Outcomes of workforce literacy provision

Qualitative research on the benefits of workforce literacy provision in Canada has been conducted by interviewing employers as to what the benefits are and analyzing their responses.
 
The Conference Board of Canada documented the benefits of workplace literacy programs for both employers and employees in 26 exemplary programs. The top benefits for employers were:

• employees’ increased success in technical and other kinds of job-related training
• greater productivity
• greater adaptability
• increased decision-making and better morale
• increased health and safety.

Employee benefits included:

• improved literacy skills
• greater self-confidence
• greater employability and ability to take these skills to families and communities.

 ABC CANADA in its report The Impact of Basic Skills on Canadian Workplaces found similar benefits as did Lynette Plett. [1]

Plett also found that the benefits the employers she talked to reflected the benefits indicated in the literature. She notes that the responses from employers are qualitative responses and only a few employers use quantitative measures, such as tracking those who went on to further education and training or to earn industry licences. One employer noted that when participants can work with their kids or they feel good about themselves, this cannot be measured by a Return on Investment (ROI).

Unions identify the impact and benefits of members who participate in workplace literacy training. These benefits include more union participation and commitment, more opportunities for promotion, greater community involvement, and better ability to help kids. One comment indicates that the benefits and impacts are anecdotal. [2]

Maurice Taylor examined the transfer of learning from workplace literacy programs to the workplace setting after the training. He notes that the research on this topic indicates there are problems with this transfer in that only a small proportion of workplace training transfers back at work. He used a model called the Role of Time Model of Learning Transfer to examine how learning transfers or not in 11 workplace literacy programs in different sectors across Canada. The model looks at the roles of instructor, trainee and supervisor before, after, and during the training to find out who and what time periods support this transfer. Instructors reported that both an individual needs assessment to find out what participants need to learn, and contextualized learning were key to a transfer of learning. Taylor found that barriers such as organizational climate, including poor communication, poor employee morale, lack of a learning culture or lack of encouragement, negatively affected transfer of learning. Other barriers to transfer of learning identified were large class size, not enough time to practice and programs offered off-site. He concluded that it is the work environment where there is the most opportunity for stakeholder support in transfer of learning .[3]

Taylor is presently working on a 2-year research project (2006-2008) to determine how transfer of learning occurs among employees in different models of  workplace literacy programs in Canada  and the United Kingdom. [4]

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