Final Report:
ESPORT Demonstration Project Evaluation
Patrick J. Fahy, Ph.D.
Lead Evaluator
patf@athabascau.ca
Jason P. Fahy, B.Sc.
Evaluator
P. Fahy Consulting
Edmonton, Alberta
780-465-5183
20 November 2006
P. Fahy Consulting, Edmonton
ii
Table of contents
Table of contents ........................................................................................................................... ii
List of Tables .................................................................................................................................iv
List of Figures ................................................................................................................................ v
Project background and overview .............................................................................................. 1
Reporting history ...................................................................................................................... 1
Project partners.......................................................................................................................... 3
Evaluation process ........................................................................................................................ 9
The participatory action research (PAR) model ................................................................... 9
Role of the evaluators ............................................................................................................. 11
Scope of the evaluation .......................................................................................................... 12
Occasional Reports.................................................................................................................. 12
Overall chronology of the project ............................................................................................. 13
Project evolution ......................................................................................................................... 16
Program outcomes ...................................................................................................................... 21
Cape Breton.............................................................................................................................. 22
ACCESS sites, Vancouver ...................................................................................................... 25
Aboriginal Futures and Metis Employment Services, Alberta ......................................... 27
Saskatchewan Penitentiary, Prince Albert (non-project)................................................... 30
John Howard Society, Ottawa (non-project) ....................................................................... 32
Youth Employment Resources (YER) Association, Ottawa (non-project) ...................... 37
MOSAIC, ISS, and SUCCESS, Vancouver ........................................................................... 41
SERCO – Happy Valley-Goose Bay, Labrador ................................................................... 53
Virtual community...................................................................................................................... 58
Background .............................................................................................................................. 58
Helpdesk and related activities ............................................................................................. 60
Learning materials and server changes: technical support ................................................... 61
Server changes ......................................................................................................................... 65
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
iii
General technical observations ............................................................................................. 66
Overall outcomes ........................................................................................................................ 67
Client engagement and completion ..................................................................................... 67
Use of specific ESPORT elements ......................................................................................... 72
Participant adoption and users’ views of ESPORT ............................................................ 79
Requirements for successful use of ESPORT ...................................................................... 89
Conclusions .................................................................................................................................. 94
Summary ................................................................................................................................ 107
REFERENCES ............................................................................................................................ 110
ATTACHMENT 1 ..................................................................................................................... 113
Dates and titles of Occasional Reports ............................................................................... 113
ATTACHMENT 2 ..................................................................................................................... 114
Estimated time commitments.............................................................................................. 114
ATTACHMENT 3 ..................................................................................................................... 115
Log-in Help Cards – Supplemental Training Materials .................................................. 115
ATTACHMENT 4 ..................................................................................................................... 118
Tracking tool .......................................................................................................................... 118
ATTACHMENT 5 ..................................................................................................................... 119
ESPORT usage by site........................................................................................................... 119
ATTACHMENT 6 ..................................................................................................................... 126
Client Feedback Questionnaire ........................................................................................... 126
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
iv
List of Tables
Table 1: Chronology of major project events ............................................................ 13
Table 2: Total clients by province, to September 2006 ............................................. 70
Table 3: Total ESPORT sites, by province (September 2006) .................................. 71
Table 4: Most Frequently included careers in all clients’ portfolios ........................ 72
Table 5: Careers most often included in clients’ learning plans ............................... 73
Table 6: Most commonly viewed (selected) careers ................................................. 74
Table 7: Most frequently occurring client-generated search terms ........................ 74
Table 8: Client activity levels in ESPORT elements (August 2006) ........................ 75
Table 9: ESPORT usage by project site (as of August 31, 2006) .............................. 76
Table 10: Total project facilitators trained, by geographic location ....................... 77
Table 11: The experience of using ESPORT as perceived by clients. ..................... 84
Table 12: The usefulness of ESPORT as perceived by clients. ................................ 85
Table 13: List of date and titles of Occasional Reports ............................................. 113
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
v
List of Figures
Figure 1: Skills summary analysis .............................................................................. 63
Figure 2: Growth in clients, project commencement to end of 2005 (year 1). ...... 69
Figure 3: Growth in client (student) usage of ESPORT, 2006 (year 2). ................... 70
Figure 4: Aboriginal Futures, Calgary – ESPORT usage ........................................ 119
Figure 5: ACCESS, Vancouver – ESPORT usage ..................................................... 120
Figure 6: Cape Breton (total seven sites, including TEC) – ESPORT usage ......... 120
Figure 7: ISS, Vancouver – ESPORT usage ............................................................... 121
Figure 8: John Howard Society, Ottawa – ESPORT usage ..................................... 121
Figure 9: Metis Society, Calgary – ESPORT usage .................................................. 122
Figure 10: MOSAIC, Vancouver – ESPORT usage .................................................. 123
Figure 11: Newfoundland-Labrador Federation of Labour (SERCO) – ESPORT
usage .............................................................................................................................. 123
Figure 12: Sask Pen, Prince Albert – ESPORT usage............................................... 124
Figure 13: SUCCESS, Vancouver – ESPORT usage ................................................. 124
Figure 14: TEC, Cape Breton – ESPORT usage ........................................................ 125
Figure 15: Youth Employment Resources, Ottawa – ESPORT usage ................... 125
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
1
DRAFT Final Report:
ESPORT Project Evaluation
Patrick J. Fahy, Ph.D.
Lead Evaluator
Jason P. Fahy, B.Sc.
Evaluator
P. Fahy Consulting, Edmonton
780-465-5183
November 17, 2006
Project background and overview
Reporting history
This is the final report of the ESPORT project. Two interim reports were produced, in
July 2005, and February 2006 (Fahy, 2005, 2006). A full description of the project’s origins
and rationale, including an explanation for the evaluation methodology, is contained in the
first report (all reports are available from the project manager; it is recommended that
readers wishing a full account of the project review the interim reports, as some data and
instruments used in the project are described in them, but are not restated here). The
following is a brief summary of pertinent background information contained in the interim
reports.
The ESPORT (Essential Skills Portfolio; initially, ESCORT) project formally commenced
on October 17, 2004. The purpose of the project was described as follows:
The ESPORT Demonstration Project will evaluate, enhance, and promote an Internetdelivered, computer mediated process designed to assist low-literate adults in
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
2
choosing, qualifying for, and obtaining entry-level employment consistent with their
interests and abilities. The project targets two of the groups identified in Knowledge
Matters [http://www11.sdc.gc.ca/sl-ca/home.shtml] as sources of workers for the
knowledge economy: youth and Aboriginal people, and a third group – displaced
workers. (“Report to Advisors,” November 7, 2004).
The project was originally designed to be conducted in four phases, over the period
October 2004 to August 2006 (the project was originally to conclude in summer, 2006); the
reasons for the extension to the project, consisting of opportunities for use of ESPORT in
promising programs, are described more fully in this report. Participating programs,
through funding provided by Human Resources and Skills Development Canada (HRSDC),
and the Aboriginal Human Resource Development Council of Canada (AHRDCC), were
initially located in Cape Breton, Newfoundland, and in selected aboriginal communities in
the West (Calgary, Vancouver). (As described below, other sites commenced use of ESPORT
during this period, and were included in the project, as they provided opportunities for
additional relevant evaluation experiences. Also, some non-project sites are referenced in
this evaluation, where information was deemed relevant and consistent with that from the
designated project sites. Where non-project sites are referenced, they are identified, and a
brief program description is provided.)
The sites included in this report, and the number of clients represented in each
(shown in parentheses, as of the end of September 2006), are as follows (see Attachment 5 for
graphs of enrolment growth patterns):
1. Aboriginal Futures Career and Training Centre, Calgary, Alberta (19)
2. ACCESS, Surrey, British Columbia (37)
3. Cape Breton Educational Consortium, Cape Breton, Nova Scotia:
4. BEO (2)
5. NWEO (5)
6. The Employment Centre (TEC) (43)
7. YMCAs (Glace Bay, Sydney) (3)
8. ISSBC, Vancouver, British Columbia (59)
9. John Howard Society, Ottawa, Ontario (62)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
3
10. Metis Nation of Calgary, Calgary Metis Education Society, Calgary, Alberta (10)
11. MOSAIC, Vancouver, British Columbia (39)
12. Newfoundland-Labrador Federation of Labour, Happy Valley-Goose Bay and St.
John’s, Newfoundland (19)
13. Saskatchewan Penitentiary, Prince Albert, Saskatchewan (105)
14. SUCCESS, Vancouver, British Columbia (58)
15. Youth Employment Resource Centre, Ottawa, Ontario (5)
The project was originally intended to consist of four phases. The extension of the
project primarily lengthened Phases 2 and 3:

Phase 1 (October 2004 to March 2005): Concept refinement and project
development

Phase 2 (October 2004 to April 2005): Preparation for implementation

Phase 3 (October 2004 to May 2006): Project implementation

Phase 4 (June 2005 to May 2006): Reporting and dissemination of results
An extension of the project to August 2006 was authorized in late 2005, allowing sites
that were delayed in commencing operations, and new sites identified after the project was
announced, to be included in the evaluation.
Project partners
The project consisted of partners in planning and funding, and partners providing
facilitators and clients (“Report to Advisors,” 2004).
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
4
Planning, funding partners. The parties collaborating in planning and funding the
project comprised:

Cummins EP Consulting, Inc. (CEP), Patrick Cummins, president. (Project
manager.)

PLATO Learning (Canada), Inc., Grant Bishop, general manager.

TVLT New Media Language, Inc., Rob McBride, president. (Technical and public
relations services.)

P. Fahy Consulting (PFC), Patrick J. Fahy, PhD, president and project lead
evaluator, and Jason Fahy, evaluator.

Wallace Educational Research and Consulting, Mark Wallace, principal
consultant. (Communications services.)

Activoweb, Peter Merritt, principal consultant. (Database and systems services.)

Human Resources and Skills Development Canada. (HRSDC provided staff to
oversee the project, and to the agency on the Advisory Committee.)
Programming partners. Programming partners were sites whose clients were deemed
likely to benefit from ESPORT’s components. Participation was generally based on the
following understanding of ESPORT services available, and offered by the program:

Evaluation, enhancement, and promotion of Internet-delivered, computermediated process that assists low-literate adults to qualify for and obtain entrylevel employment consistent with their individual interests and abilities. (Logical
Framework Analysis)

Each programming partner provided training opportunities for their facilitators,
who then provided clients with guided access to ESPORT and to evaluation
processes. The participating programs were housed in centres where
occupational guidance or training programs were delivered to clients (these were
called local delivery agencies [LDAs], in project planning documents).
The original project identified the following programming partners (from the Proposal
Template for Proponents [HRP 1.1.1]) each of which would provide LDAs for the actual
delivery of ESPORT to clients:
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

5
The Aboriginal Human Resource Development Council Of Canada
(AHRDCC). Working through strategic public and private sector partnerships,
AHRDCC develops innovative employment solutions for Aboriginal people, with
a mission to promote full participation of Aboriginal people in Canadian labour
markets. Through partnerships with corporate, educational, government, and
aboriginal leaders, the Council pioneers ways to increase skills and training
opportunities for Aboriginal people in Canada.

The Cape Breton Education Consortium. This is an umbrella group that
represents employment service providers in the former industrial Cape Breton
region. It is composed of the North Side Economic Development Assistance
Corporation, the Glace Bay and Sidney YMCAs, and the Horizon Achievement
Centre. These organizations are funded jointly by HRDC and the Nova Scotia
Department of Community Services, to provide employment counseling services
and/or employment readiness services to individuals facing multiple barriers to
employment.

The Newfoundland and Labrador Federation of Labor (NLFL). This is the main
umbrella organization for the labor movement in Newfoundland and Labrador,
with a mandate to promote the interests of its affiliates, to generally advance the
economic and social welfare of both unionized and non-unionized workers, and
to advocate on behalf of workers and the general public areas such as economic
development, social programs, equality, and human rights. The NLFL represents
approximately 50,000 workers in 25 affiliated unions across Newfoundland and
Labrador, in both the public and private sectors. The chief site for NLFL activity
was the SERCO-managed operation at Canadian Forces Base 5 Wing, Goose Bay,
Labrador.

An amendment to the project, with costs jointly shared by CEP Consulting and
the funding agency, was approved in late 2005, allowing recruitment of a
coordinator for distance delivery in Happy Valley-Goose Bay. The coordinator
was hired in spring 2006, and implementation in these sites commenced in mid2006 (i.e., relatively late in the project timeframe).
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

6
ACCESS group, Surrey, BC. Consisting of facilitators and staff from the
Aboriginal Connections to Employment (ACE), the ACCESS Centre, Kla-how-eya
Employment Services (KES), and the Native Education Centre (NEC),
programming commenced in this group with training at the Kla-how-eya Centre,
July 26 to 28, 2005,. All sites had to be re-trained in December 2005, due to
turnover among staff.

Ottawa John Howard Society. This site commenced with training on November
9, 2005. Initial training was on ESPORT only. An innovation in the training
initiated at this site was to include clients (students) in the training along with
facilitators, so that the training would be specific to the needs and preferences of
individuals, and to assure that at least one student was active in the program
when the facilitator returned to his or her home program.

Aboriginal Futures Career and Training Centre, Calgary. Training was
conducted afternoons during the period January 16 to 17, 2006, for four staff
facilitators. Trainee facilitators were invited to include clients in the training, but
declined for various reasons.

Metis Employment Services, Region 3, Calgary. This site was trained mornings
during January 16 and 17, 2006. Like Aboriginal Futures, above, these facilitators,
though offered the opportunity, declined to include their clients in the training
process.

Youth Employment Resources, Ottawa. On February 10, 2006, six facilitators
were trained at this site. The clientele were at-risk youth. Information on their
response to the training is provided later in this report.

SUCCESS, ISS, MOSAIC, Vancouver. These three sites, serving an immigrant
population in the greater Vancouver and Burnaby areas, were trained on ESPORT
during the first week of June 2006, and on PLATO the week of June 12.

Newfoundland Labrador Federation of Labour (NLFL). Facilitators and
company representatives were trained at the SERCO site in Happy Valley-Goose
Bay, Labrador, in May 2006. Regular use of ESPORT was scheduled to commence
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
7
at SERCO in summer 2006, at this site, and at the NLFL site in St. John’s shortly
after that.
The Advisory Group. The ESPORT Advisory Group (AG) comprised representatives of
the programming, planning, funding agencies, and evaluation bodies. Representatives were
sufficiently knowledgeable about and interested in the project to provide, in some detail,
review of and guidance on project decisions and outcomes. These individuals were called
upon to advise and support the ESPORT project during its development, and to receive,
reflect upon, and respond to the reports and briefings provided. The core members of this
group at its inception in 2004 were (“Report to Advisors,” 2004):

Brigid Hayes – Director, Labour, Canadian Labour and Business Centre, Ottawa.

Bonnie Kennedy – Executive Director, Canadian Association for Prior Learning
Assessment, Ottawa.

Craig Hall – Director of Corporate Strategy, Aboriginal Human Resource
Development Council of Canada (AHRDCC).

Annette Huton - Program Analyst, Skills Information, Human Resources
Partnerships, Human Investment Programs, Human Resources Development
Skills Development Canada, Ottawa. (Ms. Huton left HRSDC, and the Advisory
Group, in fall 2005.)

Other advisors who served on the Advisory Group included:

Patrick Cummins, project manager.

Trina Maher, Manager, Aboriginal Skills and Learning, AHRDCC, Ottawa
representing Craig Hall.

Colleen Meloche, HRSDC, Ottawa.

Suha Taissi, Policy Advisor, HRSDC, Ottawa.

Patrick J. Fahy, lead evaluator, author of this report, President, P. Fahy
Consulting, and Mona Materi, Ingenia Consulting. (Jason P. Fahy, evaluator, P.
Fahy Consulting, joined the project in mid-2005.).
Originally, four meetings of the Advisory Group were planned. The first, in Ottawa,
November 9, 2004, was held prior to project implementation, and looked particularly at the
evaluation and communication plans. The second, during implementation (December 12,
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
8
2005, in Ottawa), considered early results of the evaluation. Other consultations, by phone
or by other electronic means, were held as required in relation to significant findings,
emerging questions or opportunities, or at the request of the Advisory Group itself (see Table
1).
The role of the Advisory Group was described as follows in the project’s Evaluation
Plan:
The AG will be the initial source of guidance on the evaluation plan for this project.
As part of the face-to-face meeting with the Advisory Group, work will begin on core
elements of the Evaluation Framework, including development or review of such
evaluation components as the following:

Persons to be involved.

Schedule of key events.

Philosophy guiding the project and the evaluation (proposed is PAR).

Specific objectives of the project and the evaluation.

Observation and data-gathering processes, and data to be gathered.

Communication plan, methods, and schedule.

Reflection and (re)planning processes.

Reports to be produced; vetting and dissemination process.
At the meeting of the Advisory Group in November 2004, the above role description
was discussed and endorsed by the AG.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
9
Evaluation process
The participatory action research (PAR) model
The evaluation of the project was based upon principles of participatory action research
(PAR), described as follows (“Evaluation proposal: ESPORT Demonstration Project, Draft 5,”
2004):
PAR is a method of research where creating a positive social change is the
predominant driving force. PAR grew out of social and educational research and
exists today as one of the few research methods which embraces principles of
participation and reflection, and empowerment and emancipation of groups seeking
to improve their social situation. (Seymour-Rolls & Hughes, 1998)
In PAR evaluations, the focus is on production of results useful to the participants in
making better decisions about possible action. Meaningfulness and usefulness are the crucial
criteria for judging PAR results; participants must be able to understand and use evaluation
findings. Through reflection and dialogue, and the opportunity to think and talk about the
results, everyone interested and concerned should have the opportunity to understand what
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
10
is being discovered, and to express their views about the implications and significance of
findings. The purpose of the evaluation was to assure that the project’s lessons were
understood in a collaborative fashion, and that the project would learn and benefit from its
discoveries. An iterative process of observation, reflection, planning, and action was used to
give all participants input into project development and implementation.
Data collection and analysis principles. Various methods of collecting evaluation data
were employed in the project, based on core PAR principles:

Anyone asked to participate in any evaluation activity could decline to
participate, or could withdraw from any activity, at any time, without
explanation, and without prejudice to their ongoing involvement.

Those wishing to remove themselves and/or their input from the study could do
so at any time.

Any identifiable information collected during the evaluation process was kept
confidential, available only to the evaluators and, in redacted form, to the project
managers. No one who participated in the project was identified in any report or
publication, unless they expressly agree or requested to be identified.

All information generated or data used during the evaluation was to be kept
secure during the project, and is to be finally destroyed (or archived in redacted
form, if sponsors require it) six years after project end.
The principal data-gathering methods and strategies used in the evaluation included
the following:
On-site or online interviews. Whenever feasible, the evaluators made timely visits
to sites, to observe personally training events and to meet with and interview directly
as many participants as possible. The evaluators also conducted interviews using
various technologies (telephone, computer conferencing), or posted messages,
surveys, or questions to participants singly or in groups electronically. The
evaluators explained their intentions regarding any information generated by any of
these methods.
Questionnaires, opinionnaires. These surveys were administered in various forms,
including face-to-face or electronic. Participants were asked to express their opinions,
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
11
or describe their views or experiences, using these instruments. Surveys were
completed by an interviewer taking down the subject’s comments, or by the subject
directly. At least one open-ended question permitted respondents to comment on
any aspect of the project. (All instruments were critiqued and pilot-tested by project
participants, prior to use.)
Direct observations. Those involved in the project used visits as opportunities to
observe activities at learning centres. Observations of interest were forwarded to the
evaluators.
Records (system-generated and paper-based). Program records of client activity,
and personal, work-related, and academic histories, were accessed as available.
Confidentiality was respected in acquiring these data, and was maintained in any
secondary use (Medical Research Council of Canada, 2003); any reports that resulted
preserved the confidentiality of participants.
Document analysis. The evaluators used reports, data, and documents that added
useful information to the evaluation. Before any documents were used, names and
other identifying information were removed, and any identifying information
retained in the reports was kept anonymous.
Role of the evaluators
The evaluators were involved in various of tasks during the project, including:

Helping to identify and contact those who should be included in the evaluation.

Explaining the evaluation to those involved or interested in the project.

Assisting participants to express their views and articulate their suggestions
about various questions the project was attempting to address.

Helping participants to communicate with each other, and monitoring the overall
interaction process.

Summarizing the results of discussions for participants, and asking them to
clarify or comment on any questions arising from the ongoing discussions and
planning.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

12
Monitoring progress toward answering important project questions; writing
reports to summarize results regarding the project’s important questions.

Reporting the findings and conclusions reached by the project, and helping to
make various identified stakeholders aware of the project’s results.

Consulting with project managers and the Advisory Group regarding evaluation
results and their implications for project planning and direction.
The overall goal of the evaluation was to help the participants to achieve their various
goals for the project. The PAR model regards all participants as “researchers,” each playing
a key role in the evaluation process, “including, but not limited to, [producing] information
relevant to making decisions, judgments, comparisons, or goal attainment assessments”
(Patton, 1975). All participants were asked to help make the evaluation successful (Masters,
1995). The evaluators’ role was described as supporting the participants, especially in
communications, data gathering and analysis, reflection on and consideration of results,
recordkeeping and monitoring, and reporting and dissemination of results.
Scope of the evaluation
The questions initially identified for the evaluation, presented in the First Interim
Report (pp. 15 – 17), defined but did not necessarily limit the scope of the evaluation, as
follows:

Participants: backgrounds, characteristics, histories, goals and objectives, barriers,
views of the program.

Programs: enrolment, programming, counseling, and employment histories;
relation of history to the ESPORT project.

Technology: used, success/adaptations, impact on the program.

Outcomes: sustainability, adaptation to ESPORT, community and learning
impacts.
Occasional Reports
In order to help the project’s management to monitor adoption and progress of the
project, and to respond in a timely manner, occasional reports were provided from time to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
13
time based on data, perceived opportunities, or conditions of concern observed as part of the
evaluation process. A total of 24 occasional reports were produced over the course of the
project (each is shown chronologically in Table 1, below, and a full list is provided in
Attachment 1).
Occasional reports were intended to brief project managers and others (participants
in general, partners, members of the AG, funders, technical support staff) on situations or
events considered significant for planning, administration, or the evaluation, requiring direct
intervention or attention, or meriting further reflection, monitoring, or examination. The
occasional reports were also intended to assist participants in documenting their
observations, in keeping with the intention of the principles of the PAR evaluation model.
Occasional reports were submitted to and regularly discussed with the project manager.
(Some of the observations or findings that were included in these reports may also have been
included in other evaluation documents; if so, confidentiality was maintained regarding
sources.)
Overall chronology of the project
Table 1 shows the major events of the project, and related evaluation processes
employed.
Table 1: Chronology of major project events
Date, location
Event
October 17, 2004
Contract signed, project officially commences.
November 2
Evaluation plan, version 1.
November 9; Ottawa
Advisory Committee meeting.
December
Version 1, evaluation Framework.
January 18 – 21, 2005
Workshop, Cape Breton LDAs.
January 24
Check-in questionnaire, by e-mail, to Cape Breton group.
February 4
- CMC conference announced on Alphanet.
- Occasional Report #1: Readiness follow-up, Cape Breton
trainees.
February 7 (week)
Software problems cause delay implementation; some sites
wary.
February 9
Sydney group advised that Manager Employment Delivery
Support, Employment Programs, Halifax should be contacted
re project.
February 14
Proposal for expansion to Corrections Services Canada (CSC),
Saskatchewan Penitentiary, Prince Albert, submitted. [Note:
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
February 22
February 28
March 1
March 2
March 3
March 18
April 8
April 20
April 22
April 27
May 17
May 18
June 8 – 9
June 21
July
July 5, 2005
July 7
July 8
July 27 – 29
August 12
August 31
September 19
October 4
October 7
October 20
October 24
October 26
October 31
November 9
November 15
November 16
November 16
ESPORT Demonstration Project – Final Report
14
this proposal was not subsequently approved. Despite the
fact that CSC is not part of the project, data from this site may
be included here, for comparative and descriptive purposes.]
Occasional Report #2: Activity update – Cape Breton sites.
Report from Sydney (NEDAC) of a problem for students
migrating from ESPORT testing (questionnaire and quizzes)
to PLATO exercises. Response from S. Kimner.
E-mail from T. Clahane re work on NEDAC migration
problem; promised solution or plan for one by March 4..
Estimates submitted for addition of four sites: London, Ont.
(80 clients); Vancouver Immigrant Services (60), SUCCESS
(60), and MOSAIC (60).
CSC advises it will not proceed with the project as proposed
(see note, Feb. 14).
Occasional Report #3: Comments, C. MacLellan.
Occasional Report #4: ESPORT usage levels, Cape Breton.
Suggestion by Steven Kimner of further training for Cape
Breton sites.
Cape Breton training scheduled by S. Kimner for June 8 – 9.
ESPORT Team meeting, Ottawa.
Occasional Report #5: ESPORT usage levels, Cape Breton.
Interim Report #1 (draft) submitted for input.
Cape Breton re-training session; Stephen Kimner.
Occasional Report #6: ESPORT usage levels, Cape Breton.
Preliminary Interim Report #1 (this document) released.
First ESPORT newsletter.
Dates for ACCESS training set (July 27 – 29).
Occasional Report #7: Conversation with C. MacLellan – 1.
Training, ACCESS program, Vancouver. Training conducted
by DEP Consulting.
Occasional Report #8: Conversation with C. MacLellan – 2.
Occasional Report #9: Readiness survey, Sydney [Cape
Breton] trainees.
Occasional Report #10: Activity levels, all sites.
Occasional Report #11: ACCESS facilitator phone survey.
Amendment to demonstration project agreement signed by
Minister.
Occasional Report #12: Activity levels, all sites.
Spell-checker added to portfolio builder.
Note from project manager to Clahane, Bishop, re problems in
Sydney accessing PLATO materials; request for meeting.
Planning for John Howard Society, Ottawa, training and
evaluation.
Training, John Howard Society, Hire Power group, Ottawa.
Question from Cape Breton (C. MacLellan) re suspension of
Canadian PLATO operations; referred to project manager.
Readiness questionnaire sent to Hire Power group, John Howard
Society, Ottawa.
Training, John Howard Society, literacy group, Ottawa.
20 Nov 2006
P. Fahy Consulting, Edmonton
November 17
November 22
November 27
November 28
December 2, 5, 6
December 6
December 7
December 12
January 16-17, 2006
January 18 – 27
January 30
February 2
February 8
February 10
February 15
February 23
February 24
March 3
March 6
March 20 – 24
March 27
March 29
April 4
April 17
April 26
May 3
May 15-16
May 18-19
June 7
June 12-13
June 14 – 16
June 19
June 21
July 6
ESPORT Demonstration Project – Final Report
15
ESPORT announces (Newsletter) that PLATO (Canada) has
closed its offices.
Readiness questionnaire sent to literacy group, John Howard
Society, Ottawa.
Occasional Report #13; Client follow-up proposal.
TEC authorized to upgrade RAM at CEP expense.
Retraining of ACCESS facilitators, Vancouver, due to staff
turnover.
Meeting, London, WIL program.
Cut-off for Facilitator and Client Surveys. Meeting, Vancouver,
with SUCCESS programs.
Advisory committee meeting, Ottawa.
Training, evaluator site visit, Calgary: Metis Employment
Services, Region 3, and Aboriginal Futures Career and
Training Centre sites.
Survey, student completion problem.
Occasional Report #14 – Calgary training follow-up report.
Draft Interim Report #2 submitted.
(Occasional Report #15: Conversation with M. Wright,
Saskatchewan Penitentiary.
Training, Youth Employment Resources, Ottawa.
Occasional Report #16: Conversation with Fran, Youth
Employment Services, Ottawa.
Facilitator Log-in Help card available (see Attachment 10).
Occasional Report #17: “A step approach to allocating time
and resources to ESPORT.”
Interim Report #2 submitted.
Occasional Report #18: Readiness report – Youth Employment
Services Centre
Computers arrived and installed, MNA and Aboriginal
Futures.
Training, Newfoundland – Labrador Federation of Labour (at
SEDCO site, Goose Bay).
Occasional Report #19: Records update
Visit to Saskatchewan Penitentiary, Prince Albert.
Occasional Report #20: ESPORT at Saskatchewan Penitentiary
Occasional Report #21: Activity update, all sites
Teleconference – planning of SUCCESS-MOSAIC training.
Upgrades to ESPORT; some “glitches” experienced.
SUCCESS, MOSAIC, and ISS training, Vancouver.
SERCO training, Happy Valley – Goose Bay, Labrador.
Survey: essentials for success; Occasional Report #22:
Essentials for success with ESPORT
Evaluator visit to ISS, MOSAIC, SUCCESS, Vancouver
PLATO training, new Vancouver sites.
Preliminary report provided
Agency update – Ottawa; Occasional Report #23: Readiness
report – SERCO (NLFL) and Vancouver trainees
Site phone interviews: “student outcomes”
20 Nov 2006
P. Fahy Consulting, Edmonton
July 11
July 17 – 25
July 25
August 9
August 18
August 21
August 31
September 11
September 18 – 30
October 5
October 11
October 15
November 20
16
Occasional Report #24: Phone Interviews – ISS and SUCCESS
Program Coordinators
“Leaving” questionnaire reviewed and critiqued by selected
programs
“Leaving” questionnaire distributed to all programs
Online records reviewed
Follow-up phone interview, W. Reid, JHS, Ottawa.
Follow-up phone interviews, C. MacLellan, TEC, Cape Breton,
and B. Bellerose, SUCCESS, B.C.
Evaluator visit to John Howard Society program, Ottawa
Job Club commences at ISS, Vancouver
Telephone interviews with site administrators for final report
CSC approves installation of ESPORT in all western Canadian
federal penitentiaries
Draft final report to Advisory Committee
Presentation at CAPLA conference, Fredericton
Final report provided to project manager
Project evolution
As shown in Table 1, the project evolved and changed somewhat over time. The
original intention to focus on programs in Vancouver, Newfoundland-Labrador, and Alberta
broadened as other programs expressed interest. In summary, the project evolved as
follows:

Initial experiences with seven sites in Cape Breton showed the importance of
trainees immediately applying their new ESPORT training.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

17
Early experiences showed that, to be successful, programs must accept that
ESPORT would require some changes to their usual counseling practices,
especially in having facilitators/counselors spend the required time with clients.

Experience also showed that some program personnel appeared to regard
ESPORT as applicable to all clients, regardless of clients’ personal backgrounds.
The evaluation showed that the focus of ESPORT on entry-level employment for
clients with low levels of academic preparation, but perhaps with considerable
work experience, was not recognized by some programs.

Some technical problems arose, causing interruptions to clients’ ESPORT access.
These interruptions were sometimes due to local issues (hardware,
communications), and sometimes to failures at the ESPORT end of the system.
Efforts were made promptly to isolate these problems, understand their origins,
and address them: for example, as noted in Table 1, CEP joined with HRSDC and
programs to provide hardware upgrades in Cape Breton (November 2005) and at
the Saskatchewan Penitentiary (2005). Nevertheless, it was plain from the
reactions of some that adoption of ESPORT by certain programs was negatively
affected by technical issues and failures.

Evaluation follow-up concluded that facilitators left the ESPORT training
generally enthusiastic about ESPORT, but not necessarily with the functional
skills needed to use the program effectively. This condition was exacerbated if, as
noted above, facilitators did not immediately use ESPORT with clients in their
home programs. Conclusions reached about the character of training were
consistent with adult learning theory; namely, that trainees should be trained on
actual problems, should be prepared to work with specific individuals
immediately upon returning to their programs, should be trained only in the
specific skills and knowledge they might immediately use, and should receive
individually appropriate amounts of instruction and practice to assure mastery of
and comfort with the required skills and knowledge (Bloom, 1976). A final
change affecting training was the decision that CEP Consulting would provide all
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
18
future ESPORT training, including development and maintenance of a print
Facilitator’s Guide and other facilitator helps (see Attachment 3).

Also based on early findings, efforts were commenced to develop a community of
practice (CoP) for facilitators. The purpose of the CoP was to provide
encouragement, information, concrete assistance, answers to questions, and
opportunities to exchange “best practices” in relation to ESPORT. The CoP was
to be online, accessed asynchronously (though with the option for synchronous
interaction, if warranted and wanted, using VoIP technologies [i.e., Elluminate]).
The ESPORT Newsletter (first published in July 2005), and the AG meeting of
April 2005, in Ottawa, had this focus. Five objectives were set for participants in
the CoP:
o
Greater understanding of the whole project, not just one’s own role.
o
Less need to use the project manager as the sole conduit for
information, when it might be more efficient to communicate directly
with team members.
o
More opportunities for synergy through increased project awareness
and increased interpersonal contact.
o
Chance to work towards the development of a corporate
identity/vision.
o
By encouraging the individuality and feedback of all ESPORT
members, development of a greater sense of ownership and pride in
the project and its products.

The sites in Calgary (Metis Association of Alberta, Aboriginal Futures) were
delayed in commencing their involvement in the project. (These two sites were
eventually trained in January 2006, although their computers and other essential
equipment were not delivered to them until March 2006, seriously incurring the
problems already experienced in relation to loss of training skills and enthusiasm
among facilitators.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

19
While the above useful learning was occurring regarding how ESPORT should be
introduced to new users, and how training should be conducted and supported,
the project in March 2005 considered adding sites in Ottawa and Vancouver. The
rationale was that these sites (John Howard Society, Ottawa, and SUCCESS and
MOSAIC, Vancouver, respectively) served clients whose needs matched well the
potentials of ESPORT, and the purposes of the demonstration project.
Negotiations commenced to bring these sites into the project; they eventually
joined the project in November 2005 (John Howard) and May 2006 (SUCCESS,
MOSAIC, ISSBC).

Experiments with training (and retraining, in the case of sites in Cape Breton and
Vancouver) showed that facilitators might absorb more from the training, and
retain it better, if they were accompanied to the training by one of their actual
program clients. It became standard practice thereafter for project trainers to
invite facilitators to bring a client with them to the training, though this was
resisted by some programs (trainers observed that some facilitators seemed
uncomfortable having their clients see them in the role of learner).
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

20
While not a formal part of the evaluation project, the site at the Saskatchewan
Penitentiary, Prince Albert (Sask Pen), quickly began providing important
information about ESPORT with that clientele. A proposal was made to
Corrections Services Canada (CSC) to include Sask Pen in the project, but this
proposal was rejected in March 2005. Nevertheless, the decision was made to
incorporate data from Sask Pen as it related to the project’s goals, since the
facilitators there were very enthusiastic, skilled, and concerned to pass on their
suggestions and insights. (CEP Consulting bore the technical costs of Sask Pen
participation.)

The Newfoundland Labrador Federation of Labour (NLFL), like the Calgary
Metis and Aboriginal sites, was intended to commence the project in 2005. Due
mainly to issues of coordination, training at this site did not occur until March
and May 2006.

The SUCCESS, ISS, and MOSAIC sites, Vancouver, though late additions to the
project, proved to be enthusiastic users of ESPORT (see usage data, Attachment 5,
Figures 7, 10, and 13). These programs, all in the greater Vancouver area,
commenced use of ESPORT with training in June 2006. The focus of
programming was career exploration and job search for English as a Second
Language (ESL) immigrant clients, using a case management (individualized
assessment and referral) approach. ESPORT’s purpose in these programs was to
assist case mangers and other helpers, as well as the clients themselves, to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
21
consider all aspects of the clients’ work and life experience, toward finding
productive employment in Canada. The clientele for ESPORT at these sites was
often well trained and highly experienced, and so differed from typical entrylevel job seekers. The challenge was to adapt ESPORT to interventions in existing
programs, so that clients (all of whom voluntarily chose to use ESPORT) would
gain maximum benefits from all available resources, including present program
counseling and advising. This was the first use of ESPORT in the project with a
predominantly English as a Second Language (ESL) population.
Program outcomes
This project was a demonstration project, designed to test ESPORT’s capabilities with a
variety of clientele, and to determine conditions and resources needed to maximize its
impact. Over the course of the project, varying conditions were observed. The decision was
made that, wherever relevant experience could be usefully monitored, the evaluation would
do so, whether the program was actually a part of the original project or not. Wherever nonproject sites were included in the analysis of ESPORT results, this is noted in the following
discussion. (It is the evaluators’ view that findings are not dependent upon project status;
that is, the findings observed relate to ESPORT’s general features and capabilities, and are
not artifacts of any program’s project or non-project status.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
22
Cape Breton
From the time of the initial training (January 18 – 21, 2005), use of ESPORT in Cape
Breton was low, except for The Entrepreneurial Centre (TEC), where use with various clients
was consistent. Several Occasional Reports chronicled activity levels, but it was report #12
(October 20, 2005) that resulted in the identification of several factors that discouraged usage
of ESPORT in some of the Cape Breton sites:

The interface between ESPORT and PLATO was initially viewed as not friendly
enough, especially for facilitators who had not been able to apply their new skills
by using the system with clients immediately after returning from training. (It
was suspected that some reported “technical problems” were actually instances of
staff being unable to remember how to use the system, due to a lack of practice
following training. The fact that this problem virtually disappeared as the project
proceeded, and that ESPORT used successfully by TEC staff throughout the
project, added support to this analysis.)

CHOICES, a career counseling tool familiar to facilitators in these sites, was more
attractive in some situations, because it was seen as simpler, was already in place,
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
23
and was familiar to facilitators and administrators. CHOICES was regarded by
some as a sufficient computer-based resource.

A time-lag between client enrolment and access to ESPORT occurred early in the
project (early 2005, immediately following training). This lag prevented clients
from entering and using ESPORT immediately after registration. Facilitators
were not advised of the reason for the lag, and were not able to advise clients of
how long they would have to wait before accessing the system, with consequent
negative impact on motivation. (This was an example of the technical issues that
occasionally, but seriously, affected early results. Again, this problem
disappeared when technical adjustments were made, but by then damage had
been done to the interest and motivation of some facilitators and clients in Cape
Breton.)
Other observations about ESPORT (and PLATO) usage in Cape Breton were recorded
over the course of the project.

ESPORT and PLATO were initially tied to one another; use of one entailed use of
the other, with ESPORT preceding PLATO. (PLATO was usually used in the
training plan phase of the portfolio development process, to address academic
skills deficiencies detected in the self-assessment.)

ESPORT was usually used immediately, to assess client literacy skills and
academic functioning, as well as stability, motivation, and commitment to the
program. Based on these results, the facilitator made an initial assessment of how
well the client would be able to work alone, or how much monitoring and
assistance would be needed. (From 1.5 to 2.5 hours was usually required for this
initial assessment.) If clients were below a grade 4-5 level, the facilitator would
expect to have to sit with them throughout their use of ESPORT; if higher, they
could work alone; if at the grade 10-12 level, they would probably be too highfunctioning for ESPORT, and would find the entry-level recommendations of
ESPORT below their expectations. PLATO was introduced later, for clients who
wanted and needed essential skills upgrading, and whose learning plans
indicated a good match with PLATO contents.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

24
Later in the project, efforts were made (with minor success only) to involve some
clients in PLATO’s GED preparation materials. The TEC program coordinator
felt this part of the PLATO curriculum could be a useful resource, especially
accessed remotely (i.e., from home). (The PLATO program available at TEC was
on a LAN, and had not been upgraded in several years. Internet-based PLATO is
always the current version of all courses).

Overall, the TEC program concluded that PLATO could be a useful adjunct to
ESPORT, for those clients who were interested in working on their academic
skills, and who were capable of working relatively independently. (The role of
PLATO in clients’ ESPORT programs was still an open question by the end of the
evaluation. Uses of PLATO for academic accreditation, especially GED [grade 12
equivalent] , and preparation for employment were both potentially possible. As
noted above, and elsewhere in this report, facilitators and program managers saw
the potential of both in PLATO, and some clients made effective use of the
PLATO system. But as the focus of the evaluation was on ESPORT, a careful
assessment of PLATO’s role and impact was beyond the scope of the evaluation.)

Despite the difficulties described above, TEC continued throughout the
evaluation project to make regular use of both ESPORT, and to supply feedback
and suggestions for improvement to procedures, contents, and technologies.
This site was also creative in applying the system to new client groups, such as
students of the local high school, enrolled in the Physical Active Living (PAL)
program. PAL students were given access from the high school and from home.
Initial users were grade 10 level, given the option of trying ESPORT and, if they
judged it useful, continuing use. Approximately ten students used the system in
this way by the end of the program (initial use was from the TEC Centre, with
remote access available for those who wished to continue.) Based on their
observations, the PAL teacher at the high school, and the coordinator at TEC
(who was familiar with the PAL program) were of the opinion that ESPORT was
appropriate to the career introduction needs of these students, though this type of
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
25
programming (with clients of this age level and background) was outside the
scope of the Centre.
In summary, regarding Cape Breton, the TEC program used ESPORT consistently
throughout the evaluation, made some creative uses of the system in order to test its
potential with a variety of clients, and expressed (through the director, who was also a
trained facilitator) a desire to retain ESPORT after conclusion of the project. The Centre had
persisted through its early technical and training issues, arriving at a point where it had
found ways of using ESPORT profitably, for specific assessment purposes and with selected
clients, and concluding that it wished to continue use of ESPORT (and PLATO). The other
six Cape Breton sites had not integrated ESPORT into their operations successfully, for
various reasons, and had failed to adopt it. As the Cape Breton region was the first to be
trained and launched into the demonstration project, its experiences were very revealing to
project managers about the importance of initial experiences and support. Lessons from this
region were applied subsequently in the project.
ACCESS sites, Vancouver
Three sites were trained July 27 – 29, 2005, as part of the ACCESS initiative. The three
sites were Aboriginal Connections to Employment (ACE), Kla-how-eya Employment
Services (KES), and the Native Education Centre (NEC). A total of eleven facilitators and
administrators were eligible for training; six actually took the full three days of training, and
all participated in the follow-up readiness survey. (Due to slow adoption and staff turnover
in the program, further facilitator training was provided in fall 2005; see Table 1.)
The facilitator readiness survey was conducted within a week of completion of the
training (Occasional Report #9), to determine how well prepared trainee facilitators felt they
were to use ESPORT. In their remarks, facilitators who responded to the readiness
questionnaire made comments that were revealing of their outlook toward ESPORT. Three
of the six mentioned that lack of time had reduced their use of ESPORT immediately after
training. Two others made recommendations about the system: one mentioned that the
language/reading levels of some parts of the program could be too challenging for some
clients; another suggested that program administrators should “provide a push so that we
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
26
can get started soon after training, so we don't lose our knowledge”; and a third wondered
whether clients would be able to separate specific occupations used as examples in ESPORT,
from their own actual career interests and expectations. (This last point refers to the fact that
ESPORT uses examples, such as babysitting, which many clients have experience with, to
illustrate potential job skills that clients might possess from their previous work experiences.
ESPORT explains that “A babysitter interacts with several people at once and takes into
account their individual needs…,” to cue the client to the generic skill contained in this
specific example of work experience. One facilitator voiced her concern: “In their mind, they
may think, ‘I don’t want to be a babysitter.’ Although it may sound silly, this is really how
some of our clients may take it.”)
By the end of the project, usage at the ACCESS sites remained relatively low (see
Table 9, and Attachment 5, Figure 5). Furthermore, growth in client usage virtually ceased
after April 2006 (between April 17 and August 16, 2006, no students were added, and no
further portfolios were completed). A discussion with the project manager revealed that the
project had decided to use another essential skills instrument (Test of Workplace Essential
Skills, TOWES; http://www.towes.com/, rather than ESPORT). TOWES was regarded by the
ACCESS programs as providing more accurate and thorough academic and employmentrelated information, including insights about clients’ readiness for training, since it uses skill
tests rather than the self-assessments ESPORT uses. The fact that TOWES was paper-based,
and therefore did not require or assume computer-literacy on the part of users (including
facilitators), was regarded as an advantage for this clientele.
The issue of time also remained critical in these programs. Employment counselors
were not able easily to act as ESPORT facilitators, due to their caseloads, and to the
program’s pattern of individual counseling. Group approaches, which might have allowed
counselors to work with ESPORT with cohorts of clients, were briefly tried but did not prove
popular either with clients or facilitators. These programs, in summary, were oriented to
providing their clients with assessments and referrals to training or further counseling, not to
necessarily delivery of extended and intensive counseling and advising, as regularly
demanded by ESPORT.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
27
Of note was the interest of the ACCESS programs in PLATO. In an interview near
the end of the program, the coordinator commented that PLATO appeared to be compatible
with TOWES, and that his programs were exploring the feasibility of adding PLATO as an
essential skills instructional resource. A representative of Service Canada who was familiar
with these programs confirmed that PLATO was regarded as a “fantastic” resource for this
clientele. (Assistance and training in PLATO, and in TOWES, were obtained from Douglas
College, which was credited with doing an excellent job of training users. The college’s
training included background in the concept of essential skills, resulting in greater interest
among ACCESS program staff in the concept, and encouraging ownership of innovations to
address clients’ needs in the area of essential skills preparation.)
Aboriginal Futures and Metis Employment Services, Alberta
In January 2006, two Calgary-based organizations, Aboriginal Futures Career and
Training Centre, and Metis Employment Services, were trained and commenced ESPORT
operations. As shown in Table 9, usage levels were modest (a total of 29 clients registered,
and 12 portfolios completed, by the end of August 2006). Some indications of potential
problems for these two sites were noted at the time of training, when the following points
were raised with the evaluator and the project manager by the trainees and program
administrators:

The time commitment for clients and facilitators appeared significant. These
programs were not used to spending extensive time with clients: the 8 – 15 hours
required by ESPORT were far outside the norm.

In addition to time, clients would need quiet and privacy to work through all the
elements of ESPORT thoroughly. Again, these programs were not accustomed to
providing a semi-private treatment environment for clients.

The training had presented a large amount of information, which would need to
be absorbed and digested by staff before they would feel truly comfortable with
the ESPORT system. A problem existed immediately after training, in that
computers for ESPORT, which has been ordered previously, had not arrived, and
existing hardware in the program was too heavily used to permit allocation to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
28
ESPORT. The required hardware did not arrive until more than six weeks after
training was completed. Consequently, facilitators in these programs lost
ESPORT momentum and skills.

The ESPORT materials caused issues for some of the facilitators, for various
reasons:
o
Some typos were found in the materials.
o
Some facilitators felt the materials would be more useful if they were
printed out. For these, it became important to produce or acquire print
versions of the materials, before using them with clients.
o
The ESPORT print diagram in the training materials no longer
matched the diagram of activity on the ESPORT screen. Some
facilitators were troubled by this disjunction.

Clients still needed the assistance of the facilitator to polish their résumés, and
prepare for interviews. (The fact that this apparently surprised the facilitators
suggested that they had not understood their role in relation to this aspect of
ESPORT.)

Facilitators had to spend time with clients when none of the jobs generated by
ESPORT match clients’ expectations or interests. (Again, this expectation of
ESPORT facilitators is addressed in training, and is not a rarity or an exception.)
At the time of completion of training there were also positive comments about
ESPORT’s potential, as follows:

Facilitators felt the format of the ESPORT résumés made them stand out well, and
would positively distinguish them from other applicants.

The self-assessment process was viewed as demonstrating to clients any skills and
relevant experience for future employment they might already possess.
(Facilitators commented that often the discovery by clients that they already had
transferable employments was a surprise to them, and was motivating.)

ESPORT was seen as a systematic career planning tool, with good potential to
help clients identify their interests and skills, and to help program facilitators
provide effective advice.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

29
The ESPORT materials paralleled the Alberta ALIS (Alberta Learning Information
Service; http://www.alis.gov.ab.ca/main.asp) materials, which were already
familiar to the facilitators and in use in their centres.

The ESPORT experience proved to be positive and motivating for clients who
used it. Facilitators were concerned that clients not have yet another negative
experience, or encounter more proof of their deficiencies. ESPORT appeared to
emphasize and demonstrate the positive in each client’s background.

Facilitators found it positive that ESPORT was an integrated “package,”
accessible over the Web, so that motivated and able clients could work on their
own, over time, even when facilitators were not present.

Facilitators felt ESPORT might be more friendly and useful for low-level clients
than CHOICES, or some of the other materials currently in use. (ESPORT could
allow counselors to keep and continue to advise clients they formerly had to refer
elsewhere, due to lack of suitable materials.) (Compare this view of CHOICES
and ESPORT with that of the Cape Breton sites, above.)
At the time of their training, one facilitator commented that, “As familiarity increases,
potential usefulness also increases; further experience with ESPORT would be needed to
truly test it.” Unfortunately, further testing of ESPORT was not evident by these sites over
the rest of the project. After computers finally arrived for ESPORT, and were installed the
week of March 6, one of the facilitators wrote the following assessment of initial experiences:
We have introduced [ESPORT] to a few people, however they are finding it just too
much for them and they’re not starting it out. I think we’ve had one successful person
actually begin it, but … we believe she didn’t complete it. So, I think it’s a little bit of
a challenge for us… but as I’ve spoke with [the director], he did say he informed [the
ESPORT project manager] that [it] would be a challenge for us. But we’re going to
keep going for it and we’re going to keep trying. And again our biggest issue with
clients, the ones I’m working with, is in fact that it is a lot of reading and a lot of time
to sit down and start and complete it. And that’s the biggest feedback I have. So, we’ll
keep going for it and working with the program with clients. [emphasis supplied]
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
30
One suggestion made to these programs at that time, to reduce the perception of the
time required for ESPORT, was to ask clients to commit to small steps, rather than the whole
ESPORT process. (Attachment 2 shows estimates of required time, and an approach to time
management.)
Saskatchewan Penitentiary, Prince Albert (non-project)
The Saskatchewan Penitentiary (Sask Pen) was not initially an official part of the
ESPORT demonstration project, but was included when interest was shown by Corrections
Services Canada (CSC), and qualified clients and facilitators were identified at the
penitentiary site. Costs of this implementation were shared between CSC and CEP
Consulting, Inc. (Sask Pen used only ESPORT, not PLATO, to make the implementation
easier to establish and support, and in the interest of simplifying training. Another
innovation for this site, for security purposes, was LAN-based, as opposed to Internet-based,
access to ESPORT.)
Initially, the Sask Pen implementation experienced the following:

Only one of the initial trainees eventually served as a facilitator, in the latter half
of the project.

Technical problems arose in the initial local area network (LAN) hosting ESPORT.
(Eventually, this required replacement of the server, at CEP expense; see below.)

Other hardware problems required the building and installation of a second
server.

Regional CSC technical staff were very supportive throughout the project.

There was some minor initial adjustments to ESPORT, as an innovation, on the
part of education staff and Sask Pen senior officials. (These adjustment were no
more, in the view of the project staff at Sask Pen, than would be expected in any
innovative pilot project).
Once problems were resolved, the experience at the Penitentiary became very
positive, and the site provided much useful feedback on ESPORT as a tool for helping clients
reflect on and understand the character of their work experiences. The major points made by
users in this corrections setting included the following:
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

31
Inmate clients require facilitator presence and guidance, some throughout the
ESPORT process.

Inmates frequently discount or fail to appreciate the occupational significance of
their previous employment and life experiences. A role of the facilitator is to help
inmates accurately assess their backgrounds and prospects.

The facilitator working with a client using ESPORT requires patience; a nonthreatening environment of trust enhances the system’s positive effects, and the
impact of the helper.

The ESPORT résumé appears to be quite acceptable to industry; however, inmates
should appreciate that an applicant lacking expected credentials, especially a high
school diploma, may be less likely to get an interview, even with a positive
résumé.

Client experience and familiarity with computers is helpful, although not
necessary to the success of ESPORT with the client. As noted elsewhere, the role
of the facilitator may, in some cases, include keyboarding for the client.

General literacy levels and motivation are important in determining the outcomes
with ESPORT.

Information generated by ESPORT can aid the counseling process. The résumé is
very helpful in clarifying assumptions and detailing the client’s employment and
skill-training history. These documents can be used by others working with the
inmate (parole and program officials).

Facilitators reported that, with ESPORT, goal setting was often more realistic, and
skills (or skill deficits) were clearer and better linked to occupational goals.
As shown in Table 9 and Figures 4 to 15 (Attachment 5), ESPORT usage at Sask Pen
exceeded usage at any other single site by a significant margin. Usefulness of ESPORT in
inmates’ correctional program planning, and the recognition accorded the presence of
ESPORT involvement by parole officials, were partially credited for this success. Overall,
Sask Pen facilitators rated their experience with ESPORT as “very positive.” The decision by
CSC, in October 2006, to extend ESPORT availability to other western CSC sites may be
viewed as further corroboration of the value of ESPORT in this environment.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
32
John Howard Society, Ottawa (non-project)
The John Howard Society (JHS) site, like the Saskatchewan Penitentiary, was not an
official part of the original ESPORT demonstration project. The project commenced with two
training groups, the employment-focused group (Hire Power; trained November 9, 2005),
and the literacy group (trained November 16, 2005). The Hire Power trainees consisted of
nine persons, including two clients, and a student intern; the literacy training group also
consisted of nine, including four facilitators and five clients. As the project proceeded, all
records were aggregated in the Hire Power group, even though ESPORT was managed and
delivered administratively through the literacy program.
Commencing in March 2006, a trained ESPORT “lead tutor” (facilitator), hired by
CEP Consulting, spent time at the JHS site, initially one and later two days per week. Her
task was to work directly with clients on ESPORT, to provide on-site leadership and
assistance to other facilitators in relation to ESPORT, and to try new things: she
experimented with the various process and components of ESPORT, attempting to learn how
the system worked best in this program with this clientele.
As noted earlier, an innovation in training for this group was the inclusion of clients
(students) in the training sessions, accompanying their facilitators (instructors). The clients
and facilitators proceeded through the training together, solving problems collaboratively as
part of the training process. As elsewhere, PLATO was not initially introduced with
ESPORT, to permit greater focus in the training; PLATO was introduced later.
The Hire Power program directed referrals to ESPORT after conducting an initial
assessment of each client, consisting of up to six hours of contact. At the end of that time, if
the Hire Power counselor felt ESPORT might be useful the client was referred to the literacy
program. Generally, Hire Power clients were functioning at higher levels personally, had
more employment experience, and possessed higher literacy skills; however, if they had
needs that could be met by ESPORT, in the judgment of the counselor, they were offered this
option.
In the literacy program, after the ESPORT lead tutor was hired, the decision was
made by the JHS program administrator that all new clients would be registered in ESPORT
as a routine part of their JHS program. This decision, the administrator reported, was due to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
33
the value and impact seen in ESPORT, especially the Interest Inventory and the Self-assessment.
The lead tutor used her judgment about what elements of ESPORT to offer to the clients, and
worked closely with them as they worked their way through the system.
By the end of the project, PLATO was “a hit,” according to the onsite ESPORT lead
tutor. By this time, PLATO typically was offered to clients after they had completed the
ESPORT self-assessment and interest inventory. As this was a literacy program, and clients
had come to gain literacy skills, and PLATO was seen as the means of addressing this goal,
alongside tutoring by volunteers.
Because the volunteer literacy tutors were often not primarily employment-oriented
in their literacy tutoring, the ESPORT lead tutor found it necessary to urge tutors to discuss
employment questions with their clients. Over time, she reported that several of the tutors
became proficient with ESPORT, and consistently worked ESPORT into their clients’
programs. Part of this process involved taking the ESPORT-generated résumé as a Word
file, and using it for instruction on writing expression and processes. In this way, literacy
and occupational objectives were addressed together.
As part of evaluation of the training, JHS trainees were asked to describe their goals
for the training session, and for ESPORT. Responses showed that facilitators were curious
about computer-based training, and interested to see whether such training could be of value
to their clients. Administrators were concerned with costs and impacts, including potential
workload and training demand effects of the program on their facilitators and clients. They
also speculated about whether the presence of ESPORT would increase enrolments. Clients
tended to be pragmatic, wondering whether ESPORT would give them any concrete
advantages in seeking employment or further training. Clients also expressed some concerns
about their computer skills.
For most clients, the conclusion was reached at JHS that ESPORT was a potentially
useful part of their program, a logical accompaniment to their developing literacy skills, and
workable by volunteer tutors – with the available assistance of the ESPORT lead tutor.
(More is said about the importance of facilitator leadership and skill with ESPORT, in the
section of this report entitled “Criteria for success with ESPORT.” As already suggested, the
central importance of the facilitator, and the role of the innovation champion, were major
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
34
findings of the study; Rogers, 1983.) One of the advantages seen in ESPORT was the
opportunity that working with the system provided to the tutors to discuss (and model) the
“soft skills” of employment – the attitudes and behaviours that indicate the person has
maturity, interpersonal, and communications skills, as well as technical ones. (The program
administrator and the lead tutor both saw this role as central in facilitation of ESPORT.)
Some issues were experienced or foreseen, and early comments suggested that the
effects participants expected from ESPORT proved to be an accurate reflection of experience.
An administrator commented, “Getting people started is challenging. Introducing people to
the first steps. Doing the training in a group is distracting.” A facilitator wrote, “They
[clients] will like the Authentic Materials. People have their favourites, but one-stop shopping
means this is the best. Other systems are all based on interest. This has everything in place.
You don’t have to go to other sites. Great time saver. Information is at your fingertips.” A
client commented: “Great. One-stop shopping. Gender friendly, age friendly. Gives great
suggestions that you wouldn’t think of. Résumé gives ideas.” Another client said: “A lot
easier for me to compare life experience. It’s right there in front of me. A lot easier because of
this.”
The literacy group, as would be expected, had specific comments about the reading
demands made by ESPORT. The goals and objectives of this group included the following:

To learn how to use ESPORT in order to help clients achieve the best benefits for
finding a job, etc.

To understand how ESPORT will enhance the organizational and work-related
skills of clients. How can clients use ESPORT to their advantage?

To learn how the program will teach me how to work the skills to find a job.
[Contributed by a literacy client.]

To see how ESPORT works and how it is better than other ways of finding a
career.

To learn how to use ESPORT will be able to benefit clients and aid them in
searching for a career with the skills they may already have or be currently
learning.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
35
Their comments (on the readiness survey) after training included various suggestions
about the training and about ESPORT, were largely positive and insightful; some were
incorporated in later training sessions with other programs. (One suggestion, that three 1.5
hour sessions might be better than two 2-hour sessions, as clients [not to say facilitators and
trainers] began to get fatigues and restless toward the end, was particularly useful.) Finally,
it was concluded that having clients attend the training with their counselor/facilitator was a
help to both, and made the training more effective. This options was offered to all
subsequent trainees, though, as noted elsewhere, it was not always taken advantage of.
The on-site ESPORT lead tutor spent her time initially working with individual
clients one-to-one. Gradually, as she received more referrals and questions from other
facilitators, indicating interest in learning the program, she began spending more time
training other facilitators, and consulting with counselors on clients’ needs in relation to the
ESPORT system. Within a short time of ESPORT commencement, PLATO was added. The
leadership and expertise of the JHS literacy coordinator became apparent and important at
this time, resulting in other coordinators’ increased interest and involvement and, as noted
above, the acceptance of PLATO as part of the career-preparation package at JHS.
By the end of April 2006, the trainer-facilitator reported that she was receiving steady
referrals and questions from JHS staff, and ESPORT and PLATO usage were increasing
steadily. She attributed the increasing appreciation of ESPORT and PLATO to the following:

Staff were becoming more able to identify appropriate client referrals. The ideal
ESPORT client came to be seen as someone who had some work experience, was
motivated to seek employment, and whose literacy and academic skill levels,
while perhaps low, were functional for purposes of entry-level employment.
Clients who aspired to higher than entry-level employment, were functioning at
higher academic levels, or who wanted higher levels of training (skill or
academic), were less likely to be satisfied with the suggestions ESPORT
generated.

Clients experienced concrete success with ESPORT, in the form of useful feedback
on interests, the portfolio and résumé that were generated, and relevant jobrelated information and advice. Even learning to manage the computer-based,
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
36
online ESPORT system was viewed as an achievement by participants who had
little previous technical background.

Growing self-esteem as a result of achievement with ESPORT was seen as highly
motivating. This was true even where volunteers did the keyboarding for clients.
(The ESPORT lead tutor usually asked clients to do their own keyboarding, if they
were willing, while she helped with the mechanics of sentence structure and
spelling. She thought this approach was rewarding to many clients, although it
lengthened, sometimes dramatically, the time required for portfolio
development.)

Two clients obtained jobs after going through the ESPORT process. Their success
in employment was an encouragement for other JHS clients. Some clients,
although they were not ready for employment, found the idea becoming more of
a reality and more feasible because someone with the same barriers now had a
job.
By the end of the project, the JHS site had successfully incorporated ESPORT and
PLATO into programming for many clients, and all clients were exposed to at least some
elements of the system. A core of volunteer tutors had been trained as ESPORT facilitators,
able to orient clients and manage the ESPORT system effectively, permitting volunteer
literacy tutors to conduct detailed and systematic career discussions with their clients. (Coop students also did some of this, but somewhat less successfully, because of their lower
levels of experience and familiarity with ESPORT.) PLATO, as noted, was seen as helping to
address literacy as well as employment readiness (essential) academic skills. Given the
educational, social, and economic barriers faced by most of these clients, and their highly
pragmatic outlook toward programs of all kinds (especially training-oriented ones), the
success of ESPORT in convincing at least some to consider (or re-consider) their employment
prospects was regarded by program administration and staff as important, and somewhat
surprising.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
37
Youth Employment Resources (YER) Association, Ottawa (non-project)
This site’s clients were at-risk youth. The site commenced operations with ESPORT
after training six facilitators (including one coordinator) on February 10, 2006. A secondary
trainer (“coach” was the term he used to describe himself and his colleague) also provided
notes on the session. Some of these notes influenced subsequent training, and alerted the
primary trainer to issues that needed to be addressed as part of the initial training process
(such as confusion over sign-in procedures, and technical problems occurring within the
group. The presence of an observer in the training audience was identified as a powerful
tool for quality control of training.)
Immediately after training comments such as the following were received (on the
readiness survey):

More time would not have meant more learning.

One facilitator said he was going to go home and finish what he had started as a
“learner.”

Having two [trainers] “coaching” seemed useful.

Essential Skills discussion was "fabulous."

"Just a great tool!"

Client self-confidence - know what's expected - lots of directions.

Liked the extra time without client [present]; changed the dynamic [to work
alone].
Some other comments related to problems, and resulted in remedial action by the
trainer, or alerted project managers to issues in the process or ESPORT itself. Also, this
group was asked to comment on their hopes for ESPORT, personal and program-related.
The following were the comments and answers received to the question, What do you hope to
gain by doing ESPORT? Some of the answers were revealing of facilitators’ and clients’
differing perceptions of ESPORT, and of the own role and prospects:

Occupational information. An in-depth understanding of the required skills and
tasks for various jobs. Compare client actual skill-sets to job needs.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

38
To help set goals; help clients to gain self-direction and confidence; résumé/cover
letter, learning plan; to look at different occupations, to find suitable career
options.

[From a client] To decide what career is best for me; what suits my interest and
experiences. To develop a résumé in relation to the requirements of sectorspecific occupation. Knowledge to assist others in their career choices.
Participants were also asked, How will you know if you have been successful? This
questions was designed to determine what kinds of data participants were attuned to, and,
indirectly, what some of their views regarding evaluation might be. Responses included:

Client has a clear understanding of required skills and is then able to manage
their expectations and goals.

Get the client to log-on and have them get a chance to explore their options;
seeing clients do it themselves.

Complete all the steps of the program. How interested and engaged I am with
using the ESPORT tools. When I build a résumé and submit it for a job
opportunity, the response I get with a résumé compared to my previous résumés.
Finally, participants were asked about their immediate intentions and expectations,
through the questions, What are your next steps? and, What problems do you think you will have?

Will utilize it for in-depth skills for varied given occupations. If I have a longterm client, would certainly consider ESPORT for in-depth.

Log-on clients; familiarize myself with ESPORT; help them to feel comfortable
using ESPORT.

Using what I learned from ESPORT and applying this to my job research/search
in the local labor market.

Time is critical. Limited client time due to amount of paperwork, etc. [This was a
familiar worry, as noted elsewhere. Time concerns, and the impact of ESPORT on
workloads and program resources, was consistently the greatest concern noted in
the evaluation.]
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

39
Dates of employment history, educational history. Essential skills are fabulous to
have; however, I would not add them to the résumé myself – I would use skills
for interview preparation.

Clients might not be motivated. They might need guidance all the time. May
have to do computer training for those who are computer illiterate.

Intimidation – sometimes there is a lot of information written into one large
paragraph – overwhelming to read.
Telephone follow-up of the results of training was conducted with some of the
facilitators shortly after training was completed, to determine readiness and detect any
immediate problems or questions. Comments received at that time, several with direct
implications for future training of other sites, and for future support of this one, included the
following:

The training was highly successful, questions were answered, and everyone
appeared to be comfortable and ready to proceed. Those who had used ESPORT
prior to the training may have had a small advantage over those using it for the
first time, but this was not an issue.

The training model was acceptable; however, the individual who used the
computer most (the facilitator who was role-playing the client) got more handson practice.

Few students had as yet commenced use of the program due to a lack of time, and
large amounts of paperwork required of the facilitators. Most clients are referred
to the program by employers, who expect rapid processing or turnaround. Time
for career exploration with ESPORT may be difficult to find.

ESPORT is “fabulous” for managing client expectations: the process of moving
through the ESPORT process should help clients develop a more realistic
understanding of their skills and experience, in relation to the requirements of
employers and careers.

Ability to do some academic upgrading on site would be an advantage. [From
discussions with participants, it was clear that PLATO was expected to be helpful
here.]
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
40
Shortly after, another interview was conducted with facilitators. The following were
the comments on ESPORT usage and prospects at this site:

The site would like six more of the [instructional and promotional] posters that
describe the step-by-step login procedure for ESPORT. These will help the
facilitators with management of ESPORT, and might tweak the interest/memories
of clients.

The program is in flux and undergoing growing pains at the moment. Over the
next four weeks there will be more work and no new staff. Staff will spend more
time out of the office, promoting the program and working with other agencies.
During this period, ESPORT usage would likely be affected, as well as staff
availability to participate in the evaluation.
Other comments about ESPORT received at this time were by now familiar:
facilitators liked the program, and felt it had potential value and should be a routine part of
most or many of their clients’ programs. (As an element of the organization's "action plan,"
ESPORT could be recommended by facilitators at the first program planning meeting with
the client.) However, familiarly, it was feared that the time commitment for ESPORT would
be unrealistic for many clients. It was particularly noted that it was not realistic to expect
counselors to spend two hours in the initial meeting, as was suggested at the training, in
order to launch ESPORT; usually, only a few minutes were available for this session.
(Facilitators felt a longer time commitment might be realistic for some adults in the program,
but that this was much less realistic for the 16 – 24 age group.)
Facilitators described their clientele’s lifestyle preferences and other personal
characteristics in detail, as these affected their likely suitability for ESPORT. They were
described as young and highly networked/other-directed, linked to each other almost
constantly by cell phones and PDAs, and generally with a short attention span, making them
reluctant to hold to a plan or an extended commitment. Given their expectations and
demands, whatever was offered in the program had to be focused and immediate, to gratify
or address an immediately felt client need. (In terms of employment, a referral to an
immediate job opening was usually what was wanted, rather than an extended career
investigation, or, even less, training.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
41
At the same time, YES facilitators felt that some of their clientele would appreciate
ESPORT and complete it, if it were offered in a way that minimized time demands, and
maximized potential payoffs. Steps or stages of commitment, one or two hours at a time,
were seen as worth testing with this clientele (the analysis in Attachment 2 was intended to
facilitate this process). They also felt that after the first appointment the client should leave
having an ESPORT log-in good for seven days, and a minimal orientation to what to do at
the next session, but also with provision for help to be available whenever the client reappeared. (That first ESPORT session was seen as particularly critical, and provisions to
make it work were important.)
Facilitators at this site emphasized that they had considerable freedom of action in
working with their clients, and thus could – and would – develop their own models for
implementation of ESPORT. Subsequent activity at the site showed that this generally did
not happen, however.
MOSAIC, ISS, and SUCCESS, Vancouver
These programs had been operating in Vancouver for over 30 years. Their clientele
include immigrants and refugees (including victims of social, political, or family violence), at
a wide range of functional language and employment-readiness levels. Programs include
settlement, career development, employment search, and translation and interpretation
services, and capabilities include provision of temporary housing, onsite daycare, and
referrals to other agencies and services. Some multilingual services are present within the
programs, including first-language counseling. While these programs differ in some of their
program and operational details, since they all deal with immigrants, share similar program
limitations from their principal funder (HRSDC), and all commenced use of ESPORT at
approximately the same time (June 2006), their experiences are discussed together below.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
42
Training. The initial training was regarded as successful at all locations, judging by
feedback from the readiness questionnaire. Suggestions and comments from training included:

The background on and discussion of essential skills was appreciated. Some
facilitators were not aware of HRSDC’s interest in this concept, and globally how
essential skills was the term for what was sometimes called academic or
vocational upgrading, or employment preparation. Participants commented that
the emphasis on essential skills shows that there is room to consider what is
essential for each individual, and for this to change as individuals gain
experience, familiarity, and comfort with their new country, the language, and its
culture. One facilitator commented that this process was an “eye-opener” for
many clients.

The print materials (training manual) provided were valuable and appreciated;
getting these prior to training was especially useful.

Provide varied, relevant examples using alternative but understandable language
in discussing careers and employment options. Many immigrants have little or
no familiarity with Canadian employment standards, practices, or customs.
Numerous examples can help illustrate and extend the range of options clients
will be aware of and consider.

Explain the learning plan in more detail, especially how it is connected with
employment. (Immigrants may not understand how careers can evolve with
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
43
further training; in some cultures, training ends when employment begins, and
one’s job does not change after that, even in response to experience or skill
acquisition.)

Identify and explain terminology or vocabulary that may be problematic.
Facilitators found some language used in ESPORT to be potentially confusing to
non-native speakers of English, because terms were used in a special
employment-related context. Some developed their own glossaries of such terms,
and it was suggested that sharing these, making them available to programs
working with immigrants, might be more efficient.

The authentic materials were seen as a very useful resource; it was suggested that
more time should be given during training to discussing their use. (The general
authenticity of the materials was noted. One facilitator commented that the
materials constituted a form of reality check of clients’ employment readiness and
expectations, as they reflected what clients would actually encounter in the
workplace.)

An explanation of PLATO should be included early in the training, so trainees
have a “big picture” view of the resources available.

The time allotted for training was adequate, but more time might have been made
available. Until they actually worked extensively with clients, facilitators and
administrators were not really able to predict how much time would be optimum.

Use of PowerPoint™ materials to introduce ESPORT was not as helpful as training
and orientation specifically designed to address the program’s needs and clients.
(The fact that the trainers admitted not having experience working with
immigrants on ESPORT was appreciated, as it indicated candor and honesty, and
helped facilitators see how their experience would help with development of
ESPORT for this user group.)

It might be useful to discuss in the training what “completion” comprised in
different programs. Some clients who did not formally complete the program
might still be considered successful if their experiences resulted in employment
opportunities. Because programs follow-up students differently, and follow-up
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
44
may not continue long enough to permit real gains to be detected, the issue of
“success” was real. (This was especially in issue where employment is easy to
obtain, and where students are used to cycling in and out of intervention
programs, taking employment when that it is available, and returning to
upgrading from time to time. See “Client engagement and completion,” below.)
Some trainees commented that they were pleased to be asked to comment on the
training, as part of the evaluation process.
Programming and usage details. These are the largest immigrant settlement and
career counseling programs in western Canada. All of the programs began using ESPORT as
an elective option for clients, who were otherwise enrolled in case-managed programs where
individual needs and counseling were the focus.
Clients for ESPORT were initially chosen because they possessed relatively high
levels of education and work experience in their own countries, and because they chose to
participate (ESPORT was an option, not a requirement, of their programs). Clients averaged
35 years of age, and generally had high levels of education and work experience in their own
countries. The intention was to use ESPORT as a means of assessing more broadly and
sharing a finer analysis with the clients of their employment options. ESPORT was viewed
as a potentially flexible and efficient way of producing information that facilitators and
clients could use. The overall goal of these programs is to help immigrants find and
commence productive employment, in areas related to their skills, experience, and interests,
by working for 1 to 2 years, after which they might undertake (with better language skills
learned on the job) more training, career change, or advancement.
As noted below, some elements of ESPORT (chiefly, the interest inventory, skills
assessment, occupational choice, and portfolio) were regarded as requiring the presence of the
facilitator, for immediate interaction. Other parts (job futures, résumé building and revision)
might be done at home, or without the direct involvement of the facilitator (though
navigation issues might arise, requiring a “helpdesk” support of some kind). These were
seen as important discoveries, bearing directly on training, staffing, budgeting, and
administration.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
45
Based on experience, the following were the points raised by facilitators about
ESPORT in these immigrant programs.

Several observed that immigrant clients were typically very highly motivated
learners. As a result, potentially independent resources such as ESPORT were
viewed very favourably, even as an option to mainstream programs and
interventions, because ESPORT can be used from home and on the client’s own
time. Facilitators commented that ESPORT constituted a test of client motivation,
and helped them to make the point to clients that initiative and self-direction
were Canadian values.

The interest inventory was, for some clients, a complete activity of its own. Many
immigrants were not used to examining their interests or preferences; this
activity, focusing on unfamiliar questions requiring some reflection, required time
and intervention to complete, but, if successful, could equip the client to move
forward in other areas of personal decision-making.

The inventory for some was an opportunity for facilitators to build rapport with
clients, break the interpersonal ice, and get to know them better as individuals, an
essential part of the case management process.

Occupational choice was also viewed as an important activity, with outcomes of its
own. One facilitator commented that the OC was more important for some of his
clients than the portfolio, because it opened questions that, unless answered, could
result in portfolio choices that were questionable, useless, or even discouraging.
He found discussions with clients about their occupational choices helped him
understand their backgrounds and personalities better, and helped them learn
more about how Canadian companies operate, and how employees related to
employers in this country.

Some clients did not find a suitable (or even any) careers, as a result of their job
search, depending upon how they had conducted the process, including the terms
and limitations they had used. Facilitators noted that this could be a surprising
and potentially discouraging outcome, unless the facilitator was present to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
46
intervene, to discuss the results and their implications, and to help the client try
again with new search terms.

Alternatively, some clients’ searches resulted in a large number of widely varying
career options. Again, the presence of the facilitator was seen as critical to
making sense of the results, and to helping the client narrow the options by finer
search terms. (The transition to the skills inventory in ESPORT requires the client
to make choices about careers. If these are not well considered, or unrealistic,
time can be wasted and the results can be more puzzling than helpful. These are
additional reasons for facilitator presence.) Overall, facilitators suggested that the
lack of good matches emerging between careers and interests as clients worked
through ESPORT was an opportunity, rather than a problem.

Career planning was recognized as a complex process. One agency had recently
suspended its career planning classes due to lack of referrals. (Most referrals
were going to job search.) ESPORT was seen as a way of reviving the important
career planning process.

One facilitator commented that he preferred to have a “blank sheet” discussion of
career options with his clients, rather than use the full ESPORT process, if their
language skills were poor or they were not clear about their interests. He was
happy that he could use parts of ESPORT in this way. (He felt it was a primary
responsibility of the facilitator to help maintain clients’ morale, while also helping
them become more informed and realistic about their prospects.)

Experience had shown that the résumé development process was good at giving
facilitators and case managers a useful “big picture” view of the client’s language
skills and literacy background.

It was also instructive for clients to see the number and kind of alternate careers
that might be available to them, as a result of the occupational choice activity. As
a result of this, some clients decided to pursue a new career. (It was noted that
many clients had had their previous careers more or less thrust upon them by the
state in their home country, and that immigration to Canada constituted an
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
47
opportunity to reconsider previous career commitments. ESPORT proved
liberating for clients wishing to consider a change in careers.)

The fact that ESPORT allows clients to work from home on their own time
rewards and teaches important lessons about initiative, motivation, selfsufficiency, and involvement. (The inherent flexibility of ESPORT, and its focus
on individual talents and needs, was mentioned by several facilitators as
something their programs wished to incorporate.)

ESPORT might become a separate intervention within the organization, if it
proved successful in adding to useful information about clients’ needs and
preferences. ESPORT’s contribution, according to one facilitator, was to save time
and reduce frustration, by allowing a “table top” review of potential employment
prospects and possible career strategies. As a result, clients could “dream”
without adversely affecting themselves or their families, and could develop
alternative scenarios they could then consider, and then discuss with their
families.

A related idea, offered by one facilitator, was that ESPORT could become part of a
pre-program activity for some clients, allowing them to spend time, before
entering their intervention program, studying and reflecting on their career
options. With a short orientation, clients could be given time (1 – 2 weeks was
suggested) to work through some of the ESPORT activities, perhaps with
telephone or peer support for questions, and then come to their initial meeting
with their case manager with information, and perhaps questions, for discussion.

The links to sector councils was regarded as particularly useful. It was suggested
that the addition of local and provincial links would add additional value.

ESPORT provides a single location for several important client records to
aggregate. In company with case managers’ own records, this provides a
convenient and efficient way of tracking important client data regarding needs,
strengths, and gaps (information case managers need as soon as possible to help
the client make a realistic action plan). The ESPORT records should help case
managers track client activity over time.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
48
The ESPORT résumé was viewed as unusual, and it was clear there was some unease
about it among some facilitators. Terms like “unique,” “different,” even “odd” were used in
reference to the ESPORT résumé. Facilitators made the point that they were used to a
different format and organization of information on the résumé, and questioned whether
and how the ESPORT résumé had been tested with employers, especially the kinds of
employers their clients would be approaching in the Vancouver area. Some facilitators
commented that they intended to continue to use their traditional résumé format, until they
were convinced that the ESPORT version would be accepted locally.
The following suggestions about the résumé were voiced:

In recognition of the higher levels of training and experience of these clients,
terms such as “duties” should be replaced, or include, terms such as
“achievements.”

A chronological format should be available, in addition to the skill-based version.

A point-form approach, rather than paragraphs, might better suit individuals
who had many points they wished to discuss. (This would also shorten the
résumé for some of these clients – an outcome thought by some to be highly
desirable.)

The résumé should begin with a short paragraph generally summarizing the
client’s qualifications and highlighting relevant aspects of their background. (The
point was emphatically made that some immigrant clients had extensive work
histories, an overview of which might be helpful to a prospective employer.)
Time. The issue of the time required to use ESPORT productively, and to complete
all of the relevant aspects, was examined in all user programs. The range of time required
was from a low of 4.5 hours (Sask Pen), to 9 to 19 hours in the immigrant programs. A
breakdown of estimated time required by immigrant users was provided by one of these
programs:

Initial discussion, explanation, and completion of the interest inventory: 1 hour

Skill assessment: 2 – 3 hours. (Time varies by client’s English language ability.)

Occupational choice: 2 – 4 hours. (Case managers may become involved at this
point.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

49
Learning plan: varies, from 1 – 3 hours. For low-functioning, time may include
discussion of concept of essential skills (often not familiar to clients), and the role
of upgrading in employment in Canada.

Portfolio development: 2 – 4 hours.

Résumé: 1 – 4 hours. (Clients are usually encouraged to develop more than one
résumé, to discuss them with the facilitator, and to revise afterward. Some clients
are able to do some or all of the required revisions on their own, in the lab or at
home. The true amount of time spent of these activities is thus difficult to
estimate.)
One program suggested that the time required to complete ESPORT up to the learning
plan was, for their clients, about 8 hours, in separate 1.5 to 2 hour sessions. Intermediate
clients might take more time, advanced less. The amount of required facilitator time would
also vary by language and ability. (Overall, working in a new language was seen as
exhausting, and sessions greater than 1 to 1.5 hours were not recommended unless the client
was clearly motivated, willing, and able.) Most facilitators would not recommend using
ESPORT with clients whose language skills were not at least at the intermediate level.
The role of facilitators (including case managers) was considered critical here.
Facilitation includes clarifying ambiguous or problematic terminology; answering questions
about career development as a concept; helping clients to state accurately and completely
their employment histories (clients often tend to be modest about their backgrounds, or
conservative about their transferable skills); helping clients to recognize options based on
their employment histories; assisting clients with the software, as required (computer
literacy varies); and helping to produce an accurate portfolio and a positive résumé at the
end of the process. Case managers are used to spending up to 80 minutes at a time with
clients, and adjusting the total time they spend with any client to individual needs and
motivation. ESPORT experience provides clients with much information and generates
questions they can raise with their case managers. Time spent by clients with facilitators
after ESPORT use was regarded as generally quite productive, yielding a concrete action
plan.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
50
Another aspect of the time discussion was how time was used. Facilitators noted that
many clients were highly motivated to find work as soon as possible, and so were more
interested in the résumé than in the process of assessing their skills, experience, and interests,
much less forming a training plan. (See earlier comments about the distinction between job
search and career planning.) It was necessary to discuss the career planning process with these
clients, and explain how decisions made now would make the process more sound, and the
eventual outcomes potentially more long-lasting and satisfying. The objective at this stage
was to direct the client’s enthusiasm and energy into channels where results could be
reviewed and discussed with the facilitator, in the context of a better job outcome, not merely
a faster job placement.
The sequential nature of ESPORT was seen as challenging to some. Because of the
varied backgrounds of the clients, it was necessary to adapt ESPORT to their individual
preferences. Professional and technical clients (those with higher levels of education and
training) often expected job placement activity; the value of career planning had to be
explained to these clients, and their agreement obtained, or they tended to view training
planning activities as a waste of time. (As noted earlier, some programs [i.e., TEC] routinely
changed the order of elements of ESPORT, in order to meet clients’ expectations.)
Job Finding Club at SUCCESS. An experiment was conducted at the SUCCESS
program in September 2006, in which ESPORT was used by ESL level 2 – 3 clients in the Job
Club context. These clients tended to be new to Canada, and lacking work experience or
work skills for the Canadian job market. The intention of the program was to determine
whether ESPORT would be helpful in assisting these clients to evaluate, and in some cases
reconsider, their employment options, given their relatively limited language and work skill
situations. (Results were not yet available at this writing.)
Suggestions, recommendations. Based on their experiences with ESPORT,
facilitators of these immigrant programs made the following suggestions:

The document use section of the reading assessment presented some special
problems for immigrants. For example, abbreviations (RR – rural route; RCMP)
and some concepts/terms (“debt collector,” “wedding planner,” “search
warrant”) were found to be problematic for some clients, simply because they
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
51
were unfamiliar terms. A glossary, or revision to remove some of the more
problematic of these (the most culturally specific), was suggested.

Users reported that any bugs detected in the program and reported were
acknowledged quickly and responded to promptly by ESPORT technical staff, for
which users were grateful. It was suggested that a helpdesk for immediate help
for students for working from home, or for programs in western time zones,
might be useful in the future.

One program commented that it would be helpful to be able to lock out students
who had left the program, or who were otherwise considered inactive. The lockout would prevent access until the client had discussed his or her intentions with
the program, but would not require deleting students’ records, in the event they
wished to return and continue.

Facilitators were positive about the online journal that was added to the program
in summer 2006. (This appeared to create a kind of virtual community, despite
the fact that user-to-user interaction was not supported by the journals.)

Related to the above, facilitators mentioned they would appreciate knowing how
others were using ESPORT, and having an opportunity to share experiences and
practices in some systematic way.

An administrator commented that one of the challenges of ESPORT was to create
room for it within the program, around traditional interventions and activities.
Despite the fact that staff were seen as supportive, accommodations required
administrative intervention, and demanded flexibility from all involved. (This
comment led to a discussion of the ethics of experimenting with clients using a
tool that might not be effective for all. The discussion, though intense, was
positive, and concluded with the observation that many interventions begin life
as experiments, and recognition that ESPORT was not untested, but was being
studied for its applicability with the specific client group present in these
programs. The role of the evaluation in describing what clients experience with
ESPORT was recognized.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

52
One agency noted that they were very anxious to acquire PLATO as part of the
ESPORT package, as they wanted to add upgrading to their services and had no
other way to do so systematically. (They were encouraged by reports they had
received that 2 to 9 weeks of PLATO upgrading could add 1 to 2 levels to
students’ academic functioning.)

Facilitators asked that more careers, especially “B” level (higher-level) technology
and technological occupations, be added to the options database as soon as
possible, as students (especially the highly trained and educated) often did not
find appropriate level careers when they took the self-assessment. (Finding one’s
present career in the database was reassuring, even if the client’s plans were to
change careers.)

Enrolling oneself and using ESPORT as a client was regarded as a fine way to
understand the program, and become attuned to the client’s experience.

The client tracking sheet provided by ESPORT was viewed as helpful
(Attachment 4).

Programs face a problem when HRSDC program officers (POs) are more
interested in employment numbers than in durable client outcomes. Agencies,
the commented somewhat pointedly, try to help clients to make good decisions
about employment, not simply fast ones.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
53
SERCO – Happy Valley-Goose Bay, Labrador
ESPORT and PLATO were proposed for use at the multinational SERCO, with
company employees who, the SERCO believed, with some enhancement of their skills,
would experience increased productivity and greater value to the company. (SERCO
executives were very supportive of the project, believing that ESPORT had the potential to be
useful in their global operations.) Both fulltime and seasonal employees, including
supervisors, were expected to participate in the project. SERCO was awarded an eleven year
contract extension by the Canadian Department of National Defense (DND) in 2003 to
manage Canadian Forces Base 5 Wing Goose Bay, the airbase which is “an established venue
for international low level flight training and, because of its high quality infrastructure, is an
alternate NASA Space Shuttle landing site” (“Community Profile,” 2001).
The project, proposed by CEP Consulting, PLATO, HRSDC, and the NewfoundlandLabrador Federation of Labour (NLFL), was a collaboration with SERCO. Each of the
partners took on specific roles to assure accomplishment of the project’s objectives, described
below. SERCO management was enthusiastic enough about the project to provide a 50-50
time incentive to employees who agreed to participate (SERCO donated one hour of
company time for each hour of personal time provided by the employee.) The local union,
the Public Service Alliance of Canada (PSAC), was involved with planning, and supported
the project.
The objectives of the NLFL project, from the project’s Terms of reference (March 2005),
were as follows:
1. To deliver a sample group of approximately 120 individuals to successfully
participate in the pilot initiative. This sample will be located throughout the
province, ideally in three locations. These samples should cross boundaries of urban,
rural, displaced workers, those requiring / seeking additional skills / careers.
2. To access the resources to put in place a facilitator to work with the partners to
oversee the selection, training, and participation of individuals, the involvement of
the NLFL and the overall coordination of the project.
The project began at SERCO, in Happy Valley-Goose Bay, in summer 2006, after
training on ESPORT on May 18, 2006. (It was planned that another site would be
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
54
commenced by the NLFL in St. John’s; as of this report, expansion was still pending.) Two
individuals were initially trained as facilitators, and were expected subsequently to train
other facilitators in turn; by the time of this writing, a total of fifteen facilitators had been
trained in this way. Follow-up on the initial training immediately afterward (Occasional
Report 23) showed the trainees were positive about ESPORT and its potential usefulness to
their clients, and believed their own preparation was adequate to begin using the system
effectively. In fall 2006, facilitators were still positive about their training and their readiness
to use both ESPORT and PLATO, though, while rising steadily, the number of learners was
still low (see below); some facilitators had not yet had an opportunity to apply their training.
The role of the local lead facilitator was broader, and varied in its particulars, due to
the collaborative nature of the project. The lead facilitator’s role was described as follows in
the terms of reference:
The lead facilitator employed by the NLFL will be responsible for the following:
1. The development of a strategy / action plan to ensure the overall success of the
pilot in Newfoundland and Labrador;
2. The selection of pilot sites and individual participants;
3. The training and facilitation of participants to ensure they have the necessary
computer skills to access the web-based system;
4. On-going support and assistance to the pilot sites to facilitate completion of the
assessment program; and
5. Upon completion, a comprehensive report on the pilot in each of the sites,
complete with recommendations to the NLFL and the partners around the
continuation of this initiative.”
The NLFL’s role as described in the Terms of reference was significant, consisting of the
following:
The NLFL will be responsible for the following:
1. The recruitment and selection of a qualified individual to fill the position of
facilitator;
2. The identification and involvement of key trade unions to participate in the pilot
initiative;
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
55
3. The creation of a small advisory committee from the NLFL to oversee the
initiative and ensure that it meets its objectives; and
4. Overall project management.
As well, the document specified the following objective, another responsibility of the
NLFL:
The NLFL will ensure the following deliverables and outcomes:
1. A satisfactory client base to complete the online assessment tool in a minimum of
three sites
2. An assessment report outlining the activity and outcomes within each pilot, as
well as a set of recommendations around the pilot and the experiences of the
respective client groups.
The terms of reference noted, in summary, that “The facilitator / NLFL will complete
the above in consultation with all partners to the project, including the trade unions and
other organizations resident in those communities selected as pilot sites.” In the fall 2006
survey of facilitators, respondents were emphatic that the union (and management) had been
and remained fully supportive and encouraging of the project.
Recruitment of users (employees) of ESPORT at SERCO, from training in May to the
end of September 2006, was below expectations; figures are shown in Table 9 and Figure 11
(Attachment 5). Officials and participants interviewed at the end of the project made several
observations about the project, which in their view explained the slower than expected
uptake of ESPORT.
1. Summer was a poor time to commence the project. Summer tends to be a season
“filled with disruptions” at SERCO, including vacations, construction and
maintenance, and disruptions due to the practice of employees covering-off for
each other. Summer is also regarded as a season for family and outdoor activities,
rather than for commencing a program that is solitary and decidedly indoors. A
wrong message may have been inadvertently but subtly sent by the timing: in the
company and the community, summer and not usually a time when major and
important initiatives are launched.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
56
2. Some of the first users of ESPORT had apparently formed the impression that the
system was more designed for unemployed than employed people. The ESPORT
project manager, and others on-site, when informed of this observation, replied
that this is not the case, and that ESPORT can be used by anyone to review
present functioning and prospects; however, this view, if circulated among
potential users, could have depressed participation initially.
3. Initial promotion of the project also used terms like “literacy” and “skills
upgrading,” that resulted for some potential users in a negative impression or
produced a stigma affecting participation. One facilitator suggested that the best
form of promotion would have been word-of-mouth, from a satisfied employeeuser; he suggested that recruiting initial users should have been directed to
individuals, to produce this kind of positive “buzz” about ESPORT inside the
company. He added that supervisors should have been among the first users
recruited, to encourage positive perceptions. Another facilitator noted that the
term “ESPORT” was neutral and therefore useful in talking to potential users
about the program; she was able to assure that the content was described, but
avoided any potentially stigmatizing terms or language.
4. The facilitation model may also have been potentially problematic for this
population. ESPORT managers and the trainer had recommended highly that
facilitators be available to all ESPORT users, based on experiences elsewhere,
where the facilitator had had a major impact on ESPORT’s efficacy (see elsewhere
in this report, including conclusions, below). This resulted in the impression that
self-study or self-directed learning would not be available to ESPORT users, at
least initially. On the other hand, SERCO employees were all relatively well
functioning in terms of essential basic skills, well trained generally, experienced
in the workplace, and motivated. Their ability to work independently, based on
these skills, high motivation, and general maturity, was, according to one
observer at the site, not adequately recognized by the initial facilitation model.
Given the time pressures on employees, one informant perceived that adoption of
ESPORT would have been greater and easier if the delivery model had promoted
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
57
the option for individual, self-paced usage, with optional (or perhaps distance)
facilitation available as needed. Distance facilitation and cohort support methods
(helpdesk by telephone or VoIP; FAQs supplemented with a hotline number; email for questions or requests for assistance; peer-peer collaborations and
tutoring; a cohort model in general; etc.) could have been used effectively with
this audience, it was felt (Saltiel & Russo, 2001).
5. Flexible time for completion should also be provided, given how busy some of the
potential participants were. The delivery model should permit full self-pacing
and self-direction, provided there was continued progress of some kind, with
assistance in the form of facilitation available if needed and requested, a model
consistent with adult learning theory and distance practices (Knowles, 1978;
Grow, 1991).
6. Client computer-literacy was expected to be a major determiner of potential
interest and self-sufficiency with ESPORT. Facilitators predicted that most
employees would be highly computer-literate; this, with expected levels of
motivation toward self-improvement, was behind the suggestion for more flexible
delivery and support models. However, there was a strong feeling that
employees who were less computer-literate, or not confident of their computer
skills, would require more facilitator attention. If the more able employees were
working relatively independently, it was felt that there would be ample time to
address the concerns of the less proficient.
7. There was a suggestion that promotional and explanatory “hand-out” materials
be developed, so that ESPORT and PLATO could be described efficiently to
potential SERCO users. Experience had shown that referring inquirers to
websites for information was not sufficiently responsive or convenient. (These
materials could also be useful to facilitators talking to potential learners, to help
them briefly and accurately summarize the expectations of ESPORT.)
8. Finally, ESPORT was made available through the computer lab in the training
room. This room was occasionally required for other purposes (e.g., annual
safety training in the fall), and therefore ESPORT users found themselves unable
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
58
to access ESPORT for almost a month in August-September. At the same time,
unfortunately, the DND intranet experienced problems, which resulted in lack of
Internet access to the base for approximately three weeks. This combination
resulted in loss of access to ESPORT for three to four weeks for most users (home
access might still have been possible, but students were too early in the program
to spontaneously investigate this, the facilitators felt).
Overall, ESPORT was widely seen as potentially valuable in the SERCO environment,
with some changes needed in the delivery and support model reflecting the needs,
preferences, and capabilities of the target audience. At the time of the final telephone survey
of users, the request was made repeatedly that ESPORT be kept on at the company after the
scheduled conclusion of the project, at the end of October 2006; in early October 2006, this
request was granted by CEP Consulting.
Virtual community
Background
In April 2005, Mark Wallace (of WERC) conducted preliminary research on
Communities of Practice, then organized a meeting of ESPORT team members in Ottawa,
some of whom had been working together for years but had not met in person.
The primary initial objective of the meeting was to develop a Community of Practice
(CoP) for ESPORT team members, to improve communication about the project, and to
bypass the need for using Patrick Cummins, the project manager and president of CEP
Consulting, as the chief conduit of all work-related communication. With the lessons learned
from the ESPORT team, a Community of Practice was established using the Yahoo Groups
website. The CoP included all facilitators, and, where feasible, learners. (Learner
involvement in the CoP was minimal, due to a shortage of time for organization and
training, and opportunities to bring them into the ongoing discussion meaningfully.)
The CoP was the vehicle that allowed the entire ESPORT team to be contacted via one
e-mail, and provided an accessible archive of all messages. The project manager began using
the Yahoo function to send out regular digests about the ESPORT project, which greatly
aided the sense of community.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
59
There were several early successes with using the Yahoo Groups, and also some
disappointments. The successes included an increase in information about the ESPORT
project available to all team members. When working from virtual offices as part of a large
project, it can be difficult to get an overall picture of the work, as one tends to get focused on
one’s own contributions and little else. With greater awareness of issues facing the project,
and of individuals’ roles within the project, team members began to offer assistance to other
members where appropriate.
Other strengths of the Yahoo group are the aforementioned update digests, sent out by
the project manager. The use of one email to reach everyone has also been used when urgent
questions needed to be answered. Mark Wallace, for example, worked to follow up on any
such questions that came in, ensuring that appropriate team members provided timely
answers.
Disappointments included the fact that there was minimal buy-in to signing up and
using the Yahoo! system by some ESPORT team members. The core members were all onboard, but there was a slow or non-existent response from some of the PLATO members.
This was likely due to their need to respond to the demands of their full-time work with
PLATO, but despite repeated attempts to establish these members as part of the community,
success was limited. (PLATO’s change in corporate fortunes in Canada, and the closing of its
Canadian offices reported in the ESPORT Newsletter of November 17, 2005, no doubt further
mitigated against this group’s involvement.)
The decision was made fairly early in the process not to attempt to implement the
CoP with facilitators until a later time. Their requirements to use and understand ESPORT,
and then to understand and implement PLATO, were considered priorities. Ultimately, no
action was taken during the project to extend the CoP concept to facilitators.
A key discovery through the project members’ CoP was the need for sufficient
numbers of participants using the site regularly for the community to develop and mature.
To drive this, it was concluded that there must be compelling reasons to use the site
regularly, since everyone is busy and looking in to such a facility requires time, and regular
participation requires energy. This concept, though promising as a resource for a
community focused on practice, requires further investigation.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
60
Helpdesk and related activities
From April 2005, WERC received many queries from facilitators or interested visitors,
seeking information about the project and ESPORT. WERC either responded to these or
forwarded them to an appropriate party who could deal effectively with them. As a result of
this experience, WERC developed a standard “Help” document that was circulated to project
managers, and eventually appeared on the ESPORT website.
Updating the database. The original ESPORT database only contained the Essential
Skills that were measured by a specific complexity level. As ESPORT expanded, the decision
was made to update the database to include all possible Essential Skills, so that clients would
have an accurate picture of the requirements of their chosen occupation. The following Skills
were added: Working With Others, Significant Use of Memory, Additional Information, and
Continuous Learning.
In the process of conducting this update, it was discovered that many of the HRSD
Profiles had changed since the ESPORT database was first built. Some Profiles were no
longer listed, many had been renamed. WERC proceeded to make changes to the database
and corresponding materials to reflect the changes on the HRSD website.
In addition, 22 new Profiles were added to the ESPORT databases, and several of the
older Profiles were updated to reflect the way they had been aligned with PLATO
courseware. An additional 43 Profiles were received from HRSD. The first 23 of these were
prepared and coded for alignment into PLATO; the others were added to ESPORT as they
appeared.
All new and revised Profiles were matched with InterOptions occupations, and the
new essential skill of Critical Thinking was also added to the new profiles in the database.
Critical Thinking was aligned with PLATO courseware, wherever such articulation was
possible. As a result of this work, ESPORT’s databases continued to accurately reflect the
HRSD Profiles throughout the project. ESPORT also demonstrated its capabilities for
alignments to these resources, and CEP Consulting demonstrated its commitment to keeping
ESPORT so aligned.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
61
Learning materials and server changes: technical support
The following is a summary of activities related to the contents of the ESPORT system
itself, including software changes and linkages to other resources, accomplished during the
project. Some of these changes were the result of feedback from users, via the project
evaluation; others changes were in planning when the project was initially proposed.
HRSDC Authentic Materials. The learning materials comprising the HRSDC Authentic
Materials were recreated on the ESPORT host server, allowing the content to be made
available directly from ESPORT. (This meant that users did not have to make connections
with the materials themselves, more convenient and reliable for clients.) This action also
reduced the risk of the “file not found” errors that tended to occur when relying on content
managed by an external site.
Job Futures. This is a career tool to help clients plan for their future. It provides the
following useful information about the various occupational groups:
-
-
-
AT WORK (General Information)
o
What They Do
o
Where They Find Work — Top Occupational Areas
o
Some Related Occupation(s)
EDUCATION, TRAINING, & EXPERIENCE
o
What You Need
o
Required/Related - Educational Programs*
WORK PROSPECTS
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
o
-
62
Current Conditions (example Poor-Very good, etc.)
IMPORTANT FACTS
o
Wages
o
Part-Time/Full-Time (employment percentages)
o
Demographic Statistical Information (men/women)
As with the Authentic Materials, the Job Futures module was recreated on the host
server, allowing the content to be made available directly from ESPORT. Clients also had
access to print versions for an easy-to-print information sheet. A quick link to the skill
requirements was also made available on each display of Job Futures for each trade listed.
Choose occupation (additional profiles). ESPORT provided users with an additional
70 occupational titles, with descriptions and skill requirements for each. The inclusion of the
trade profiles enabled ESPORT to broaden the data available in the set of occupation titles
within the Interest Inventory section. Approximately 800 trade titles were placed in the
Interest Inventory (these are very specific in nature, whereas the trade titles in Choose
Occupation tended to represent general groupings).
The above was in response to the finding that many trades in the Interest Inventory
had no matches, mostly due to their having a much higher skill level, beyond the entry-level
focus of ESPORT. This fact, as noted earlier, unfortunately led to instances where clients
completed the Interest Inventory with a pattern of interest that resulted in very few matches,
according to the individual’s interests. The additional occupations were intended to assure
that more clients would find relevant suggested employment possibilities aligned with their
profiles. Figure 2 shows an example of the feedback provided in the profiles, allowing a
client to quickly identify skills they need to acquire or improve to reach a level deemed
essential for the occupation. (If lacking in a certain skill, the client was advised to use the
learning materials and also to create a learning plan to address any deficits, with PLATO.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
63
Figure 1: Skills summary analysis
Skill Assessment
The following is a Summary Analysis of how
well you measure up to the skill requirements
of Assemblers and Inspectors, Electrical
Appliance, Apparatus and Equipment
Manufacturing.

You meet or exceed the "maximum"
requirements of this occupation for the
following skills:
o Reading Text
o Document Use
o Writing
o Problem Solving
o Job Task Planning
o Finding Information
o Computer Use

You exceed the "minimum" requirements for
this occupation for the following skills.
However, since your skill level does not yet
meet the "maximum" requirements it is
recommended that you update these skills if
you are interested in this occupation.
o Numeracy
o Oral Communication
o Decision Making
These results are based upon your scores from the
Self Assessment as compared to the skill
requirements of the occupation
Spell check. A spell check feature was implemented in various areas of the ESPORT
website, to allow clients to verify the spelling of the information in their portfolio résumés.
The areas where this feature was implemented included the following:
-
Education & Certificates
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
-
Job History
-
Life & Work Experiences
-
Learning Plan (available for each skill category)
-
Sending Résumés
64
EARAT Skill Sheets (searchable). EARAT (Evaluation of Academic Readiness for
Apprenticeship Training) provides academic skill sheets in reading, writing, and math. The
client prints these skill sheets locally, then works on assignments with the help of the
facilitator. EARAT skill sheets are appropriate for people who are preparing to take college
courses as part of trade preparation.
As an early part of the project, in response to the interest of some (upper-level) users,
the section of ESPORT pertaining to the EARAT Skill Sheets was enhanced through the
inclusion of a search interface, allowing a client to search for skill sheets for a certain skill for
a particular trade without going through the “choose occupation” route. EARAT materials
were viewed as useful for some clients at some sites, but persistent technical issues affecting
reliability of access, and complaints from some users about the suitability of the materials
(they were seen as assuming relatively advanced academic skills, and focusing on non-entrylevel – and this non-ESPORT – employment foci) eventually led to removal of the link.
French version preparation. Although not part of the demonstration project, there
was an extensive re-design of the database to allow ESPORT to display content in both
English and French languages. (Columns were added to store the corresponding data in
French. This involved modification of the original database design, which had been
developed with separate tables for English and French content. This became inefficient,
restricting rapid development, and made management of the database more difficult.)
XML (generation of profile data into format for LAN – WEB integration). This
feature enabled a facilitator to press a button to launch a file-save mechanism to conveniently
store a client’s portfolio and personal information on a portable (floppy) disc. The resulting
file stored the data in XML format, permitting the client to take away and later upload
important ESPORT content. The enhanced portability of ESPORT records and products
(such as the contents of the portfolio) was of particular interest to Sask Pen users, but was
also appealing to other sites. Portable records allow a client to continue working with
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
65
ESPORT from another site (program or home) on the web without any interruption, and
without any loss of personal information and test scores.
Database migration scripts. ESPORT is available in a LAN-based system with tight
security restricting the viewing of client-supplied data, such as at Sask Pen. Because of the
stringent security surrounding access to the LAN on which ESPORT was loaded, it became
apparent during the Sask Pen project that a system was needed to enable remote updating of
the LAN system when changes were made to the web-based system. A comprehensive
script was developed that enabled an administrator or a technician at a remote institution to
run a set of procedures to perform a migration of client data into a revised LAN-based
database. This capability assured that LAN users would be able to update ESPORT
efficiently and securely.
Server changes
Since a stand-alone server was deployed at Sask Pen, ESPORT technicians worked on
testing the installation, and on upgrading the server for future LAN deployments, both at
Prince Albert and at other CSC sites. (This became critical with the CSC decision, in October
2006, to deploy ESPORT in institutions throughout Western Canada.) The changes
facilitated a more streamlined approach to stand-alone servers, making them less likely to
become infected with a virus or other potentially destructive spyware or trojan.
The first change was development of a backup scheme for the learner database, using
a USB memory stick. This provided a tertiary method of backing up learner data on the
stand-alone server, in the event of a complete server failure. Additionally, this method of
backing up, tested and subsequently deployed in January 2006, provided another method for
rolling out updates to all standalone servers in future.
A second and important change to server support was adoption of the Windows
Server Update Services (WSUS). This service allowed deployment of updates from Microsoft
Windows to the standalone servers in the field, and other machines running Microsoft
Windows operating systems. The WSUS was sent out in January 2006, and installed on the
Sask Pen server in February 2006. In the future, all server deployments are to be shipped
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
66
with the WSUS installed, so that updates may be sent to the institutions on a regular basis,
with minimum disruption or technical intervention.
Another web server was setup in mid-February 2006 for ESPORT technical personnel
to use as a standalone test webserver, completely isolated from the Internet. This facility
aided in testing of the ESPORT website for standalone servers throughout the rest of the
project, and expedited the development of the utilities needed by LAN users of ESPORT.
General technical observations
Throughout the project, ESPORT technical staff monitored client requests, system
performance, feedback from trainers, and evaluation feedback and reports, so assure that
significant developments were noted and responded to in a timely way. As noted above,
several enhancements to ESPORT were provided as a direct result of user requests, and some
changes to system architecture (server deployment, log-in and enrolment processes, back-up
procedures, interactions with PLATO, compatibility with other tools such as CHOICES) were
initiated as a result.
A major contribution of the ESPORT technical services was support of individual
users encountering problems or raising questions. All participants in the project used
ESPORT technical staff for real and hypothetical questions. Participants often mentioned in
the evaluation that this support was important to their experience with ESPORT, and
appreciated as adding to their learning and sense of comfort with the system.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
67
Overall outcomes
Outcomes of the project were noted, as discussed in this section, in the areas of
project engagement and completion, use of specific ESPORT elements, participant (client,
facilitator, and administrator) adoption and overall views of the system, and criteria viewed
as essential for success with ESPORT.
Client engagement and completion
As noted previously, training practices in the project evolved with experience, based
on feedback from trainees obtained through evaluation follow-up. These, in turn, produced
higher levels of engagement, as measured by training follow-up assessments. Major
changes, designed to make the training more effective, and thereby to improve initial client
experiences and improve client engagement and persistence, included:

More opportunity during (and even prior to) training, for instruction and practice
of basic ESPORT facilitator skills. (This involved removal of PLATO from the
initial orientation training. PLATO training was shifted to occur when facilitators
were comfortable with ESPORT, and after a clear role for PLATO had been
identified in the program. Contributing to this decision was the closing, in
November 2005, of PLATO Canadian operations. There was an undertaking from
a PLATO vice-president that "we fully intend to honor our commitments and to
expand our relationships in Canada in a responsible and organized way," and as
the project continued PLATO did continue to be included in the programs of
some sites, but there were questions of organization and support along the way.
These occurrences provided the project an opportunity to review and test the
relative value of PLATO within the ESPORT package, and to structure a more
independent marketing strategy around a Canadian training team.)

Inclusion of clients in training.

Take-over of training by CEP Consulting.

Staging of portions of the training at facilitators’ home sites.

Development of training aids, such as posters (Attachment 3) and a Facilitator’s
Guide, to provide reminders of and a reference to training content.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton

68
Systematic follow-up of trainees to assess effectiveness of training; action on
follow-up results.

Re-training where required.
As the project proceeded, a shift occurred in training emphasis, whereby facilitators
were encouraged to view the Portfolio Builder section as the foundation; Interest Inventory,
Self-Assessment, and Learning Materials were regarded more as supports for the portfolio
process. Trainees were urged to see completion of portfolios and résumés as indications of
successful ESPORT completion.
Overall issues about student completion had originally been identified in late 2005.
As noted previously, it was recognized that varying definitions of “successful completion”
are possible in adult-oriented training, including completion of less than all of the package
that is on offer. A more reliable indicator of success is the judgment of the client,
corroborated by observations of the facilitator, and subsequent success in seeking
employment. To address the question of “successful completion,” programs were asked to
assess clients’ attitudes and comments, and to keep records of behaviour indicative of
adoption or non-adoption (see Attachment 6). ESPORT-generated records of online activity,
as discussed below, were useful in documenting how and when clients made use of aspects
of the system, including the total number of users at various points in the project.
It was an early finding of the study that clients often did not complete all ESPORT
activities. The meaning of this phenomenon was analyzed for individual programs, even
individual clients. Conclusions suggested some clients were satisfied with partial
completion, if their individual immediate needs had been sufficiently met. Programs also
reported that some clients stated their reasons for leaving the program prior to completing it
were not related to dissatisfaction, but to personal circumstances and exigencies.
Finally, the notion that clients working together in cohorts might accomplish more
than those working in one-to-one relationships with facilitators or counselors was suggested,
based on the success of the model in other forms of adult education (Saltiel & Russo, 2001).
In some programs, cooperative activities were a feature, in others this was not thought
feasible due to clients’ varied schedules and expectations. Too little data were available to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
69
judge collaborative or cohort models for ESPORT in this study, but the concept certainly has
firm support in the adult education literature (Knowles, 1978, 1981; Kidd, 1973; Cross, 1981).
From data accumulated over the course of the project, registrations of clients in
ESPORT, initially low due to the failure of NFLF and Calgary-based programs to commence
as scheduled, increased throughout the project, especially as, later in the project, alternative
project sites were identified and trained. The two Figures below show how registrations
changed over time, and how usage accelerated in the second half of the project. Figure 2
shows enrolments from commencement of the project to late 2005, when the total number of
clients was 65; Figure 3 shows growth from January to August 2006.
Client registrations, 2005
70
65
60
Clients registered
50
40
34
30
35
30
25
25
21
20
17
10
0
28-Feb
10-Mar
22-Mar
3-Apr
17-May
21-Jun
20-Oct
27-Nov
Figure 2: Growth in clients, project commencement to end of 2005 (year 1).
Figure 3, below, shows the rapid increase in usage of ESPORT in 2006, to a total of
569 overall users by September 20, 2006. (See also individual growth rates, Figures 4 to 15,
Attachment 5.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
70
Client registrations, January - September 2006
600
569
500
Clients registered
466
400
385
401
310
300
256
208
200
100
80
109
113
217
139
0
14
31
-F
-J
an
eb
-0
6
8M
ar
27
-M
ar
31
-M
ar
17
-A
pr
24
-M
ay
15
-J
un
21
-J
un
21
-J
ul
9Au
g
20
-S
ep
Figure 3: Growth in client (student) usage of ESPORT, 2006 (year 2).
The project included in its sites and clientele various regions of Canada. Table 2
shows the geographic distribution of all project clients across the country, as of near the
project end (September 20, 2006).
Table 2: Total clients by province, to September 2006
Province
Alberta
British Columbia
Newfoundland-Labrador
Nova Scotia
Ontario
Saskatchewan
Total
Clients
31
247
20
54
112
105
569
%
5.5%
43.4
3.5
9.5
19.7
18.5
The number of ESPORT sites (not limited to project sites), by province, was as shown
in Table 3, as of September 20, 2006.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
71
Table 3: Total ESPORT sites, by province (September 2006)
Province
Alberta
British Columbia
Newfoundland-Labrador
Nova Scotia
Ontario
Total
Sites
2
6
1
6
7
22
%
9
27
5
27
32
100
One of the questions implicit in this demonstration project was the degree to which
ESPORT was able to meet regional needs. Based on the evidence from users in various
regions, it appeared the answer was that adoption was more dependent upon experiential
factors: clients who were native Canadians (i.e., not immigrants), and those (including
immigrants) who had work experience of any kind, even outside of Canada, were more
enthusiastic about and successful with ESPORT. Immigrants, it was observed, occasionally
required enculturation to Canadian mores, language, and customs, especially as these were
reflected in the ESPORT materials and activities. The experience of the Vancouver sites
(SUCCESS, ISSBC, and MOSAIC) suggested that less enculturated clients more often needed
to have ESPORT content “interpreted” to them, in relation to assumptions about
employment, career choice and development, employer-employee relations (including
statutory and customary workers’ rights and responsibilities), typical on-the-job roles and
activities, and other aspects that may have been very different in their home countries. (This
was a major reason for the insistence by ESPORT that facilitators be available while clients
worked through the ESPORT materials.)
Another obvious question addressed by these data was the degree to which users
found ESPORT of value. The increase in client usage and persistence with ESPORT in the
latter part of the project suggests that appropriate users, suitably supported, perceived value
in ESPORT. The pattern of adoption also suggests, however, that ESPORT managers were
wise to review selected sites, and the training process, early in the project. As will be
discussed further below, adoption of ESPORT was much more successful among programs
where a clear connection existed between what ESPORT provided and clients’ expectations,
capabilities, and needs. It was also necessary for user programs to make adjustments to
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
72
ESPORT’s demands for facilitator availability, and facilitator-client interaction. Some
programs were not able or willing to make these adjustments, or did not recruit clients of the
appropriate level or need. The importance of matching ESPORT to programs, clients, and
facilitators was one of the most important learnings of the first part of the project.
Use of specific ESPORT elements
As clients worked with ESPORT, their portfolios, and the investigations they
undertook in producing the portfolios, revealed much about their career interests. In this
area, ESPORT generated information regarded as potentially useful for facilitators, program
planners, and funding agencies about the general career questions, interests, and longer-term
employment aspirations of clients of federal employment programs, as well as documenting
their immediate career-related decisions.
Table 4 shows the careers which were most often investigated by clients, in the
interest inventory portion of ESPORT. (Note that these data reflect all users of ESPORT, not
only those in the demonstration project, from a list generated by 440 users, addressing some
131 jobs.)
Table 4: Most Frequently included careers in all clients’ portfolios
Career
Administrative Clerks
Accounting and Related Clerks
Computer Operators
Special Events Co-coordinators and Special Events
Managers
Small Business Owner-Operators
Quality Control Technicians
Customer Service, Information and Related Clerks
Human Resources Managers
Construction Trades Helpers and Labourers
Heritage Interpreters
Sales Representatives, Wholesale Trade (Non-Technical)
Nurse Aides, Orderlies, and Patient Service Associates
Total
ESPORT Demonstration Project – Final Report
#
39
20
13
12
%
24
12
8
7
12
11
11
10
10
9
9
7
163
7
7
7
6
6
6
6
4
20 Nov 2006
P. Fahy Consulting, Edmonton
73
Another measure of career interest was reflected in the ESPORT learning plans
produced by clients. Table 5 shows the careers most often found in clients’ learning plans,
based on 110 such plans, as of August 15, 2006.
Table 5: Careers most often included in clients’ learning plans
Career
Special Events Co-coordinators and Special Events Managers
Accounting and Related Clerks
Library Clerks
Construction Trades Helpers and Labourers
Small Business Owner-Operators
Cashiers
Human Resources Managers
Retail Sales Associates
Nurse Aides, Orderlies, and Patient Service Associates
Nursery and Greenhouse Workers
Sales Representatives, Wholesale Trade (Non-Technical)
Total
#
14
9
9
6
6
5
5
5
4
4
4
71
%
13
8
8
5
5
5
5
5
4
4
4
Judging the basis for (and thus the potential soundness or plausibility of) clients’
career interests and choices requires information on the processes involved in making these
choices. Especially useful here is the career information, available in ESPORT, consulted by
clients as they considered their options. Exploring this question was made somewhat easier
by two pieces of information captured by ESPORT: the career terms accessed by clients, and
the terms actually generated (and typed into ESPORT) by clients as they explored careers.
Tables 6 and 7 show the top ten of each of these, respectively.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
74
Table 6: Most commonly viewed (selected) careers
Career
Accounting and Related Clerks
Administrative Clerks
Heritage Interpreters
Small Business Counselors
Human Resources Managers
Small Business Owner-Operators
Quality Control Technicians
Drafting Technologists and Technicians
Other Assisting Occupations in Support of Health
Services (Assistants for Autopsy, Pharmacy,
Orthopedics, Ophthalmology)
Sign Pre-production Technicians
Total
#
571
226
209
156
141
127
125
123
117
%
33
12
11
8
7
7
6
6
6
113
1908
6
Table 7: Most frequently occurring client-generated search terms
Client-generated career search term
Administration
Administrative clerk
Electrical design
Power Station
Power Supply
The above data suggests the following regarding clients’ views of possible careers, and
the careers they were interested in pursuing:

Clients showed interest in a range of careers.

The above notwithstanding, there was considerable and persistent interest in a
small number of administrative, clerical, and support positions, such as
administrative clerk, accounting, library, and related clerk, and administrative assistant.

Technical fields such as computer operator, quality control, drafting, sign production,
and assisting occupations were also of interest. (The viability and feasibility of
these, in terms of their personal qualifications and actual employment
opportunities, is another issue, not directly addressed here.)

Sales, retail clerk, small-business operation and counseling, and construction were also
evident interests.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
75
In future uses of ESPORT, the potential value of data such as the above should be
recognized, and analyses performed as appropriate, to determine, for example, the influence
of local employment conditions, and personal client characteristics.
As noted, rates of completion are difficult to assess, as in a project of this type the
total number of potential users is not known, is not easy to estimate accurately, and, as
discussed, may be irrelevant to the question, since adult clients leave programs when their
needs are met, not necessarily when the curriculum has been completed. Nevertheless, total
completions of various ESPORT elements may be stated as shown in Table 8.
Table 8: Client activity levels in ESPORT elements (August 2006)
Activity
Completed InterOptions
Completed Self-Assessment
Portfolio
Learning Plan(s)
Total learners
Completions
402
269
327
215
466
% of total clients
86%
58
70
46
Usage of ESPORT by the participating programs varied considerably, as shown in
Table 9. (Both project and non-project sites are shown. Non-project sites are in parentheses.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
76
Table 9: ESPORT usage by project site (as of August 31, 2006)
Activity
ACCESS
(3 sites)
BEO
NWEO
TEC
YMCAs
JHS
Metis
Assoc.
Aboriginal
Futures
Youth Empl.
Resources
NLFL
Sask Pen
ISSBC
MOSAIC
SUCCESS
Totals
InterOptions
Self-Assessment
Portfolio
Learning Plan
Total
Students
29
11
21
7
68
37
0
0
0
0
0
2
2
0
1
1
4
5
35
19
23
11
88
43
2
2
2
3
9
3
50
21
27
6
104
62
9
3
3
0
15
10
17
13
9
0
39
19
2
0
3
1
6
5
12
13
13
9
47
19
101
100
103
129
433
105
53
48
50
17
168
59
38
27
33
26
124
39
52
12
39
5
108
58
402
269
327
215
1213
466
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
77
The training proficiency of facilitators at the various sites, the mastery they showed
of ESPORT and its constituent skills and knowledge, and the use by facilitators of ESPORT
in their programs were constant concerns of the project. Facilitators were trained (and retrained) regularly, in response to awareness of the need. Table 10 shows the number of
trained ESPORT facilitators in place in participating provinces as of project end. (The next
section contains a discussion of trainee readiness for ESPORT use immediately following
training.)
Table 10: Total project facilitators trained, by geographic location
Province
Alberta
British Columbia
NewfoundlandLabrador
Nova Scotia
Ontario
Total
Facilitators trained
8
49
16
15
39
127
% of Facilitators
6.3
38.6
12.6
11.8
30.1
100
Early in the project, the phenomenon of non-completion was first investigated, by
means of a question put to coordinators in sites with sufficient ESPORT experience and
client history to be expected to have an informed opinion. The answers received prefigured
findings of the project, as already discussed.
The question that was put to each participant was:
We're seeing, at pretty well all of our sites, that a certain number of clients are getting
started - creating an account and getting through the early stages like the interest inventory but they aren't "finishing" the process and walking out with a training plan. So what I'd
like to hear from you is why you think this might be happening….
Two individuals in positions of authority, and with the perspective of the multi-site
programs in which they worked, responded to this question with detailed statements. Their
analysis of non-completion included the following points:

This program must identify appropriate clients for ESPORT. Clients of various
ages and backgrounds may find ESPORT interesting, but unless they are
seriously looking for entry-level employment, and require the processes and
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
78
products that ESPORT provides, they will not be motivated to complete ESPORT
components, and may not adequately appreciate what ESPORT can offer them.

Technical problems, especially early in a client’s program, are a serious detriment
to adoption, and discourage use. Such problems are also an embarrassment to
the program as a whole. Where possible, all technical systems should be
thoroughly tested before clients commence use of them. In the case of ESPORT,
any problems identified need to be addressed quickly and effectively, in order to
retain facilitator and client interest.

Turn-over among facilitators requires prompt retraining, before momentum and
motivation are affected. Re-training is also useful to remediate “rusty” ESPORT
skills among previously trained facilitators who have not been actively using
ESPORT for some time. (As previously noted, the results when retraining was
provided confirmed the soundness of this recommendation.)

When they become busy, facilitators tend to fall back upon traditional methods
of dealing with clients, and use of ESPORT may decline among facilitators who
are not fully convinced of its efficacy, who feel pressed for time, or who are
experiencing, even occasionally, technical problems of any kind.

Attempts to train facilitators on both ESPORT and PLATO at the same time
caused information overload, and discouraging some facilitators. Focus should
initially be on ESPORT, with PLATO brought into programs where the need and
interest are clear.
Evidence began to accumulate on another question which had arisen early in
training, and persisted among facilitators who were new to online learning: how much time
should be allotted for clients, to assure useful learning results and, ultimately, completion
(or, at least, closure)?
Answers varied. Sask Pen facilitators indicated that the average time for completion
of the ESPORT among their inmates was 3 to 4.5 hours, that the shortest time for completion
they observed was merely 1.5 hours, and that performance as a whole was dependent upon
the inmate’s literacy level (“I have found that the more computer literate and high
functioning the offender is, the shorter the time it takes to complete ESPORT. The record
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
79
time to date is 1.5 hours. Of course, the reverse is also true, the less computer literate and
lower functioning they are, the longer it takes - an average of 3 to 4.5 hours” [Personal
communication, March 14, 2006.])
In comparison, Vancouver users at SUCCESS, ISS, and MOSAIC, working with an
varied immigrant clientele whose common need was mastery of English, found that 8 to 20
hours were needed to complete ESPORT. Part of this time was spent orienting clients to
new language and unfamiliar cultural and linguistic concepts. Once clients were more used
to Canadian terms for employment, training, and experience, and were more comfortable
with Canadian workplace laws and customs, the time required was less. Thus, time to
complete varied, depending upon clients’ backgrounds, needs and interests, previous
educational and employment experience, and program focus and intentions.
As well, as noted above, the question of “completion” caused some pause for
reflection. The tendency to seek immediate applications of new learning means that some
clients contentedly took what was relevant from a training program and immediately
attempted to use it to solve real problems; their motivation was limited to addressing
immediate issues. Some non-completers, therefore, may actually have gained what they
wished from the program and, without “finishing” all of its elements, decided to take what
was relevant and immediately pursue other priorities (Rovai, 2002). Longitudinal studies of
clients, unfortunately rare in education and training (though often recommended), would
help clarify these issues (Broughton, 1984; Patton, 1982, 1986; Kuehn, 1994). It is one of the
recommendations of this study that behaviour and outcomes of clients who have used
ESPORT be monitored longitudinally.
Participant adoption and users’ views of ESPORT
In order to assess attitudes toward ESPORT, and experiences of clients, facilitators,
and administrators, surveys of the opinions of clients and facilitators were conducted at
various times during the project, including initially and at project end. The surveys,
conducted by phone, e-mail, or face-to-face, were intended to answer to the following
questions:
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
80
Clients:
1. What is the client’s overall impression of ESPORT?
2. Specifically, what ESPORT elements are viewed as helpful?
3. What are the clients’ goals related to ESPORT and other services and resources?
4. Other comments.
Facilitators:
1. What problems or successes have emerged with ESPORT for clients, from view
of facilitators?
2. What requests do facilitators have for further information, assistance, or
resources for themselves?
Administrators
1. What program impacts does ESPORT have?
2. What special demands are placed on administrators, managers, or programs by
ESPORT?
Surveys were accompanied by introductions and instructions in the form of an
explanatory cover letter or, in the case of face-to-face discussions, by an explanation of the
purpose of the inquiry. Respondents were assured anonymity.
Feedback after initial training. Results of early surveys, conducted immediately after
training and concerning the effectiveness of training and orientation, revealed the following:
1. Immediately after completion, both clients and facilitators generally rated their
training experiences positively.
2. The groups generally agreed with each other in their ratings (rank-order
correlations of .35, an indication of at least “moderate” agreement, were
observed).
3. Some disagreement was observed on some issues. Even though both groups
were quite positive, facilitators were more likely than clients to believe that:
a. Clients would use their ESPORT portfolio when looking for a job.
b. Clients knew their potential occupational skills better after using
ESPORT.
c. Clients found the portfolio builder useful.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
81
4. Clients were more likely than facilitators to believe that:
a. They would like to use ESPORT more.
b. They found the self-assessment tool useful.
The overall conclusion from early post-training surveys was that both clients and
facilitators perceived potential value in ESPORT in relation to career development
objectives, though perhaps in somewhat different lights, and tended to see most aspects of
ESPORT as potentially useful. As implementation proceeded, participants were asked by
the evaluators to provide further details about their use of ESPORT, and their views of its
value.
Clients, especially those who had attended the program prior to its acquisition of
ESPORT, provided interesting perspectives on the question of ESPORT’s impact and
contribution. Responses suggested that clients felt ESPORT provided these positive
elements (pros): program variety; a more accurate (useful for discussion) assessment of
skills and experience; access and self-direction opportunities; flexibility for users;
employment-ready materials (letter, résumé); and a useful record of achievements.
Potential negatives (cons) included reading levels and language usage (terminology –
especially for immigrants); and the time and role changes required to complete ESPORT
components.
Pros. ESPORT constituted a new element of the programs in the demonstration
project, and others included in the evaluation. Clients viewed the presence of ESPORT as an
additional resource, and an alternative activity, alongside the regular program. With
elements of the regular program, and in combination with PLATO (where learning plans
could be addressed), ESPORT provided clients with a variety of activities, including skills
assessment and enhancement, personal development, career reflection (including, in the
case of immigrants and inmates, opportunities for career reconsideration) and occupational
choice, and employment transition. Several clients noted that the presence of variety
contributed to their motivation to attend and complete the program.
Related to the above, as a result of ESPORT clients (and facilitators) often mentioned
that they had a more accurate view of clients’ abilities on which to base their decisions and
advice about future employment. In some cases, it was noted, the assessment was more
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
82
positive than the client had expected: clients were sometimes surprised at how their
previous work or life experiences might be translated into work-related advantages. (One
facilitator called these “hidden skills.”) Especially in particular environments (corrections,
JHS, Youth Employment Services, immigrant programs), such results created a more
positive, hopeful environment, which facilitators could use to encourage clients to engage in
other program activities. The fact that some programs that had not previously engaged in
employment-directed counseling could do so was also mentioned as a positive new
development afforded by ESPORT.
Although clients did not use the terms, it was clear from comments in this area that
ESPORT’s focus on skills and experience, rather than on credentials alone, was a refreshing
change in perspective, and usually resulted in a different and generally much more positive
slant on clients’ employment and career prospects.
For clients with home Internet access, the availability of ESPORT from any browser
was mentioned as an advantage. Again, some populations (i.e., immigrants) were especially
keen to spend as much time as possible with the system, and so might access from home or
from other sites after program hours. In terms of adult learning theory, flexible access was
seen as fostering and rewarding the self-direction of independent learners (Grow, 1991), and
was thus viewed positively by programs. One client, not an immigrant, expressed her
satisfaction with this feature of ESPORT, commenting that she enjoyed having an online
activity she could manage herself, relatively independent of the facilitator (also, using a
computer for this purpose was seen as prestigious).
An almost universally acknowledged strength of ESPORT was the portfolio,
especially the résumé. Clients who had not done a résumé before found this element of the
program uniquely useful (clients are aware that almost all jobs beyond the most menial
require a résumé or a CV). Previously, this requirement had been a barrier to employment
for some. Even clients who had a résumé often found that the ESPORT document had
advantages (although this was disputed by some, as noted above, and also below).
The ability to take copies of documents and ESPORT records away at the end of the
program, electronically or in print form, was also viewed positively. Clients were gratified
to be able to show others the results of their work, and portability of the results made
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
83
further upgrading or future updating of the portfolio at least potentially possible. (This is a
another question for longitudinal follow-up study.)
Finally, some clients mentioned they found the experience of talking with the
facilitator about their past experiences and future plans enhanced by the structure provided
by ESPORT. The system sequenced the conversation, and provided materials that could be
focused on. This point seemed to be related both to the fact that ESPORT permitted clients
to work ahead of the facilitator, and then created an occasion for the two of them to sit down
over the results of the client’s work. Clients who mentioned this seemed to find taking
control of a portion of the counseling process empowering and satisfying. The fact that
clients sometimes worked with each other as part of this process, providing an occasion for
peer-to-peer exchanges and interaction, was also mentioned as satisfying to some.
Some negatives were also identified by clients and facilitators. A common comment
was that the ESPORT reading level, and some aspects of language usage, were problematic
for some. The specific cases varied, but the underlying comment was that ESPORT
occasionally used words or phrases that were unfamiliar (i.e., “betterment” of society, rather
than “improvement”), or that caused questions or uncertainty, and required interpretation
and clarification by the facilitator. This problem was seen as compounded if the user was
not a native speaker of English, or was an immigrant, as cultural differences then also
became involved.
Another potential problem, based on a wider underlying issue, was the time
required to complete ESPORT. Several programs found ESPORT too time-intensive,
requiring both more time for clients than they were accustomed to spending, and making
more time demands on facilitators than they were used to making available to clients.
Estimates of the time required are provided for various types of clients elsewhere in this
report; overall, the commitment seemed to vary, from 10 to 15 hours in some programs (the
range was 1.5 to 5 hours at Sask Pen).
Related to the above was the issue of the role of the facilitator vis-à-vis ESPORT. As
the project unfolded, it became clear that some programs and facilitators did not regularly
allot extended time for client contact. In some programs, the role of the facilitator was to
assess referral options for the clients, and then make the necessary referral elsewhere.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
84
ESPORT required these programs and facilitators to spend more time, and to spend time
differently, with clients, a change in their behaviour some were unwilling or unable to
make. This issue was not resolved in the project, but its presence became a significant
finding.
Finally, as hinted above, there was some dispute about the format of the ESPORT
résumé, especially in relation to format already in use. Some facilitators felt their existing
format was superior, or argued that employers were used to seeing the information
displayed in a certain form. Ongoing discussions about format occurred during the project,
though no final resolution was achieved by project end. (Feedback from employers about
the ESPORT résumé, as reported by some programs, indicated that the format was
acceptable, so the debate was over relative merits, and, probably, familiarity.) This is yet
another question for longitudinal study.
Client feedback, project end. In the final stages of the project, a questionnaire
seeking client feedback and suggestions was distributed to all project sites (Attachment 6).
A total of 55 usable questionnaires was received, principally from two programs. Data from
these questions were entered into the qualitative analysis package ATLAS.ti
(http://www.atlasti.com/) for analysis.
The following tables show the clients’ perceptions in relation to the experience of
using ESPORT, and the perceived usefulness of ESPORT, based on responses to the Likerttype questions (survey numbers 1 to 4, and 5 to 11; see Attachment 6.)
Table 11: The experience of using ESPORT as perceived by clients.
Item
1. ESPORT was easy to learn to use.
2. I enjoyed using ESPORT.
3. I was able to get help with ESPORT from a
facilitator when I needed it.
4. I would recommend that other students use
ESPORT.
N
53
53
Mean
3.21
3.11
S.D.
.631
.698
Rank
2
3
52
3.31
.612
1
51
3.10
.781
4
Likert scale: 1 = Strongly disagree; 2 = Disagree; 3 = Agree; 4 = Strongly agree.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
85
Table 12: The usefulness of ESPORT as perceived by clients.
Item
5. Self-assessments of interests, skills
6. Lists of occupations
7. Job futures
8. Choosing an occupation
9. Using the Portfolio Builder (résumé)
10. Learning plan
11. Talking with the facilitator about
your possible future work in Canada
N
51
52
51
52
48
46
Mean
3.18
2.76
2.92
2.71
2.73
2.87
S.D.
.793
.942
.744
.893
.939
.806
Rank
1
5
3
7
6
4
49
3.16
.746
2
Likert scale: 1 = Not useful; 2 = Somewhat useful; 3 = Useful; 4 = Very useful.
Table 11 indicates that all items were rated between “agree” and “strongly agree” (3
to 4 on the Likert scale); Table 12 shows that the lowest usefulness rating was for Choosing an
occupation, but that 5 of the 7 items were rated between Likert rating 3 (“useful”) and 2
(“Somewhat useful”). Further examination of the data showed that on all eleven items the
median and the mode were 3 (on item 5, there were two modes, with equal selections of
Likert ratings 3 and 4), suggesting that the lower mean ratings were due to outliers – a small
number of uncommonly low ratings.
The two groups who accounted for most of the responses differed on only one item
(based on analysis of variance [ANOVA]): on item 6, one group’s mean rating was 2.40,
while the other’s was 2.95 (F = 4.53, p = .038). An apparent explanation was that the group
with the lower rating included more clients at a higher functioning level, whose ESPORT
results were less often relevant to their interests or experience. This was confirmation of the
observation made earlier about the importance of selecting appropriate candidates for
ESPORT (entry-level), and for facilitator intervention to help clients interpret potentially
problematic or puzzling results.
More information was obtained from the free-response portion of the questionnaire
(items 12 through 16; see Attachment 6). The five most commonly mentioned positive
aspects of ESPORT were the following (examples are verbatim from the clients’ responses,
except for some minor editing of spelling, and of grammar where sense might be
jeopardized):
1. Self-assessment – 12 mentions
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
86
a. I like answering the 50 questions about how much do I like/dislike
doing something. It was very helpful for me to get the clue what I am
good at.
b. Systematically summarized your skills and qualifications.
c. May find something that one did not know about himself before.
d. Self-assessment is the best thing because it helps you to know yourself
in Canada.
2. Learn more about new occupations (10 mentions)
a. Being able to see the different occupations.
b. The job list job description and self-assessments. [also counted in 1,
above]
c. Skills requirements for every job title with rank.
3. Learn job requirements (8 mentions)
a. Know the necessary skills of the occupation.
b. I did pick up some useful phrases so I know now what my strengths
are.
c. The specific requirements are needed by the variety of occupation.
4. Résumé (7 mentions)
a. Learn how to write a résumé. It is very important for me!
b. It helped me with building my résumé.
5. Easy to use (6 mentions)
a. The resource system are step-by-step is easy to use.
b. Easy to learn and use. Saving time when do all the related activities
through one package.
The most commonly mentioned negative aspects of ESPORT were as follows
(number of mentions in parentheses; only those weaknesses mentioned more than once
shown):
1. Number and type of careers limited (entry-level only) (5). [See also 3, below]
a. It tends to limit one within a certain scope while they actually are able
to go beyond.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
87
b. To add more samples with different specialties.
c. Update list of occupation.
2. Negative aspects of the résumé (5)
a. It would be writing the résumé. I would like more in real life.
b. I don't like the sample résumé.
3. Not enough jobs shown (4)
a. Sample [of jobs] is not enough.
b. The list of occupations is not enough.
c. List of occupation is too small.
4. Difficult to use the system (3)
a. Difficulty finding stuff on the site.
b. On the whole this system is too complicated … [a]nd there is no
visual difference between the different sections which is very
confusing.
Of note in the above are these facts:
1. More positive than negative observations were recorded. (Note that, as
shown in Attachment 6, there was a slight bias toward positive replies in the
presentation of the questions: clients were invited to provide positive and
negative observations, then were asked what they had learned, and finally
were asked for any other comments. Negative observations would have been
possible in 2 replies, “What did you like least…?” and “Any other
comments” while positive or neutral replies would have been expected in
response to three questions: “What did you like most?”, “What did you learn
from ESPORT?”, and “Any other comments.”)
2. The primary source of negative comments was the entry-level focus and
consequent narrow scope of occupations in ESPORT. As noted previously,
this emphasis is deliberate, and is a core focus of the “essential skills” aspect
of ESPORT: the first line of the ESPORT website reads, “ESPORT is an
Essential Skills assessment and planning tool to help people prepare for entry
level occupations”
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
88
(http://www.esportfolio.com/Project_Site/index.cfm?display=introduction).
Nevertheless, some clients seemed not to be aware (or accepting) of this
limitation, regarding it as a weakness, and thereby perhaps revealing a
potential communications or perception problem in relation to ESPORT.
3. Positive comments concerned self-assessment of career options and
aptitudes, information about careers, and preparedness, via the résumé, for
job seeking. Since the portfolio (including the résumé) is a major element of
ESPORT, this suggests that the system is relevant to these clients.
4. Some other revealing comments of interest, in assessing the relevance of
ESPORT to the immigrant audience, included (from various parts of the freeresponse portion of the questionnaire:
a. I found my job futures with ESPORT.
b. Talking with the facilitator. [Somewhat oddly, this was listed among
activities the client liked least. In fact, interacting with the facilitator is
regarded by its developers, as noted previously, as core to ESPORT.]
c. There was little that I disliked about ESPORT.
d. Wonder if it is designed for multiple cultures? Some circumstances created
in ESPORT does not reflect in some culture. [This comment referred to
some of the examples and language used in ESPORT, identified as
problematic for immigrants; see comments above about the practice of
developing a glossary for immigrant users.]
e. It is possible to do all the self-assessment and career planning at home
instead of taking part in any job-training program.
f.
I learned how to choose my new job by using the ESPORT.
g. I used PLATO for learning materials. I think it is helpful.
h. Average income, unemployment rate and prospect for each job provided by
government. It's very helpful to choose proper job. [This refers to the job
futures information provided on prospective careers, by HRSDC.]
i.
Very helpful for them who haven't career goals; less helpful for professionals
and people have clear goals for them to know the step-by-step career path.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
j.
89
Just keep what you have done!
Requirements for successful use of ESPORT
One of the key questions posed for this demonstration project was, “What does it
take to make ESPORT a success in a program?” At various point in the project, when
participants (facilitators and administrators) had accumulated sufficient experience, they
were asked to address this question. The following summarizes the comments received.
1. Facilitators must believe in the ESPORT program, and clearly exhibit their
confidence in the program to clients, administrators, colleagues, and referral
agencies. Further, facilitators must have confidence that the interventions and
information of the kind used in the ESPORT program are of potential value to their
specific clientele, and must know how the potential value can be realized in their
own actual program situation. (It was noted that clients are very perceptive about
what facilitators truly regard as core elements of the program, as opposed to mere
busy-work; facilitators must convey a positive and confident attitude toward tools
such as ESPORT.)
2. Facilitators must know well and be proficient with the uses of all aspects of the
ESPORT program. Ideally, to assist them in understanding the system, facilitators
should take the time to go through the ESPORT program as clients do, so that they
experience directly how clients are handled by the program, and what they go
through as they complete it. (One estimate was that this process would take about
1.5 hours.) With this background, facilitators should be able to answer detailed
questions from clients, spot potential problems for their clients early and deal with
them effectively, and, overall, be able to appreciate any problems or questions clients
may have with the program.
3. Facilitators should be to explain to clients ESPORT’s potential usefulness to them,
and also, based on their knowledge of individual clients and of the program, how
specific ESPORT components or activities will address the needs of individuals.
Facilitators must individualize the program, and maximize its impact, in one-to-one
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
90
interactions with clients, based on their knowledge and understanding of individual
clients’ needs and backgrounds.
4. Facilitators must be able to explain the structure and content of ESPORT in general,
and should describe and discuss with the client each step in the ESPORT process,
before the client begins use of the program, and before each important undertaking
within the program. For maximum benefits and better client motivation, facilitators
should brief the client before each ESPORT section, observe the client’s online
interactions, and examine and discuss the client’s results immediately afterwards. In
summary, according to one description, the facilitator must be present,
knowledgeable, willing, and accessible throughout the client’s time in ESPORT.
(Not all of the interaction need be live or synchronous. One facilitator provided
written material to clients prior to their first ESPORT experience, but did not assume
that they would have read or understood everything contained in the print
materials. In this case, the written material served as a starting point for a detailed
discussion of each client’s individual expectations and previous experiences, and
provided highly motivated clients with information they could access at their
leisure.)
5. Related to the above, facilitators should know their clients’ academic backgrounds,
their actual reading and comprehension levels (functional literacy levels), and their
computer literacy and comfort levels. As reported earlier, it became clear that the
level of overall computer literacy required by ESPORT was minimal, but frustration
would develop when clients did not possess the skills expected, or could not make
the computer work in some way. Overall, it was determined from this and other
studies that ESPORT requires about a functional grade six literacy level for users
(clients) to function with some degree of independence. Those with less than grade
six literacy can use ESPORT productively, but it was found that they require more
time and attention from the facilitator. The key finding here is that facilitators must
be able to adapt program conditions (including their own availability) to clients’
expectations and capabilities.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
91
6. It is highly desirable for the facilitator to observe the client directly and closely
during use of ESPORT, especially in the early stages. One facilitator arranged her
room so that she was able to see the clients’ computer monitors while they worked.
She was available for any questions the client chose to ask, but could also initiate
interventions based on what she observed. In this way, even clients who were
reluctant to ask for help would be likely to receive timely attention.
7. Facilitators should have access to clients’ online records at all times while clients are
using ESPORT. Facilitators should use these ESPORT records to examine progress,
monitoring clients’ decisions and, hopefully, detecting any problems or frustrations.
At the end of the clients’ experience, records and products such as résumés should
be printed and given to the client, and any records available should be downloaded
to disk, so that clients are able to leave ESPORT with concrete evidence of their
achievements, including documents usable by them in the future.
8. Facilitators should have available to them a printed copy of the ESPORT program,
indexed to allow ease of navigation. Online experience provides information about
ESPORT, but during the learning stages, and for those with less experience, a printed
version of the program can be very helpful. (The facilitator who made this
suggestion had, laboriously, made her own paper copy, consisted of 50 to 60 pages.)
The printed copy can also be very useful in discussions with clients, colleagues,
administrators, and visitors about specific aspects of the program.
9. The system must be cost-effective. Administrators and bureaucrats often expect that
ESPORT, as an innovation, will be as cost-effective as whatever it replaces.
Effectiveness is important, but unless cost-effectiveness can be demonstrated, the
system will not be adopted widely.
10. The above notwithstanding, if ESPORT is a complement rather than a replacement to
existing programming elements (as in the case of the John Howard Society, Ottawa,
program), different criteria may be applied. In the JHS case, as a complement
ESPORT was designed to supplement the tools and services the organization was
already providing. The question in this case was, Does ESPORT augment and enhance
the program’s capabilities, in a cost-effective manner? (Cost-effectiveness was
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
92
determined here more on outcomes, and less on comparisons, as there was nothing
presently in the program with which to compare. This may not be true for all
programs.)
11. The program must be robust. Any technical problems that arise must be addressed
quickly and effectively. (Programs do not have the time or the technical resources to
attempt to support an unstable tool, nor do their clients have the patience to tolerate
failures of the technology.) The system must also be field-tested, to reduce
annoyances such as typos and formatting inconsistencies.
12. When working with clients, facilitators must know how to ask the right questions,
and be willing and able to follow-up. One participant in the evaluation stated that
the optimum facilitator is a teacher, because teachers know (or should know) how to
ask timely, probing questions, and deal with varying responses; teachers are trained
to have concern for each person’s personal development, over and above, for
example, economic issues; and teachers have (or should have) a good sense of when
someone is struggling, when help is needed, and how to offer assistance in a form
that will result in its being accepted. Another participant disagreed with this view,
stating, “I definitely agree that teachers possess a lot of skills that would make them
great facilitators; however, ESPORT uses a client-centered approach where teachers
are usually more task and curriculum driven.” The difference of opinion appeared
to be based on assumptions about how teachers who are facilitators, and facilitators
who are not teachers, employ ESPORT. While their assumptions are different, both
make the point that ESPORT requires facilitators ultimately to work individually
with clients, no matter how the program is structured or used to managing these
interactions. This point has been made previously in this report, and is a central
finding of the project.
13. ESPORT must demonstrate inherent value, making a concrete contribution to the
effectiveness of an agency’s overall educational program. Clients must benefit;
facilitators and other observers must be convinced by results; the agency must be
able to find and allocate resources to support it; and funding agencies must be able
to justify any additional costs in terms of the value added to programs. There must
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
93
be real benefits to ESPORT, and these must be obvious to those using or observing it,
as there is always competition for resources.
14. A respondent, who had not had much experience with ESPORT at the time she
addressed this question, added that ESPORT had to be useable by clients with
limited language and cultural backgrounds in Canada. Agencies engaged in
immigrant settlement activities, language training, career planning, and job search
prefer systems that address their clients’ needs and respect their characteristics and
new Canadians. For ESPORT to be of value, clients need to understand and work
with the program with minimal facilitator support at the level of technical
operations. Facilitators (case managers) are available, but their real work is to help
with career planning and job search; they did not want to become technical support
workers.
15. An administrator added another to the above list – champions – defined by Dilworth
and Willis (2003) as “those who care, those who can, and those who know” (p. 68).
The project demonstrated that, without the presence of a champion, the usual
demands of daily life in programs can overwhelm freshly learned skills, and displace
good intentions. Where a champion was present (i.e., Ottawa John Howard Society),
major gains in understanding and usage were seen. This finding is predictable,
given the well established literature on diffusion of innovations (Havelock, 1973;
Rogers, 1983; Schrage, 2002).
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
94
Conclusions
General adaptation. This project was intended to demonstrate the potential
usefulness of ESPORT, for clients of programs intended to help them find and secure entrylevel employment. An additional purpose was to determine whether an online program
such as ESPORT could extend access to useful advice and information to clients outside of
attendance in regular employment-preparation programs, so that their time with case
managers and counselors could be spent on higher-order activities, and less on recalling,
and recording basic information, and completing forms.
The evaluation project included fifteen sites across Canada, of varying types, sizes,
client characteristics, programming content, and structures. While different in many ways,
all the programs had in common a focus on the needs of low-skill-level individuals seeking
entry-level employment, and requiring counseling to determine what skills and experience
they already had that might be of use in their quest.
Client characteristics, facilitators’ roles, e-programming. One of the key discoveries
of the project was the importance of selecting clients who met the above profile, or assuring
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
95
that clients (and programs) understood what ESPORT could and could not do for them,
especially if the clients’ ambitions were not limited to entry-level by their qualifications,
motivations, or existing skills and previous experience. Some programs failed to select
clients by these criteria, or failed to advise clients of ESPORT’s focus on entry-level jobs and
skills. Clients with more training or experience, of with higher expectations, were unlikely
appropriate or appealing occupations suggested by ESPORT. If, however, they knew that
ESPORT would focus on entry-level occupations, and if they were prepared to undertake
the self-assessment and portfolio-building activities associated with this understanding,
even higher functioning clients could gain advantages from the exercise, especially if the
insights and support of a skilled facilitator were also available to help with interpretation of
ESPORT’s results.
Equally important was the willingness of facilitators to adapt to ESPORT’s demands
on them. Simply put, ESPORT required the sensitive and timely availability and
intervention of a facilitator, for most clients (but not necessarily all; see in earlier sections
comment on SERCO employees, and well educated and highly motivated immigrants). To
be successful, most clients needed the input of the facilitator at certain points in the process,
especially if ESPORT provided suggestions or results that were unexpected in some way.
The most successful users of ESPORT in the project were those who managed to monitor
client use of ESPORT, and to intervene in the timely manner with personalized advice,
encouragement, interpretations, and additional information.
Some users in this project were creative in thinking about the role of the facilitator in
relation to clients’ needs. Based on their experience in the pilot, one site suggested that the
role of e-facilitator be established. An e-facilitator would use technology to support clients,
who need not be located in the vicinity at all. In one version of this concept, potential
immigrants could even be overseas, enrolled in pre-landing programs designed to help
them understand Canada better, and to prepare for the kinds of decisions and adjustments
they would be faced with when the immigrated. A related role for facilitators was ecoaching, a process of helping clients capable of commencing the ESPORT process to do so
while still in their home country. Results of e-coaching with ESPORT were expected to
include profiles containing potential entry-level jobs (with detailed job-futures information,
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
96
to assure understanding of wages and conditions), and learning plans detailing the skills
clients might acquire, to enhance employment prospects.
The concept of e-programming around ESPORT was based on an analysis of clients’
needs and ESPORT’s capabilities, in relation to present programming. In general, the
following were thought to be valuable elements of ESPORT in relation to the needs of clients
seeking entry-level work:
1. A reality check about personal readiness and possible employment. With the
input of the facilitator, an opportunity to review past employment and general
life experience for relevant skills, and, if motivated to do so, to develop a plan to
undertake specific skills upgrading to enhance future employment prospects.
2. A visioning exercise, in relation to the client’s personal future. Several programs
noted that ESPORT provided an opportunity to review more than career plans,
especially if the clients was considering academic upgrading or skills training in
relation to a fundamental career change. Plans like these had the potential to
change the client’s financial, personal, and social outlook, and employment
prospects, substantially. A long-term plan, or image of the future, that went with
such changes was thought to be important, again requiring the sensitive
involvement of a facilitator for those willing to engage in this type of planning.
3. Building confidence. An effect of ESPORT could be enhanced personal
confidence, and confidence in the future. Self-esteem was also seen to be affected
by clients who successfully used ESPORT to plan important personal changes.
4. Enhanced skills. Motivated clients left ESPORT with more skills (and
confidence in their ability to apply them). Almost more important than the skills
themselves was the confidence gained in this part of the process.
5. ESPORT provided a learner-centred experience. Clients who benefited from the
services of a skills facilitator found information and recommendations specific to
themselves.
6. ESPORT also provided 24-7 access, and the ability to work self-directedly and
independently for those motivated to do so. Many programs offered very
traditional Monday to Friday, daytime, site-based, supervised access only.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
97
ESPORT was potentially available anytime, anywhere, a fact that was
appreciated by some clients even though it may not have been heavily promoted
by the program (see comment e, p. 88, above).
7.
Connections directly to prospective employers were provided through
affiliation with ESPORT and some offering programs. Programs that had such
connections were able to provide especially effective opportunities to clients
seeking immediate employment.
Programming implications. Use of ESPORT meant that programs had to continue to
make their counselors available to clients as facilitators. Some programs apparently
expected that ESPORT would reduce their manpower costs; with ESPORT available, they
seemed to reason, facilitators might not have to be. This is the classic productivityperformance question, which often arises when a new technology becomes available (Fahy,
1999). ESPORT could be seen as changing the performance capabilities of user
organizations: with ESPORT, agencies could address needs they had previously not been
able to address, could provide more independence to clients (rewarding their initiative), and
could be more efficient in their job counseling tasks, especially in helping clients find
employment opportunities. The important point is that these advantages do not necessarily
result in bottom-line financial savings, however. Users quickly accept, and then come to
expect, certain performance capabilities from service providers: like ATMs or online
booking services that no credible bank or travel agency could exist without, it is rapidly
becoming an expectation of training and education providers that distance access and selfdirected versions of courses will be available to those who want or need them. Some
programs had not yet accepted this, and problems for some participants in this project
resulted.
Another aspect of this question is illuminated by Welsch (2002). He argues that,
especially in relation to new learning technologies (“e-learning”), corporate readiness is vital.
Corporate readiness is defined as including cultural, structural, and financial preparation.
Structural issues include technical infrastructure (including, besides hardware, technical
and support staff, and training); cultural readiness encompasses willingness and ability of
key managers to support the innovation, and any barriers in the organization’s history or
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
98
mythology that might mitigate against it. Financial readiness is the only real requirement
for innovation: if the organization cannot afford to adopt a new technology, it should not do
so, Welsch argues, even if the culture and structure are supportive and ready. One of the reasons
that demonstration projects such as this one are conducted is to show how organizational
goals can be addressed with innovative approaches. But the decision to adopt a new tool or
approach requires resources that may not be immediately available. (The culture and the
structure of the organization must also adapt to the pending changes. This question, in
relation to Welsch’s typology, is further discussed below.) All the programs involved in the
project faced the issue of financing the acquisition of ESPORT after the project ended, and
many, as noted before, faced the need for major organizational structural and cultural
adjustments, too.
The project resulted in some significant outcomes for service providers, related to
their experiences. The following are programming implications of some of the findings of
the ESPORT project.
1. ESPORT provided a one-stop, consolidated resource “package” for client
counseling related to entry-level employment, as opposed to use of multiple
resources and sources. Programs involved in this project sometimes already had
existing resources or approaches for assessing clients’ present skills and potential
employment prospects, but ESPORT provided a tool that pooled these resources
and presented them in a coherent fashion. (The continued use of existing
materials was an issue for some programs, who were loathe to give up familiar
tools and processes. See comments below about “pre-ESPORT” preparations
and considerations.)
2. The project’s results suggested to some programs that there was a potential for
distance monitoring and facilitation of some client groups. As noted above,
some programs planned to make use of this potential by developing and testing
e-coaching and e-facilitation methods, even using the model with overseas
clients. The concept of enrolling and programming distant clients for at least
part of the program was a new one for many of these programs, and comprises a
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
99
new but potentially promising departure in career preparation training for many
of them. Further project-based testing of these concepts is clearly warranted.
3. Related to the above, some of the programs working with immigrants reported
interest in addressing the needs of international clients for pre-landing
preparation, prior to immigration to Canada. The ESPORT model suggested to
some of them ways in which pre-landing programming might be structured to
assure that potential immigrants gained information about and understanding of
their likely employment prospects prior to immigration to Canada. (These
programs accept that there are direct implications for distance e-coaching and efacilitation still to be worked out.)
4. Implicit in the above was a new thrust for some programs, into the international
market for services for immigrants and prospective immigrants. Immigration is
and has historically been a central element of Canada’s national manpower
strategy, and as such requires that government programs anticipate and attempt
to address the needs of newly arrived persons who may not present personal or
employment characteristics Canadian employers expect. Because of the distance
capabilities of ESPORT, its applications to potential markets is promising and of
interest to some participants (although the viability of this option was not
specifically addressed in this project, its feasibility seems plausible).
Overall, the project suggested that ESPORT might help address what one participant
called the “three lacks” of many clients. Although she was speaking specifically of
immigrants, these three points relate to the training and personal needs of many entry-level
clients. In this view, clients may lack and therefore benefit from programming that
addresses:
1. Language skills. The ability to speak fluently and understand one of Canada’s
official languages is critical to many entry-level positions, and to socialization.
2. Cultural awareness and orientation. Related to the above is the effective
adaptation to Canadian cultural institutions and conventions. A central part of
most ESL programs, cultural adaptation directly impacts the employment
prospects of immigrants, and others seeking entry-level employment.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
100
3. Career development skills and knowledge. The ability to move beyond entrylevel employment requires a personal vision and a strategy based on
understanding of employment requirements and personal abilities and interests.
ESPORT was viewed as providing the opportunity to address these
systematically, with a program capable of providing further experiences,
referrals, and resources.
Technical issues. It was clear early in the program that technical stability was critical
to ESPORT success. Some programs early on experienced technical problems directly
affecting clients. Regardless of who was responsible for the problem, morale and interest in
ESPORT was quickly affected when these events occurred. The lesson clearly contained in
this finding was that users do not distinguish responsibilities, or technologies: when things
go wrong, they blame the program, and they generalize their disaffection to everything in it.
The moral is that every element of an innovation like ESPORT must be tested for readiness
to perform under field conditions before implementation (Reynolds & Iwinski, 1996;
Kirkpatrick, 1994, 1998). A corollary (and an area in which ESPORT was seen as successful
in this project) is that, when detected and reported, technical problems must be addressed
quickly and effectively.
Community of practice. The project attempted to develop a community of practice
(CoP) among users. In order to establish this, some online methods were employed. At the
level of project management and administration, an effective network was initiated, and
good results were obtained in enhancing communications, responsiveness, and feelings of
connectedness among those working on the project. Among facilitators and clients,
however, the CoP concept was not adopted. The potential value of CoP for an innovation
such as ESPORT remains to be thoroughly investigated. There are findings in the literature
(Saltiel & Russo, 2001) that suggest CoP would be a useful and effective support for users of
an innovation such as ESPORT.
Reasons for the decision not to extent CoP membership to practitioners included the
enormous pressure facilitators were already experiencing to make ESPORT work in their
programs. Most of them, it was felt, were not able to add one more time- and energyconsuming activity to their already busy program days. ESPORT project managers were
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
101
keenly interested in offering a CoP experience to facilitators, but whenever the idea was
discussed with the Advisory Group, facilitators themselves, or their managers, the advice
was to delay until there was less pressure on the potential participants. This advice was
reluctantly accepted, probably wisely so.
A explanation for the lack of involvement with the CoP was the fact that Yahoo
Groups was used for CoP interactions. Yahoo Groups is a tool that is accessed outside of
ESPORT itself. Users may have found the process of leaving ESPORT to check for messages
inconvenient enough that participation was affected.
Regardless of the reasons, the concept of a CoP for ESPORT users is sound, and
should be pursued in future implementations. Assessment of adoption, and early response
to any issues, would facilitate adoption.
Instructional practices. As facilitators worked with ESPORT, various strategies were
developed for adapting it to program requirements. The following is a list of some of these.
While in no particular order, they illustrate the creativity of users, and the types of learning
problems they encountered and addressed.
1. Supplementing ESPORT assessments, some programs asked clients to write
paragraphs or to produce other evidence of their literacy skills. As a check of
language skills and approaches, and of clients’ work habits, some facilitators
found the information generated useful in their counseling.
2. Some programs that used PLATO alongside of ESPORT requested that
additional alignments of PLATO elements (essential skills instruction) be
developed, to address specific employment goals or client needs. Components of
PLATO are able to be rearranged in a way that individualizes instructional
content; facilitators who were aware of this capability became interested in
employing it.
3. A common observation of facilitators was that their clients usually seemed very
aware already of their academic weaknesses and needs. Their concern as
counselors was that clients not experience another negative experience with
ESPORT or PLATO. Approaches that broke up the testing or self-assessment
process, or that used alternate assessment tools, were often employed to deflect
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
102
this possibility, however remote. It was apparent that facilitators had the welfare
of their clients at heart, and that the amenability of the ESPORT and PLATO
systems to alternate uses was viewed as a significant strength.
4. Many programs made use of volunteer tutors or unpaid facilitators. It was
common in these programs for peers to train others on the use of ESPORT, as,
with turnover, this was necessary but formal retraining was impractical. It was a
boon that ESPORT was able to be demonstrated and learned quickly, in the field,
and without extensive practice or tutoring for new users.
5. Mentioned earlier was the concern of some programs for the “soft skills” deemed
essential to employability: teamwork, reliability, punctuality, willingness, a
positive attitude, customer/service focus, etc. The comment was heard that a
computer system like ESPORT could be programmed to do only so many things,
and that employment readiness programs, through their counselors and
facilitators, had to furnish the other required skills and attitudes. (This was, as
observed earlier, one of the reasons for ESPORT’s consistence emphasis on the
central importance of the facilitator.) Most programs continued to emphasize
these “soft skills,” as well as those contained in ESPORT; the comment that more
time was now available for attending to these, with ESPORT looking after the
other aspects of the career preparation process, was also voiced.
6. Some facilitators took over keyboarding from clients whose literacy or computerliteracy skills were minimal, while others required their clients to do their own
inputting of all required ESPORT elements. Neither system seemed clearly
superior to the other; it appeared that the rapport between the client and the
facilitator was the determining factor in how the client responded. (Where
clients did their own keyboarding, more time and computer resources were
usually required.)
As noted above, the practice of combining clients into mutually supportive cohorts
was tried briefly by some programs, but with generally indifferent, or at least inconclusive,
results. Cohort programming was not a design feature in the original concept of the project,
and training was not systematically provided on the concept. As the project proceeded and
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
103
various practices were tried with different client groups, it became apparent that peer-topeer interaction could be of value to the clients involved, and could reduce or change the
workload on facilitators and other program support staff. Results reported in the adult
education literature suggest that cohorts can be useful educationally, and can contribute to
the social and cultural adaptation of clients for whom these are program objectives (Saltiel &
Russo, 2001). The applicability and usefulness of cohort methods of support for applications
such as ESPORT and PLATO merits further investigation.
ESPORT “readiness”
As the project proceeded, it became clear that some programs were more successful
than others in adopting ESPORT. The reasons varied, but there was a clear suggestion that
some programs were more “ready” than others to make the adjustments necessary to
programming, staffing, and organizational resources, in order to permit the time and
interactions necessary to achieve ESPORT’s potential impacts.
The concept of readiness is not unfamiliar to educational and social planners and
innovators; in some contexts, determining readiness is a core part of the planning process,
and an essential part of subsequent evaluation (Pacey & Penney, 1995). In this view, to the
degree an organization has a coherent vision of its present and near-future operations, it
will be able to select programming elements, and focus on clientele, likely to combine for
success.
A major finding of this project is that readiness to adopt ESPORT has significant
implications for success of the system, and for the comfort of the program and offering
organization during the often stressful adoption process (Havelock, 1973; Rogers, 1983). In
Welsch’s (2002) view, as suggested earlier, organizations and programs must be ready to
adopt an innovation such as ESPORT in terms of financial, structural, and cultural factors.
Each of these contributes to the decision to use an innovation such as ESPORT, as revealed
by project results, in various ways:
1. Financial readiness:
a. Program size and dispersion of potential clients may suggest that e-learning
be considered. (The interest of immigrant programs in international
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
104
programming is a potentially important example.) A scattered client group is
a reason for considering e-learning (Welsch, 2002, p. 22).
b. Programs may wish to consider opportunity costs borne by their clients when
considering a system such as ESPORT, which provides 24/7 access from any
Internet-capable computer. With e-facilitation, the savings for clients in
direct travel and delivery costs, as well as opportunity costs, can be
significant. The impact of truly flexible access to career preparation
programming, respecting clients’ family and other responsibilities, might be
expected to be very great, as, presently, it is rare.
2. Structural readiness:
a. The required technological infrastructure to support an innovation such as
ESPORT is required, including equipment, maintenance and support staff.
As noted above, some programs did not have these in place when the project
commenced, and others experienced technical issues as the project
proceeded. A major finding of the project is that technical preparations and
other structural issues must be addressed to avoid negatively impacting
clients and facilitators.
b. Programs should consider the costs of updating technologies and system
maintenance, as part of a commitment to an innovation such as ESPORT.
While these are not great costs, if they are not anticipated their presence can
have a negative impact.
3. Cultural readiness:
a. In any program, as already noted, instructors and managers must be ready
and willing to implement new approaches to training. A readiness
assessment may be needed to help pinpoint cultural obstacles and determine
their origins (whether, Welsch asks, they are from simple unwillingness or
from sort of actual incapability).
b. The needs of program staff and others potentially with minimal levels of
technology access or literacy must also be considered. As noted in this
report, the initial ESPORT training was not able, in some cases, to provide
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
105
users with sufficient skills to achieve comfortable command of ESPORT.
Lack of familiarity or unwillingness may in themselves not constitute a
reason to discontinue a program such as ESPORT, but planners and
managers must consider that the culture may have to be changed by further
training, resources, modeling, or, ultimately, management pressure.
Welsch (2001) concludes his analysis with the comment that, in regard to the above
factors, cultural and structural barriers should not be allowed to stop an innovation, but that
financial barriers may cause legitimate delays (p. 24). This comment potentially speaks to
the issues of continuity and sustainability that were of concern to some programs.
Facilitation. This term must be addressed. The concept of “facilitation” (from the
Latin for “to make easy” or “easier”) varied in the programs involved in this project. Some
programs appeared to regard their primary role as referring clients elsewhere for treatment
or detailed diagnosis of their needs. In these programs, facilitators were unlikely to spend
much time, or to engage in serious needs analysis, with clients. In such programs it was
also more common to find that clients did not return for repeated interviews, treatments, or
consultations: if a decision could not be made quickly about a solution or a referral, the
client was unlikely to be seen again. Finally, in these programs resources tended to be
superficial: daily papers and telephones (to look up ads for jobs, housing, training, etc.),
government or non-profit organizations’ (NPO) brochures or posters, maps and directions
(perhaps including transit maps and bus fare), few client-accessible computers or other
technologies, and private offices (as opposed to training or group meeting spaces)
predominated. The environment in these programs was often sedate, with a feeling of
predictability, featuring unhurried conversations, frequent arrival and departure rituals,
clients waiting to see those with whom they had appointments, and predictable “quiet
periods” – parts of the day, week, or year when few clients were expected.
In programs where clients were expected to spend some time, and return repeatedly,
however, both the physical space and the dynamics of the environment were different.
Here, clients were almost always present, they were seen moving in and out of the facilities
where the resources they used (including computers) were available, often in groups and
engaged with others, including each other. Facilitators in these programs were less central
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
106
to the process, since clients, after initial screening and orientation, were encouraged to take
more responsibility for their own progress. These programs experienced fewer quiet
periods, and often had unexpected events, even crises: because they were central to their
clients’ lives, many non-program issues were brought in, or intruded, demanding
resolution. Facilitators in these programs were engaged in many more roles than tutor,
counselor, or facilitator, just as the programs supplied more than narrowly defined “skill
training.”
“Facilitation” in the latter programs included tasks and roles designed to address
(“make easier”) a wider range of clients’ needs. In order for clients to be capable of
addressing their higher-order needs, lower-order priorities (physiological, security) had to
be looked after (Maslow, 1962). These programs appeared more willing to shoulder the
responsibility for looking after more of their clients’ lives than other programs did. Their
facilitators were concerned with more of each person’s needs and realities.
It is difficult to describe this state of affairs without sounding judgmental about the
two contrasting approaches. Without sufficient trainee data, it is not possible to conclude
with confidence that one or the other is superior. However, the work of developmental
psychologists (Carkhuff, 2000), and cognitive specialists (Glaser, 1976; Gagne, Briggs, &
Wager, 1988), suggest that a more holistic approach to learning is almost always preferable
to a fragmented or an atomistic one, since learning is a complex process, requiring the
engagement of many aspects of the learner’s personality and identity with their cognitive
capacities. Cross’s (1981) concepts of personal and situational variables in the success of adult
learners recognizes the complexity of factors influencing outcomes in formal learning
situations.
There are repeated references in this report to the central importance of the facilitator
to outcomes with programs such as ESPORT. The principles that seem to describe, even
govern, adult learning suggest that, while adults require choices and freedom in learning,
they also appreciate and rely upon the help of others, especially those concerned with their
success. Peers can provide socialization, and outsiders can furnish information and
resources, but someone personally concerned with the learner’s success seems ultimately to
be most necessary to maintaining motivation and achieving lasting outcomes. In this
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
107
project, these persons were called “facilitators,” because they were responsible for making
learning with ESPORT easier and more effective. They had other responsibilities, most
unstated, too, however; they were to be, as Davies (1981) described it, “almost silent, but
watchful and helpful.” Their task is difficult to describe but easy to appreciate, and, where
it was discharged in this project, the results with ESPORT were superior
Summary
As reported here, the ESPORT demonstration project succeeded with some users to a
remarkable degree, resulting in major changes to program operations: Corrections Services
Canada (CSC), based on results at the Saskatchewan Penitentiary, Prince Albert, made the
decision to adopt ESPORT for all its correctional facilities in western Canada; the Ottawa
John Howard Society decided to make ESPORT a required tool for all incoming clients in its
Hire Power program; the Vancouver SUCCESS immigrant program, in addition to
including ESPORT in its onsite programs, was considering offering ESPORT for the
preparation of off-shore prospective immigrants, to improve their readiness for adaptation
to life in Canada – an entirely new initiative for the program.
At the same time, some programs involved with the project were unable to make a
place for ESPORT in their operations or to successfully incorporate ESPORT into existing
programming patterns. Two major explanations for non-adoption were identified:
1. Some programs did not attract clients for whom ESPORT was appropriate, or did
not enroll them in sufficient numbers to justify the changes ESPORT required in
programming. ESPORT was designed for adults or mature adolescents who
possessed positive employability skills and motivations, but who lacked formal
credentials, and who were looking for entry-level employment.
2. Some program were unable or unwilling to make adaptations to their
programming, staffing, or resource allocations, especially in the areas of time
allocation and facilitator deployment and availability, to accommodate ESPORT.
Where programs failed to adopt successfully, despite universally positive initial
views of ESPORT, positive assessments of its potential, and high levels of
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
108
enthusiasm among staff and facilitators immediately after training, it was
suspected that the problems might lie in a mismatch between ESPORT’s
requirements and the programs’ provisions.
In summary, the project demonstrated that ESPORT could be a valuable
programming tool, depending upon various assumptions, provisions, and realizations,
including:
1. Appropriate clients, i.e., those seeking entry-level employment, able to offer
employers appropriate work experience, skills, maturity, and motivation.
2. Time and facilities provided by the program for clients to assess and reflect upon
their skills and employment ambitions, to use the various elements of ESPORT,
and, in consultation with an available, skilled facilitator, to work out the
implications of the information received and the insights gained from the
ESPORT personal and career exploration process.
3. Time provided by the program for facilitators to interact with clients in a timely
manner, including determining the clients’ readiness for ESPORT, preparing
clients for the time and effort required to use ESPORT (including assessment of
clients’ computer skills, and literacy and language proficiencies), observing the
results of the various client self-assessments and tests within ESPORT, and
providing information about jobs and answers to career-related questions arising
from the ESPORT experience.
4. Stable, available technologies permitting reliable, secure access to required online
resources. Helpdesk, hotline, or other forms of online assistance for clients who
might wish to work with ESPORT from a distance.
5. Appropriate levels of ESPORT and career counseling training and, when needed,
retraining, including opportunities to practice new skills to proficiency. (Ideally,
at least part of ESPORT training to occur in the facilitators’ home program, with
the inclusion of clients from the home program to participate with facilitators in
the training experience, as well as becoming the first client-users.)
6. A programming environment where provisions are made for guided client selfanalysis and reflection regarding jobs and careers.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
109
7. Other clients (peers) capable of and willing to provide positive support and
interpersonal contact during the ESPORT process, and perhaps beyond (a cohort
model of programming).
8. Entry and exit points permitting clients to commence and leave ESPORT flexibly,
in response to emergent responsibilities and opportunities.
9. Facilitation and assistance sensitive to and respectful of clients’ needs, abilities,
and preferences.
10. Sufficient formative evaluation of results in programs using ESPORT to assure
timely response to discoveries and developments, and encouraging programs to
creatively adapt themselves and their processes to clients’ career-related needs
and interests.
11. Incorporation of ESPORT into existing tools and processes, including personal
counseling and “soft-skills” instruction, to assure an appropriate range of
experiences and alternatives, consistent with adult learning theory in relation to
the learning and development preferences of mature adolescent and adult
clients.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
110
REFERENCES
Broughton, V. J. (1984). School improvement model: A total systems approach to teacher,
administrator and student performance evaluation. ERIC ED251926.
Bloom, B. S. (1976). Human characteristics and school learning. Toronto: McGraw-Hill Book
Co.
Carkhuff, R. R. (2000). The art of helping in the 21st century, 8th edition. Amherst, Mass:
Human Resource Development Press.
Community profile: Happy Valley-Goose Bay. (2001). Available from:
http://www.budget.gov.nl.ca/Budget2001/economy/happy.htm
Cross, P. (1981). Adults as learners. San Francisco: Jossey-Bass.
Davies, R. (1981). The rebel angels. Toronto: Penguin Books.
Dilworth, R. L. & Willis, V. J. (2003). Action learning: Images and pathways. Malabar, Florida:
Kreiger Publishing Co.
Fahy, P. J. (1999). Reflections on the productivity paradox and distance education technology.
Journal of Distance Education, 13(3), pp. 66-73.
Fahy, P. J. (2005). Preliminary interim report #1: ESPORT-PLATO evaluation project.
Unpublished report. Author.
Fahy, P. J. (2006). Preliminary interim report #2: ESPORT-PLATO evaluation project.
Unpublished report. Author.
Gagne, R., Briggs, L. & Wager, W. (1988). Principles of instructional design. New York: Holt,
Rinehart and Winston.)
Glaser, R. (1976). Components of a psychology of instruction: Toward a science of design.
Review of Educational Research, 46(1), Winter, pp. 1-24.
Grow, G. (1991). Teaching learners to be self-directed. Adult Education Quarterly, 41(3),
Spring, pp. 125-149.
Havelock, R. (1973). The change agent’s guide to innovation in education. Englewood Cliffs,
NJ: Educational Technology Pubs.
Kidd, J. R. (1973). How adults learn. Chicago: Follett Publishing Co.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
111
Kirkpatrick, D. (1994, 1998). Evaluating training programs: The four levels (2nd edition). San
Francisco: Berrett-Koeher Publishers Inc. (Cited in Reynolds and Iwinski.)
Knowles, M. (1978). The adult learner: A neglected species (2nd edition). Houston: Gulf
Publishing Co.
Knowles, M. (1981). Preface. In D. Boud (Ed.), Developing student autonomy in learning. New
York: Nichols Publishing Co.
Kuehn, S. (1994). Computer mediated communication in instructional settings: A research
agenda. Communication Education, 43, pp. 171 – 183.
Maslow, A. (1962). Toward a psychology of being. Princeton, NJ: Van Nostrand Reinhold Co.
Masters, J. (1995). The history of action research. Downloaded May 13, 2004, from
http://www.scu.edu.au/schools/gcm/ar/arr/arow/rmasters.html.
Medical Research Council of Canada. (2003). Tri-council policy statement: Ethical conduct
for research involving humans. Public Works and Government Services Canada.
Pacey, L. & Penney, W. (1995). Thinking strategically: Reshaping the face of distance
education and open learning. In J.M. Roberts & E.M. Keough, Why the information
highway? Lessons from open and distance learning (pp. 15 – 39). Toronto: Trifolium
Books Inc.
Patton, M. Q. (1975). Alternative evaluation research paradigm. Grand Forks, ND: North
Dakota Study Group on Evaluation.
Patton, M. Q. (1982). Practical evaluation. Beverly Hills: Sage Publications.
Patton, M. Q. (1986). Utilization-focused evaluation (2nd ed.). Beverly Hills: Sage Publications,
Inc.
Reynolds, A. & Iwinski, T. (1996). Evaluation. In A. Reynolds and T. Iwinski, Multimedia
training: Developing technology-based systems (pp. 93-99). New York: McGraw-Hill Inc.
Rogers, E.M. (1983). Communication of innovations, 2nd ed. New York: The Free Press.
Rovai, A. (2002). Building sense of community at a distance. International Review of Research
in Open and Distance Learning, 3(1), pp. 1 – 16 (April 2002). (Downloaded May 3,
2005, from http://www.irrodl.org/content/v3.1/rovai.pdf.
Saltiel, I. M. & Russo, C. S. (2001). Cohort programming and learning. Malabar, Florida:
Krieger Publishing Co.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
112
Schrage, M. (2002). Mimetic management. Technology Review 105(5), p. 20.
Seymour-Rolls, K. & Hughes, I. (1998). Participatory action research: Getting the job done.
Downloaded May 13, 2004, from
http://www.scu.edu.au/schools/gcm/ar/arr/arow/rseymour.html.
Welsch, E. (2002). Cautious steps ahead. Online Learning, 6(1), pp. 20 – 24.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
113
ATTACHMENT 1
Dates and titles of Occasional Reports
Table 13: List of date and titles of Occasional Reports
Report #
1
18
Date
February 4,
2005
February 22,
2005
March 18, 2005
April 8, 2005
May 17, 2005
June 21, 2005
July 8, 2005
August 12, 2005
August 30, 2005
September 19,
2005
October 4, 2005
October 20,
2005
November 27,
2005
January 27, 30,
2006*
February 8,
2006
February 15,
2006
February 23,
2006
March 3, 2006
19
20
21
22
23
24
March 27, 2006
March 31, 2006
April 17, 2006
June 7, 2006
June 21, 2006
July 11, 2006
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
Title
Readiness follow-up: Cape Breton trainees.
Activity update, Cape Breton sites
Comments, C. MacLellan
ESPORT usage levels, Cape Breton
ESPORT usage levels, Cape Breton
ESPORT usage levels, Cape Breton
Conversation with C. MacLellan – 1
Conversation with C. MacLellan – 2
Readiness survey, Sydney [Cape Breton] trainees
Activity levels, all sites
ACCESS facilitator phone survey
Activity levels, all sites
Client follow-up proposal
Calgary training follow-up report
Conversation with M. Wright, Saskatchewan
Penitentiary
Conversation with Fran, Youth Employment
Resources, Ottawa
A step approach to allocating time and resources to
ESPORT
Readiness report – Youth Employment Resources
Centre
Records update
ESPORT at Saskatchewan Penitentiary
Activity update
Essentials for success with ESPORT
Readiness report – SERCO and Vancouver trainees
Phone interviews – ISS and SUCCESS program
coordinators
*Report subsequently revised.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
114
ATTACHMENT 2
Estimated time commitments
[The following estimates were developed by an ESPORT user during the project.
While not empirically tested, the project manager believes the totals and the
rationale for the time spent are sound.]
I would definitely like to spend more time in each stage of the preparation and
feedback if more time were available. Preferably, I would like to allocate for each
client:








Preparing and engaging client – (1 hr)
Registration and Introduction of the program – (1 hr)
Interest Inventory – (1 hr)
Walking client through the essential skills / areas of self-assessment – (2 hrs)
Guiding client through choosing an occupation and using resources – (2 – 3
hrs)
Portfolio building – Clients spent a lot of time in building the portfolio. They
had difficulty in putting ideas into words. Much more input from the counselor
is required. I have come to realize that I did not spend enough time with my
clients when they were building their portfolio in terms of guidance and
assistance. – (3 – 4 hr) More time will be required if the client wants to build
more than one portfolio.
Learning Plan – (2 hrs)
Review /interpret Portfolio and follow-up plan – (2 hrs)
Total: 14 – 16 hours (This does not include time spent on guidance throughout the
implementation of the Learning Plan.)
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
115
ATTACHMENT 3
Log-in Help Cards – Supplemental Training Materials
These were developed to assist trainees to remember fundamental ESPORT operational
sequences after conclusion of training. It was recommended that these be posted where
users could readily see them, or handed out to clients to keep with them for use at home.
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
ESPORT Demonstration Project – Final Report
116
20 Nov 2006
P. Fahy Consulting, Edmonton
ESPORT Demonstration Project – Final Report
117
20 Nov 2006
P. Fahy Consulting, Edmonton
118
ATTACHMENT 4
Tracking tool
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
119
ATTACHMENT 5
ESPORT usage by site
Figure 4: Aboriginal Futures, Calgary – ESPORT usage
Aboriginal Futures
40
37
37
37
35
Clients registered
30
25
20
Aboriginal Futures
19
15
15
16
13
10
5
0
27-Jan- 27-Mar 31-Mar 17-Apr
06
ESPORT Demonstration Project – Final Report
15-Jun 16-Aug 20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
120
Figure 5: ACCESS, Vancouver – ESPORT usage
ACCESS
40
37
37
37
37
35
33
Clients registered
30
25
20
ACCESS
19
15
16
15
13
10
5
0
30-Aug- 19-Sep
06
4-Oct
27-Nov 27-Mar- 17-Apr
06
15-Jun
16-Aug 20-Sep
Figure 6: Cape Breton (total seven sites, including TEC) – ESPORT usage
Cape Breton
60
51
Clients registered
50
53
54
40
34
30
30
Cape Breton
25
20
10
0
3-Apr-05
17-May
21-Jun
ESPORT Demonstration Project – Final Report
15-Jun-06
16-Aug
20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
121
Figure 7: ISS, Vancouver – ESPORT usage
ISS - Vancouver
70
66
60
59
Clients registered
50
40
30
ISS - Vancouver
32
20
10
0
15-Jun-06
16-Aug
20-Sep
Figure 8: John Howard Society, Ottawa – ESPORT usage
John Howard Society, Ottawa
80
70
70
62
Clients registered
60
50
48
40
John Howard Society,
Ottawa
40
36
32
30
20
20
10
0
27-Nov- 27-Mar- 31-Mar
05
06
ESPORT Demonstration Project – Final Report
17-Apr
15-Jun
16-Aug 20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
122
Figure 9: Metis Society, Calgary – ESPORT usage
Metis Society, Calgary
12
Clients registered
10
10
10
10
10
10
10
8
6
Metis Society, Calgary
5
4
2
0
27-Jan- 27-Mar 31-Mar
06
ESPORT Demonstration Project – Final Report
17-Apr
15-Jun
16-Aug 20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
123
Figure 10: MOSAIC, Vancouver – ESPORT usage
MOSAIC, Vancouver
70
60
60
Clients registered
50
40
39
MOSAIC, Vancouver
30
20
10
10
0
15-Jun-06 16-Aug
20-Sep
Figure 11: Newfoundland-Labrador Federation of Labour (SERCO) – ESPORT usage
NLFL
25
20
20
Clients registered
18
15
NLFL
10
5
4
0
17-Apr-06
ESPORT Demonstration Project – Final Report
21-Jun
20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
124
Figure 12: Sask Pen, Prince Albert – ESPORT usage
Saskatchewan Penitentiary
120
112
Clients registered
100
98
105
103
86
80
60
78
65
Saskatchewan Penitentiary
40
20
0
31-Mar- 27-Apr
06
31-May
30-Jun
31-Jul
9-Aug06
12-Sep
Figure 13: SUCCESS, Vancouver – ESPORT usage
SUCCESS, Vancouver
90
84
80
Clients registered
70
60
58
50
SUCCESS, Vancouver
40
30
20
19
10
0
15-Jun-06
ESPORT Demonstration Project – Final Report
16-Aug
20-Sep
20 Nov 2006
P. Fahy Consulting, Edmonton
125
Figure 14: TEC, Cape Breton – ESPORT usage
TEC, Cape Breton
50
45
43
Clients registered
40
39
39
43
39
35
30
25
20
24
20
TEC, Cape Breton
24
20
15
10
5
0
30-Aug- 19-Sep 20-Oct
05
27-Nov- 27-Mar- 31-Mar
06
06
17-Apr
16-Aug 20-Sep
Figure 15: Youth Employment Resources, Ottawa – ESPORT usage
Youth Employment Resources, Ottawa
6
Clients registered
5
5
5
5
5
5
5
4
Youth Employment Resources,
Ottawa
3
2
1
0
27- 31-Mar 17-Apr 15-Jun 16-Aug 20-Sep
Mar-06
ESPORT Demonstration Project – Final Report
20 Nov 2006
P. Fahy Consulting, Edmonton
126
ATTACHMENT 6
Client Feedback Questionnaire
CLIENT FEEDBACK - ESPORT
Name of organization: _______________________________ Date:
__________________
(Please do not put your name on this sheet. Your answers are anonymous; no one will see
them except the evaluators, and no one else will know what you have said here.)
Please tell us what it was like to use ESPORT. Check (  ) one reply to each of the
following. If you have no opinion or don’t know, leave the item blank.
Strongly
Disagree
Disagree
Agree
Strongly
Agree
1. ESPORT was easy to learn to use.
□
□
□
□
2. I enjoyed using ESPORT.
□
□
□
□
□
□
□
□
□
□
□
□
3. I was able to get help with ESPORT
from a facilitator when I needed it.
4. I would recommend that other students
use ESPORT.
Please tell us how useful the parts of ESPORT were. Check (  ) one reply for each
of these. If you have no opinion or don’t know, leave the item blank.
Not useful
5. Self-assessments of interests, skills
6. Lists of occupations
7. Job futures
8. Choosing an occupation
9. Using the Portfolio Builder (résumé)
v5
□
□
□
□
□
Somewhat
Useful
□
□
□
□
□
Useful
□
□
□
□
□
Very Useful
□
□
□
□
□
P. Fahy Consulting, Edmonton
127
10. Learning plan
□
□
□
□
□
□
□
□
11. Talking with the facilitator about
your possible future work in Canada
(Please answer the following questions with a short answer.)
12. What did you like most about ESPORT? (What is the best thing about ESPORT?)
13. What did you like least about ESPORT? (What should be changed?)
14. What did you learn from ESPORT?
15. Did you use any other materials (Authentic Materials, EARAT, PLATO)? If yes,
please tell us what you used, and what you thought of them:
16. Please give us any other comments or suggestions you wish:
THANK YOU!
v5