S4. Linear Models Apps

-- Forms of Workplace Literacy (Langer)

Structure

p317. Introduction

p318. Notions of Literacy

p318. Notions of Development and Assimilation

p319. Reflection-with-Action Methods

p319. Theoretical Constructs of the Inner-City Workplace Literacy Arc

p320. Workplace Literacy and Assimilation

FlG, 2. Interrelationships among workplace literacy, pedagogy and educational infrastructures.

FIG. 3. Inner-City Workplace Literacy Arc model

Figure 1: Relationship between cultures, literacies, and educational institutions

p322. Inner-City Workplace Literacy Arc

I. Concept Recognition: this first stage represents the capacity to learn, conceptualize, and articulate key issues relating to the six sectors of workplace literacy. It provides the basis for becoming better adaptive to understanding other workplace requirements.

2. iVfu/tiple Workplace Perspectives: indicates the ability to integrate points of view from diverse colleagues in various levels of a workplace hierarchy. Using these new perspectives, the individual is in position to augment hislher workplace literacy.

3. Comprehension of Business Process: individuals increase their understanding of workplace co-operation, competition and advancement as they gain cognitive skills, technological acumen, a facility with business cultural etiquette; expand their socio-economic value system, perform business activities that improve ethnic or neighborhood solidarity, and develop self~esteem.

4. Workplace Competence: develops in relation to competence in sectors of workplace literacy appropriate for performing job duties not merely adequately but competitively with peers and higher-ranking employees in the workplace.

5. Professional Independence: ability to employ sectors of workplace literacy to compete effectively in corporate labor markets; capability of obtaining increasingly high status jobs through successful interviewing and workplace performance, thus demonstrating leadership capabilities leading to greater independence in career pursuits. Professionally independent individuals are motivated and can use their skills for creative purposes. They are willing to take risks using critical discernment and what Heath (1968) calls 'freed' decision-making.

I. Cognition: involves skills necessary for learning and completing job duties in the

business world. They include computation, and the ability to read, comprehend,

and retain written information quickly; to remember and execute spoken instructions;

and to critically examine data.

2. Technology: in addition to cognitive skills specific to technology, this form of

literacy involves an aptitude for technology. As individuals assimilate, their

identities become less vocationally oriented and more independent from dominating

influences.

3. Busi11ess Culrure: the knowledge and practice of proper etiquette in workplace settings with regard to dress, telephone and in-person interactions, punctuality, work completion, conflict resolution, deference and other protocols in workplace hierarchies. Individuals become increasingly aware of others, respect others' opinions, and as a result become increasingly adaptive individuals. Business cultural literacy affects workplace efficiency in relation to emotional stability, which in tum is partly influenced by the workplace interrelationships.

4. Socio-economiC Values: identifies the ability to articulate and act upon mainstream business values, which shape the work ethic. Such values include independent initiative, dedication, honesty and personal identification with career goals. They are also associated with a person's appreciation for intellecrual life, cultural sensitivity for others, and sensitivity for how others view their role in the workplace. Individuals understand the multiplicity of information sources that can affect their value systems, and they make decisions based more on formed principles than on dynamic influences.

5. Community and Ethnic Solidarity: reflects commitment to the education and professional advancement of persons in ethnic minority groups and underserved communities. It intensifies moral development. Individuals can use their ethnicity to explore the liberating capacities offered in the workplace without sacrificing their identity; i.e., they can assimilate workplace norms and into an environment without abandoning cultural, ethnic or self-defining principles and beliefs.

6. Self-esteem: involves the view that personal and professional success work in tandem, and the belief in one's capacity to succeed in both. This includes a devotion to learning and self-improvement, self-evaluation, the ability to acknowledge and resolve workplace conflicts, and resilience when faced with personal and professional challenges. Individuals with high self-esteem are reflective about themselves and their potential in business. They accept the realities of the business world in which they must work, and can comfortably confirm their business disposition independently of others' valuations.

p324. Goals of the Study

p325. Site, Population and Sample

p326. Research Approach

p326. Analysis of Data

Group Meetings

Learning Journals

Individual Meetings

p327. Results of the Study

Growth in Development Across the Arc

Participant 1: Joe, 39 year-old Caribbean Male

Participatn 2: Mary, 25 year-old African-American Female

Participant 3: John, 48 year-old African-American Male

p332. Conclusion

Extracted Annotations (10/1/2017, 11:48:15 AM)

"Rassool (1999) writes about literacy in terms of the knowledge and skills required for performing particular functions, thus developing the idea of multiple literacies." (Langer 2003:318)

"She describes literacy as 'being instrumental in framing the range of knowledge and skills that are valued and accredited within particular societies' (p. 5)." (Langer 2003:318)

"Notions of what it means to be literate, therefore, are based on different sets of social, functional, economic, ideological and political structures--what we can call culture." (Langer 2003:318)

"These structures, or culture, in tum influence the range and type of resources available to teaching and learning. This symbiotic relationship results in an educational framework or culture that affects how, what, and who can be taught literacy skills and knowledge." (Langer 2003:318)

"(a) how individuals adopt workplace cultural norms, and how they become integrated into the new (b) workforce" (Langer 2003:319)

"Here, 'reflectionwith-action' carries the resonance of Schon's (!983) twin constructs: 'reflection-onaction' and 'reflection-in-action', which emphasize (respectively) reflection in retrospect and reflection to determine what actions to take in the present or immediate future." (Langer 2003:319)

"Dewey (1933) and Hullfish and Smith (1978) also suggested that the use of reflection supports an implied purpose. Their formulation suggests the possibility of reflection that is future-oriented, what we might call 'reflection-to-action.' These are methodological orientations covered by the rubric." (Langer 2003:319)

missing legacy knowledge (note on p.320)

"A specific form of literacy can be defined as a social practice that requires specific skills and knowledge (Rassool, 1999)." (Langer 2003:320)

"This special case is particularly important to inner-city communities marginalized from experiences afforded to more affluent communities in terms of access to quality education, information technologies, job opportunities and workplace socialization." (Langer 2003:320)

"Information literacy has been called the 'survival skill' for the information age. According to Jackson (1995), it is an essential component for 'sustaining lifelong professional and personal growth, and it is basic to almost every aspect of living in a democratic society' (pp. 39-40)." (Langer 2003:321)

"Concept Recognition: this first stage represents the capacity to learn, conceptualize, and articulate key issues" (Langer 2003:323)

"iVfu/tiple Workplace Perspectives: indicates the ability to integrate points of view from diverse colleagues in various levels" (Langer 2003:323)

"Comprehension of Business Process: individuals increase their understanding of workplace co-operation, competition and advancement" (Langer 2003:323)

"Workplace Competence: develops in relation to competence in sectors of workplace literacy appropriate for performing job duties not merely adequately but competitively with peers and higher-ranking employees in the workplace." (Langer 2003:323)

"Professional Independence: ability to employ sectors of workplace literacy comto pete effectively in corporate labor markets;" (Langer 2003:323)

"Cognition: involves skills necessary for learning and completing job duties" (Langer 2003:323)

"Technology: in addition to cognitive skills specific to technology, this form of literacy involves an aptitude for technology." (Langer 2003:323)

"Busi11ess Culrure: the knowledge and practice of proper etiquette in workplace settings with regard to dress, telephone and in-person interactions, punctuality, work completion, conflict resolution, deference and other protocols in workplace hierarchies." (Langer 2003:324)

"Socio-economiC Values: identifies the ability to articulate and act upon mainstream business values, which shape the work ethic." (Langer 2003:324)

"Community and Ethnic Solidarity: reflects commitment to the education and professional advancement of persons in ethnic minority groups and underserved communities." (Langer 2003:324)

"Self-esteem: involves the view that personal and professional success work in tandem, and the belief in one's capacity to succeed in both." (Langer 2003:324)

"ethnographic techniques of participant observation, group and individual interaction, and journal writing" (Langer 2003:326)

"The researcher underscores here that the processes of reflection and maturation require time. Time is an important component in the intervention, that is, intervention alone cannot stimulate growth without an incubation period." (Langer 2003:332)

-- Employing Young Talent from Underserved Populations (Langer)

Structure

p11. Intro

p12. Workforce Opportunity Services

Concept and History

Organizational Process

Curriculum Design

Assessment of Student Rediness

WOS Performance and Success

p15. Research Study

Langger Workforce Maturity Arc

Theoretical Constructs of the LWMA

Methodology

Analytical Method

p18. Results

Maturity Arcs

Organizational Changes at Finance A

p21. Implications for Organization Design

Social Responsibility Through Shared Value

Culture of Collaboration

Work-Life Balance

Supply Chain Shifts and Relational Contracting

Open Innovation

p23. Conclusion

p11. Intro

The results

..of the study show that companies have success employing young talent when they follow the WOS organizational process. Companies need to have patience with WOS student employees, but within six months most members of the WOS program make positive contributions to their sponsoring firm and have a strong likelihood of becoming permanently employed

p12. Workforce Opportunity Services

Concept and History

Organizational Process

Curriculum Design

Table 1. WOS Installations and Higher Education Partner Institutions

Figure 2: Interrelationships between new literacy, pedagogy and institutions.

The Student Technology Arc

Technology Literacy Measurement Variables:

Stage 1: Functional and Perceptual Knowledge: The student with functional and perceptual knowledge has the capacity to understand core technology concepts. This stage provides the basis of becoming more adaptive with technology.

Stage 2: Multi-Tasking: A multi-tasking student can combine an understanding of manual, nontechnological solutions with multiple streams of input from technology to foster plural perspectives, develop other-centeredness, and exercise objectivity of judgment.

Stage 3: Synthetic Awareness: Students who are synthetically aware know ways that manual and automated processes can be integrated, and they gain expanding deductive, coordinated, and flexible cognitive abilities.

Stage 4: Competence:

Competent students can combine manual and automated processes as well as ascertain authenticity of information. They are more resistant to change without reason and can recover from the disorganization of manual and automated processes. They efficiently and intuitively adapt to new technologies and integrate them with existing manual structures as part of their regular discourse.

Stage 5: Multi-Dimensional:

A multi-dimensional student can use technology for creative purposes and is motivated to apply it independently. This individual is willing to take risks with technology using critical discernment and "freed" decisions (Heath, 1968).

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

Variable 1: Information/Computer Literacy:

This literacy variable is concerned with an

individual's cognitive skills, including aptitude with technology and the confidence it brings to

his intellectual achievements. According to this variable, as an individual matures, he becomes

less vocationally oriented and more dimensional, as well as independent from faculty and other

dominating academic influences.

Variable 2: Interactions Literacy:

This literacy variable relates to how cyberspace-via the Internet and expanded email communications--can influence students' relationships with others. According to this variable, maturing individuals increasingly become more aware of others, respect others' opinions, and as a result become more adaptive. Interactions literacy affects

academic efficiency by requiring emotional stability of students who communicate responsibly in cyberspace.

Variable 3: Values Literacy:

This literacy variable is associated with appreciation for intellectual

life, cultural sensitivity for others, and respect for how others view and use technology. As students mature, they have more appreciation for the many sources of information that affect individual value systems, and they learn to use technology based on formed principles as opposed to dynamic influences.

Variable 4: Ethical Literacy:

This literacy variable concerns moral development. It focuses on

how technology relates to the formation of personal ethics, particularly as the Internet changes our understanding of intellectual property and makes plagiarism so much easier, as, for example, keyboarding shortcuts cut and paste text from Websites into Word documents. (See, e.g., Jonathan D. Glater, "Colleges Chase as Cheats Shift to Higher Tech," New York Times, May 18, 2006.) According to this variable, maturing students learn to use technology to explore its

liberating capacities, without sacrificing self-defined principles and beliefs.

Variable 5: Reflective Literacy:

This literacy variable is concerned with how students use

technology to develop an accurate perception of themselves and their potentials. According to this variable, maturing individuals accept the multi-dimensional world of the self and can comfortably confirm their dispositions independently from others' valuations. That is, their own beliefs direct and control multi-dimensional growth in the application and development of technological resources.

Figure 3 displays the relationship of these five literacy variables to the five stages of maturity in a Technology Arc for a hypothetical college student. This student's experiences gaining technological literacy in various learning scenarios are mapped across the Arc to identify his technology progress:

Figure 3: Technology Arc Model.

Figure 4: Percentage of students with high scores in Interactions and Ethical Literacies.

Figure 5: Comprehensive technology arc for college example.

Extracted Annotations (10/1/2017, 10:59:06 AM)

"While organizations focus on changing their business strategies to utilize digital information, and communities embrace technology to improve communication, institutions of higher education must also consider the impact these resources have on learning and pedagogy." (Langer and Knefelkamp 2008:1)

"but few have paid sufficient attention to the influence that technology use has on intellectual development and maturity." (Langer and Knefelkamp 2008:1)

"how technology might be closely integrated with manual structures already in place at institutional, faculty, and classroom levels to maximize pupils' potentials for becoming technologically literate." (Langer and Knefelkamp 2008:1)

"This article will focus on the Arc's utility for monitoring and enhancing students' technological literacy, that is, their facility with higher order cognition and social interaction promoted by and developed through advanced technology use" (Langer and Knefelkamp 2008:1)

"What does it mean to be literate? Rassool (1999) claims that the efforts to define literacy, acts "fundamentally grounded in power relations," serve to "fram[e] the range ofknowledges and skills that are valued and accredited within particular societies" (p. 5)." (Langer and Knefelkamp 2008:1)

"if the culture controls what Rassool calls "views ofliteracy," it can also be understood to determine, or drive, the very skills educational institutions must teach in order to prepare students for success" (Langer and Knefelkamp 2008:2)

"Information Literacy or Computer Literacy." (Langer and Knefelkamp 2008:2)

"knowledge of computer hardware and software, email expertise, and keyboarding proficiency" (Langer and Knefelkamp 2008:2)

"faculty should be actively involved in devising new pedagogies and curricula to provide students with the skills necessary for the information era." (Langer and Knefelkamp 2008:2)

"Developing and maintaining a strong relationship between new technology and effective pedagogy for technology literacy demands more of educational systems than simply providing state of the art computer infrastructures." (Langer and Knefelkamp 2008:3)

"Evaluating students' needs for new technology literacy in higher education settings can be a complex and overwhelming task. Variation in students' technology aptitudes as well as their cognitive maturity complicates the already onerous work of measuring their status and progress in a uniform, reliable way." (Langer and Knefelkamp 2008:3)

"the majority lack higher order technology literacy skills (Kirkwood and Price, 2005)." (Langer and Knefelkamp 2008:3)

"student's ability to take useful notes, organize one's studies, or use MS Word, Excel, Mathematica or a course input system with successful academic results." (Langer and Knefelkamp 2008:3)

"desire for, and a habit of, critical thought." (Langer and Knefelkamp 2008:3)

"refine their skills for searching for as well as interpreting reliable information sources on the Web (Kirkwood and Price, 2005)." (Langer and Knefelkamp 2008:4)

"use technology does not necessarily involve consistent ethical considerations" (Langer and Knefelkamp 2008:4)

"bleak numbers have shown that few students take interest" (Langer and Knefelkamp 2008:4)

"to learn about people in demographic groups with different cultures or with economic disadvantages" (Langer and Knefelkamp 2008:4)

"students still require much assistance in developing productive and positive academic relationships in cyberspace" (Langer and Knefelkamp 2008:4)

"low self-confidence in using online class chat groups and dissatisfaction in online relationships with professors and mentors" (Langer and Knefelkamp 2008:4)

"relating computer-simulated casework to real-world scenarios," (Langer and Knefelkamp 2008:4)

"students to develop higher levels of confidence and satisfaction in using technology" (Langer and Knefelkamp 2008:4)

"exponential increase in students' comprehension of mathematics problems when they worked collaboratively online." (Langer and Knefelkamp 2008:4)

"Barak also found greater transfer of knowledge among the computer-using students, in addition to higher levels of flexibility, creativity, and risk taking." (Langer and Knefelkamp 2008:4)

"The Student Technology Arc The Student Technology Arc is a developmental model designed to measure growth and maturity in technological literacy necessary for contemporary students of higher education. These needs, as highlighted in the above discussion, include: • The ability to use computer hardware and software; • Critical discernment and ethical considerations when using the Internet; • A capacity for engaging in productive academic relationships using computer programs and electronic communication; • Proficiency in combining technology use with the manual tasks of learning; • Acceptance of multiple perspectives through cyberspace; • Creative engagement with technology; and • Increasing sophistication of worldview and intellectual abilities." (Langer and Knefelkamp 2008:5)

"Douglas Heath (1968)" (Langer and Knefelkamp 2008:5)

"five progressive stages-" (Langer and Knefelkamp 2008:5)

"five variables" (Langer and Knefelkamp 2008:5)

"student's progress can be mapped on the Arc using data about his current knowledge and learning styles from one or a combination of three sources: surveys, teacher-to-pupil interaction, and/or qualitative experiences the student self-reports in a journal." (Langer and Knefelkamp 2008:5)

discrete use of core technology / applications

>> basis for future more advanced stages (note on p.6)

multiple use of both manual and technology systems/applications

>> plural perspectives, other-centeredness, and objectivity (note on p.6)

integrated use of manual and tech systems

>> deductive, coordinated and flexible cognitive abilities (note on p.6)

integrated plus information-competent

>> intuitively adapts and integrates

(note on p.6)

creative and independent use of technology

(note on p.6)

"combine" (Langer and Knefelkamp 2008:6)

"nontechnological solutions with multiple streams of input from technology" (Langer and Knefelkamp 2008:6)

"integrated," (Langer and Knefelkamp 2008:6)

"ascertain authenticity of information" (Langer and Knefelkamp 2008:6)

measurement criteria for each stage (note on p.7)

"as an individual matures, he becomes less vocationally oriented and more dimensional, as well as independent from faculty and other dominating academic influences." (Langer and Knefelkamp 2008:7)

"maturing individuals increasingly become more aware of others, respect others' opinions, and as a result become more adaptive." (Langer and Knefelkamp 2008:7)

"As students mature, they have more appreciation for the many sources of information that affect individual value systems, and they learn to use technology based on formed principles as opposed to dynamic influences." (Langer and Knefelkamp 2008:7)

"According to this variable, maturing students learn to use technology to explore its liberating capacities, without sacrificing self-defined principles and beliefs." (Langer and Knefelkamp 2008:7)

"maturing individuals accept the multi-dimensional world of the self and can comfortably confirm their dispositions independently from others' valuations" (Langer and Knefelkamp 2008:7)

Assessment of Student Rediness

WOS Performance and Success

Table 2. WOS Client Organizations and Employee Statistics

p15. Research Study

Table 3. Demographic Statistics on the Finance A Sample

Langger Workforce Maturity Arc

Theoretical Constructs of the LWMA

The LWMA assesses individual development in six distinct sectors of workplace literacy:

1. Cognition. Knowledge and skills required to learn and complete job duties in the business world including computational skills; ability to read, comprehend, and retain written information quickly; remembering and executing oral instructions; and critically examining data.

2. Technology. An aptitude for operating various electronic and digital technologies.

3. Business Culture. Knowledge and practice of proper etiquette in the workplace including dress codes, telephone and in-person interactions, punctuality, completing work and meeting deadlines, conflict resolution, deference and other protocols associated with supervisors and hierarchies.

4. Socio-Economic Values. Ability to articulate and act upon mainstream business values which shape the work ethic. Such values include independent initiative, dedication, integrity, and personal identification with career goals. Values are associated with a person’s appreciation for intellectual life, cultural sensitivity to others, and sensitivity for how others view their role in the workplace. Individuals understand that they should make decisions based on principles and evidence rather than personal interests.

5. Community and Ethnic Solidarity. Commitment to the education and professional advancement of persons in ethnic minority groups and underserved communities. Individuals can use their ethnicity to explore the liberating capacities offered in the workplace without sacrificing their identity (i.e., they can assimilate workplace norms without abandoning cultural, ethnic, or self-defining principles and beliefs).

6. Self-esteem. The view that personal and professional success work in tandem, and the belief in one’s capacity to succeed in both arenas. This includes a devotion to learning and self-improvement. Individuals with high self-esteem are reflective about themselves and their potential in business. They accept the realities of the business world in which they work and can comfortably confirm their business disposition independently of others’ valuations.

five developmental stages:

1. Concept Recognition. The first stage represents the capacity to learn, conceptualize, and articulate key issues related to the six sectors of workplace literacy. Concept recognition provides the basis for becoming adaptive to all workplace requirements.

2. Multiple Workplace Perspectives. Ability to integrate points of view from different colleagues at various levels of the workplace hierarchy. By using multiple perspectives, the individual is in a position to augment his or her workplace literacy.

3. Comprehension of Business Processes. Individuals increase their understanding of workplace cooperation, competition, and advancement as they build on their recognition of business concepts and workplace perspectives. They increasinglyunderstand the organization as a system of interconnected parts.

4. Workplace Competence. As assimilation and competence increase, the individual learns not only how to perform a particular job adequately but how to conduct oneself professionally within the workplace and larger business environment.

5. Professional Independence. Ability to employ all sectors of workplace literacy to compete effectively in corporate labor markets; obtain more responsible jobs through successful interviewing and workplace performance; and to demonstrate leadership abilities leading to greater independence in career pursuits. Professionally independent individuals are motivated and can use their skills for creative purposes.

Methodology

Fig. 1. Langer Workforce Maturity Arc

Source: Langer (2003)

Analytical Method

p18. Results

Maturity Arcs

Table 4. Stages of Workplace Literacy for Finance A

Organizational Changes at Finance A

Table 5. WOS Supply and Retention Rates for Recent Cohorts

p21. Implications for Organization Design

Social Responsibility Through Shared Value

Culture of Collaboration

Work-Life Balance

Supply Chain Shifts and Relational Contracting

Open Innovation

p23. Conclusion

Extracted Annotations (10/1/2017, 4:34:36 PM)

"The results of the study show that companies have success employing young talent when they follow the WOs organizational process. Companies need to have patience with WOs student employees, but within six months most members of the WOs program make positive contributions to their sponsoring firm and have a strong likelihood of becoming permanently employed" (Langer 2013:11)

"employment rate for teens in u.s. households making less than $20,000 is nearly 20 percent less than their counterparts (16-19 years of age) in households whose incomes are between $75,000 and $100,000 (fernandez-alcantara, 2012)." (Langer 2013:11)

"participants received training and mentoring plus guidance on how to seek jobs in information technology." (Langer 2013:12)

"The results of the study showed that the participants were capable of doing the work but needed mentoring and training to better develop their communications skills and individual self-esteem." (Langer 2013:12)

"andrew Carnegie called "ladders of ascent," the ability for students to continue to advance socially and economically based on their previous accomplishments." (Langer 2013:12)

"the model needed to provide such individuals with a certificate program from a recognized college or university that would provide technical skills training, a job within a short period of time to address their desperate need for income, and a value proposition for corporations that would give them a pipeline of diverse talent but also a "try before you buy" employment arrangement. The model was actualized when the researcher created an organization called Workforce Opportunity services (WOs) which was launched in 2005." (Langer 2013:12)

issues gleaned from earlier study:

1) corporations not prepared to assimilate or develop young talent

2) higher education failed to provide necessary combination of applied knowledge and communication skills

(note on p.12)

"Typical curricula include technical courses and special courses in business communication, writing skills, and personal development." (Langer 2013:13)

"Cognition. Knowledge and skills required to learn and complete job duties in the business world including computational skills;" (Langer 2013:16)

"Technology. an aptitude for operating various electronic and digital technologies." (Langer 2013:16)

"Business Culture. Knowledge and practice of proper etiquette in the workplace" (Langer 2013:16)

"Socio-Economic Values. ability to articulate and act upon mainstream business values which shape the work ethic." (Langer 2013:16)

"Community and Ethnic Solidarity. Commitment to the education and professional advancement of persons in ethnic minority groups and underserved communities." (Langer 2013:16)

"Self-esteem. The view that personal and professional success work in tandem, and the belief in one's capacity to succeed in both arenas." (Langer 2013:16)

"Concept Recognition. The first stage represents the capacity to learn, conceptualize, and articulate key issues related to the six sectors of workplace literacy." (Langer 2013:17)

"Multiple Workplace Perspectives. ability to integrate points of view from different colleagues at various levels of the workplace hierarchy." (Langer 2013:17)

"Comprehension of Business Processes. Individuals increase their understanding of workplace cooperation, competition, and advancement" (Langer 2013:17)

"Workplace Competence. as assimilation and competence increase, the individual learns not only how to perform a particular job adequately but how to conduct oneself professionally within the workplace and larger business environment." (Langer 2013:17)

"professionally independent individuals are motivated and can use their skills for creative purposes." (Langer 2013:17)

"The implications of the WOs program on organizational design can be classified into five areas: social responsibility through shared value, culture of collaboration, work-life balance, supply chain shifts and relational contracting, and open innovation." (Langer 2013:21)

"Social responsibility through shared value porter and Kramer (2011: 64) state that companies need to formulate a new method of integrating business profits and societal responsibilities: "The solution lies in the principle of shared value, which involves creating economic value in a way that also creates value for society by addressing its needs and challenges."" (Langer 2013:21)

"Culture of collaboration WOs integrates services collaboratively among its clients. The ability to collaborate both internally and externally" (Langer 2013:22)

"WOs, because of its social mission and willingness to collaborate to come up with customized solutions, has minimized resistance to collaboration among disparate business units." (Langer 2013:22)

"Collaborations among WOs clients have resulted in the formation of communities of practice, where members representing each business unit participate in the further development and expansion of the WOs model." (Langer 2013:22)

"Work-life balance young adults from underserved populations are more likely to have trouble balancing personal, social, and educational challenges with work obligations (langer, 2003). The WOs model is designed to help this population achieve the requisite balance." (Langer 2013:22)

"WOs provides a cushion for transitioning young adults by providing mentoring and financial support outside the boundaries of the sponsoring company. at the same time, WOs collaborates with the client to insure that some support mechanisms, if necessary, are executed outside of what might be considered standard practice within the sponsoring corporation." (Langer 2013:22)

"Supply chain shifts and relational contracting" (Langer 2013:22)

"contractors need to be viewed as a partner rather than a mere vendor or supplier." (Langer 2013:22)

"t focuses on the building of long-term relationships to avoid uncertainty and constant monitoring." (Langer 2013:22)

"Open innovation" (Langer 2013:23)

"the complexity of boundaries is challenging companies to "pursue a range of boundary options that include 'closed' vertical integration, strategic alliances with key partners, and 'open' boundaries characteristic of various open innovation approaches" (Tushman et al., 2012: 24). WOs provides such a range of boundaries by allowing an organization to adopt all or portions of a self-defined strategic alliance that best fits its own industry and culture." (Langer 2013:23)

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Publishing, Thousand Oaks, CA.

Fernandes-Alcantara A. 2012. Youth and the Labor Force: Background and Trends.

Congressional Research Service, Washington, D.C.

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at risk in making the transition to the workforce at Workforce Opportunity Services in

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ARTHUR M. LANGER

Academic Director, Executive Technology Management Programs

Columbia University

E-mail: art.langer@columbia.edu

-- Measuring Self-Esteem (Langer)

Structure

Intro

This paper analyzes the influence of self-esteem on the professional success of

inner-city adults in the workplace. The study used processes of reflective

learning, particularly mentoring and reflective writing or journaling, as the

research method to assess levels of self-esteem in students attending a workforce

certification program at Columbia University, USA. These narratives focus on

how students balance their personal and professional lives in an intensive

technology training program which leads to subsequent employment in large

corporations. The model used to measure self-esteem was the Inner-City

Workplace Literacy Arc, a rubric researchers use to chart program participants’

progress through assessments of their journal narratives. Specifically, this paper

addresses one participant’s trajectory on the Arc over 16 months, demonstrating

how it charts students’ cognitive growth necessary for workforce success. Daniel,

the male student discussed in this paper, started the workforce certification

program at great socio-economic deficit and with very low self-esteem. During

the course of the program he cultivated a positive self-concept through writing his

thoughts and experiences, sharing them with mentors and receiving their

consistent social support. He went on to achieve success in an information

technology job at a large company. Daniel’s experience is representative of that

of other students in the program as well, who demonstrate that inner city adults

who cultivate self-esteem through self-reflection and reliance on mentors are

found to have high levels of workforce success, regardless of academic scores.

The results of the study suggest that inner-city young adults’ self-esteem should

be monitored and fostered, through close mentoring relationships and through

reflective writing, to improve their chances of professional success. The Inner-

City Workplace Literacy Arc facilitates this process by tracking students’

development in these areas.

Keywords: workforce development; self-esteem; reflective writing

Researching self-views and personal development

Studying and fostering Daniel's self-esteem: The Arc as interference

Extracted Annotations (10/1/2017, 4:46:13 PM)

"individuals' improved self-views can be 'meaningfully related to socially significant outcomes'" (Langer 2009:46)

"Hullfish and Smith (1978) contend, the use of reflection supports an implied purpose, where individuals reflect with a future orientation in order to improve their learning behaviors." (Langer 2009:47)

"The 'Self-esteem' sector of the Arc measures the student's belief that he can succeed personally and professionally. This belief includes a devotion to learning and self-improvement, self-evaluation, resilience when faced with personal and professional challenges, and the ability to confirm one's business disposition independently of others' evaluations (Langer, 2003.)" (Langer 2009:47)

References

Dewey, J. (1933). How we think. Boston: DC Heath and Co.

Heath, D.H. (1968). Growing up in college: Liberal education and maturity. San Francisco:

Jossey-Bass.

Hullfish, H.G. & Smith, P.G. (1978). Reflective thinking: The method of education. Westport,

CT: Greenwood Press.

Knefelkamp, L.L. (1999). Preface. In W.G. Perry, Forms of ethical and intellectual development

in the college years: A scheme. San Francisco: Jossey-Bass.

Langer, A. (2003). Forms of workplace literacy using reflection – with action methods: A

scheme for inner-city adults. Reflective Practice, 4(3), 317–336.

Langer, A.M. and Knefelkamp, L.L. (2001). Forms of literacy development with technology

in the college years: A scheme for students, faculty and institutions of higher learning.

Paper presented at the Association of American Colleges and Universities (AACU)

Conference on Technology, Learning & Intellectual Development Baltimore, USA.

Swann, W.B., Chang-Schneider, C., & McClarty, K. (2007). Do people’s self-views matter?

Self-concept and self-esteem in every day life. American Psychologist, 62(2), 84–94.