A method to increase use of modals by knowledge workers moves from workers' existing knowledge into four stages: (1) illustrating ambiguous things; (2) talking about doubt and certainty; (3) applying modals to models; and (4) reaching consensus about solutions. (SK)

Describes the process used in developing custom-tailored workplace basic skills programs. Examples show that learning objectives are mainly the same skills that are taught in more generic classes. The difference is that they use scenarios and text directly from the workplace. (Author/JOW)

Over 60% of 533 local government units responding (of 1,215) employ workers lacking basic skills, which impedes mobility and affects customer service. About 26% cope by providing basic skill training or making accommodations for lack of language or computational skills. (SK)

As the largest single employer in Los Angeles County and the largest county government in the nation, Los Angles County is heavily affected by demographic and workplace trends. Its unique diverse, multilingual population presents particular challenges in the preparation of a literate work force. (SK)

Looks at a literature-based approach to reading instruction and the whole-language approach to teaching adult literacy. Describes the instructional procedure used in a workplace literacy program serving employees of the Ohio State University hospital staff. (JOW)

A training course for workplace education teachers had five modules: the changing workplace, its impact on workers, nonteaching roles of the practitioner, teaching skills for the workplace, and program management. Flexible delivery modes and mentoring were also featured. (SK)

The functional approach to workplace literacy does not address a number of critical issues: aims and purposes, nature of stakeholders, worker participation in program planning, basis for distributing limited funds, consistency of state and federal guidelines, and congruence between program emphases and industry/worker needs. A more worker-centered…

The National Workplace Literacy Program provides grants to partnerships of business, labor, and educational organizations to develop model programs for teaching job-related basic skills. These projects are yielding information about promising practices, effective program elements, and barriers to implementation. (SK)

A manufacturing company's employees were given basic-skills classes. Company records and Tests of Adult Basic Education results before and after instruction demonstrated that the classes increased productivity and improved job performance of participants compared to a control group. (SK)

Considers the role of "traveling rhetoricians" and the fate of the rhetorical theory and research they carry into the workplace and offer to practitioners. Finds teachers of academic, cross-curricular, and workplace writing are being informed by the discipline's deepening understanding of how genres work in particular settings. Considers…

A workplace literacy program provided instruction in prose, document, and quantitative (PDQ) dimensions of literacy to 50 female high school dropouts. Only 20% completed the program; they made meaningful gains in the quantitative and document dimensions, but not prose. (SK)

Readability indices were used to evaluate job-related reading matter; comparison with high school textbooks was made to determine a reading-level gap. A minimum high school reading comprehension level was assumed in workplace materials; textbooks often exhibited lower scores on reading formulas. (SK)

Content analysis and trend extrapolation using case studies of 18 workplace literacy programs in Canada were used to develop a framework of good practice. Elements included program orientation, partnerships, equity, change agents, assessment, ongoing learning, adult education foundations, content, delivery, professional development, and…

Naturalistic observations and interviews with service workers found on-the-job reading was based on knowledge of codes and rules of practice and required problem-solving and metacognitive strategies. Workplace competencies should be considered within their social and cultural context. (SK)

A collaborative, holistic, and integrated approach to workplace education is needed to deal with a complex workplace and world. Critical elements include financial and organizational commitment to education and training, comprehensive program evaluation, balanced emphasis on worker skills, a challenge to the deficit model, and alternatives to the…