To better understand the return on investment (ROI) from technical and vocational education and training (TVET) requires an overarching view. Hence, this Guide presents an analytic framework that summarizes some of the main elements and issues that need to be considered in measuring ROI. This includes establishing the scope, context and purpose…

Research (Martin, 2008) has shown that speaking and listening are the literacy skills most used in the world of work. Yet, employers frequently bemoan the lack of young people's communication skills, with many believing that it impacts their chances of making it through an interview and their future employability (Simon, 2009). Effective speaking…

The Massachusetts Workplace Literacy Consortium sought to upgrade work-related literacy skills at 22 partner sites in the state. Members included manufacturers, health care organizations, educational institutions, and labor unions. In its third year, the consortium served 1,179 workers with classes in English for speakers of other languages, adult…

A study of 10 groups of learners in workplace literacy programs at 6 companies was used to develop and refine a data-based model for evaluating workplace literacy programs. The learners (n=181) completed pre- and post-assessments. In a structured one-on-one interview, information was gathered on learners' beliefs about literacy and their own…

Three National Workplace Literacy Program-funded projects were evaluated. Two statewide projects were institutionalized with supporting state structures. The community college program was not considered mission central and was discontinued after funding ended. Union involvement, learner participation, curriculum development, and staff training…

This guide, which is intended for project directors, coordinators, and other professional staff involved in developing and delivering workplace education programs, explains the workplace education evaluation process, the main approaches to evaluation, and considerations in selecting appropriate evaluation instruments. Discussed first are the…

The Long Island Workplace Literacy Partnership was established to provide workplace literacy programs for adult workers with inadequate reading, mathematics, communication, English language, and decision-making skills. Four corporations cooperated with the Board of Cooperative Educational Services of Nassau County in the project. The service…

An external evaluation of the Champaign County (Ohio) Workplace Literacy Project used the Triphase Evaluation process based on Stuffelbeam's decision-making model (1971). During the input phase, emphasis was on determining needs of workers and employers in order to develop a training program to meet specific identified needs. The process phase was…

Mexican immigrants working at a wholesale nursery were involved in developing user instructions for a computer-based instruction system. Sixty-one Latinos with 0 to 16 years of education completed user instructions delivered on the computer, and all but 3 completed training content about the nursery. Based on objective criteria, program use was…

The VISIONS project, a workplace literacy program held in two manufacturing plants and a regional medical center, was conducted during an 18-month period from July 1, 1993 to December 31, 1994. During the project, staff were hired and trained, task analyses and orientation sessions were held, and tests and curricula were developed. Employees were…

This report on the second year of the Workplace Education Program evaluates 16 programs run by 15 labor unions during the 9-month period between October 1, 1988 and June 30, 1989. The assessment was designed (1) to collect a program-wide database for program documentation; (2) to examine program impact on students' basic literacy skills, on…

This report describes the following components of the Nestle Workplace Literacy Project: six job task analyses, curricula for six workplace basic skills training programs, delivery of courses using these curricula, and evaluation of the process. These six job categories were targeted for training: forklift loader/checker, BB's processing systems…

The formative evaluation of the Self-Directed Literacy Distance Learning for Developmental Disabilities Workers project is intended to assess the effectiveness of the course materials, operations process, and implementation. Designed to provide 96 hours of workplace literacy training to 426 developmental disabilities workers in about 80…

Project WORKSMART was a Nashville, Tennessee-based workplace literacy project to provide an exemplary multidimensional workplace literacy program while simultaneously demonstrating products and practices that promote lifelong learning that can be customized and replicated in diverse work environments. The project was a partnership between…

A workplace literacy project to prepare Houston Lighting and Power Company employees for the commercial driver's licence (CDL) exam was evaluated. The following four components of Steele's (1990) evaluation model were used to evaluate the project: proof of effect, judgment against criteria, critical questions, and valuing. The evaluation revealed…