome the need to keep the worker on the job. Therefore, to be assured of a fair hearing and open consideration by management any training proposal has to satisfy two important points; it must be job-related and it must be accomplished without serious disruption of the normal work schedule. The Immersion Instructional Model described in this paper has empirically satisfied those two conditions. A Workable Solution The Immersion Instructional Model has been piloted in several formats. They Page 1 include using two hour blocks of time per day for up to four weeks through a full eight hour day for two weeks. These pilot classes have been conducted in a variety of settings with comparable results across the board. The Immersion Instructional Model is not pegged to any specific grade level, in fact classes are drawn to ensure the presence in each of the range of abilities existing in the total workforce. In this way the class offers the advantages highly desirable in conducting adult education activities. There is a broad range of experiences present, higher ability persons can engage in peer tutoring, there is no chance of negative labeling, and there are conditions present to increase the level of communications within the organization. The Process of the Model The first step taken in implementing the Immersion Instructional Model is to conduct a needs analysis. This analysis is done on-site and serves a two-fold purpose. First, the population from which the classes will be drawn have to be observed and interacted with in a normal situation, on the 'home court', so to speak. Second, there has to be direct observation of the reading materials used in the workplace and an observation of how the workers make application of mathematics, problem solving, and other academic subjects. It is from this real world that materials used in the Immersion Instructional Model are taken for use in the class sessions. This close linkage of workplace and training provides the foundation for the model. Not only is the material to be worked with highly job related and relevant, but the workers will spend a portion of each day applying newly learned techniques. They will be in a continuous feed back loop of learning - applying - refining. The organization will have the worker on the job each day for some time as opposed to no production hours at ail. This makes scheduling easier for the organization. Page 2 7 After interaction with the target population and their understanding the nature of what can occur they are given the opportunity to participate. A standardized reading test is administered to all who indicate a desire to go on. The results of these tests are held as grouped data and the scores are not shared with the workers or with the organization on a by name basis. The readability level of workpalce materials is also calculated and is shared with the organization. The reading performance level of the workforce, the reading level of workplace materials and other data are then presented to the decision makers of the organization along with recommendations for some form of the program, if indicated. This is the go-no go point. A go decision moves the model into the next phase - operations with the setting of the dates for training, selection of materials to be used, designation of a training area and other administrative actions. The training materials selected include company personnel handbooks, organizational newsletters, safety bulletins, and equipment operation manuals. These materials are augmented with the daily newspaper in that area and adult education texts. All of these materials are folded into a curriculum that uses directed reading, free reading, group activity, simulations and other educational strategies designed and sequenced to meet the needs developed during the initial analysis. Most of the workers that participate in these classes have not had to make full use of their mental abilities in daily activities for some time. They are in a rut. Because of this their functioning level of literacy has been diminished by the routine that makes few growth-producing demands. They are like the airplane set on autopilot. This model is designed to put that 'plane' back on manual control, to set a new heading, and to both rekindle old skills and learn the existence of new ones. The model serves as a stimulus and increases their overall knowledge base. By putting academic material into a job-related and life enhancing format, quicker connections are realized, Page 3 firmer applications are understood and a faster rate of learning takes place. A Case Report The following is a walk through of an application of this model as it was conducted at a major mid-west university. The personnel of the residence and dinning halls workforce were the targeted group. These persons were, for the most part, performing custodial duties at several residence hall clusters around the campus. Each location responded through a different reporting chain within the overall division. They were all aware of each other as individuals but still engaged in good natured competition regarding which area had a better record, worked harder, and overcame more difficult obstacles. After conducting the needs analysis the workforce was given an opportunity to sign up and to take the pretest, a form of the Gates-MacGinitie reading test. An initial group of twenty persons was selected. The initial desire was to use two criteria; a reading level score that was 4.0 or greater and a demographic- based decision to have the group approximate the age, race, and gender ratios found in the total population. In order to get around certain working schedules it was necessary to use employees that scored below the 4.0 level. The mean reading level for the first group was 4.8 on the Gates-MacGinitie scale. Daily Activity The daily outline for the group was similar to the example of a sequence of activities shown in figure 1 on the following page. From time to time, however, there were changes in sequence and co;itent. The key to effectiveness of the curriculum is flexibility. At one point in the delivery to this group it had been planned to use the organization's worker's Handbook. This, however, proved to be impossible to carry through with because of some existing hard feelings between labor and management Page 4 9 over some contract topics. When the Handbook was introduced it evoked such a IMMERSION TRAINING MODEL SCHEDULE DAY 1 DAY 2 Introduction and Overview Using the Newspaper Icebreaker and refreshments Comprehension Exercises How Adults Learn Group Process Exercises Note Taking and Communication Simulation DAY 3 DAY 4 The Newspaper Strange Words Outlining Comprehension Exercises Workplace Reading The Newspaper Comprehension Exercises Reading Exercises DAY 5 DAY 6 Workplace Reading Writing Exercises The Newspaper Facts or Opinions? Comprehension Ex3rcises Workplace Reading Writing Exercises Reference Reading DAY 7 DAY 8 Group Process Exercise Oral Presentations The Newspaper Oral Presentations Comprehension Exercises Reading Exercises Reading Exercises Applications DAY 9 DAY 10 Workplace Reading Review and Discussion The Newspaper Final Writing Exercise Comprehension Exercises Post Test Administration Educational Opportunities Closing Ceremony fig. 1. strong negative emotional response that it had to be discarded. If an attempt had been made by the group instructor it would have seriously degraded the ability to produce growth and positive effects. During the needs analysis no hint of such a problem came up to the surface, but it is a matter that should be broached. Labor relations and contract negotiations are on the list of questions to ask about now. Instructors who use this model have to closely monitor verbal statement and non-verbal behavior in order to stay away from controversy that would be totally counter productive. During this same group a campus newspaper printed an article that intimated the participants Page 5 3 I.