Why are we still doing workplace basic skills training?

by Susan Ferguson

I met up with a former colleague in the airport recently. He and I had worked together for about six years in the field of workplace basic skills education. We expressed mutual surprise at running into each other after more than five years and quickly began to catch up on each others lives. "So, what are you doing now?" he asked.

When I told him I was still setting up workplace basic skills programs in business and industry, he said, "I didnt know anyone still needed reading, writing, and arithmetic education."

Later, as I thought about our conversation, I realized that there are many people who think of workplace basic skills education as a magic bulletthe one-dose cure for all problems faced by an aging workforce in a rapidly changing work environment.

The push in the 1980s was to prepare for the predicted technology boom and the 21st century. Our major theme was, "Most of our current workers will still be working in the year 2000. Wed better make sure they are equipped to do the jobs of the future."

Well, 2000 is here and workplace basic skills educators are still in business. Will our work never end? Cant we do this job once and for all?

The answer is "No."

The simple truth is that the future is always out there. The skills that will be needed to deal with improvements in technology, management of information instead of machines, and changes in management styles will be different than those needed today. Workers whose skills are right on target today will be marginally equipped tomorrow. Those who are performing marginally today will be below standard tomorrow. Unfortunately, a high school diploma or a college degree does not ensure that graduates have the necessary basic skills for todays workplace.

Whether we call it training or education, re-skilling or cross training, the task of making sure workers are equipped to do their jobs will always be there. Workers must be capable of ongoing, regular learning to improve their job performance and strengthen their employment security.

There is no standardized test to determine how your workers measure up against their current jobs or against the jobs of five years from now. The best hedge against a major skills deficit in the future is ongoing training that focuses on the needs of the employees and their jobs, and, at the same time, teaches or reinforces the foundation skills of reading, writing and mathematics.

Not all workplace basic skills programs are effective in addressing the needs of the workers and their job performance. Most successful workplace basic skills programs have five elements in common.

1) There are clear goals for changes in behavior on the job. Teachers and students are aware of these goals. If a worker needs to read a gauge, record the reading on a chart, graph the average of the last three readings, and take action based on information on the graph, the lessons to teach this task should include all of the steps. The goal for training and the measure of success should be the accurate performance of all of the steps.

2) The "basic skills" classes are introduced as training programs designed to increase skills needed for the job. There is no stigma attached to job-related training that incorporates the basic skills because they are seen, not as remedial education, but as training. In most companies, everybody participates in some form of training.

3) Class materials are authentic job materials  manuals, charts, graphs, forms, company communications, etc. Class activities should mirror job tasks and use real job materials. It is important that the materials be whole and intact whenever possible. Students quickly see the relevance of the reading and math lessons when they see the connection to their jobs.

4) Classes are held during the normal workday, or students are paid for hours spent in class. Making classes a required and scheduled part of the job helps to avoid attendance problems due to family obligations and other after-work activities. This also makes it easier to monitor attendance.

5) Teachers are trained in methods for teaching adults and know how to teach the processes of reading, thinking and problem solving along with job content. Hiring teachers who know how to teach adults is as important as choosing the lessons to be taught. Teachers must exhibit a respect for students and for the work that the students do.

The company has the responsibility to orient teachers to the workplace and to help them understand company objectives, any changes that are taking place, and where the problem areas are.

The future of business and industry depends on a solid foundation of the basic workplace skills of reading, writing, mathematics and thinking. The payoff comes in many ways. When your workers have good basic skills, all training activities are more successful, workers do their jobs better, their work attitudes improve, and they gain confidence on the job and in dealing with co-workers and managers.

Susan Ferguson is the basic skills specialist for Strategic Work Systems, a consulting firm with offices in Greenville, S.C., and Mill Spring, N.C. For more information, call , e-mail or visit www.swspitcrew.com.

MRO Today.  Copyright, 2000.

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