Dorcas Place

From LiteracyTentWiki

The following description of Dorcas Place was found at and chosen by The New England Literacy Resource Center. Here is the text, pasted verbatim:



WORKPLACE LITERACY (WPL)


Program:

Dorcas Place Adult and Family Learning Center 220 Elmwood Avenue Providence, RI 02907 Tel. 401.273.8866 Fax. 401.273.8893 www.dorcasplace.org Contacts:

Dr. Brenda Dann-Messier, Executive Director Robin Adams, Workplace Literacy Program Director

Mission

Established in 1981, the mission of Dorcas Place is to assist low-income adults in realizing their full potential through literacy, employment, advocacy and community involvement. In carrying out this mission the agency embraces these values: advocacy, collaboration, community, family, empowerment, compassion, diversity, hospitality, life-long learning, respect and responsibility.

Services

Dorcas Place provides a comprehensive range of education programs and related services designed to fully support students in meeting their goals in relation to the adult roles of family member, worker, and citizen:

  • Instruction in reading, writing, math and computer literacy in a classroom setting up to 30 hours a week. Programs are available in different formats.
  • One-on-one and small group instruction by staff and trained tutors in the Learning Resource Center.
  • Workplace Literacy Program with four training tracks and on-the-job internships.
  • Support services to help students identify their strengths and address obstacles that may interfere with attaining their educational goals and make referrals to outside agencies when necessary.
  • Family literacy program that brings parents and children together in a creative, learning environment.
  • Parenting classes for parents of young children with topics ranging from general family health, nutrition to basic life skills.
  • College Bridge program to help students make a successful transition to college after earning their GED.


Rationale and Background

The Dorcas Place Workplace Literacy Program was instituted in 2001 to help students develop marketable skills so they can enter the workforce while they continue their education. The premise behind the practice: Adults should not be denied opportunities and access to jobs just because they lack a high school diploma or GED. Over 65 percent of Dorcas Place students receive public assistance, and many have never worked outside of their homes. Current welfare regulations in Rhode Island require that students transition to work in 24 months. (Other states, such as Massachusetts, are even more restrictive.)

Planning for the WLP program began in the fall of 2001 based on nationally recognized standards for workplace literacy. Among them: The Secretary’s Commission on Achieving Necessary Skills (SCANS), the Comprehensive Adult Skills Assessment System, (CASAS), Jobs for the Future (JFF) and Equipped for the Future (EFF). A year later, in September 2002, four WPL training programs were launched.

Description of the Practice

Every student, who enrolls at Dorcas Place is invited to participate in a Workplace Literacy training, regardless of his or her literacy level; curricula are tailored to the student’s level. The WLP is geared towards students who need to get a job and also want to stay in school. Students in a full-time GED preparation program, with no short-term employment goals, are less likely to be interested in the WLP.

The practice features a “split-week” schedule, which places students in an academic classroom three days a week, and a work skills training class two days a week. Assignments and exercises are designed so that the work skill training reinforces what the students are learning in the academic classroom. In this way, students learn to apply these skills to the demands of the workplace. Practical application is invaluable with students who have low literacy skills. For example, if students are working on their writing skills, they may be asked to write a job application letter or resume ,or to demonstrate note-taking abilities in their work skills training. Or, if they are focusing on math, they may learn how to read a pay stub or follow measurements, or calculate a sales commission. During their skills training, they also learn important life skills, which aren’t usually taught in an academic setting. These include problem-solving and critical thinking, effective listening and analyzing and conflict resolution. The rules of the workplace apply. If students are not on time for their training, or they call in sick too frequently, they pay consequences similar to what they would pay in the business world. Sometimes, they’re even “fired.”

While new training tracks are constantly being considered based on student interest, job opportunities and response from the business community, currently there are four tracks that gradually build to include more complex tasks. All of them employ some form of the “split-week” format.

  • Workforce Readiness 101 – This training starts with the basics such as identifying your interests and skills, researching the job market, and understanding how to dress for work and conduct yourself on a job interview. Job exploration is also part of the program. Students go on site visits to local businesses and job fairs and may, if they are qualified, participate in a workplace internship.
  • Workforce Readiness 2000 – An expanded version of 101 created in response to the growing number of students on welfare who still lacked marketable skills at the end of the 24 months allowed for education. This training differs from the basic 101 program in that additional time is set aside for activities such as resolving barriers to employment, researching jobs and actively seeking employment.
  • Retail & Customer Service Training –Very popular with students, this training takes advantage of a Clothing Collaborative located on site at Dorcas Place to teach students how to become customer service representatives. Part of a statewide network of stores, the Clothing Collaborative provides business attire to low-income job seekers. By the end of the training, students have acquired an average of 72 hours of practical experience in a professional retail/customer service environment.
  • Workplace Competency Certificate (WCC) Program – The most demanding of all WPL trainings, this one guides students through the entire employment experience, from applying for a job to actually working in a professional clerical and administrative capacity. Students are “hired” in a simulated workplace onsite at Dorcas Place and go through a rigorous, hands-on training experience. They have a two-week orientation followed by three months of being “on the job.” At the end, students undergo a performance evaluation, which determines their readiness for employment opportunities in the community. Students who successfully complete the WCC training receive a certificate noting the student’s accomplishments. This certificate can be used as a formal job credential when students apply for work, giving assurance to employers that the individual has mastered certain skills.

Challenges

Using the strict standards of the business world to assess student behaviors and skills caused many students to drop out before completing a training. Tardiness, absenteeism and sloppy work were not accepted. Initially, this strictness met with resistance from other staff at Dorcas Place, where flexibility and compassion are part of the agency’s mission statement. But, eventually, everyone came to accept the idea that in order to succeed in the business world, students need to abide by its culture. Some allowance was made for students, when they had legitimate reasons for being late or absent. But, in general, the rules of the working world apply.

Another challenge the program encountered was to design the Workplace Literacy program so that students at all literacy and language levels could participate while maintaining high workforce standards. Finding employers that are willing to supervise interns can also be challenging at times. The program has addressed this by trying to assure them of the students’ skills and readiness for employment and by making the process as convenient as possible to the employers.

Impact and Effectiveness

During the WLP’s first full year in operation, 22 students completed various trainings and several went on to find employment. It’s tough, but it’s fun, according to WPL students who completed their trainings. Not only did they learn important new skills, but they also enjoyed new experiences. ``I cried the day I got my certificate,’’ recounted Barbara Hoyle, a divorced mother of one. ``I want to keep going. I don’t want to stop.’’

In addition to the 22 students who completed their trainings, evidence of the program’s success can be found in its growing acceptance in Rhode Island’s business community. Several local professionals have volunteered to serve on the program’s Business Advisory Council sharing their expertise and meeting periodically to discuss the program’s design and effectiveness. Cost and Staffing

The Workplace Literacy Program budget is roughly $200,000. Most of the budget goes toward the salaries of a full-time director, part-time work skills instructors and internship/job developer. Most of the funding comes from the Rhode Island Human Resources Investment Council (HRIC) which is a state initiative funded through a tax on employers. Implications for Practice, Policy and Research

Programs wishing to replicate the Workplace Literacy Program need to develop strong relationships with other training programs and with employers with entry level jobs that offer career growth possibilities. Programs need to be able to provide comprehensive support services directly or through effective referrals during training and ideally, after job placement.

In order for welfare (TANF) recipients to be able to participate in intensive education and training programs such as Dorcas Place in every state, the TANF policies need to allow basic education and skills training to count toward the work requirement. There is a need to increase awareness among policy-makers and employers about the time it takes to educate and train adults with limited literacy skills. Adults who do not have a high school credential should not be disqualified from jobs if they can demonstrate workplace competencies.

Research is needed on the impact and effectiveness of the Workplace Literacy Program. A longitudinal study would be helpful in determining long-term outcomes for the participants of this program.

Because they lack a high school diploma or GED. Over 65 percent of Dorcas Place students receive public assistance, and many have never worked outside of their homes. Current welfare regulations in Rhode Island require that students transition to work in 24 months. (Other states, such as Massachusetts, are even more restrictive.)

Planning for the WLP program began in the fall of 2001 based on nationally recognized standards for workplace literacy. Among them: The Secretary’s Commission on Achieving Necessary Skills (SCANS), the Comprehensive Adult Skills Assessment System, (CASAS), Jobs for the Future (JFF) and Equipped for the Future (EFF). A year later, in September 2002, four WPL training programs were launched.

Description of the Practice

Every student, who enrolls at Dorcas Place is invited to participate in a Workplace Literacy training, regardless of his or her literacy level; curricula are tailored to the student’s level. The WLP is geared towards students who need to get a job and also want to stay in school. Students in a full-time GED preparation program, with no short-term employment goals, are less likely to be interested in the WLP.

The practice features a “split-week” schedule, which places students in an academic classroom three days a week, and a work skills training class two days a week. Assignments and exercises are designed so that the work skill training reinforces what the students are learning in the academic classroom. In this way, students learn to apply these skills to the demands of the workplace. Practical application is invaluable with students who have low literacy skills. For example, if students are working on their writing skills, they may be asked to write a job application letter or resume ,or to demonstrate note-taking abilities in their work skills training. Or, if they are focusing on math, they may learn how to read a pay stub or follow measurements, or calculate a sales commission. During their skills training, they also learn important life skills, which aren’t usually taught in an academic setting. These include problem-solving and critical thinking, effective listening and analyzing and conflict resolution. The rules of the workplace apply. If students are not on time for their training, or they call in sick too frequently, they pay consequences similar to what they would pay in the business world. Sometimes, they’re even “fired.”

While new training tracks are constantly being considered based on student interest, job opportunities and response from the business community, currently there are four tracks that gradually build to include more complex tasks. All of them employ some form of the “split-week” format.

  • Workforce Readiness 101 – This training starts with the basics such as identifying your interests and skills, researching the job market, and understanding how to dress for work and conduct yourself on a job interview. Job exploration is also part of the program. Students go on site visits to local businesses and job fairs and may, if they are qualified, participate in a workplace internship.
  • Workforce Readiness 2000 – An expanded version of 101 created in response to the growing number of students on welfare who still lacked marketable skills at the end of the 24 months allowed for education. This training differs from the basic 101 program in that additional time is set aside for activities such as resolving barriers to employment, researching jobs and actively seeking employment.
  • Retail & Customer Service Training –Very popular with students, this training takes advantage of a Clothing Collaborative located on site at Dorcas Place to teach students how to become customer service representatives. Part of a statewide network of stores, the Clothing Collaborative provides business attire to low-income job seekers. By the end of the training, students have acquired an average of 72 hours of practical experience in a professional retail/customer service environment.
  • Workplace Competency Certificate (WCC) Program – The most demanding of all WPL trainings, this one guides students through the entire employment experience, from applying for a job to actually working in a professional clerical and administrative capacity. Students are “hired” in a simulated workplace onsite at Dorcas Place and go through a rigorous, hands-on training experience. They have a two-week orientation followed by three months of being “on the job.” At the end, students undergo a performance evaluation, which determines their readiness for employment opportunities in the community. Students who successfully complete the WCC training receive a certificate noting the student’s accomplishments. This certificate can be used as a formal job credential when students apply for work, giving assurance to employers that the individual has mastered certain skills.


Challenges

Using the strict standards of the business world to assess student behaviors and skills caused many students to drop out before completing a training. Tardiness, absenteeism and sloppy work were not accepted. Initially, this strictness met with resistance from other staff at Dorcas Place, where flexibility and compassion are part of the agency’s mission statement. But, eventually, everyone came to accept the idea that in order to succeed in the business world, students need to abide by its culture. Some allowance was made for students, when they had legitimate reasons for being late or absent. But, in general, the rules of the working world apply.

Another challenge the program encountered was to design the Workplace Literacy program so that students at all literacy and language levels could participate while maintaining high workforce standards. Finding employers that are willing to supervise interns can also be challenging at times. The program has addressed this by trying to assure them of the students’ skills and readiness for employment and by making the process as convenient as possible to the employers.

Impact and Effectiveness

During the WLP’s first full year in operation, 22 students completed various trainings and several went on to find employment. It’s tough, but it’s fun, according to WPL students who completed their trainings. Not only did they learn important new skills, but they also enjoyed new experiences. ``I cried the day I got my certificate,’’ recounted Barbara Hoyle, a divorced mother of one. ``I want to keep going. I don’t want to stop.’’

In addition to the 22 students who completed their trainings, evidence of the program’s success can be found in its growing acceptance in Rhode Island’s business community. Several local professionals have volunteered to serve on the program’s Business Advisory Council sharing their expertise and meeting periodically to discuss the program’s design and effectiveness.

Cost and Staffing

The Workplace Literacy Program budget is roughly $200,000. Most of the budget goes toward the salaries of a full-time director, part-time work skills instructors and internship/job developer. Most of the funding comes from the Rhode Island Human Resources Investment Council (HRIC) which is a state initiative funded through a tax on employers.

Implications for Practice, Policy and Research

Programs wishing to replicate the Workplace Literacy Program need to develop strong relationships with other training programs and with employers with entry level jobs that offer career growth possibilities. Programs need to be able to provide comprehensive support services directly or through effective referrals during training and ideally, after job placement.

In order for welfare (TANF) recipients to be able to participate in intensive education and training programs such as Dorcas Place in every state, the TANF policies need to allow basic education and skills training to count toward the work requirement. There is a need to increase awareness among policy-makers and employers about the time it takes to educate and train adults with limited literacy skills. Adults who do not have a high school credential should not be disqualified from jobs if they can demonstrate workplace competencies.

Research is needed on the impact and effectiveness of the Workplace Literacy Program. A longitudinal study would be helpful in determining long-term outcomes for the participants of this program.

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