DOCUMENT RESUME

ED 352 488 CE 062 626

TITLE Closing the Skills Gap. Impact of a WorkplaceLiteracy Program.

INSTITUTION Merex Corp., Tempe, AZ.PUB DATE 91

NOTE 26p.; Based on a collaboration between Motorola Inc.and Merex Corporation, April 1987-September 1989.

PUB TYPE Reports Evaluative/Feasibility (142)

EDRS PRICE MF01/PCO2 Plus Postage.

DESCRIPTORS Adult Basic Education; Basic Skills; Education WorkRelationship; Employment Potential; *InplantPrograms; *Job Skills; *Labor Force Development;*Literacy Education; *Material Development; ProgramDevelopment; Program Effectiveness; ProgramImplementation; Specifications; Technical Writing

IDENTIFIERS *Workplace Literacy

ABSTRACTIn December 1987, Motorola's MOS 5 Microprocessor

Manufacturing Facility and Merex Corporation began a joint workplaceliteracy training project. MOS 5 had three basic objectives: toassess the level of the work materials, to assess the skill level ofthe work force, and to close the gap between the two. Merex designedan educational program to raise the level of employees' basic skillsand address the need for training in workplace effectiveness skills.Over 300 operators and supervisors took part in classes betweenFebruary 1988 and September 1989. Notable program features were asfollows: analysis of skill needs, use of workplace materials,flexibility in scheduling, training in workplace effectivenessskills, mandatory participation, supervisor training, and qualityassurance. Significant gains were shown on the Comprehensive Test ofBasic Skills and a criterion-referenced test. The second part of"closing the gap" consisted of a major project to redesign andrewrite MOS 5's technical specifications, using principles ofinformation processing and optimal specification design. Features ofthe new specifications were standardized format, defined parametersfor writing style, integration of graphics, reorganization ofcontent, and quick-reference guides. Compelling evidence showedproductivity improved significantly by project end. (An executivesummary at the beginning of the report highlights project components,unique features, and project results.) (YLB)

********************************************************************t*** Reproductions supplied by EDRS are the best that can be made *

* from the original document. *

***********************************************************************

U S DEPARTMENT OF EDUCATIONOnce of Eaucanonal Research inn ,morovernent

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

Tros aocument naS peen reoloauce0 as.eee,,,ed Iron, the CersOh Or OriplhaahOnonomahhO

.1- 1,1hOr cnanges have Dean made to 1,7300Vee0r0Cuchon °Whey

POmIS 01 v.e or op+rhOhs staled in1h4a 000,ment CO no! necessarily represent offic,a.OERI oos.t.on or ool.CY

1 -PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

.

NI c 1'i,t,i...

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) .'

BEST COPY MARI

III Ill

CLOSINGTHE

STILLS

GAP

Impact of aWorkplace Literacy

Program

Based on a collaboration between

Motorola Inc. and Merex Corporation

April 1987 - September 1989

1991 Merex Corporation. All materials are the

property of Merex Corporation and may be quoted orreproduced if Merex Corporation is acknowledged. For

additional information contact Merex Corporation.1 40 S. Ash Avenue. Tempe. AZ 85281. 021 9214077

Introduction byN.E. StouderVice PresidentDirector of ManufacturingMicroprocessor andMemory Technologies GroupMotorola, Inc.

Responding to worldwide competitive pressure for manu-facturing excellence, Motorola's Microprocessor WaferManufacturing Facility MOS 5, in Mesa, Arizona, set out tosignificantly improve human productivity.

The first stage in this program was to gradually reduceemployee census through attrition. It was anticipated thatadditional training would be required as individuals ac-cepted greater scope and responsiblility in their jobs.

It was soon discovered that many employees lacked basicskills in reading and math. This was further aggravatedwhen English was a second language.

At this point Merex was asked to assist in employee evalua-tion and preparation of course materials for training.

The accompanying report presents the details of thispacesetting association between Merex and Motorola. Thiswill be looked upon in the future as a milestone eventrecognizing try worth and importance of individuals at all

vels of a manufacturing concern.

The leadership and creative contributions of several indi-viduals should be acknowledged. Their personal contribu-tions have been significant. From Motorola they are: JimEchols, Brett Richmond, Mike Mandracchia, Alan Ramias,and Dori Morgan. Equally important from Merex: RayKaresky and Lynda Heeman.

Finally, the employees of MOS 5 must be acknowledged fortheir commitment to Motorola's needs and to their personaldevelopment. The field of adult education has benefitedgreatly from their efforts.

N.E. Stouder

Since completion in 1989 of the Merex -MOS 5 "skills gap"(multi-level literacy-numeracy) closure training program,MOS 5's factory environment has undergone a significantmetamorphosis. Today, the manufacturing engine has beenincreased to a five-inch line and has been ramping to fullcapacity on 1.5 micron EEprom technology with capabilityto transform to sub-micron volume production. The keyelement of this engine is the employee.

Although no formal assessment has been undertaken, therehas been a significant elevation of employee self-esteemwhich has folded itself into solid team building and mani-fested strong confidence in individual performance. A teamwhich three years ago would have questioned a complexmission is today a team with a "can do, let's go" attitude.From an operational cost standpoint, the investment in thisunique training program was substantial. However, thereturn on this multi -year investment has been more than anorder of magnitude with a unique compounding of teamcohesiveness.

In order to answer a major question, namely, retentivity ofthe literacy-numeracy training, a post-program assessmentwill be undertaken over the next several months. A suppo-sition that some regression has occurred will be examinedalong with exploring the overall cost effectiveness of notch-ing the skills capability up to a higher level.

The MOS 5 manufacturing engine is climbing towards a"self-empowered, high performance" work team. Theprerequisite for this type of engine is simply stated: skills

equals zero.

Brett Richinond

J

One Year Plus byBrett RichmondMOS 5 Operations ManagerMicroprocessor and MemoryTechnologies GroupMotorola, Inc.

Rather than seeinga problem with theAmerican worker, MOS5 and Merex saw anopportunity for trainingin the many skillsnecessary for effective-ness in the workplaceand for making theworkplace environmentmore responsive to thattraining.

4

Introduction

In recent years many experts have begun to questionAmerica's ability to remain competitive in the world manu-facturing market. Much of this concern has focused on theAmerican worker's ability or inability to produce high-quality goods in a cost-effective manner. Does the Ameri-can worker have the skills necessary to perform the difficulttasks of today and then to adapt to the technology of tomor-row? The answer seems to be that more and more individu-als coming out of our educational system lack the basicskills in reading and math required to perform inbusinessand industry, especially in high technology areas.

Rather than seeing a problem with the American worker,MOS 5 and Merex saw an opportunity for training people inthe many skills necessary for effectiveness in the workplace

and for making the workplace more responsive to thattraining. A comprehensive program addressing these needswas planned, ir. plemented, and thoroughly evaluated. Allevidence indicates that the project had the desired positiveimpact. We believe that it can serve as a useful model forworkplace training in the future.

Introduction

ExecutiveSummary

In December 1987, Motorola's MOS 5 MicroprocessorManufacturing Facility and Merex Corporation began ajoint project to address the gap between employee skillsand the demands of the modern high-technology work-place. The result was a far-reaching program that hasredefined the concept of workplace literacy training.In looking at the "skills gap" often found in the modernworkplace, MOS 5 management and Merex designed amulti-faceted training program to not only remediate basicskills but to enhance effectiveness in the workplace.Most attempted solutions to the workplace literacy problemaddress only employees' basic skills, without relating theskills to actual workplace demands. The assumption is that"the employee is the problem," and that once "the em-ployee is fixed", the problem will be solved.One of the unique aspects of this project was the assump-tion tha: the problem did not reside in the employee, but ina mismatch between employee skills and the skills de-manded by workplace materials and situations. Thus, theproblem could be attacked by changes in workplace materi-als and in organizational approaches, as well as improve-ments in employee skills.

The program consisted of several interrelated components:An educational program for line operators in both basicreading and math skills and in "workplace effectivenessskills" such as critical thinking, problem-solving, effectivecommunication, and team-building.

.7Lecutive Summary

UniqueFeatures

Evaluation

A special program for employees who spoke English as asecond language, and for other employees with signifi-cant literacy deficits.

Training of supervisors in skills that would facilitate andbuild upon the skills taught to operators.

A major redesign and rewrite of the MOS 5 technicalspecifications, along with training of MOS 5 personnel inthe new spec-writing system.

Apart from its unique redefinition of a "problem" as amulti-level training opportunity, this program differedfrom typical '..ceracy programs in several crucial respects:

Aspects of the training were mandatory for most MOS 5personnel at a number of levels: line operators, engi-neers, supervisors, and management.

The educational program was relevant to the workplace,using materials and vocabulary drawn from the MOS 5work environment, and shaped by input and feedbackfrom all participants.

Training took place on company time, onsite, on allshifts.

Classes were small and interactive, with instructors whospecialized in workplace training skills and adult educa-tion issues.

It was agreed that the program would be closely evaluatedin several ways, both to determine its impact on MOS 5 and

Executive Summary

4KI,ittiiii144.1014110.

to assess its usefulness as a model for future workplaceeffectiveness training.

All measures of the program indicate that it was successful.Employee skills improved significantly. Attitudes andbehaviors in the work area changed in numerous positiveways. Employees preferred the rewritten specs and thesystem set up to maintain the spec-writing procedureappeared to be working smoothly. Despite the time spentoff-line by personnel during training, these changes wereaccompanied not by a decline but by an increase in produc-tivity over the course of the project.

Both MOS 5 and Merex saw this as an experiment in work-place training. With little in the way of workplace literacyrese -irch to guide decision-making and evaluation, MOS 5was willing to take on a comprehensive, far-reaching, andground-breaking program. Guiding this decision was awillingness to provide the best for, and expect the bestfrom, its greatest resourceits employees.

In view of its scope and success at MOS 5, it is felt that thisproject represents a revolutionary model for future train-ing in basic skills and workplace effectiveness skills.

Executive Summary

Results

Voluntary programs tendto attract those who needthem least and ignore theneeds of those employees

who could benefit mostand whose participationis therefore important tothe organization.

Objective 1:Assess the levelof the workmaterials

Merex assessed theliteracy and numeracyneeds of the workplace bytalking to trainers,managers, engineers,

supervisors, andoperators and by goinginto the area for a first-hand look at the workenvironment.

Three Objectives

MOS 5 had three basic objectives when it began its partner-ship with Merex: (1) To assess the level of the work materi-als; (2) to assess the skill level of the workforce; and (3) to

close the gap.

The MOS 5 technical specifications ("specs") are frequentlyused by operators and they contain critically importantinformation for producing an excellent product. However,since they seemed especially difficult to work with, Merexchose to focus on improving this set of documents. De-

tailed analysis of the specs showed that the readability levelvaried widely (9th to 17th grade level). In addition, therewere serious problems with layout, organization, and otherformat aspects that affect the readability of technical docu-ments.

Engineers, supervisors, and operators all agreed that poorspecs reduced productivity in a number of ways. The- eincluded unnecessary errors, slo\\ er processing time, andlack of processing standardization that resulted in prob-lems with accountability and quality control. There wereindirect effects as well, including slower cycle time for specwriting and changes, slower cycle time for process change,and inadequacy of the specs for use as training documents.

AA;

Three Objectives

Skills of the workforce were measured in two basic areas,reading and math, using a standardized adult achievementtest. It was determined that of a workforce of 340 employ-ees, 328 could benefit from reading and/or math instruc-tion. This included workplace effectiveness skills trainingfor those with relatively strong basic skills.

It was also determined that training in such areas as com-munication skills, critical thinking, problem-solving skills,and effective teamwork could have a positive impact onemployee performance.

Merex and MOS 5 agreed to close the gap between em-ployee skills and workplace requirements from both direc-tions.

With input from the MOS 5 training staff, Mere:: designedan educational program to raise the level of employees'basic skills while addressing the need for training in work-plac 2 effectiveness skills. The development, implementa-tion, and outcomes of this training are presented in the"Merex Worksite Education Program" sections following.

The second part of "closing the gap" consisted of a majorproject to redesign and rewrite MOS 5's technical specifica-tions, using principles of information processing and opti-mal specification design. This project is summarized in the"Merex Technical Writing Program" section.

Three Objectives

Objective 2:Assess the skilllevel of thework force

Objective 3:Close the gap

Features

The need for a skill-

based program that

uses actual work

materials cannot be

overemphasized.

1r

The Merex WorksiteEducation Program

The worksite education program went well beyondremediating skills. Over 300 operators and supervisorstook part in classes between February, 1988 and September,1989. Several features of the program deserve special note.Among the notable features of the program:

Analysis of skill needs. Merex assessed the literacyand numeracy needs of the workplace by talking totrainers, managers, engineers, supervisors, and opera-tors and by going into the area for a first-hand look atthe work environment. This research determined thatemployees needed to be able to locate information in atechnical document quickly; scan through text forrelevant details; deal with difficult technical andnontechnical terms; understand and recall information;enter information on complex forms; and interpret datapresented in charts, graphs, and tables.

Coordination of education and specs programs. Thedesign of the education training was closely coordi-nated with the Technical Writing Program so that skillsneeded to work with the new specs would be includedin the training curriculum. For instance, employeeswere taught how to use context clues to understanddifficult technical terms, because context clues werebeing designed into the new specs. In this way, theeducation program and the spec rewrite programcomplemented one another.

Use of workplace materials. 'vide range of work-place materials were integratt. ato the reading pro-gram (specs, theory manuals, charts and graphs, an-nouncements and bulletins, etc.) and the math pro-gram (real and modified log sheets), using recommen-dations from the MOS 5 training staff.

The Merex Worksite Education Program

Flexibility in scheduling. Classes were offered onsiteand on every shift. Class length and time were periodi-cally changed in response to MOS 5 production needs,with a trend toward smaller class sizes and longersessions. Significantly, test results showed that formatchanges did not affect learning.

Training in workplace effectiveness skills. Merexincorporated curriculum elements into the educationprogram that vent beyond literacy and numeracytraining per se. These included critical and creativethinking skills, memory and concentration techniques,communication skills, attitude awareness and change,problem-solving, and team-building skills.

Scope of instruction. The Merex program was designedto meet the educational needs for a variety of individu-als. 300-hour classes were offered to individuals forwhom English was their second language (ESL). Read-ing and math improvement classes were offerred at 30,(10 and 90 hours of instruction depending on the skilllevels of the individual.

Mandatory participation. MOS 5 felt that voluntaryprograms tend to attract those who need them least(higher-functioning employees without significantdeficits) and ignore the needs of those employees whocould benefit most. Therefore, Merex tested all MOS 5employees.

Supervisor training. Supervisors were trained in corn-munication and team-building skills to support changesseen in Merex students. Thus, as employees began toshow more willingness to ask clarifying questions ormake suggestions, supervisors were able to facilitateand encourage these changes.

The Merex Worksite Education Program

Operator: "I really didn'tthink I would improvevery much taking thiscourse but I did. I'mproud of myself."Supervisor: "I see good,general improvement ineveryone, especially in

attitude."

11

Quality assurance. Merex maintained close contactwith MOS 5 and site training representatives at alltimes. In addition, Merex incorporated elements thatwent beyond what might be expected from most work-place skills programs intensive teacher training andsupervision, regular company meetings to fine-tunethe program, and ongoing feedback from all partici-pants (including students).

The program showed strong empirical results. Merex andMOS 5 agreed that two measures of program effectivenesswould be used a second administration of the Compre-hensive Test of Basic Skills (CTBS) at the end of each cycleand a criterion reference test (CRT) administered at thebeginning and end of each class cycle.

CTBS Improvement: Reading CTBS Improvement: Math

12 N.

PRI. CI1 Le: PORT CU

EU

100 1111 w1112 60 HR HR

II 1

lo

= 2a,PRI ULFPOST CI.1-

4-

30 HRQll HR to HR

CTBS results

1t was felt that an independent measure of program effec-tiveness was desirable. The CTBS was chosen as the besttest available at the time (Note: This instrument has since

The Merex Workslte Education Program

been replaced by an improved test the Tests of AdultBasic Education/TABE). The CTBS is a general test of basiceducation which does not measure many of the skillstaught in Merex classes. It also has limitations in its abilityto demonstrate improvements made by adult learners in awork setting. Despite these limitations, classes showedimprovements as high as 2.8 GLE in reading and 2.0 GLE inmath.

CRT Improvement: Reading CRT Improvement: Math

100 ir

PRE TEST

CRT results

POST TEST

;0S2';

PRE TEST POST TEST

Even more significant were gains shown on the criterionreference test. Developed by Merex, this test measuredthose skills found to be important in the workplace andincorporated workplace materials. The CRT was adminis-tered at the beginning and end of each class cycle. Theaverage CRT score in reading classes improved from 617,to 89°4; the average math score improved from 477( to 8n.

These impressive CTBS and CRT gains were achieveddespite the fact that a significant portion of the Merexclassroom time was devoted to the development of otherimportant workplace skills such as communication, prob-

The Merex Worksite Education Program

At the conclusion ofthe education project, arandom sample ofoperators was polled toassess the impact of theprogram. S9% felt thatthey had used their newskills on the job; 83% feltthat the Merex classeshad improved theirattitude at work.

13

Many employeesexpressed increasedconfidence in their skillsand reported plans to usethose skills in furthertraining.

lem solving, and teamwork. These results support MOS 5'sdecision to teach reading and math skills with the largercontext of workplace effectiveness skills. Workplace literacyclearly involves more than just reading and math.

Anecdotal evidence fg change

Feedback from MOS 5 employees who went through theMerex training was extremely positive. Employees gener-ally rated the Merex program, instructors, and materialshighly. They felt that the skills taug-V- in the educationprogram had immediate application at work and in otheraspects of their lives. Many employees expressed increasedconfidence in their skills and reported plans to use thoseskills in further training and education.

Supervisors were asked to assess the impact of the programon employees' performance. They reported that employeesprocessed written information more effectively, that theyhad more positive attitudes, especially toward work, andthat their math skills and critical thinking/logical process-ing skills had improved.

One exciting demonstration of a positive attitude changeoccurred near the end of the project. Twenty-five MOS 5employees participated voluntarily in a GED preparationcourse. Employees came on their own time for 16 hours ofinstruction (provided free by Merex) and a Saturday test(paid by MOS 5). Eighteen passed the test. Notably, manyof these employees had never attempted to complete theirschooling until their exposure to the Merex program. Themotivation and the increased confidence gained fromachievements like this cannot help but have a positiveimpact on MOS 5 in the future.

0

The Merex Worksite Education Program

The Merex TechnicalWriting Program

The Technical Writing Program began in August, 1988 andended in January, 1990, and generated over 3000 pages.The program consisted of several overlapping phases:

Analysis of the existing specs and the Sr. ac- writingsystem.

Consultation with management, engineers, supervi-sors, and operators.

Setup of hardware and software systems.

Production and review of sample rewrites.

Rewrite of all existing MOS 5 technical specifica-tions.

Training of MOS 5 personnel (engineers and docu-ment control personnel) in the new system.

Under this system, the specs and the spec-writing proce-dure were completely redesigned by Merex, with inputfrom MOS 5 engineers, operators, supervisors, and docu-ment control personnel.

Standardized format. A "user-friendly" format wasadopted using clear section headings, grey bars, andother elements designed to help operators survey thedocument and locate information quickly .

Writing style. Using information processing guide-lines, Merex defined specific parameters for writingstyle such as sentence length, controlled vocabulary,and consistent use of context clues.

Placement of graphics. Graphics were integrated intothe document where they were first referenced, ratherthan clustered at the end.

The Merex Technical Writing Program

Too often, input from theuser is ignored in thedesign or revisionof technical specs. Apartfrom the practical valueof this input, it is impor-tant that employees knowthat their concerns andideas are beingconsidered.

Features

t

Organization of content. Information contained in the

specs was reorganized so that the reader would bereferred as little as possible to other sections or otherspecs. Procedures were rearranged in logical, sequen-tial order. In addition, Merex defined future guidelinesfor organizing information.

Quick-reference guides. To help users locate informa-tion quickly, the system incorporated such features as atable of contents, a list of documents referenced in thespec, and a more effective numbering system.

Maintenance improvements. The new spec systemwas designed to ensure that future specs, as well asrevisions to existing specs, would conform to the newstandards. Merex built into the software a set of writ-ing guidelines, graphics standards, and spec formats.Document control personnel were thoroughly trainedin their use.

1.0

The Merex Technical Writing Program

Impact of the Projecton MOS 5

Ultimately, the success of a program like this has to bemeasured in terms of its impact on the company. MOS 5engaged Merex in this project because it wanted a better-prepared and higher-functioning workforce interactingwith better workplace materials, which in turn wouldincrease productivity.

There is, in fact, compelling evidence that productivity inMOS 5 had improved significantly by the end of the project.Figures for the third quarter of 1989 (the end of the Merexprogram), when compared with the third quarter of 1987(before the program), show:

33% reduction in absenteeism

4.2% reduction in scrap

18% reduction in cycle time

18% improvement in productivity based on outs

42% improvement in productivity based on turns

These figures were posted despite a 31% reduction in theworkforce, a change toward a more difficult product (fromHMOS to HCMOS), and considerable loss of operator timebecause of attendance in Merex classes. Clearly, a substan-tial training effort was accomplished without the expectednegative impact on productivity figures.

The Merex program was only one of many variables influ-encing the improved productivity figures, and its preciserole in these improvements can never be measured. Thereis however a general belief at all levels of MOS 5 that theimpact of the program was positive, and that the goals ofthe program were fully realized.

Impact of the Project on MOS 5

Issues andRecommendations

The MOS 5 Merex experience suggests a number of issuesthat might arise in production areas considering similarprojects. To ensure the success of future training programsthe following elements should be considered.

Scheduling. Flexibility in scheduling classes is animportant factor since changing production needs maynecessitate changes in class schedules. Also, the ad-vantages of offering classes onsite and on all shiftsshould be considered.

Employee resistance. When any skills/literacy pro-gram is instituted, there may be employees who areanxious about their skills and feel threatened by theprogram. Interestingly, organizations may also experi-ence some resistance to change. It is important to takethese issues into account and to deal with them in asensitive manner.

Program relevancy. The need for a skill-based pro-gram that uses actual work materials cannot be over-emphasized. Systematic training in the skills requiredto work with those materials must be incorporated intocurrent and future training programs.

Program content. Besides basic skills, training in"workplace effectiveness" skills is essential. Theseinclude communication, problem-solving, criticalthinking, and team-building skills. Also needed is aprocess component to address attitudinal issues andresistance to change. It is important to note that theimpressive empirical gains shown in this programwere achieved while the workplace effectiveness skillswere being taught. This indicates that quality of in-

Issues and Recommendations

struction is not compromised by these "value-added"components, but in fact is enhanced by them.

Program evaluation. Ongoing evaluation of the qual-ity of the program and its impact on employees and onthe company is vital. This process should be multi-faceted and not limited to test results.

Input from all parties. Too often, input from thewriter or user is ignored in the design and revision oftechnical specs. Apart from the practical importance ofthis input, it is essential that employees feel that theirconcerns and ideas are valued.

Standardization. Writers and users of specs can func-tion more efficiently with standardized guidelines fortext, graphics, and layout. A coherent, practical, anduser-friendly set of standards is a high priority.

Provisions for future specs. A system must be writtenfor .writing future specs that will meet the new stan-dards is a must. Standards and constraints should bebuilt into the system, as should repeatable text-process-,ing capabilities.

Efficient maintenance. A technical writing system hasto allow for future maintenance of existing specs,including such contingencies as tracking and cross-referencing revisions.

Issues.and Recommendations

TechnicalWriting Program

Conclusion

The successful collaboration between MOS 5 and Merexclearly reflected Motorola's commitment to prepare em-ployees for the workplace of the future. From the start,MOS 5 viewed this project as more than just a literacyproject. They recognized it as a vehicle for strengtheningthe sense of teamwork and commitment required toachieve organizational goals and sector imperatives.

By going beyond traditional approaches to workplaceliteracy, MOS 5 and Merex provided learning opportunitiesthat conveyed the value of continued employee develop-ment. Employees learned much more than just basic skills.They developed the attitudes and skills of responsible .

learners learners who are more flexible and open to thechanging demands of to work environment.

Motorola and MOS 5 are committed to their employees andbelieve they are among the best in the world. Part of thiscommitment is to provide the training necessary to do aquality job now and to continue to improve to meet theneeds of tomorrow. The MOS 5-Merex Workplace Educa-tion Project is an example of this.

(tr.,/*. 4,

Conclusion

Acknowledgements

We would like to thank Jim Echols, Mike Mandracchia,Alan Ramias and Dori Morgan from MOS 5. Dori keptgreat notes and asked all the right questions.

Thanks also to all the people at Merex Corporation espe-cially Ernie Crane who gave us lesson plans, real materialsand this report. Special thanks to all the dedicated Merexteachers who really made it happen in the classroom.

Perhaps the most important acknowledgement goes to theemployees/students at MOS 5. Your interest, energy, hard-work and feedback really made this happen, then, now andin the future. We thank you for being who you are andcontributing to this process.

Lird tt-.1..e.Q_Aomckin

Ray Karesky Lynda B. Heeman

President Vice-President

Acknowledgements

MOS 5 Profile

Profiles

A division of Motorola, MOS 5 Microprocessor Manu-facturing is a semiconductor wafer fabrication facilitywhose mission is:

To build microprocessor products which arefabricated on HMOS and HCMOS processesdown to 1.2 micron feature size.

To satisfy its customers' needs for the highestquality, for on-time delivery, and for minimumcost.

In mid-1987, MOS 5 recognized that one of the criticalrequirements in achieving this mission was excellencein its workforce. Changing technology and increasingcompetition in the world marketplace made it impera-tive that MOS 5 employees respond to new informa-tion and new procedures quickly and accurately. Thiswould enable them to be flexible in their job responsi-bilities and make it possible for management to re-spond quickly to both technical and market changes.

Profiles

Merex Corporation provide:, education and technicalwriting services to business and industry from itsoffices in Tempe, Arizona.

Because effective learning involves both skills andattitudes, the Merex Worksite Education Program goesbeyond traditional reading and math programs. Itsinformation processing approach emphasizes attitude,communication, self-confidence, flexibility, and criticaland creative thinking, particularly as they affect jobperformance. This comprehensive approach to learn-ing addresses both the skill needs of the employeesand the technical needs of the company.

This approach is also applied in the Merex TechnicalWriting System, where the need of the company foraccuracy in technical documents is coupled with asystem for clearly written, visually interesting, easy-to-follow format for document users.

Profiles

Merex Profile

MEREX140 S. Ash AvenueTempe, AZ 85281

(602) 921-7077 / FAX (602) 967-8267 / (800) 3835636

nPrinted to the USA. on recycle*Wr