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WORKPLACE EDUCATION PROGRAM

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Basic Skills

Improved basic skills give employees greater capacity to perform for employers: 

• Improved Reading, Writing and Numeracy Skills

• Improved Communication Skills

• Improved Capacity to Solve Problems

• Improved Capacity to Cope with Change in the Workplace

• Improved Capacity to Use New Technology

• Increased Capacity to Handle On-the-Job Training

Improved Reading, Writing and Numeracy Skills

Employers directly benefit when employees improve their reading, writing and numeracy skills because they can do their jobs better. These skills are also essential to changing the attitudes, behavior and performance of employees, in turn yielding a wide range of further benefits for employers. For example, in hospitals and health centers better writing skills enable employees to prepare more readable documents for their patients and generally improve the care-related documentation and note-taking they give to health facility residents.

Better reading skills means that employees take less time to understand and apply work instructions accurately. In one instance, an employer disciplined some employees because they misplaced raw materials in the workplace. He found out that it was not because they were not good workers or did not care about the quality of their work—it was because they could not read and therefore could not understand the instructions about where to place the materials. After training, the concrete benefits were apparent in their changed behavior.

Improvements in the quality of daily reports and daily log sheets through more clearly written explanations save employers a great deal of time they would otherwise spend analyzing documents, questioning employees about their content or rewriting them. Savings can also be realized by reducing the costs in money and time in translating instructions. Whereas, employers once had to translate instructions into many different languages for staff, now everyone can understand English so no translation is required.

Improvements in these skills sometimes have indirect positive benefits. Employees taking courses show greater confidence in their English comprehension, writing and editing and as a result have better morale and self-confidence.

Improved Communication Skills

Better communications skills make employees more self-confident and that leads to improvements in many aspects of their workplace performance. By being able to communicate among themselves, employees can resolve issues themselves and so can do their own problem solving. In addition, better communications skills enhance employees’ capacity to help solve problems by making suggestions to their supervisors or managers.

One employer noted enthusiastically that better communication skills and the associated gain in self-confidence always lead to better quality work. Communication with supervisors is improved as employees become more confident about asking questions; they find it easier to ask questions and make comments in meetings. The result is that they can gain a clearer understanding of workplace policies and procedures. Employees are able to play a more active part in workplace activities when they can use English to communicate clearly with their fellow workers.

"In meetings, the employees now ask questions and have comments. They never did this before the training. Half the time you wouldn’t even know they were in the room".

Employees use their new language skills to improve work processes. One employer noted that whereas previously engineers made all the improvements on the line, now workers are taking ownership for efficiency and speak up when they think that the process can be improved. These same employees are also more willing to let management know when they have a problem and need help. They now give presentations to management and staff in finance and human resources about what is going on in their area, in their work cell, and explain where they need help.

For some employers, improving verbal communications is the greatest single benefit they gain. They find in their employees " a new assertiveness, a willingness to say what is on their mind without worrying that people will think less of them because of their language skills."

Improved communication skills can directly impact relations with customers. For example, at one hotel before WEP training staff sometimes misunderstood guests’ requests for air conditioning and housekeepers would bring them hair conditioner instead. After completing their education course in the workplace these incidents declined sharply.

Sometimes, communications have a vital impact on a single aspect of work. At one company, the outstanding benefit was that its employees could communicate well with their auditor. "It was our number one goal and we achieved it." The employees were asked to describe to the auditor the business procedure they perform, step by step, and identify which step they are at. Their level of comfort in speaking to the auditor heavily affected the auditor’s evaluation of the company’s quality assurance. In audits before the program, uncomfortable employees put the company’s certification at risk. The workplace education program has resulted in major improvements in this area.

Improved Capacity to Solve Problems

Employers see the sharply increased ability of employees to solve problems confronting them in the workplace as the single most common benefit they gain when employees complete courses that improve literacy problem-solving skills. Eighty-two per cent of employers reported that employees improved their problem solving performance after completing workplace education programs. Nearly one-quarter of all employers measured a 10-25 per cent improvement, a significant gain. One employer at a major urban health center estimated that problem solving skills were improved by 60 per cent when employees took part in a workplace education program which gave them enhanced basic skills plus a better knowledge of how the health center works.

The results can be highly tangible. In one instance, an employer found that cost savings increased by $263,000, partly because of employee suggestions which were encouraged as part of the program.

"Basic skills training gives people better coping skills and they realize that they have the ability to solve problems on their own. Employees see what they can do to put out the brush fire before it becomes a five-alarm."

Often the key to problem solving is better English language skills. When employees understand English, they can take on more responsibilities and identify problems on their own. For example, the fact that employees in a hospital could understand the nurses’ notes that they have to read meant that they could identify and solve many obvious and immediate problems.

One of the most important dimensions of problem solving in the workplace is the capacity to identify specific errors in production, understand the reasons for the errors and figure out how to rectify the problem. This capacity is also tied to changes in attitude: a move away from the mentality of ‘I do my job and the supervisor solves problems’. In one plant, the employer observed that as language and communications skills improve, all employees are better able to participate in problem solving.

The enhanced capacity of employees to solve problems can free up management’s time because many of the problems get resolved on the shop floor instead of being passed upstairs. This often means that there is a shift in the locus of problem solving from the foreman on the floor to the employees themselves.

Take the example of the cashier who had a lot of trouble dealing with irate customers. Before she took one of the problem-solving courses she would automatically refer irate customers to her supervisor; afterwards she showed a marked improvement in her ability to deal with them herself. Now she can talk rationally with them, try to understand their problem and find a solution, without involving a supervisor.

Aware of the opportunity that improved problem-solving capability presents, some employers are changing how they work by pushing the decision-making level down. For example, at an automobile parts manufacturing plant, operators now resolve mechanical problems that mechanics used to do and make decisions for themselves about quality, instead of having those decisions made by quality inspectors. The plant calls it ‘auto-quality’. As a result, they have been able to reduce the number of managers working on night shifts from eight to one.

Employees can also work more closely with employers to solve problems. One employer observed that he could involve employees in process flow analysis and brainstorming during meetings to evaluate how best to get the job done. This is also linked to communications skills and self-confidence: employees become more involved in meetings and problem-solving because they understand the problems, have the skills to communicate, and have the self-confidence to take risks, figure things out.

"There is an improvement in problem solving. More confidence in attacking new problems. It is more of a frame of mind—you get into the habit of doing things differently."

Sometimes problem solving is highly collaborative: problems are solved and decisions taken by employees working in self-directed teams. In other cases, employees with improved literacy and communications skills, show an increased willingness and ability to report work-related and personal problems to their supervisors and involve them in finding solutions.

"The training helped to give the employees confidence. Now if there is a problem with a part, they are more bold about speaking with the engineers about it."

Some employers who hoped for speedy improvements in problem solving by their employees were disappointed in the short-term but found significant benefits in the long-term. As one employer noted, his workplace education program was a "building block in a longer process" to develop the problem-solving capabilities of his employees.

Improved Capacity to Cope with Change in the Workplace

Three-quarters of employers identified an improved ability to cope with change in the workplace as a major benefit of employee participation in WEPs. Among those who quantified the impact, estimates of the scale range from 5 – 80 per cent. One employer who saw a major improvement put it down to a better understanding of why changes are taking place. Often the improved ability occurs even when the employees’ learning curve is growing steeper, such as when new technology, software, computer applications, staff and management rules are being introduced into the workplace.

"We could not have moved to cellular manufacturing without workplace education programs"

An important dimension of coping with change is helping employees understand how they are a part of the big picture. Employers use workplace education to connect employees to the firm, to help them understand that everything they do contributes to the bottom line. In one case the employer estimates a 25 % improvement now that employees get a quarterly business update when all numbers are shared with them - numbers that they can better understand with their new literacy skills. Understanding the lay of the land makes them even more willing to change processes because they see that change is ‘the name of the game’.

"It has improved the ability of employees to cope with change in the workplace. They are more aware of their surroundings and have a better grasp on the aluminum industry in general. They feel less threatened by change."

The active role of the employer is important here. When employers explain why changes are taking place to their employees who have gained literacy skills, the level of acceptance of change increases - the two go hand in hand. Good explanations often cause the newly literate employees to welcome new ideas that before they would have resisted.

This has been observed in implementing machinery and technical changes in widely different organizations. For example, when a new computer system was introduced by a newly arrived Chief Financial Officer who also made many changes to work processes, both the equipment and processes were readily accepted by the vast majority of employees. It was a shock, but her staff adjusted, accepted the changes and integrated them into their work. She laid the groundwork for the changes with workplace education courses. Without them, she feels that it would have been much harder to introduce the new systems; now her employees are more willing to try new things.

English language skills are essential for many employees in coping with change because better English comprehension improves their ability to learn about and understand the implications of workplace change. It also reduces their fear that change will spell personal misfortune. They understand the explanations and instructions better, so change is less threatening.

"Before ESL the goal was survival. After ESL, employees begin to have the same goals as the rest of the workforce."

In practical terms, it takes less time and effort to introduce a new process because instructions can be provided in one language and employees can read and understand instructions better in general. Otherwise, translating instructions into several languages is time consuming and expensive.

"There are a lot of changes happening in nursing care. Employees are now able to read why these changes are needed."

One of the most important aspects of coping with change is the preparedness of employees to take on new tasks. Several employers whose companies were seeking ISO qualifications stressed that this was crucial to meeting the standards and winning certification. When processes needed to be changed and new technology added to achieve ISO certification, employees who had completed skills development courses were better able to adapt to meet the challenge.

"My gut feeling is that if you give employees more tools, both the hard skills and the soft skills such as time and stress management, it gives them some understanding of what change is all about and how to deal with it."

Improved Capacity to Use New Technology

Nearly three-quarters of employers saw an improved ability to use new technology in the workplace in WEP graduates. Estimates of the scale of improvement typically range from 40 - 80 per cent. Often improvements are a direct result of skills gained. In other cases, WEPs have an indirect impact by making subsequent computer and other technology training more successful.

Jobs are becoming more computerized and WEP training helps employees cope with this. Employees who are not afraid of computers are more open to new technology. Employees improve faster when they are comfortable using computers or computer-controlled equipment. For many, WEPs provide their first exposure to technology and allow them to develop some level of comfort with new technology.

"People are using computers who never dreamed they would ever do that."

WEP courses also benefit independent business people. One independent businesswoman, a farmer, went from almost never using a computer to almost daily use. Her new-found skills have made her so comfortable using a computer that she does all her own business accounting; she has the skill and confidence to figure out how to use or adapt programs to suit her business needs. Another farmer graduate estimates she is 40 per cent more efficient using a computer for record keeping. She plans to put in meters that will automatically record milk production for each cow - she would never have considered using this kind of technology before she took the farm accounting course.

Introducing sophisticated new equipment can be delayed for months when people are slow to learn because they have trouble understanding instruction manuals. When one company introduced a new Plasma Burner programmable cutting torch, operators gained the required excellent math skills through a WEP program and made a speedy transition to the new equipment.

"It’s a very sophisticated machine. Four years ago, no one would have picked up the book to learn how to use it."

Similar gains in using technology involve less complicated equipment. One employer has measured a 75% improvement in using scales to weigh product loads to meet weight regulations. Another reports a 30% increase in using micrometers. A third calculates a 20 per cent improved ability to use new company machinery. Another employer implemented a new inventory tracking system that assemblers had to learn to use; the WEP helped get his staff ready for the transition to the new system. Yet another found that employees were comfortable using a new digital copier because their literacy skills made them more eager to use new technology and less fearful.

Different kinds of WEPs can have powerful effects on the capacity to use technology in the workplace, depending on the state of employees’ skills and the nature of the new equipment. In one case, the ESL program yielded an estimated 50 per cent gain when a computer time clock system was introduced. The employer felt that there was no hope of introducing new technology before ESL training. Other employers have noted similar gains.

"The technology in our business is moving so fast that if you don’t keep up you get walked over. There is not a job in this plant where the person doesn’t have to have computer skills. And I would imagine that those requirements will get tighter and tighter."

Heightened capacity for job-specific training using technology is another benefit that ultimately derives from literacy skills development. Because of the WEP training, employers can get larger numbers of employees to take part willingly in computer-assisted training. Technological capacity can be leveraged: at one manufacturer of sophisticated instruments, individuals were able to learn to use this equipment and, in turn, teach others more quickly.  

"We used computers in the training so that they would be better able to deal with the new technology on the floor."

WEP training gives employees the confidence to learn new technologies. This confidence is crucial in many workplaces. Giving the employees a chance to familiarize themselves with computers was one of the greatest benefits one could gain; making the computer world user friendly to mid-forty-year-old employees was opening them a door of great opportunities.

Improved Capacity to Handle On-the-Job Training

Being adaptable to remain competitive requires employees who can adapt quickly to changing work environment and that means being capable of handling more on-the-job training. Two-thirds of employers report that their employees are better able to handle on-the-job training after taking part in WEPs. Estimates of the extent of the gain range from 25 - 75 per cent. This improved ability is especially important for employers who are introducing new processes and equipment into production. They find that being able to quickly bring people up to speed with new methods and lines of production helps them compete in the rapidly-changing economy.

It may take a while for employees to become comfortable with classroom learning. One employer measured a 20 per cent improvement in performance after a few months. Once employees started getting comfortable in a classroom environment the tension melted away, participants changed their attitude to learning and stopped feeling dumb for being in a classroom "at their age".

The impact of WEPs on employees’ learning is often cumulative because the more they learn the better they become at acquiring new information. Once employees start to learn and start gaining confidence in their learning capacities, there is often a steady increase in their ability to handle on-the-job training - one employer estimated it as high as 60 per cent. One employer observed that employees who have participated in a few courses are better at handling job-specific training than those who have not participated in any.

"When I started on the floor, I don’t recall getting any on-the-job training. Your foreman would tell you something and you were left to fend for yourself. Now we do mini-training sessions all the time."

Employers who see the gains can take maximum advantage by increasing the amount of on-the-job training they offer their employees. Some employers have recognized such significant gains that they now do all their training through on-the-job programs.

ESL training through WEPs is often the key. When learning materials are only available in English employees learn more easily once their English language skills are improved and polished. One employer saw a 25% gain in learning because employees understood the trainers better. With their new language skills, employees can take written information , verbal instructions and demonstrations and "put it all together" whereas before these were all very separate components of the learning process. The result is significant gains in the speed and accuracy with which employees learn through subsequent on-the-job training and a corresponding growth in their overall confidence about learning while working.

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Last updated: February 18, 2001 .