We propose Promoting Learning and Upskilling for Success, an inclusive excellence framework developed to help underrepresented adult learners gain the knowledge and competence needed for the modern workplace

Guilbaud, Patrick

Guilbaud, T. Christa

English

Kansas State University

Kansas State University Libraries New Prairie Press Adult Education Research Conference Promoting Learning and Upskilling for Success (PLUS): An Inclusive Excellence Framework to Facilitate Workplace Readiness of Underrepresented Adult Learners (UALs) T. Christa Guilbaud Patrick Guilbaud Follow this and additional works at: https://newprairiepress.org/aerc  Part of the Adult and Continuing Education Commons, Adult and Continuing Education Administration Commons, and the University Extension Commons This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License This Event is brought to you for free and open access by the Conferences at New Prairie Press. It has been accepted for inclusion in Adult Education Research Conference by an authorized administrator of New Prairie Press. For more information, please contact cads@k-state.edu. Promoting Learning and Upskilling for Success (PLUS): An Inclusive Excellence Framework to Facilitate Workplace Readiness of Underrepresented Adult Learners (UALs)   T. Christa Guilbaud1 and Patrick Guilbaud2  1 Learning Design and Technology, UNC at Charlotte, NC, USA   2 Adult and Extended Education, Winthrop University, SC, USA    Abstract This paper presents Promoting Learning and Upskilling for Success (PLUS), an inclusive excellence framework that can be used to help underrepresented adult learners reach their academic and career goals. Keywords: Underrepresented Adult Learners, Learning and Upskilling, Inclusive Excellence, Interventions, Workplace Readiness   As the profile of post-secondary students across the country continues to become older and more diverse, higher education institutions (HEIs) of all types and sizes are seeking to reposition themselves to better serve the new post-traditional mix of learners (Gast, 2013; Soares et al 2017). Unfortunately, the approach that is often used to support adult learners including those from underrepresented backgrounds typically consists of adding one or two staff members to assist with matters such as program of study, financial aid, and academic support. However, adult learners bring different learning interests, backgrounds, and experiences to academia than their counterparts who come to college straight out of high school (Guskey, 2000; Knowles, 1984). Moreover, many adult learners and most particularly those from underserved backgrounds to include immigrants, refugees, and undocumented nationals often have very demanding responsibilities outside of school (Akpapuna et al, 2020). These include taking on a second job to make ends meet, juggling day-to-day child rearing responsibilities as a single parent, and at times caring for a parent and other loved ones. As a result, there is a need for bold and innovative approaches to achieve the goal of helping UALs reach their career and professional goals. In the next sections of the paper, we present and delineate the Promoting Learning and Upskilling for Success (PLUS) framework, which was developed to facilitate success of UALs in their pursuit of post-baccalaureate credentials. Using both organizational maturity concepts and tailored intervention principles, the PLUS framework, is designed to help higher education institutions (HEIs) of all types and sizes strengthen their diversity, equity and inclusion (DEI) efforts in adult education. PLUS specifically involves targeted academic interventions within a focus of inclusive academic and professional excellence.    Overview of the PLUS framework The PLUS framework is based on a study that sought to gauge salient factors pertaining to the education and training of UALs at higher education institutions in the US with a focus on inclusive excellence for workplace readiness (NACE, 2022; Wong & Hoskins, 2022). A total of 123 randomly selected participants was used for the study. The demographics breakdown of the survey participants was: 62 UALs, 27 academic support personnel 22 faculty members / instructors, and 12 senior administrative staff. The researchers used an online survey tool that ask participants to rank the barriers, challenges, and opportunities that either inhibit or promote the participation, persistence and success of UALs in post-secondary education and training.  The researchers used the data collected from the survey to create the PLUS framework, which places emphasis on assessing and rectifying the key areas of concern that were found from the study. These include inadequate institutional commitment, lack of tailored solutions / interventions, academic rigidity, unclear pathway to program completion, and lack of academic mentors from diverse backgrounds or with pluralistic perspectives.  The PLUS Framework  As shown, in Figure 1, there are three pillars to the PLUS framework, which are Outcomes Plane (OP), Educational and Training Sphere (ETS), and Intervention Domain (ID). Each of the pillar has sub-categories termed Measures (OP), Foundational Components (ETS), and Transformative Elements (ID).  Figure 1 Graphical Overview of the PLUS Framework   The Transformative Elements (TE) of the PLUS framework are grouped into five Focus Areas.  HEIs and learning organizations can manipulate the TEs as appropriate to help UALs obtain an academic credential such as a certificate, a degree (Associate or Bachelor), or advanced professional skills. This will then allow UALs to be ready for career success in the modern workplace.  The PLUS Framework Details The PLUS framework is a practice-oriented tool provides HEIs a systematic means to gauge their level of performance on DEI-related efforts in adult education and allows them to undertake the corrective steps to take, as needed, if goals and objectives are not met. Below are some of the details of the PLUS framework and some key aspects about its implementation for the purpose DEI-related organizational improvement.   A. The Outcomes Plane There are 12 Measures in the Outcomes Plane of the PLUS framework, each of which is connected to one specific Foundational Component of the Education and Training Sphere.  The Measures are as follows: Guiding Principles (GD) 1. Equitable Policies (EP) 2. Enrollment Diversity  (ED)  3. Graduation and Retention (GR) 4. Lifelong Connections (LC) Academic Practices (AP) 5. Innovation & Collaboration (IC)  6. Problem Solving (PS) 7. Self-Efficacy (SE) 8. Agility and Adaptability (AA) Learning Orientation (LO) 9. Applied Skills (AS) 10. Professional Identity (PI)  11. Transformational Change (TC) 12. Career Placement (CP) B. The Education and Training Sphere The Education and Training Sphere of PLUS involves three Foundational Components, which   serve as compass points for instruction interventions that can best meet the needs and interests of UALs. The Foundational Components are: Guiding Principles (GPs): GPs are to denote what constitute an inclusive and equity-centered campus. GPs specifically embed and encapsulate policies such as services that clearly articulate policies, activities, and efforts to facilitate admission, enrollment, and graduation of UALs and other underrepresented students at the institution Academic Practices (AP): The principles of AP are oriented towards instruction and assessment regimes that fully accommodate learners from diverse academic backgrounds and learning preferences. AF specifically emphasizes tailored academic, advising, course planning and career management.  Learning Orientations (LO): The tenets of LO emphasize programs affordability, relevancy, and flexibility.  LO places a strong accent on curricular, program offerings and learning contents that are practical, applicable and in-sync with work-related competencies. LO also uses learned-centered pedagogy and ensures strong return on investment (ROI).    C. Intervention Domain  As shown in Table 1, the Intervention Domain of PLUS involves five Transformative Elements (TEs), which are linked to one of three Foundational Components the Education and Training Sphere. The five TEs are Program Leadership, Instruction Design, Education Delivery, Academic Support and Long-Term Sustainability.      Table 1 Transformative Element Description  Transformative Element Description  Related Foundational Components TE 1 - Program Leadership: UALs bring very diverse life experience and skills to their schools. HEIs will thus need to develop tailored engagement and outreach practices that eliminate barriers to access, progress, retention and success of UALs. These will help UALs transition from practitioner to learner and back to practitioner. Guiding Principles  TE 2 - Instruction Design: UALs come to school with a wealth of life and professional experiences. They also are in very different stages of psychological, socio-cultural, and cognitive developments that traditional college-aged students. Learning activities and assignments need leverage and enhance their prior knowledge, skills, and abilities.  Academic Practices TE 3 - Education Delivery: UALs seek the opportunity to complete their program study in ways, manners, and formats that allow them to balance professional and family obligations. Courses offered by HEIs via traditional approaches will not work for them. Thus, flexibility and predictability of course offerings are essential to helping UALs complete their program of study (Academic Practices).  TE 4 - Academic Support: The types and scope of interventions adopted by an institution will set the stage for persistence and success of UALs in their course work and program of study. For example dedicated advising and wrap around intervention services are essential aspects of the learning experience.    Learning Orientations TE 5 - Long-term Sustainability: UALs need assistance from entry to exit of their program. Institutions will need to develop adaptive outreach, engagement, post-graduation practices to help UALs and other underserved learners achieve success both as students and as future practitioners.  Using the PLUS Framework The PLUS framework offers two tools or worksheets called Organizational Maturity (OM) Level and Achievement that HEIs can use to measure and improve performance related to Inclusive Excellence in adult education with a special focus on UALs.  Assessing Organizational Maturity Level  As shown in Table 2, the worksheet tool of the PLUS framework allows HEIs to determine their maturity levels regarding adult education overall and for each TE. HEIs can thus use the worksheet to develop, change, and update policies, procedures, and interventions to improve their OM level and standing in regards to DEI and IE.  Table 2  PLUS OM Worksheet  TE Category Transformative Elements – Sub-component Score SC1 SC2 SC3 SC4 SC5 SC6 SC7 SC8 Program Leadership  _____ _____ _____ _____ _____ _____ _____ _____ Instruction  Design _____ _____ _____ _____ _____ _____ _____ _____ Education Delivery _____ _____ _____ _____ _____ _____ _____ _____ Academic  Support _____ _____ _____ _____ _____ _____ _____ _____ LT Sustainability _____ _____ _____ _____ _____ _____ _____ _____ PLUS OM Scale (as compare to Peer Institutions): General Discussion: 1; Planning Stage :2; Work In Progress: 3; Implementation: 4; Measurement & Adjustment: 5 TE Category  Score Max Level        Condition                       Preliminary      35% or less   Emerging       36% - 55% Accomplished      56% - 75% Pioneering      76% - 85% Sustaining             86% +           OM Level Realized  ____________ Program Leadership  ______ 40 Instruction  Design ______ 40 Education Delivery ______ 40 Academic  Support ______ 40 LT Sustainability ______ 40 Total ______ 200 Percentage Score  ______  Assessing Achievement Level  The Achievement worksheet of the PLUS framework is organized into four types as shown in Table 3. This is done to facilitate grouping of intervention strategies to maximize their impacts on an institution’s overall and sub-level Achievement scores of the PLUS framework.      Table 3 PLUS Achievement Worksheet  Achievement Realization Score Guiding  Principles Academic Focus  Learning  Orientation  Type I Equitable Policies  ____ Innovation & Collab _____ Applied Skills ____ Type II Enrollment Diversity  ____ Problem Solving  _____ Professional Identity ____ Type III Lifelong Connections ____ Self-Efficacy ____ Career Placement  ____ Type IV Transformational  Experiences ____ Agility and Adaptability ____ Graduation and Retention ____ The PLUS Achievement Scale (as compare to Peer Institutions):  Low 25% and below: 1; Medium (26% - 50%):2; High (51% - 75%): 3; Exceptional (76% and above): 4 Level     Condition Preparation    25% or less    Initiation     26% - 50%   Stabilization    51% - 75%  Transformation           76%+     Conclusion With an altered higher education institution landscape, HEIs will need to innovate at all levels of the academic enterprise to help prepare all learners for their life-long pursuits. Consequently, the use of a model like PLUS help bridge academic barriers in time, place, and tradition thus allowing HEIs to reach the goal of helping UALs and other underserved students reach their career, personal and social aspirations.    References Akpapuna, M., Choi, E., Johnson, D. A., & Lopez, J. A. (2020). Encouraging Multiculturalism and Diversity within Organizational Behavior Management. Journal of Organizational Behavior Management, 40(3–4), 186–209.   Gast, A. (2013). Current trends in adult degree programs: How public universities respond to the needs of adult learners. In D. Kilgore & P. J. Rice (Eds.), Meeting the Special Needs of Adult Learners (New Directions for Student Services, No.140; pp. 17-25). San Francisco, CA: Jossey-Bass. doi:10.1002/ace.20070 Guskey, T. R. (2000). Evaluating professional development. Corwin Press.  Wong, B. & Hoskins K. (2022). Ready, set, work? Career preparations of final-year non-traditional university students, Higher Education Pedagogies, 7:1, 88-106, DOI: 10.1080/23752696.2022.2100446 Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing. National Association of Colleges and Employers [NACE]. (2022). NACE Diversity and Inclusion Self-Assessment. Available at:  https://www.naceweb.org/career-development/organizational-structure/diversity-and-inclusion-self-assessment/. Soares, L., Gagliardi, J., & Nellum, C. (2017). The post-traditional learners manifesto revisited: Aligning postsecondary education with real life for adult student success. American Council on Education. Retrieved from https://www.acenet.edu/Documents/The-PostTraditional-Learners-Manifesto-Revisited.pdf  

Promoting Learning and Upskilling for Success (PLUS): An Inclusive Excellence Framework to Facilitate Workplace Readiness of Underrepresented Adult Learners (UALs)

https://newprairiepress.org/cgi/viewcontent.cgi?article=4288&context=aerc

Promoting Learning and Upskilling for Success (PLUS): An Inclusive Excellence Framework to Facilitate Workplace Readiness of Underrepresented Adult Learners (UALs)

Abstract

Similar works

Full text

Available Versions

Kansas State University