Appendix 2: Examples of basic skills programmes

EXAMPLE 1: Roofing Industry Training Association of Alberta, Edmonton

Participants in the pilot project were self-selected employees of businesses who belonged to the roofing association. The group was composed of 14 male roofers having an average age of 32 years and roofing experience ranging from 3 months to 30 years. The programme aimed to provide employees in the roofing industry with the necessary literacy skills development to better perform their jobs and to keep up with technological changes within the roofing industry.

Programme development process-A partnership was set up between the Roofing Industry Training Association of Alberta and Alberta Vocational College-Edmonton (AVC-E) in November 1993. An Advisory Committee, comprised of members from stakeholder groups, provided input and guidance for the project. Key stakeholders included roofing contractors (employers of the roofers), roofing employees, funders, programme advocates and three educational institutions. An extensive needs assessment to collect baseline data was conducted during the first phase of the project. This involved interviews with management, roofing industry administrators, a roofing inspector, educational instructors and prospective participants. AVC-E used information gained in these interviews to develop the programme model and curriculum. Participants were recruited by two grassroots level champions- a roofing inspector and a roofing employee.

Programme description-Because roofers work long hours and frequently out of town, a drop-in learning centre was established to deliver training. This drop-in concept also accommodated the different focus, needs and interests of the participants. The programme provided opportunities to develop computer literacy skills; to upgrade numeracy, reading, and writing skills in the context of workplace content; to enhance communication and interpersonal skills; and to build self-esteem. One hundred hours of literacy upgrading were provided.

Successful outcomes

▪ Over 20 percent gains in pre/post assessment scores.

▪ High levels of student satisfaction with programme components, particularly speakers' presentations, mathematics, computer literacy and writing.

▪ Overall attendance average of 76 percent.

▪ Significant change in attitudes with respect to learning in general as well as continuous lifelong learning.

▪ An enhanced feeling of confidence about success in future learning endeavours.

Source: ABC CANADA 1999

EXAMPLE 2: Twin Oaks/Birches Continuing Care Centre, Musquodoboit Harbour, Nova Scotia

Learners were ten female healthcare workers (nurses, nursing assistants and personal care workers) whose ages ranged from 24 to 64 years, and whose education levels ranged from grade 9 to grade 12 plus a 2-year diploma. Workplace education was initiated to give employees the skills needed to manage changes in their environment resulting from the implementation of a healthcare worker accreditation process and a new Twin Oaks/Birches Continuing Care Centre focus on clients with Alzheimer and dementia conditions.

Programme development process-Partners in the programme included provincial and federal government agencies, and Twin Oaks management, labour and employee participants. Through an interview process that involved all of these interested groups, basic writing skills to be used in reading and writing comments on client charts were agreed to need the most improvement.

Programme description-A course in charting was developed and taught by an in-house nursing instructor. The objective was for all employees to be able to write clear, concise and consistent comments on the clients' inter-disciplinary charts. In the initial phase, 12 employees received 40 hours of instruction over a five-month period. Each classroom session was two hours in length; time was shared equally between employer and employee. Funding was provided by agencies of both federal and provincial governments. The charting curriculum is now being used as the basis of other workplace education charting courses in special care homes throughout Nova Scotia. As well, participants in the pilot charting programme recommended a subsequent programme be developed for verbal skills/supervisory communication. This programme has also been successful. It is now part of new employee orientation and is being used as a model for another long-term care facilitiy in the area. Government agencies continue to provide funding.

Successful outcomes

• Quality care for Twin Oaks/Birches Continuing Care Centre residents.
• Increased employee skill levels, as evidenced by improved quality and consistency of charts.
• Greater personal satisfaction and confidence for employees.

Source: ABC CANADA 1999

EXAMPLE 3: Darley Refractories Pty Ltd, Victoria, Australia

Darley Refractories Pty Ltd manufactures high temperature firebricks and related products. Ten people work at the company with six in the manufacturing plant. The six plant workers participated in the Workplace English Language and Literacy (WELL) programme. The aim of the programme was: to improve efficiency in workplace operations through improved communication skills and understanding of workplace documentation; develop computer literacy skills; increase productivity as a result of improved efficiency; and attain certification for completed units of competency. Financial support from the WELL programme made the training viable.

Programme development process-The greatest challenge was maintaining production while upskilling the workforce. The general manager and the trainer negotiated a cost-effective solution to this challenge by having staff access the training in groups of three.

Programme description-Training was delivered in weekly three-hour blocks over a three-month period. It was broken into two core components. The first stage was having the six operatives write up the standard operating procedures (SOPs) using each worker's specialised knowledge. The second stage was training in computer literacy. Communication skills training was integrated with the development of the SOPs and computer literacy training.

Successful outcomes

• Communication in the workplace improved, particularly in terms of discussion of workplace issues and asking questions. Workers are more confident in relaying messages and involve each other in the different areas of the plant.
• Greater workplace flexibility and increased individual responsibility.
• Product non-conformity has reduced.
• The company has an SOP and troubleshooting manual over which workers have a real sense of ownership.

Source: WELL Fact Sheet, Australia