(For best results, view and print this document in 10 point Courier

or a similar mono-spaced font.)

EMPLOYEE TRAINING PRODUCT CHECKLIST - JUDGING THE QUALITY

OF TRAINING PRODUCTS

National Alliance of Business

The National Workforce Assistance Collaborative builds the capacity

of the service providers working with small and mid-sized companies

to help businesses adopt high-performance work practices, become

more competitive, and ultimately advance the well-being of their

employees. The Collaborative was created with a $650,000 cooperative

agreement grant from the U.S. Department of Labor to the National

Alliance of Business. Current partners on the project include the

Council for Adult and Experiential Learning, the Institute for the

Study of Adult Literacy at The Pennsylvania State University, the

Maryland Center for Quality and Productivity, and the National

Labor-Management Association. The Collaborative provides assistance

in four areas: employee training, labor-management relations, work

restructuring, and workplace literacy. For more information,

contact Cathy Stewart at the National Alliance of Business, phone:

202/289-2915, fax: 202/289-1303, or e-mail NWAC@NAB.COM.

Development and printing of this publication was funded under Grant

Number F-4357-3-00-80-60 by the U.S. Department of Labor. Opinions

expressed in this publication do not necessarily represent the

official policy of the U.S. Department of Labor.

R5589

To order additional copies, contact:

National Alliance of Business

Distribution

P.O. Box 501

Annapolis Junction, MD 20702

Phone: 800/787-7788

Fax: 301/206-9789

E-mail: INFO@NAB.COM

------------------------------------------------------------------

Prepared by the National Alliance of Business

EMPLOYEE TRAINING PRODUCT CHECKLIST

by Terri Bergman

February 1996

National Alliance of Business

This Employee Training Product Checklist was developed by Terri

Bergman with the assistance of Louise Bertsche, Michael Puzia, and

Stephen Mitchell.

The National Workforce Assistance Collaborative would like to thank

the many business leaders who reviewed the field test version of the

Checklist and provided input on its content and structure:

* Evelyn Becker, Morton Metalcraft Company

* Paul Branham, United States Electric Company

* Maury Costantini, Frederick Gumm Chemical

* Kreag Cotter, Eastman Kodak

* Anson Craumer, Wozniak Industries, Inc.

* Tom Frank, AC Gentrol, Inc.

* Lucy Golding, Teltrend, Inc.

* W. Jeff Jeffery, IRMCO

* Keith W. Kells, Illinois Machine & Tool Works

* Karen Lewis, National Metal Specialist

* Arny Manseth, US West

* Angela E. Marshalek, Gehl Company

* Jacquelyn Haley Moreira, Borg Indak, Inc.

* Michael O'Connor, Gardner Denver Machinery, Inc.

* William Parmer, Prestige Metal Products, Inc.

* Diana Rader, Watlow Bataira

* Grant Reichard, Humboldt Manufacturing Company

* Charles Stewart, Rotorex Company, Inc.

* Bob Vail, Bodie-Hoover Petroleum

* Henry Vogel, DeCardy Diecasting

* Dianne Wawrzyniak, Management Association of Illinois

* Donald Z. White, Phillips Swager Associates

We would also like to thank the employee training specialists who

reviewed draft versions of the Checklist and provided advice and

guidance:

* Eunice N. Askov, Institute for the Study of Adult Literacy,

Penn State University

* Kenneth Edwards, International Brotherhood of Electrical Workers

* Lynne Fry, U.S. Department of Labor

* Evelyn Ganzglass, National Governors' Association

* John Hoops, Bay State Skills Corporation

* Greg Julson, Wisconsin Indianhead Technical College

* Cathy Kramer, Association for Quality and Participation

* Arny Manseth, US West

* Noreen Rice, Council for Adult and Experiential Learning (CAEL)

* Joel Rodkin, Prince George's Community College

* Benjamin Schneider, University of Maryland

* Phyllis Snyder, Council for Adult and Experiential Learning

(CAEL)

* Bob Soltys, Center for Workforce Development,

Institute for Educational Leadership

* Neal Steiger, New Hampshire Technical College

* Joan Wills, Center for Workforce Development,

Institute for Educational Leadership

* Jack N. Wismer, Lake Michigan College

* Gail A. Zwart, Riverside Community College

This Checklist could not have been completed without their help.

Denise Hall, Marvin H. Harden, Bernice Jones, Amy Pincus, Cathy

Stewart, and Kim West edited, designed, and produced the Checklist.

TABLE OF CONTENTS

INTRODUCTION......................................................3

HOW TO USE THE PRODUCT CHECKLIST..................................5

CHECKLIST.........................................................7

Step 1: Program Development......................................7

Step 2: Program Preparation......................................7

Step 3: Curriculum Development...................................8

Step 4: Instructional Development................................9

Step 5: Training Staff Preparation...............................9

Step 6: Program Delivery........................................10

Step 7: Training and Program Evaluation.........................11

COMPARISON CHART.................................................11

THIS CHECKLIST IN CONTEXT........................................15

ADVISORY GROUPS..................................................17

==================================================================

INTRODUCTION

PURPOSE OF THE PRODUCT CHECKLIST

The Employee Training Product Checklist will help you, as a business

person or labor representative, to review potential training

products to get the most value from your training investment. It

can be used to determine whether a particular training product -

such as a curriculum or computer-based training program - follows

best practice and will meet the needs of your firm and build the

productive capacity of its employees. The Checklist can be used to

assess the quality of a variety of employee training products, such

as the following:

* Training development guidebooks,

* Curricula,

* Training workbooks,

* Computer-based training programs, or

* Training video or audio cassettes.

The Checklist was designed for use with technical training products,

but it is also relevant for training products in other areas, such

as basic skills(1), management, work restructuring, or sales.

The training products you review may cover only a portion of the

components you need to implement a successful employee training

program. Therefore, this checklist also helps you to assess your

firm's own capacity to undertake the various employee training

program components and successfully integrate the training product

you ultimately select into your company practices.

EMPLOYEE TRAINING

The Checklist was developed from a list of Employee Training Best

Practice Guidelines, constructed by nationally recognized training

professionals, business people, and union representatives. These

individuals defined employee training as the following:

Employee training supports adaptive, productive workplaces that

capitalize on investments in both technology and workforce skills to

boost productivity. Employee training is firm-focused and is a key

element of a firm's overall performance improvement plan. Training

assists a firm to achieve

1) effective utilization of technology resources;

2) improved work processes by measurably improving worker

knowledge, skills, and ability; and

3) full customer satisfaction and profitability.

Training links technical, occupation-specific skills development

with broad-based foundational skills such as teamwork, problem

solving, leadership and initiative, resource allocation, customer

service, communications, and commitment to lifelong learning to meet

the requirements of today's and tomorrow's workplace. In large

companies, employee training is often provided by internal staff; in

small and mid-sized companies, training is usually provided by a

third-party supplier.

PRODUCT CHECKLIST STRUCTURE

The Checklist is divided into six sections:

1) Introduction - Explains the purpose of the Checklist, defines

employee training, and lays out the structure of the Checklist.

2) How to Use the Product Checklist - Provides instructions for

using the Checklist.

3) Checklist Ð Provides an annotated listing of the key elements in

each of seven steps in the development and implementation of an

employee training program, which you can use to measure and

evaluate various training products.

4) Comparison Chart - Provides space for you to compare the merits

of three different products, along with your firm's own capacity

to undertake parts of an employee training program.

5) This Checklist in Context - Explains how employee training fits

within the larger context of workforce and workplace change and

lists other Collaborative products designed to help small and

mid-sized companies in their change efforts.

6) Advisory Groups - Lists the individuals serving on the

Collaborative's Advisory Board and Councils.

HOW TO USE THE PRODUCT CHECKLIST

This Checklist divides the development and implementation of an

employee training program into the following seven steps:

1) Program Development - Tying training to company business

objectives.

2) Program Preparation - Determining the knowledge and skill needs

in your workplace.

3) Curriculum Development - Creating a curriculum that reflects

workplace requirements and bridges the gap between the knowledge,

skills, and abilities needed in your workplace and employees'

current knowledge and skill levels.

4) Instructional Development - Adapting training methods to the

workplace and employees.

5) Training Staff Preparation - Ensuring that staff are highly

qualified.

6) Program Delivery - Tailoring training to employees' needs.

7) Training and Program Evaluation - Evaluating to ensure training

quality.

Then for each step, the Checklist asks a series of questions about

whether a product contains specific "quality elements."

To use the Checklist, compare the products you are considering

purchasing with the quality elements listed for each of the seven

steps. (The questions in the Checklist vary slightly depending on

whether the product you are evaluating is "ready-to-use" or serves

as a "how-to guide.")

The products you review may not cover all seven steps. On the one

hand, a training development guidebook would probably provide

instructions on all seven steps. On the other hand, some training

curricula may cover program preparation, curriculum development,

instructional development, and program delivery, while other

curricula may cover only curriculum and instructional development.

All seven of the steps are important parts of an employee training

program, and each must be accomplished if the program is to be

completely successful. However, individual employee training

products do not need to address each step. In cases where the

product you are reviewing does not encompass a particular step, your

firm should be prepared to undertake that step itself to

successfully integrate the training product into your company

practices.

The ideal training product would contain all of the quality elements

listed in the Checklist that your firm is not prepared to undertake

itself. However, you will probably find that the different products

you review will vary in the number of elements they contain, possess

differing strengths and weaknesses, and have relatively divergent

costs. In the end, you will need to use your own set of criteria to

select from among the products you review. Factors to consider

include these:

* The number of elements the products contain,

* The relative value you place on the elements the products either

do or do not contain,

* Your ability to use other methods to address any of the elements

not contained in a product, and

* The cost of the products - compared with each other and with

your budget for employee training.

You can use the Comparison Chart at the back of this Checklist to

summarize the results of the reviews you conduct. The Comparison

Chart also has space to indicate any key elements missing from the

products that your firm has the capacity to provide. By using the

Comparison Chart, you will be able to compare the products you are

reviewing with each other and with your firm's own capabilities to

determine the best product to purchase.

CHECKLIST

--> Feel free to make copies of the Checklist <--

Instructions: Check the boxes next to questions that you can answer

positively.

For a ready-to-use product - one that you can immediately use in

your

company, with no development or adaptation required on your part -

read

only the part of each question before the parentheses, for example,

Does the product: . . .

For a how-to guide - a product that provides you with instructions

in doing something - read all of the question, including the parts

in parentheses, for example,

Does the product (provide instruction on how to:) . . .

STEP 1: Program Development - Tying training to company business

objectives.

Does the product (provide instruction on how to):

* Align training with company objectives and culture?

Training objectives should reflect the company's overall

performance objectives and corporate culture.

* Involve key players?

Management, supervisors, employees, and, in unionized

workplaces, union representatives must buy in to any training

program.

STEP 2: Program Preparation - Determining the knowledge and skill

needs in your workplace.

Does the product (provide instruction on how to):

* Determine workplace knowledge and skill needs?

The product should help you to determine the following:

+ The occupational knowledge and skill requirements, which

should be linked to industry skill requirements where

these exist,

+ The academic or foundational knowledge, skills, and

behavior that underlie the occupational skill

requirements,

+ The knowledge and skill requirements needed to support

forms of work organization that emphasize broadening

worker knowledge and skills and empowering employees.

+ The knowledge and skills needed to transfer new learning

to different work settings.

* Provide, select, or develop appropriate assessments?

The product should provide, select, or develop assessments

that are valid for training purposes and reliable indicators

of job performance.

* Assess potential trainees?

The product should help you to assess the target population's

job-related knowledge, skills, and abilities.

STEP 3: Curriculum Development - Creating a curriculum that

reflects workplace requirements and bridges the gap between the

knowledge, skills, and abilities needed in your workplace and

employees' current knowledge and skill levels.

Does the product provide (instruction on how to develop) a

curriculum that:

* Bridges the knowledge/skill gap?

The curriculum should bring the target population's knowledge,

skills, and abilities to the level required for their work.

* Matches the company environment?

The curriculum should match the company's organizational

structure, work processes, and culture.

* Incorporates company processes?

The curriculum should incorporate and draw on company work

processes, tasks, and materials.

* Allows trainees to solve job problems?

The curriculum should provide opportunities for employees to

use the knowledge, skills, and abilities they are gaining to

solve problems commonly encountered on the job.

* Links training with other workforce and workplace development

efforts?

Where appropriate, the curriculum should be linked or

integrated with such other workforce and workplace development

efforts as workplace literacy training and work restructuring

efforts.

STEP 4: Instructional Development - Adapting training methods to

the workplace and employees.

Does the product provide (instruction on how to develop) training

activities that:

* Match employee needs?

Instructional methods, media, and technology should match the

training objectives and learning styles of individual

students.

* Use company equipment and materials?

Training activities should use company technology, equipment,

and materials comparable to that used on the job.

* Are "hands on"?

Training activities should provide employees with

opportunities to apply and practice the knowledge and skills

they are gaining in the workplace or a "workplace-like"

setting.

* Can be adapted to the workplace?

Training activities should follow a flexible format which can

be adapted to workplace schedules.

* Allow for self-paced instruction?

Training activities should include self-paced training

modules.

* Deliver instruction "just in time"?

Training activities should provide instruction as employees

need new skills on the job.

STEP 5: Training Staff Preparation - Ensuring that staff are highly

qualified.

Does the product (provide instruction on how to):

* Train staff in the principles of adult learning?

Staff need to understand the basic principles of adult

learning and their application to instructional design and

delivery.

* Train staff on job requirements?

Staff need to understand job performance requirements and the

industry environment.

STEP 6: Program Delivery - Tailoring training to employees' needs.

Does the product (provide instruction on how to):

* Explain the training program to employees?

The product should educate employees about expected

performance outcomes and assessment methods.

* Assess employees' needs and customize training plans?

The product should assess each individual's knowledge and

skill development needs - defined by his or her own knowledge

and skill levels and training goals - and tailor each

individual's learning plan accordingly.

* Provide trainees with feedback?

The product should provide trainees with regular, ongoing

feedback concerning their progress while in the training

program.

* Help employees to apply their new knowledge, skills, and

abilities to their jobs?

The product should help employees, during and after the

training program, to apply their newly acquired knowledge,

skills, and abilities to their jobs.

* Prepare supervisors to reinforce training on the job.

The product should prepare trainees' direct supervisors to

reinforce the training and help their employees transfer their

new knowledge and skills to their jobs.

* Provide a "portable credential"?

The product should provide a portable credential for employees

who complete training successfully.

* Promote ongoing learning?

The product should build worker understanding that learning is

an integral and on-going component of successful work

performance.

STEP 7: Training and Program Evaluation - Evaluating to assure

training quality.

Does the product (provide instruction on how to):

* Involve key players in evaluating the program?

Management, supervisors, employees, and, in unionized

workplaces, union representatives need to be involved in

evaluating program effectiveness and its responsiveness to

their needs.

* Provide, select, or develop multiple evaluation measures?

The product should provide, select, or develop evaluations to

measure both performance outcomes and the quality and

effectiveness of the training process.

* Ascertain individuals' learning gains?

The product should assess individuals' learning gains and

overall program performance.

* Conduct evaluations regularly?

The product should conduct evaluations regularly to ensure

that the training program remains on track.

COMPARISON CHART

--> Feel free to make copies of the Comparison Chart <--

Instructions: Put the names of the products you reviewed in the

blank boxes across the top of the Chart. Copy the Checklist results

for each product to this Chart, add up the number of elements

contained in each product, and note the products' costs. In the

last column, check the elements that your firm will be able to

undertake to successfully integrate the training product into your

company practices. In comparing products, do not rely solely on the

total number of elements covered by each product. Be sure to

compare which elements the products do and do not cover, whether

your firm is capable of undertaking the missing quality elements,

and what product costs are.

-------------------------------------------------------------------

| EMPLOYEE TRAINING PROGRAM |______|______|_Firm_|

| |######|######|######|

| 1. Program Development |######|######|######|

| objectives. |______|______|______|

| - Involves key players. |______|______|______|

| |######|######|######|

| 2. Program Preparation |######|######|######|

| and skill needs. |______|______|______|

| - Provides appropriate assessments. |______|______|______|

| Assesses potential trainees. |______|______|______|

| |######|######|######|

| 3. Curriculum Development |######|######|######|

| - Bridges the knowledge/skills gap. |______|______|______|

| - Matches the company environment. |______|______|______|

| - Incorporates company processes. |______|______|______|

| solve job problems. |______|______|______|

| and workplace development efforts. |______|______|______|

| |######|######|######|

| 4. Instructional Development |######|######|######|

| - Matches employee needs. |______|______|______|

| and materials. |______|______|______|

| training activities. |______|______|______|

| - Adapts to workplace schedules. |______|______|______|

| - Allows for self-paced instruction. |______|______|______|

| - Delivers instruction "just in time."|______|______|______|

| |######|######|######|

| 5. Training Staff Preparation: |######|######|######|

| adult learning. |______|______|______|

| - Trains staff on job requirements. |______|______|______|

| |######|######|######|

| 6. Program Delivery |######|######|######|

| employees. |______|______|______|

| customizes training programs. |______|______|______|

| - Provides trainees with feedback. |______|______|______|

| to jobs. |______|______|______|

| reinforce training on the job. |______|______|______|

| - Provides a "portable credential." |______|______|______|

| - Promotes ongoing learning. |______|______|______|

| |######|######|######|

| 7. Training and Program Evaluation |######|######|######|

| the program. |______|______|______|

| multiple evaluation measures. |______|______|______|

| gains. |______|______|______|

| - Conducts evaluations regularly. |______|______|______|

| |######|######|######|

| TOTAL NUMBER OF ELEMENTS |______|______|______|

| ######|######|######|

| COST |______|______|______|

-------------------------------------------------------------------

CHECKLIST IN CONTEXT

Employee training is just one of a number of workforce and workplace

changes companies must undertake to remain competitive in today's

global economy. For many companies, staying profitable involves

adopting new technologies, restructuring work processes, and

redefining the relationship between employers and employees, as well

as upgrading employees' knowledge, skills, and abilities.

All of these changes are interrelated. New machines frequently

require new work processes if they are to be fully used. New work

processes can lead to changes in the locus of decision making and

redefining the roles of both labor and management. Training in a

variety of skills, including basic reading, writing, and

mathematics, is almost always necessary to put any other changes

into place successfully.

The National Workforce Assistance Collaborative has prepared a

series of tools to help small and mid-sized companies find and

select the high quality service providers and products they need to

undertake successful workforce and workplace changes, including the

following:

* Employee Training Interview Guide: Judging the Quality and

Effectiveness of Training Providers,

* Employee Training Product Checklist: Judging the Quality of

Training Products,

* Labor-Management Interview Guide: Judging the Quality and

Effectiveness of Labor-Management Relations Consultants,

* Resource Guide: A Key to Organizations Working in Employee

Training, Labor-Management Relations, Work Restructuring,

and Workplace Literacy

* Work Restructuring Interview Guide: Judging the Quality and

Effectiveness of Work Restructuring Consultants,

* Workplace Literacy Interview Guide: Judging the Quality and

Effectiveness of Workplace Literacy Providers, and

* Workplace Literacy Product Checklist: Judging the Quality of

Workplace Literacy Products.

Additional Collaborative publications designed for small and mid-

sized businesses and the service providers working with them include

these:

* Resource Listings

Workplace Literacy Publications: An Annotated Bibliography of

Print Resources - A workplace literacy bibliography.

* Newsletters

Workforce Briefs - A newsletter series for businesses.

Business Assistance Notes - A newsletter series for service

providers.

* Tools for Companies

Pay-for-Knowledge - A how-to guide on the development and

implementation of a pay-for-knowledge system.

Computer-Based Training - A guide for selecting computer-based

training products and services.

* Tools for Service Providers

Integrated Service Delivery - A publication providing insights

into the best methods for delivering integrated services to

small and mid-sized companies.

Delivering Cost-Effective Services to Small and Mid-Sized

Companies - A publication highlighting proven approaches for

delivering cost-effective services to small and mid-sized

companies.

Approaches to Forming a Learning Consortium: A Guide for

Service Providers - A how-to guide on forming learning

consortia.

Marketing to Businesses - Information on how to identify and

effectively market services to a local business community.

Assessing an Organization's Training Needs - A generic

training needs assessment accompanied by instructions on how

to approach and "market" the value of training to small and

mid-sized business leaders.

Assessing the Value of Workforce Training - An introduction to

assessing the value of training programs, focusing on quick

and easy strategies.

* Internet Services

Internet Listserv - An electronic forum for discussing

workforce and workplace development issues. To subscribe to

NWAC-L, send an e-mail message to LISTSERV@PSUVM.PSU.EDU

saying "subscribe NWAC-L [YourFirstName YourLastName]."

Gopher Server - Online access to materials and products

produced by the Collaborative. The gopher server address is

INFO.PSU.EDU. Open "Information Servers at Penn State"; then

open "Research Centers and Institutes."

World Wide Web Home Page - Information on the Collaborative

and its products and services, as well as links to related

information on the Internet

(http://www.psu.edu/institutes/nwac).

All Collaborative publications can be ordered through the National

Alliance of Business Distribution Center, listed on the front cover,

or downloaded from the Collaborative's Internet Gopher Server or

World Wide Web home page.

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

ADVISORY GROUPS

Stephen Mitchell

Project Director

Terri Bergman

Products and Services Manager

-----------------------------------------------------------------

BOARD

Chair

William H. Kolberg

National Alliance of Business

Eunice Askov

Institute for the Study of Adult Literacy, The Pennsylvania State

University

William L. Batt, Jr.

Consultant

Robert Baugh

Human Resource Development Institute

Clair Brown

National Center for the Workplace

Robert Fien

Stone Construction Equipment, Inc.

Evelyn Ganzglass

National Governors' Association

Marshall Goldberg

The Alliance for Employee Development, Inc.

Andy Hartman

National Institute for Literacy

Cathy Kramer

Association for Quality and Participation

David Pierce

American Association of Community Colleges

Jack Russell

The Modernization Forum

Benjamin Schneider

University of Maryland

Dennis Sienko

Prairie State 2000 Authority

Stephen Sleigh

International Association of Machinists

Pamela Tate

Council for Adult and Experiential Learning

Hugh Tranum

National Labor-Management

Benjamin Tregoe

Kepner-Tregoe, Inc.

Thomas Tuttle

Maryland Center for Quality and Productivity

Joan Wills

Institute for Educational Leadership

John Zimmerman

MCI

-----------------------------------------------------------------

EMPLOYEE TRAINING

Chair

Pamela Tate

Council for Adult and Experiential Learning

Brian Bosworth

Regional Technology Strategies

Thomas L. Clogston

Boeing Defense and Space Group

Kenneth Edwards

International Brotherhood of Electrical Workers

Phyllis Eisen

National Association of Manufacturers

Wendell Fletcher

Congressional Office of Technology Assessment

Patti Glenn

Texas Instruments

Ruth Haines

National Institute of Standards and Technology

Janet Steele Holloway

Kentucky Small Business Development Center

John Hoops

Bay State Skills Corporation Center

Tom Huberty

Upper Mid-West Manufacturing Technology Center

Dan Hull

The Center for Occupational Research and Development

Victoria Kraeling

Southeastern Institute for Advanced Technologies

Arny Manseth

US West

Alfred Moye

Hewlett Packard

Frederic Nichols

National Coalition for Advanced Manufacturing

Joan Patterson

UAW/Chrysler National Training

Paula Reeder

Sallie Mae

Martha Reesman

National Center for Manufacturing Sciences

Lee M. Shrader, Jr.

Great Lakes Manufacturing Technology Center

Duc-Le To

U.S. Department of Education

-----------------------------------------------------------------

LABOR-MANAGEMENT RELATI0NS

Chair

Hugh Tranum

National Labor-Management Association

Nick Argona

Xerox Corporation

William L. Batt, Jr.

Consultant

Betty Bednarczyk

SEIU- Local 13

Barry Bluestone

University of Massachusetts

Rena Cross

Foamade Industries

Joel Cutcher-Gershenfield

Michigan State University

David Fontaine

Maryland Labor-Management Committee

Pat France

Stark County Labor-Management Council

Robert Frey

The CIN-MADE Corporation

Maria Heidkamp

Wisconsin Labor-Management Council

Edsel Jones

Mapleton Local No. 7-7807

Robert Landsman

New York State School of Industrial and Labor Relations

Malcolm Lovell

National Planning Association

Charlene Powell

Kentucky Association of Labor-Management Committees

John Stepp

Restructuring Associates

Brian Turner

Work and Technology Institute

Earl Willford

Bureau of Mediation

-----------------------------------------------------------------

WORK RESTRUCTURING

Chair

Thomas Tuttle

Maryland Center for Quality and Productivity

Eileen Appelbaum

Economic Policy Institute

Mike Beyerlein

The Center for the Study of Work Teams

Jane Reese Coulbourne

Restructuring Associates, Inc.

John Dodd

Computer Science Corporation

Ned Ellington

Productivity and Quality Center

Michael Galiazzo

Regional Manufacturing Institute

Debbie Goldman

Communications Workers of America

Bruce Herman

Garment Industry Development Corporation

Robert King

Goal/QPC

Vaughn Limbrick

Society for Human Resource Management

Peter Manella

New York State Department of Economic Development

Robert Meyer

Work in Northeast Ohio

Joe Rigali

Sanden International, USA

Jill Scheldrup

U.S. Chamber of Commerce

Maureen Sheahan

Labor-Management Council for Economic Renewal

Peggy Siegel

National Alliance of Business

Audrey Theis

Maryland Department of Economic and Employment Development

Edwin Toussaint

Xerox Corporation

-----------------------------------------------------------------

WORKPLACE LITERACY

Chair

Eunice Askov

Institute for the Study of Adult Literacy,

The Pennsylvania State University

Judith Alamprese

COSMOS Corporation

Lorraine Amico

National Governors' Association

Dale Brandenburg

Labor-Management Council for Economic Renewal

Jinx (Helen) Crouch

Literacy Volunteers of America

Regina Guaraldi

Miami-Dade Community College

Karl O. Haigler

The Salem Company

Mary Ann Jackson

Wisconsin Technical College Board

Inaam Mansoor

Wilson School

Donna Miller-Parker

State Board for Community and Technical Colleges

Michael O'Brian

CertainTeed Corporation

James Parker

U.S. Department of Education

James Ryan

District 1199C

Anthony Sarmiento

AFL-CIO

Johan Uvin

Massachusetts Adult and Community Learning Services

Robert Visdos

NETWORK

Jo Ann Weinberger

Center for Literacy, Inc.

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-

NATIONAL WORKFORCE ASSISTANCE COLLABORATIVE PARTNERS

National Alliance of Business

National OFfice

1201 New York Avenue, NW

Suite 700

Washington, DC 20005

Phone: 800/787-2848

Fax: 202/289-2875

E-mail: info@nab.com

Atlantic Office

317 George Street

New Brunswick, NJ 08901

Phone: 908/524-1110

Fax: 908/524-6275

Capital Area Office

1201 New York Avenue, NW

Suite 700

Washington, DC 20005

Phone: 202/289-2897

Fax: 202/289-2875

Central Office

9400 N. Central Expressway

Suite 606

Dallas, TX 75231

Phone: 214/373-0854

Fax: 214/373-1941

Midwest Office

1 East Wacker Drive

Suite 2410

Chicago, IL 60601

Phone: 312/595-2100

Fax: 312/595-2101

Northeast Office

1 McKinley Square

Suite 600

Boston, MA 02109

Phone: 617/624-4190

Fax: 617/624-4195

Southeast Office

1 Midtown Plaza

1360 Peachtree Street, NE

Suite 710

Atlanta, GA 30309

Phone: 404/881-0061

Fax: 404/881-0006

Western Office

800 Wilshire Boulevard

Suite 960

Los Angeles, CA 90017

Phone: 213/488-9153

Fax: 213/488-9460

COUNCIL FOR ADULT AND EXPERIENTIAL LEARNING

243 South Wabash Avenue

Suite 800

Chicago, IL 60604

Phone: Phone: 312/922-5909

Fax: 312/922-1769

Philadelphia Office

Delaware Valley Industrial Resource Center

12265 Townsend Road

Suite 500

Philadelphia, PA 19154

Phone: 215/969-1286

Fax: 215/969-6652

INSTITUTE FOR THE STUDY OF ADULT

LITERACY

The Pennsylvania State University

College of Education

204 Calder Way

Suite 209

University Park, PA 16801

Phone: 814/863-3777

Fax: 814/863-6108

MARYLAND CENTER FOR QUALITY

AND PRODUCTIVITY

CMB/SPA Building

4th Floor

University of Maryland

College Park, MD 20742

Phone: 301/405-7099

Fax: 301/314-9119

NATIONAL LABOR-MANAGEMENT

ASSOCIATION

P.O. Box 819

Jamestown, NY 14702

Phone: 800/967-2687

Fax: 716/665-8060

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1 A separate Workplace Literacy Product Checklist is available from

the National Workforce Assistance Collaborative and the National

Alliance of Business.