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ERIC Number: ED351477
Record Type: Non-Journal
Publication Date: 1992-Oct
Pages: 83
Abstractor: N/A
Reference Count: N/A
Project RISE: Workplace Literacy Education in Context.
Beder, Hal; And Others
A reflective self-assessment process was used to evaluate Project RISE, a 1-year, federally funded workplace literacy project. The goal of the evaluation was to help staff understand their collective experience in a way that might help them to serve their clients more effectively in the future. A list of the most critical problems faced by staff was generated. Interviews were then used to collect data from RISE participants and managers at the three client organizations: a Catholic hospital, a research hospital, and a state university. Analysis of data from 70 personal interviews indicated that the workplace literacy education, as conducted by Project RISE, could be described and explained in terms of an overarching theme and five subthemes. The name given to the overarching them was "fit," which pertains to how workplace literacy fits into the workplace context. The five subthemes were as follows: value orientation, motivations/incentives for support, literacy use context, inter- and intraorganizational interactions between RISE and its client organizations, and employer-employee perceptions of RISE participants. The following findings merited consideration for policy and practice: (1) workplace literacy education must be an integral part of an employee development strategy to be optimally effective; (2) all levels must "buy in"; (3) to enhance productivity in the workplace, the nature of work as well as the literacy skills of workers may need to be modified; and (4) to improve worker performance within an organization, programs must conform to the organizational context. (YLB)
Graduate Program in Adult and Continuing Education, Rutgers University, Graduate School of Education, 10 Seminary Place, New Brunswick, NJ 08903 ($15).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Rutgers, The State Univ., New Brunswick, NJ. Graduate School of Education.