Attendees

Ron Angel, UT-Department of Sociology
Bruce Aumack, IBM
Margarine Beaman, Capital Area Workforce Development Board
Deaton Bednar, UT-IC2 Institute
Brett Bradshaw, Austin ISD
Laura Bresko, Top Drawer Productions
Ron Brey, Austin Community College
Lynore Brown, Austin Academy
Fred Butler, Community Action Network
Doug Caldwell, 3M
Corey Carbonara, Baylor University
LeGrand Fairbourn, IBM
John Fitzpatrick, Capital Area Training Foundation
Rebecca Francis, Capital Area Tech-Prep Consortium
Andrew Freeman, Top Drawer Productions
Erich Geisler, Dell Computers
Tom Hamilton, Austin Academy
Kimberlee Hanken, LBJ School of Public Affairs
Jarrod Harrison, Manpower at IBM
Joe Hauglie, Raytheon
Molly Hocking, UT-EIMC
Debra Iverson, Austin Community College
Mindy Jackson, UT- IC2 Institute
Carolyn Johnson, IBM
Chris King, Center for Study of Human Resources
Michael Korpi, Baylor University
Kliff Kuehl, KCTF-TV
Reddy Manukonda, PCStech USA
Lindy McDaniel, Montgomery College
Charlene Nickels, UT-EIMC
Rip Rowan, American Institute for Learning
Graham Stewart, Interactive Architex
Jim Walton, Green Thumb
Dewey Winburne, Interactive Architex

Welcome

Opening remarks and welcome by Bruce Aumack, IBM Austin Area Education Manager, and Deaton Bednar, EnterTech Project Director, IC² Institute. Mr. Aumack emphasized the importance of employer involvement and the accurate identification of KSAs for entry-level positions.

Analysis of Current Delivery Platforms and Emerging Technology Trends

Drs. Corey Carbonara and Michael Korpi of Baylor University presented the preliminary findings of their survey of the Texas technology infrastructure relevant to delivering the EnterTech curriculum, and of consultations with knowledgeable people in Texas technology, education, and communication enterprises. Research results are to inform decisions on the design and delivery specifications of EnterTech and to develop a database of potential delivery sites in Texas that includes contact person, email address, telephone number, and number and type of computers. Coalition members said they were impressed with the quality of the report and its presentation.

The full report is available online to EnterTech coalition members at http://cst.baylor.edu/entertech/default.htm (username, password and Internet Explorer required to access site).

Baylor recommends an Internet-based program, with instruction delivered via a web browser, and developed in HTML format using tools such as Macromedia Dreamweaver. If bandwidth capabilities are a hinderance to such delivery, a CD-ROM could accompany the program for the media delivery. Within the next 60 months, video standards such as MPEG 4 may enable fast video-streaming through modem speeds of 28.8 kps, at which point a CD-ROM media collection will not be necessary.

The recommended computer configuration to deliver EnterTech is:

• Pentium II 300MHz PC
• Windows 98
• 12x CD-ROM
• a 5.0 browser
• on a LAN with direct internet access.

Such machines are not in widespread use by Texas educational institutions and community-based training providers. However, E-Rates, TIF expenditures and the continued improvement of community college and high school computer labs are encouraging such a scenario. Also, Time Warner is installing cable modems to schools in its service areas at a rate of two to three installations per week.

Several coalition members brought up concerns about the disparities in technology at community-based organizations, but agreed that many community colleges and high schools could support such a delivery system. Other members noted that being an early adopter of internet-based training would place serious constraints on the design and delivery of the curriculum and may not enable the best use of video and simulation. And still other members noted the benefits of web-based delivery including the ability to continuously update and include user feedback into the program, as well as the ubiquity of web-based computing.

Coalition members used the computer-mediated communication system at IBM TeamFocus to record their comments and suggestions for completing the final technology assessment report. More than 70 comments were recorded with many centered on the following areas:

• Ensuring ADA compliance and the ability to instruct individuals with disabilities using the technology
• More detail about the existing technological resources in Texas training environments
• Benchmarking the variables in delivery and production in terms of cost, speed, reuse
• Marketing to potential providers now so they can pursue software and hardware upgrades now
• Proactively seeking partnerships and grant monies that can assist in upgrading equipment at sites
• Determining the likely limitations and conditions that will block use of the program at sites
• Providing examples of other programs using the technology successfully in such sites

Utilizing feedback from the coalition, Baylor will produce a final report by October 22.

Target Learner Characteristics Analysis

Mindy Jackson, EnterTech Project Coordinator, presented a summary of current information gathered about the EnterTech targeted learner, specifically the TANF recipient. Other learner groups are considered appropriate for the curriculum as well, such as mature and dislocated workers, incumbent workers and the underemployed. However, in examining the needs of the hardest-to-serve population, a program can be developed that will be effective across the full spectrum of learner characteristics. Top Drawer Productions has been instrumental in gathering data, including review of the literature and statistical data, interviewing instructors of programs serving TANF recipients, conducting a focus group with learners at the Austin Area Urban League, and consulting adult learning experts. Also needed is a survey of learners in programs around the state, not just Central Texas.

In Texas, the average TANF recipient is a single mother in her 20s or 30s with one or two children. Most recipients have some work experience within the past two years and almost 2/3 have finished high school or a G.E.D. From 1997 to 2000 more than 59,000 TANF recipients will be forced exiters from the welfare system, with the majority of these women living in the metropolitan areas of the state and the southern-most parts of the Rio Grande Valley.

The most prevalent barriers to employment and work success among TANF recipients reported were lack of job skills, problems obtaining childcare and transportation, health or behavioral problems of children, housing instability, and domestic violence.

Based on the recommendations gathered from coalition members at the last quarterly meeting, the key characteristics examined within the research were: 1) desire to learn, desire to work, 2) reading for information, 3) following instructions, 4) team work, 5) applied math, 6) listening, 7) contexualizations for instruction, 8) learning styles, 9) self-esteem, and 10) computer use.

Overall, TANF recipients are eager to improve their livelihood. This genuine desire is often masked by fear of failure and low self-esteem. While many are able to identify their deficits, few are self-aware of their strengths. Previous negative experiences within educational or work settings must be overcome through incremental successes and the development of a personal "road map" to achieve goals. Understanding the relevancy of learning to a possible job task or to improvement of daily life is an important motivator. Bridging unknown scenarios to known circumstances improves understanding; the phrase, "I only know what I now know," is applicable. Generalizing or transferring skills from one setting to another can be difficult without contextualization of the foreign environment. Problem-solving skills should be built through incremental steps of simple to complex, easy to challenging, learning through correct responses to learning through correction of mistakes. Auditory learning preferences and project-based instruction were noted as effective strategies for the group.

Finishing steps to this milestone include a few more interviews, recommending strategies for instruction specific to discerned needs, submitting the finished report to TWC in November, and integrating the information into the design document for EnterTech.

Competencies and Performance Objectives in Related Curricula

Dewey Winburne with Interactive Architex and Laura Bresko with Top Drawer Productions noted the completion of this milestone and referred members to copies of the report and supporting documents available at the meeting. Members may request individuals copies.

Knowledge, Skills and Abilities Needed for Entry-Level Jobs

Progress-to-date on Work Keys job and occupational profiles was provided. More employers need to agree to profiling in their companies. One measurement that Work Keys does not validate, but which has been requested by all employers interviewed, is soft skills. Perhaps more importantly than a measured reading level or math ability is the ability to be a contributing team member and responsible co-worker. Asked again to use the computer-mediated communication system at IBM, coalition members cited the most desirable "soft skills", traits, attitudes or characteristics in an entry-level worker. Sixty-eight responses were logged, including: teaming, being responsible, good time management, verbal and written communication skills, ability to learn and re-learn, dependability, thinking before speaking, work ethic, self-motivation, self-direction, conscientiousness, punctuality and attendance, positive attitude, navigating multiple systems, decision-making, understanding when to ask for assistance, ability to take constructive criticism, accountability, following directions, adaptability, critical thinking, understanding hierarchies, responding to authority, communicating with supervisor, desire to continue learning, remembering organizational goals, understanding personality and cultural differences, keeping technology skills current, attention to appearance and hygiene, honesty, trustworthiness, attention to details, flexibility, and interpersonal skills.