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Descriptors:
Communities of Practice; Knowledge Management; Electronic Learning; Pretests Posttests; Job Training; Motor Vehicles; Individualized Instruction; Pacing; Essay Tests; Surveys; Instructional Effectiveness

Abstract:
The increased accessibility of technology and Internet connections has enabled organizations to provide their workforces with the opportunity to engage in distributed education. "Harnessing this innovation calls for organizational and technological infrastructures that support the interplay of knowledge and knowing" (Cook & Brown, 1999, p. 381). This article explores the evidence of knowledge convergence in online knowledge-based communities of practice (CoPs). Learning outcomes assessed declarative knowledge, convergence, and knowledge application. A comparison group (self-paced design) was used to draw conclusions about the differential effects of knowledge-building strategies on these learning outcomes. The results show there was a difference in pretest and posttest scores and positive evidence of knowledge convergence. The findings pointed to higher posttest scores and higher level of convergence in the online CoP strategy. (Contains 6 tables and 7 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Social Environment; Career Development; Career Planning; Models; Job Training; Career Counseling; Employment; Intervention

Abstract:
Although the economic and social context of work appears to be changing for more and more people, the author argues that time-honored and empirically supported theories of career development continue to be relevant and useful. However, these theories and the core assumptions that underlie them (e.g., the "matching metaphor") may need to be augmented by models and methods that help students and workers to prepare to a greater degree for difficult developmental transitions, obstacles to preferred career paths, and negative career-life events such as unplanned job loss. The author offers a view of "career-life preparedness" that, while informed by social-cognitive career theory, is largely compatible with other approaches to career development and is linked conceptually to other recent work on career adaptability, resilience, and coping. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Computer Literacy; Influence of Technology; Partnerships in Education; Adult Literacy; Instructional Design; Employment Opportunities; Educational Needs; Volunteers; Organizations (Groups); Job Training; School Community Relationship; Literacy Education; Job Skills; Educational Cooperation; Program Descriptions; Program Development

Abstract:
With an eye toward contemporary skill building to meet community centered economic needs, organizations such as Literacy Volunteers of America are increasingly pressured to examine new avenues in promoting employment readiness skills for the newly literate. These organizations and countless others have come to the realization that being prepared for the current workforce demands a skill set that surpasses traditional literacy skills in realizing job opportunity. The newly literate must now achieve a level of "digital literacy" to accompany "traditional literacy" efforts. The demand for such contemporary literacy skills to parallel traditional literacy presents an opportunity for university based instructional designers to share expertise and to collaborate with their local communities to this end. This paper focuses on the process of the formation of a university-community partnership in digital literacy designed for participants to collaboratively address such technology focused educational needs. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Goal Orientation; Feedback (Response); Control Groups; Experimental Groups; Labor Force Development; Work Environment; Transfer of Training; Trainees; Job Training; On the Job Training; Quasiexperimental Design; Employees; Performance Based Assessment

Abstract:
Transfer of training is the degree to which trainees can apply the knowledge, skills, and attitudes gained in training to the job. Currently only between 5% and 20% of what is learned in training is ever applied on the job. At this time, little is known about the effects of work environment factors, such as support, feedback, and goal setting, on training transfer. We utilized a quasi-experimental between-groups design using surveys, interviews, and behavioral measures to evaluate the impact of performance-based work environment factors on training transfer. Results indicated that participants in the experimental group reported a higher level of training transfer than those in the control group. These findings suggest that a performance-based approach to training can be an effective method to increase the likelihood that employees transfer training knowledge to the job context. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Organizational Change; Technological Advancement; Business Administration; Innovation; Job Training; Employees; Productivity; Competence; Labor Force Development; Path Analysis

Abstract:
We explore the relationship between training and innovation using key insights from the resource-based approach, organizational learning and labour studies. By using data from 304 large enterprises in Italy, the study highlights a twofold role of training in favouring technological and organizational changes. First, training plays a role in allowing the acquisition and the assimilation of new knowledge. Consequently, firms in which the provision of training is part of a bundle of high-performance management practices are more likely to undertake technological and organizational changes and to develop new competencies internally. Second, training supports firms in the assimilation of technological and organizational changes. Consequently, firms that undertake these changes exhibit a superior participation rate for employees and greater time intensity of their training programmes. Firms' inclination to develop new competencies internally does not affect, however, the intensity of training, thereby suggesting that organizational learning processes do not start by a broad involvement of employees in formalized training programmes. (Contains 6 tables, 1 figure, and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Immigrants; Employment; English (Second Language); Community Colleges; Language Skills; Community Leaders; Higher Education; Labor Force Development; Job Training; Two Year Colleges; Language Acquisition; Partnerships in Education; Cooperation; Enrollment; Administrators

Abstract:
Immigrants and others who didn't grow up speaking English are often at a disadvantage when entering the workforce. One of the best ways for non-native English speakers to level the playing field is to enroll in targeted courses and job-training programs offered through their local community colleges. The best of these programs combines important language skills acquisition with effective workforce partnerships to forge clear pathways for students from learning to career success. Across the country, these collaborations are producing impressive results. Effective community college ESL programs drive employment for students, fuel higher enrollments, and help colleges forge lasting relationships with regional and local employers. These programs have become increasingly important as immigrants and non-English-speaking workers comprise an increasingly large share of the U.S. employment base. The challenge for colleges is to demonstrate tangible value from these efforts and secure the long-range funding and support needed to sustain and grow ESL programs, all amid increasingly difficult economic realities. This article discusses three important steps that will help community colleges take their ESL programs to the next level: (1) Successful outreach; (2) Work with business and community leaders; and (3) Measure the impact and value of the ESL program. (Contains 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Business; Cooperation; Technical Institutes; Community Colleges; Employees; Economic Development; Consortia; Training; Higher Education; Labor Force Development; Two Year Colleges; Partnerships in Education; Models; Job Training

Abstract:
Nearly a decade ago officials at New Jersey's 19 community colleges sought a way for the state's two-year career and technical college system to work together to more efficiently serve the workforce development needs of the state. The goal was to say to businesses, "If you have a training need, we can help by delivering the "combined" training expertise and resources of all of our community colleges to your employees, no matter where your business is located." Ten years later, through an innovative statewide partnership, New Jersey community colleges have managed to do just that. When New Jersey started down this path in 2003, its colleges were invited to provide modest startup capital to create the New Jersey Community College Consortium for Workforce and Economic Development. All 19 of New Jersey's community colleges joined the consortium and provided funding to open an office, hire an executive director, and begin statewide marketing to the business community. Since that time, the consortium has provided training (through its member colleges) to more than 60,000 employees at more than 3,400 businesses throughout New Jersey. One of the consortium's greatest successes is its collaboration with statewide trade associations. The power of this statewide collaboration was recently brought to bear on a new training model that is already showing great promise. Called "Training on Demand," this latest approach emphasizes employer needs while leveraging partnerships to maximize the resources available throughout the state. Training on Demand actively engages local and regional employers in the design of the curriculum, the delivery of the training, and the screening and selection of trainees to both encourage successful placement and promote efficiency. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Self Efficacy; Questionnaires; Foreign Countries; Semi Structured Interviews; Structured Interviews; Employment Qualifications; Job Skills; Adolescents; Program Effectiveness; Young Adults; Unemployment; Job Training

Abstract:
The research examined the effects on participants of an employment enhancement programme (EEP), which was delivered by a work-integration social enterprise in an area of high unemployment in the South-East of England. The EEP was designed to increase the employability of young people aged 16-24 years who are not in employment, education or training (NEET). In order to measure the effects of the EEP on the participants, 24 NEET young people completed questionnaires designed to measure their general self-efficacy (GSE) before and after (Time 1 and Time 2) their engagement in the EEP. Fifteen of the original 24 NEETs also took part in semi-structured interviews with a researcher at Time 1 and Time 2. Results of the analysis of the questionnaire data revealed a statistically significant increase in the levels of GSE for the 24 participants after engagement in the EEP. Results of the analysis of the interview data with 15 participants revealed eight overall themes, four at Time 1 and four at Time 2. The triangulation of the quantitative and qualitative results of this research revealed the psychological benefits to this NEET group of young people after engagement in the EEP. (Contains 1 table and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Autism; Developmental Disabilities; Stimuli; Mental Retardation; Handheld Devices; Educational Technology; Literature Reviews; Academic Achievement; Job Training; Job Skills; Communication Strategies; Leisure Time; Transitional Programs; Children; Young Adults; Pervasive Developmental Disorders

Abstract:
We conducted a systematic review of studies that involved iPods[R], iPads[R], and related devices (e.g., iPhones[R]) in teaching programs for individuals with developmental disabilities. The search yielded 15 studies covering five domains: (a) academic, (b) communication, (c) employment, (d) leisure, and (e) transitioning across school settings. The 15 studies reported outcomes for 47 participants, who ranged from 4 to 27 years of age and had a diagnosis of autism spectrum disorder (ASD) and/or intellectual disability. Most studies involved the use of iPods[R] or iPads[R] and aimed to either (a) deliver instructional prompts via the iPod Touch[R] or iPad[R], or (b) teach the person to operate an iPod Touch[R] or iPad[R] to access preferred stimuli. The latter also included operating an iPod Touch[R] or an iPad[R] as a speech-generating device (SGD) to request preferred stimuli. The results of these 15 studies were largely positive, suggesting that iPods[R], iPod Touch[R], iPads[R], and related devices are viable technological aids for individuals with developmental disabilities. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
At Risk Persons; Mixed Methods Research; Unemployment; Employment Potential; Case Studies; Financial Support; Job Placement; Program Effectiveness; Job Training; Conservation (Environment); Construction Industry; Construction Management; Persistence

Abstract:
Training individuals who are at risk of unemployment/underemployment to increase their employability is a mission of many nonprofit agencies. These training programs, often supported by government funding, attempt to reduce these individuals' reliance on government assistance. The purpose of this study is to obtain hard data and an in-depth understanding about the factors that contribute to the success of the Green Construction training program. The methodology used is a multimethod, multimeasure approach, which provides a reasonably robust triangulation of results. The findings indicate that the program is successful because it has good participant retention, knowledge gain, and placement rates. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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