March 25, 2009

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Learning Collaborative Learning Collaborative RoundtableRoundtable

Preparation for Jobs to Careers and Beyond

Southeastern Pennsylvania Behavioral Health Initiative:

Bridging Jobs to Careers Project

Facilitated by:Cheryl Feldman, MSW

Director, District 1199C Training and Upgrading Fund and

KayLynn Hamilton, M.Ed.Project Director, Workforce Education Research

Center, College of Education, Pennsylvania State University

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ObjectivesObjectives• Identify need for and importance of

preparatory coursework for Work-Based Learning

• Explain how we analyzed employer’s and students’ needs, and how this informed preparatory curriculum and delivery

• Provide examples to show how the curriculum achieved the preparatory program’s objectives

• Provide tips based on lessons learned

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Bachelor’s Degree in Behavioral Health

Associate’s Degree in Health & Human Services

Behavioral Health Technician CertificateWork Based

Learning:

Technician Certificate

plus 21 credits

Behavioral Health Education Ladder

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Need for RemediationNeed for Remediation

• Three levels of analysis– Educational skills needed for work

based learning – Educational skills needed for the

workplace – Educational skills needed for post

secondary transition

•Dealing with stigma and confidentiality

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PA WIN Model: Process to Engage PA WIN Model: Process to Engage Employer and Worker StakeholdersEmployer and Worker Stakeholders

• Convening stakeholder group• Needs analysis• Establishing training goals and

objectives • Deciding on logistics or delivery• Establishing curriculum design

and delivery• Evaluation

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Convening Stakeholder GroupConvening Stakeholder Group

•Directors

•Supervisors

•Workers

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Needs AnalysisNeeds Analysis

• Employer Analysis• Student Assessment

– TABE scores: 4 to 10.6; average 8.5– Writing pre-test– Reading pre-test– Educational background– Education and workplace goals

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Needs AnalysisNeeds Analysis

• Identification of Skills Gaps– Reading comprehension for

gathering information– Grammar and spelling– Structure and components for

writing short passages and essays

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Establishing Training Goals and Establishing Training Goals and ObjectivesObjectives

• Improve critical thinking skills in obtaining and applying information

• Improving reading comprehension skills using authentic workplace materials

• Improving documentation skills in the workplace

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Establishing Training Goals and Establishing Training Goals and ObjectivesObjectives

• Improving essay writing to improve skills needed for reflective writing

• Understanding charts and graphs used in the workplace

• Understanding key concepts of study skills

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Deciding on Logistics for DeliveryDeciding on Logistics for Delivery

• Class length, dates, times: 15 weeks, 2 hours per week

• Start date and calendar• On the clock classes• Recruitment• Policies to support successful

participation• Ensuring confidentiality

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Curriculum and DeliveryCurriculum and Delivery

• Teacher selection and delivery• Curriculum overview:

– Main versus supporting ideas– Implied and inferred ideas– Opinion versus fact– Identifying patterns– Vocabulary and context clues– Presenting an argument– Editing for grammar and mechanics

• Examples: authentic materials and assignments

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EvaluationEvaluation

• Pre- and Post-TABE (reading) scores– 1.76 grade level increase; 3.4

highest increase•Reading comprehension pre-

test, mid-term, and post test• Writing assignments throughout

program• Student satisfaction

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EvaluationEvaluation

• Employer feedback– Employees appear more confident

with writing – Quality of incident reports have

increased significantly

– Employees more self-confident; interact more with clients

– Employees asking about tuition assistance program, furthering their education  

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Lessons LearnedLessons Learned

• Establishing overall framework upfront

• Engaging workers and supervisors in the development process

• Engaging stakeholders, obtaining upfront agreement on outcomes, program design, logistics and delivery

• Ensuring classes are accessible to workers

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Lessons LearnedLessons Learned

• Establishing feedback process• Upfront and ongoing support to

ensure teacher connects learning to the workplace

• Sustaining and enhancing learning process following remedial program

• Importance of counseling component

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ContactsContacts

•Cheryl Feldman, District 1199C Training and Upgrading Fund – cfeldman@1199ctraining.org

• KayLynn Hamilton, Workforce Education Research Center, Pennsylvania State University– klh267@psu.edu