Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id gB9M7SX04846; Mon, 9 Dec 2002 17:07:29 -0500 (EST) Date: Mon, 9 Dec 2002 17:07:29 -0500 (EST) Message-Id: <sdf4cb95.003@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "Andy Nash" <andy_nash@jsi.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2255] EFF and workforce development X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.5.1 Status: O Content-Length: 2796 Lines: 51 I've been working on a workforce development initiative for hospital workers (or those who would like to be hospital workers), using a curriculum development model that others might find useful. The initiative is made up of 2 hospitals and 3 community organizations that work with adults who are seeking employment. There are to be classes at each of these 5 sites - preparing the unemployed adults (at the community organizations) for entry-level jobs in the hospital and building the skills of workers (at the hospitals) so that they can move up the career ladder. The model we're using is anchored in the EFF Worker Role Map. All the necessary work competencies that were identified during the initial needs assessment are clustered by Broad Area of Responsibility (BAR): Do the Work, Work with Others, Work within the Big Picture, and Plan and Direct Personal and Professional Growth. Then each competency is linked to the related EFF standards that will be the focus of instruction. And finally, we will develop a set of performance tasks by which the skills and competencies can be demonstrated (and documented in a portfolio). For example, one of the pre-employment competencies under "Work within the Big Picture" is "Know the departments of a hospital and be able to find them." The primary standard required for that is "Read with Understanding" and it will be demonstrated by having students rely on hospital signage to actually find various departments and offices. Another competency, under "Plan and Direct Personal and Professional Growth," is "Understand trends in health care occupations," for which students will work on the "Use Technology" and "Learn through Research" standards to find out where there is projected job growth and what skills those jobs require. Based on this information and some self-assessments, students will describe the jobs they are most interested in working toward. This initiative, which is primarily designed to serve the needs of employers, does not leave much leeway for learning and discussion that is not immediately related to those needs. It will be difficult, for example, to include important discussions about the work speed-ups in health care (which we may experience as rushed doctors' visits but which have also affected the pace of work for environmental service, dietary, transport, and other low-wage workers). However, we will do the best we can to address all the "big picture" issues for health care workers. The partners in the initiative are pleased with this approach and see it as a way to bridge the learning of the unemployed and the employed. If you're involved in similar collaborative efforts (related to any of the roles), please share with us! Andy Nash NELRC/World Education EFF staff anash@worlded.org
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