Summer Training2

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SUMMER TRAINING

PROJECT REPORT ON

HOW SHOULD MANAGERS BEHAVE WITH LITERATE AND ILLITERATE?

PROJECT REPORT UNDER SUPERVISION

OF

Mr. Akshay Arora & Mr. Rishikant

Submitted by: Rajeev kumar Chauhan

TAXILA BUSINESS SCHOOL Contents


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S.N. Contents Page no.

1 Literate and Illiterate 3

2 Problems with illiterate people 4

3 Workplace Illiteracy 5

4 Survey on illiterates behavior 19

5 Conclusion 26


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Literate and illiterateLiteracyhas traditionally been described as the ability to read and write. It is a concept claimed and

defined by a range of different theoretical fields.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) defines literacy as the

"ability to identify, understand, interpret, create, communicate, compute and use printed and written

materials associated with varying contexts. Literacy involves a continuum of learning in enabling

individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their

community and wider society."

Illiteracy The state of being illiterate, or uneducated; want of learning, or knowledge; ignorance;

specifically, inability to read and write; as, the illiteracy shown by the last census.

The exact nature of the criterion varies, so that illiteracy must be defined in each case before the term

can be used in a meaningful way. In 1930 the U.S. Bureau of the Census defined as illiterate any person

over ten years of age who was unable to read and write in any language. By the next census (1940),

however, the concept of "functional" illiteracy was adopted, and any person with less than five years of

schooling was considered functionally illiterate, or unable to engage in social activities in which literacy is

assumed.

Since that time, the concept of functional illiteracy has grown in popularity among American educators,

but the standards of definition have changed with the increasing complexity of most social activities.

Thus, by 1970, the U.S. Office of Education considered at least six years of schooling (and sometimes as

many as eight) to be the minimum criterion for functional literacy. In 1990 over 5% of the adult population

living in the United States did not meet that criterion


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Problem with illiterate employee

Have the supervisor hold a group meeting with his/her employees, including the one who is illiterate, andverbally discuss the new policy before it goes into effect.

After the policy goes into effect, do the same thing again.

Try not to single the employee out, but do reinforce the message verbally.

You also could ask the employee if he/she needs accomodation, such as a coach or reader to assistthem. Or, if this disability is already known to the supervisor, maybe the employee has a trusted friendand you could email the policy for the friend to explain to your employee.

Basically, think about ways you would do this if the employee was blind. Make sure you do this privately ifthe illiteracy is not known to other employees.

Also, look into courses maybe at your local high school or community college where the employee couldget help learning to read and offer to pay for the tuition. You would vastly improve their skills, and get aloyal employee too.

Decision making and coping of functionally illiterate consumers

A study of the decision making and coping of functionally illiterate consumers reveals cognitivepredilections, decision heuristics and trade-offs, and coping behaviors that distinguish them from literate

consumers. English-as-a-second-language and poor, literate consumers are used as comparison groups.

The strong predilection for concrete reasoning and overreliance on pictographic information of

functionally illiterate consumers suggest that companies should reconsider how they highlight the added

benefits of new products or the differentiating aspects of existing product offerings across channels

such as advertising, in-store displays, and positioning. Concrete reasoning also has strong implications

for the execution and presentation of price promotions through coupons and in-store discounts, because

many consumers are unable to process the information and thus avoid discounted products. Finally, theelaborate coping mechanisms identified and the loyalty that functionally illiterate consumers display

toward companies that are sensitive to their literacy and numeracy deficiencies reveal a potential for

loyalty programs aimed at this population that do not involve price discounts


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Workplace Illiteracy

A Growing Workforce Challenge

Second in a Series of Workforce Development Board Position Papers on

Barriers to Successful Employment in Charlotte-Mecklenburg

Approved by the Board June 25, 2001

Barriers to Successful Employment in Charlotte-Mecklenburgployees and Employers

Position of the Workforce Development Board:The Charlotte-Mecklenburg Workforce Development Board (WDB) has identified illiteracy as one of thetop barriers to employment in Charlotte-Mecklenburg. The Board recognizes that workers who cannotread, write or perform other basic skills will find it increasingly more difficult to survive in the workplaceas technology and other changes occur over the next decade.The Board has been instrumental in drawing attention to illiteracy and its impact on the workforce andhas joined efforts with the Charlotte Chamber, Central Piedmont Community College, Charlotte-Mecklenburg Schools and others to support Charlotte Reads, a major initiative of Advantage Carolina toimprove literacy levels in Charlotte-Mecklenburg. In alignment with this initiative, the WDB believesthat Charlotte-Mecklenburgs current school-based literacy must become a higher priority and effortsstepped up to ensure that the future workforce has the basic skills necessary to meet the demands of the

rapidly changing workplace---beginning at an early age. Regarding the current workforce, in which oneout of five workers is considered functionally illiterate; the Board believes that for local employers toremain competitive, they will have to assume greater responsibility in reducing employee illiteracybecause:

Incumbent workers, or those already in the workforce, will comprise the

majority of the

workforce for the next several decades.We have to work with who we already have.

As Charlottes international population grows, an increasing number of workers

will not be

able to speak English, which is a form of illiteracy. More and more businesses are relying on


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the international population to fill vacant positions.

Many low-skilled workers are working several jobs or have other obligations

that make it

difficult for them to take classes or training after work or on weekends. Ifopportunities are not

made available at the work-site or through other work sponsored training that is convenient to

workers, it is unlikely that many workers will obtain the basic skills training they need.

Investing in literacy/basic skills training is a strategic business investment. Over

time, the costswill be recouped in increased employee productivity, reduced turnover and replacement costs,greaterloyalty from employees who have received training and cost reductions resulting fromfewer on-the-jobmistakesTo help employers better understand workplace illiteracy and what is being done locally andacrossthe country to deal with it, the WDB has developed this position paper as part of a series of paperson

barriers to successful employment in Charlotte-Mecklenburg. It provides an overview of:1) The impact of workforce illiteracy on employers;2) A definition of workplace literacy;3) Types of workplace literacy training and delivery;4) The value of workplace literacy training to employers;5) Potential challenges/obstacles to implementing workplace literacy training; and6) Guidance for employers interested in workplace literacy training.


Workplace Illiteracy

A Growing Challenge to Employees and Employers

According to the National Institute for Literacy, as 20% of the American workforce may befunctionallyilliterate. This means that one in five workers may not be able to write letters, read

instructions, add andsubtract or perform other basic tasks necessary to fully function on the job. It also

means the chance formistakes---some which can be costly---may be high in many workplaces. The

Institute reports that


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American businesses are estimated to lose over $60 billion in productivity each

year due toemployees lack of basic skills.

The American Management Association (AMA) indicates that illiteracy among adults seeking

employment may be even higher. In a 1999 survey of over 2,000 U.S. corporations, the AMA found that38% of job applicants tested for basic skills lacked the necessary foundational skills such as reading,writing and math to do the jobs they sought. In 1997, the same survey revealed that nearly 23% of jobapplicants lacked basic skills, indicating a fairly significant rise over the three-year period.Illiteracyintheworkplace not only affects the ability of businesses to compete in the global economy, italsoimpedesworkers ability to obtain decent paying jobs and/or to advance to higher paying positions,oftenkeepingworkers and their families trapped in poverty conditions. The AMA survey revealed that85% of thecompanies that test applicants skill levels said they do not hire skill deficient applicants.

Only 5% hire them and offer remedial training. With the fast paced technological changes continuouslytaking place in the workplace, employers in all industries are scrambling to find workers who can quicklyadapt to new tasks and demands in the market. Low skilled workers are finding themselves in anincreasingly vulnerable position because of this growing demand for higher skilled, adaptable workers.The distressing truth is that if employees cannot read, write or perform other basic tasks, they will neverhave the opportunity to obtain the skills that will allow them to compete in the workplace. Their value toemployers will always be limited.With more than 20% of adults in Charlotte-Mecklenburg estimated to have extremely limited literacyskills,workforce literacy is an issue local corporate, education and community leaders have begun to

collectivelyzero in on and address as part of a community-wide effort to address illiteracy. In August2000, CharlotteReads, a five-year literacy development plan, was adopted as a priority initiative of Advantage Carolina,

aneffort spearheaded by the Charlotte Chamber to address economic growth and development issues in

the region. This literacy plan centers on three main goals:

1) Every child in Charlotte-Mecklenburg will start kindergarten with the age-appropriate skills

andexperiences necessary to be successful in school;

2) Children will be reading at or above grade level at each of the key educational gateways (3rd, 5th,8th,

and 10th grades); and

3) Charlotte-Mecklenburg will have a workforce that has the basic communications skills necessaryto

contribute to a rapidly changing workplace.

Implementation of the plan focuses, to a great extent, on addressing literacy needs of young people


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through expansion of the Bright Beginnings, Reach Out and Read and Family Literacy programs. Theseefforts will be vital to preventing illiteracy in future generations of workers. But what about illiteracy in


the current workforce? Charlotte Reads advocates expansion of Central Piedmont CommunityColleges(CPCC) Work-site Training Program to help increase literacy skills of todays workers. This

programestablishes workplace partnerships between CPCC and businesses to improve basic skills of

workers andenhance their performance on the job. Over the next five years, the plan proposes increasing

the numberof individuals receiving workplace basic skills training to 1,800 participants annually, five

times thenumber of people participating in CPCCs Work-site Training Program in 2000. CPCC is

currentlyworking with approximately 20 local companies with this program.Without a doubt, improving

the quality of the current workforce will depend largely on the willingness ofCharlotte-Mecklenburgs

employers to invest in training opportunities for their current employees. Whileyounger workers will bemoving into the workforce over the next ten to twenty years, incumbent workers,or those currently in the

workforce, will comprise the largest segment of the available labor pool for thenext several decades.

Therefore, it is prudent for businesses to invest in improving the basic skills ofthose already on the job.

Blaming employees for poor educational standards and expecting them to learnon their own wont help

employers solve the workforce crisis. To remain competitive, employers musttake greater responsibility

for reducing illiteracy in the workplace, not only by providing trainingopportunities for their employees,

but by helping motivate workers to want to devote the time and energyto learning. Research shows that

many companies recognize the problem of workplace illiteracy, but relatively feware providing basic skillstraining for their employers. In a study conducted by the W.E. Upjohn Institutefor Employment Research, it

was reported that 25-40% of workers in small and medium sized businesseshave low enough levels of

basic skills to impede job performance, yet only a small minority of firms---between 1 and 3%---offer any

type of formal basic skills training. Much of the training that is providedfor workers in all sizes of

companies is oriented toward specific job skills or tasks, not the foundationalbasic skills.Results of a

recent Charlotte Chamber survey of local workforce needs, conducted by the UNC UrbanInstitute and

Central Piedmont Community College, show that a high percentage of local employers(92.5%) recognize

the need to provide more employee training and plan to do so over the next five years.In the survey,companies also indicated that in-house training will be the primary method of providingtraining. From

this, it can be assumed that much of the training will be specific job or task relatedtraining. It is not clear

whether basic training such as reading, math or General Education Development(GED) Diploma

preparation is being considered. Typically outside expertise, whether through thecommunity college or


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other community-based training entity, is called upon for such basic skills training.The survey also

revealed that the top six training needs cited by employers are for soft skills including:

1) teamwork ability; 2) communication; 3) interpersonal skills; 4) self-initiative; 5) leadership ability; and

6) listening

Employers perceive, however, that over the next five years, the greatest increase in trainingneeds

needwill be for English language skills, reading skills, understanding graphs and charts andworking with

diverse cultures, all of which can be considered aspects of workplace literacy.

What is Workplace LiterWorkplace literacy encompasses the basic and higher order skills individuals

need to function in theworkplace. As defined by the National Literacy Act of 1991, an individual who is

considered workplaceliterate is someone who has the ability to read, write and speak in English, as well

as compute and solveproblems at levels of proficiency necessary to function on the job. The U. S.

Department of Labor and theAmerican Society for Training and Development has expanded upon this

definition to include the following


list of basic skills that employers believe are important and part of what it means to be literate in

theworkplace:

knowing how to learn

reading, writing and computation

listening and oral communication

creative thinking and problem solving

self-esteem, goal setting/motivation, and personal/career development

interpersonal skills, negotiation and teamwork

organizational effectiveness and leadership

Local education and workforce development specialists concur that all of the above are dimensions of

workplace literacy, along with the ability to understand and use computers, which is increasingly


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becoming an essential skill needed in all aspects of the workplace. Contrary to popular belief, literacy

now embodies much more than the ability to read and write.The trend in basic skills training for

incumbent workers is clearly moving away from subject-driven, offsiteclassroom-style education or

training sessions which can be very time consuming and inconvenient toworkers. While employers alwayshave the option of sending their employees to classes at thecommunity college or other off-site location,

more innovative training methods that bring the training to the worker are being employed. In-house staff

of most companies, particularly small and medium sized ones, generally are not equipped to provide basic

skills training to employees. Consequently, most human resource managers and/or business owners are

seeking the help of outside training experts whenthey decide to offer such training opportunities. In

Charlotte, Central Piedmont Community College isthe primary source of most of the basic work-site skills

training offered. The college will work closely with businesses to customize training to meet the specific

company needs.Some of the types of training offered at the work-site include:

Classes to help workers prepare for and acquire their GED

English as a Second Language (ESL) classes and tutoring

Basic reading, writing and math classes

Basic computer skills classes

The amount of time workers need to devote to such classes varies. Typically training ranges

from two to six hours a week of instruction and/or lab work. The overall duration for any

one class varies depending on the needs of the worker. For example, for some pursuing their

high school diplomas through the GED program, it may take six months. For others, it might

take two years. Many of the classes are self-paced with training modules, so participants

can fit the training into their work schedules and go at a pace thatmeets their individual

needs.Technology is also allowing greater flexibility in providing convenient and effective

training to workers.

For example, CPCC is currently pursuing funds to provide a mobile wireless laptop lab loaded

various basic skills software to take into the workplace as part of its Work-site Training


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Program offerings. This would allow each employee to study Adult Basic Skills subjects while

filling the need of introducing students to the use of the computer. The mobile laptop lab is

designed for teaching in business and industry; it would fill the gap between holding single

subject classes on site or hoping that Barriers to Successful Employment in Charlotte-Mecklenburg workers go to local education centers. This portable computer classroom,

capable of a wide range of software applications, would accomplish what traditional

classrooms cannot. Online training also is increasingly becoming more popular for

employees and employers. It is convenient and can be effective for students at the work-site

or at home and doesnt require any additional investment of infrastructure. It simply

involves having a connection to the Internet and using a web browser. True web-based

training includes all lessons, exercises and collaboration within the web browser. The majordrawbacks are limited access to computers and the inability of workers to read and/or use

a computer. Training to overcome some of the basic illiteracy issues would need to be

addressedbefore online training could even be considered for a segment of the workforce.

For those who can read and use a computer, however, online training is an option companies

should at least consider. Teaching methods change, and computers provide the opportunity

to help employees learn in different ways and at their level of comprehension. Computers

offer learner-centered methods for individualized education. The students have access tofeedback that informs them of their progress. At the same time, it is possible to use group

instruction to assist the visual learners in the group grasp the material. Audio and visual

combinations add to the educational dimensions. Students who are faster or slower than the

group can advance at their own pace. With the teacher available to facilitate at al levels,

students will find it possible to progress unhampered by the usual classroom

constraints.Employers may be challenged to identify a specific monetary return on their

investment for providing basic skills training opportunities for their workers. However,research on the success of such training and reports from local human resource

professionals who work with companies that provide basic skillstraining report favorable

results that can translate into financial gains. The major outcomes reportedinclude:

Increased productivity


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Reduction in employee turnover and employee replacement costs

Loyalty from employees who have received training

Fewer mistakes, thus creating a safer work environmentWorkers who feel better about themselves and become better employees

The report, Turning Skills Into Profit: Economic Benefits of Workplace Education Programs,

includes asurvey of more than 40 private and public sector workplaces from a cross-

section of economic sectors throughout the U.S. Findings of the report indicate that 87% of

employers surveyed cite improved morale as an organizational benefit gained through basic

skills workplace education programs. Increased quality of work, better team performance,

and improved capacityto solve problems were cited as organizationalbenefits by 82% of theemployers surveyed. Three-quarters of survey respondents cite improved capacityto cope with change in

the workplace. Other organizational benefits cited by employers were highersuccess rates in promotingemployees (71%); improved effectiveness of supervisors (69%); improved labor-management relations

(65%); increased output of products and services (65%); increasedprofitability (56%); reduced error

rate (53%); better health and safety record (51%); increased customerretention (42%); and increasedemployee retention (40%). Workplace education also helps employees develop positive attitudes about

their work and ability toembrace change. Eighty-five percent of employers surveyed cite greaterwillingness and ability to learnfor life as a skill gained through workplace education programs. Eightyfour percent cite improved ability


to listen, to understand, learn, and apply information and analysis, as well as improved understanding and

ability to use documents, as skills they obtained from such programs. Other skill improvements reported

because of workplace education programs were a more positive attitude toward change (84%); better

ability to work in teams (80%); increased understanding of and ability to use numbers (76%); improved

capacity to think critically and act logically (73%); improved ability to use computers and other

technology (65%); heightened understanding and willingness to work within the group's culture (65%);

stronger understanding of and ability to use prose (53%). (Source:Turning Skills Into Profit: Economic

Benefits of Workplace Education Programs, Office of Vocational and Adult Education, 1999.)


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Some of the main challenges or obstacles that have been identified through studies on workforce literacy

training and from first-hand experience of local employers and educators are: 1) workers embarrassment

about being illiterate; 2) employers fear of losing their investment in training if employees leave

aftertraining; 3) keeping employees motivated to stay with a training program once they start; and 4)

concerns about the cost of training. A brief discussion of some of the issues relating to eachis providedbelow.

Workers Embarrassment About Illiteracy

One of the greatest challenges employers face in providing literacy or basic training is getting

participation from workers who are reluctant to admit they cant read or write or have no high school

degree. Such workers often fear being made fun of or being considered stupid by the rest of the

workforce or being thought less of by their employer. Unless employers are sensitive to the signs of

illiteracy, they may not even be aware an employee has a problem. Workers may memorize information or

bring work home to have a spouse or their children help them with it so their secret is not revealed.

They may also continually forget to bring their reading glasses with them, a common tip off to

employers that poor eye sight is not the workers real problem. An estimated 10% of the illiterate

population in the U.S. wont participate in literacy programs because of the stigma people may attach to

it. To some who cannot read or write, being illiterate is considered a character flaw that needs to be

hidden. Consequently, for companies to be successful in getting participation from hesitant participants,

they must present the opportunities in a sensitive way and ensure that participating workers are not

singled out or identified to the rest of the workforce, unless they want to be. A human resource director

from one large company in Charlotte says that her company never identifies a class as a GED or basic

reading class, but rather lumps all the training into the basic skills category. Everyone can improve

their basic skills, she adds, so the stigma isnt the same.

Employers Fear of Losing Employers Once They Improve Their Skills

Many employers are concerned about their return on investment for training. They fear if they provide

opportunities for their employees to enhance their basic skill levels, the workers may leave once theycomplete their training. This is always in the back of my mind, says one Charlotte HR director who

provides worksite-training opportunities, but that hasnt been the case for us. She and others who have

been providing basic skills training indicate that employers report that providing training opportunities

such as GED preparation are paying off with good retention rates. Employees view the


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for testing and evaluating employees. (Pre-assessment takes approximately two hours to complete.)

Generally, books and instructional materials cost $14 per employee. CPCC has a minimum class size of 10

students. Smaller size companies that may not be able to fill a class are known to collaborate with other

small companies to meet the minimum class size requirement and share the hourly instructional cost,

making the cost to employers even more affordable. Employers considering providing or expandingworkplace literacy training opportunities should consider


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Survey on managers behavior with literate and

illiterate

63.33

36.66

Q.1- As a manager would you like to hire an

illiterate?

yes

no

5050

Q.2- Do you think literacy is compulsory for

smooth running of undertaking?

yes

no


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43.33

35

11.6

Q.3- How do you like to transfer the

information to an illiterate employee?

verbal

written

other way


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38.33

60

1.66

Q.4- Do you think non verbal communication

is effective for illiterate workers?

yes

no

unanswered

58.33

30

11.66

Q.5- According to you who is more reliable?

literate

illiterate

unanswered


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28.33

45

26.6

Q.6- what is the behavior of illiterate person?

simple

complex

uncontrollable

48.3331.6

8.33

1.2

Q.7- what is the behavior of literate person?

simple

complex

uncontrollable

unanswered


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56.66

43.33

Q.8 - Do you think illiteracy is a barrier in

improving staff relationship?

yes

no

61.66

38.33

Q.9-What are the criteria you chose to judge

an illiterate person?

communication

behavior


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55

43.33

1.66

Q.10- How do you get response from

illiterate employee?

oral

written

unanswered

61.66

36.66

1.68

Q.11-Can a literate and illiterate performteamwork together?

yes

no

unanswered


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Conclusion

Illiterates are simply those who cant learn, read or write. But does that translate into those who cant

learn, earn, read, breed; that those who cant write are never right?

Why do many poor children not attend school? The response usually heard is that their families are toopoor afford the education, and that the Government has been lax in establishing free education facilitiesat the primary level. Undoubtedly, these are responsible, but a little piece of news doing the rounds is thatmillions of kids are out of school because the places reserved for them by law were instead given toothers like you and me. Although poverty and illiteracy have come down percentage-wise, the number ofpoor and illiterate people is going up, primarily because of unchecked population growth. Lowproductivity, ignorance and superstitions are the other causes.

Think about what you would miss if you could not decipher what was on the side of your medication; knowwhat television show is coming up on your cable, or even read the daily news. The loss is insurmountable.

Poverty and illiteracy are linked to each other. The more the illiteracy, the more will be unemployment,which in turn, would encourage child labour. How many jobs can you think of, that do not require you toread or write? This is like carnaging the mass without any weapons.

Effective learning and communication in this computer age is difficult without literacy, so is acquisitionand sharing of knowledge and information. Literacy empowers the citizens of the country with weapons of

rational thinking, liberty, cohesiveness and mutual understanding.Literacy is a big force in alienating undemocratic forces and social and economic problems liketerrorism, communalism etc.

Etiquettes are also closely related to literacy. Youre likely to behave in an organized and decent mannerif you know when to do what. This creates a distinct line between the illiterate and the literate.

World Bank studies have established the direct and functional relationship between literacy andproductivity on one hand, and li teracy and the overall quality of human life on the other. I feel that,

Progress = Successful people/Total Population.

So people are the common denominator of progress. In fact, literacy is considered a pre-requisite for thephysical and mental growth of people and the development of the nation as a whole. It is high time peoplein power realize the urgency to act now to solve the problems.


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A certain percentage of seats should be set aside for indigent children and their education should befunded by government. Schools should be allowed to simply buy off the land allotted to them at marketrates, and extricate themselves from the burden of having to provide free education. Elementaryschooling should be made universal. A new Gurukul scheme needs to be implemented shifting the

initiative to single-teacher schools in every street. NGOs can be involved in this project to identify theeligible children and enroll them in schools. Free food and books can be distributed through the NGOs. Inconclusion, Literacy is not a luxury; it is a right and a responsibility. If our world is to meet thechallenges of the twenty-first century we must harness the energy and creativity of all our citizens. Former US President Bill Clinton

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