A Guide to Workplace Literacy and Numeracy Needs ... - Workbase

A Guide to Workplace Literacy and Numeracy Needs Analysis 2OverviewA Guide to Workplace Literacy and Numeracy NeedsAnalysis (the Guide) has been developed as a resourcefor participants in professional development workshopson workplace literacy needs analysis. This second editionof the Guide has been updated to reflect changes to theworkplace literacy and numeracy environment in NewZealand since it was first published in 2006. The TertiaryEducation Strategy 2007-2012 and the New Zealand SkillsStrategy Action Plan 2008 both have a priority outcome“increasing the literacy, numeracy and language levels ofthe New Zealand workforce”.A detailed rationale for the focus on increasing the literacyand numeracy skills of the New Zealand workforce isincluded in the Tertiary Education Commission’s (TEC)Literacy, Language and Numeracy Action Plan 2008-2012.In May this year the New Zealand Government announcedfunding of $168 million for adult literacy for the period2008-2012. A large part of this funding is focused on theNew Zealand workforce. The criteria and requirementsfor TEC’s Workplace Literacy Fund (WLF) have also beenupdated.The remaining five sections directly relate to the stagesof a workplace literacy needs analysis.Stage 1 - Planning and preparationStage 2 - Organisational analysisStage 3 - Task and skill analysisStage 4 - Literacy and numeracy skills assessmentStage 5 - Analysis and reportingCompleting all stages ensures a balanced approach toa workplace literacy programme. Dispensing with theorganisational overview and/or the task analysis meansthat providers focus only on the employees, and issues areseen as skill gaps for employees rather than considering theimpact of organisational factors such as company systemsand processes.An overview of the needs analysis process is set out on thenext page.At the same time the TEC has published the updatedLearning Progressions for Adult Literacy and Numeracy(the Progressions) which are the key framework for adultliteracy and numeracy in New Zealand. The Progressionscan, among other things, be used to identify the literacyand numeracy related demands of tasks and texts and thisprocess, called “mapping”, has been incorporated into thisGuide.The Guide starts with an Introduction which situatesa needs analysis in relation to the overall process ofestablishing a workplace literacy programme.

Overview A Guide to Workplace Literacy and Numeracy Needs Analysis 3An overview of the needs analysis process:Stage1Stage2Stage3Stage4Stage5Planning andpreparationOrganisationalanalysisLiteracy taskand skill analysisLiteracy andnumeracy skillsassessmentAnalysisand reporting• provider is fundedfor needs analysis• select needsanalysis team• brief team• publicise needsanalysis• site tour• interview:- client liaisonperson- key personnel• observe andinterviewemployees• collect workplacedocumentation• analyse job role• identify literacytasks• map tasks and textsto the Progressionsto identify requiredliteracy andnumeracy skills• select skills forassessment• developassessment tasks• assess employees• analyse results of:- organisationalanalysis- task and skillanalysis- assessments• write report• make presentationto client (includingrecommendationsfor programme)

A Guide to Workplace Literacy and Numeracy Needs Analysis 4IntroductionThe New Zealand workforceMany employees in the New Zealandworkforce do not have all the literacyskills necessary to cope with the everydaydemands of work.A survey carried out in 2006 by the New Zealand Ministryof Education, called the Adult Literacy and Lifeskills Survey(ALLS), showed that 43 per cent of the New Zealandworkforce were below the minimum level of literacycompetence for everyday life or work. This survey alsoshowed that 51 per cent of the workforce did not have theminimum level of numeracy competence for everyday lifeand work.Contextual demands can range from simple tocomplex. Levels of complexity of literacy andnumeracy at work are linked to three main factors:• what has to be donee.g. the complexity of the task (extent of task andknowledge and skills required) and the complexityof the accompanying text (technical and abstractlanguage)• who is doing ite.g. person’s familiarity, knowledge and experiencewith context, task and text• how much support or assistance is providede.g. amount of expert assistance needed tocomplete task.What is workplace literacy and numeracy?Workplace literacy and numeracy is the reading, writing,speaking and listening, and numeracy employees in NewZealand workplaces use at work. Employees need toread, write, speak and listen, calculate, measure and usenumbers in a variety of ways that are constantly changing.The variety of ways depends on the job role, the task theemployee is doing, the skills they are using and the otherpeople involved.Literacy and numeracy are social and cultural practices thatare fully understood only in terms of context and purpose.Therefore workplace literacy and numeracy needs to beexamined in terms of settings (where), and purposes (why)and contextual demands (what is required).

Introduction A Guide to Workplace Literacy and Numeracy Needs Analysis 5Why provide workplace literacyand numeracy programmes?Workplace literacy and numeracy programmes are a directresponse to business needs and workplace change.These include:• using standard operating procedures• workplace communication e.g. giving and receivinginstructions• new ways of working e.g. team work• technological changes e.g. introduction of computernumerically controlled (CNC) machinery• legislative requirements e.g. health and safetylegislation• compliance requirements e.g. export certificates• training e.g. competency based industry training• globalisation.Workplace literacy and numeracy programmes offer someadvantages over programmes in other settings. Whenworkplace programmes take place on site, during worktime, this overcomes what are often barriers for otherprogrammes, e.g. transport and childcare. In additionworkplace programmes use authentic materials from theworkplace which provide learners with opportunities forimmediate practice, as well as making direct connectionsbetween the learning and the workplace and other contextswhere learners may use these skills.Why do a needs analysis?As part of the criteria for the WLF, the TEC requiresworkplace literacy providers to undertake an organisationalneeds analysis to inform any later workplace literacy andnumeracy programme.The key objectives of a needs analysis are to:• identify the match between the literacy andnumeracy skills required by company processesand the skills of employees• decide whether or not a programme is necessary• provide a framework for the development andevaluation of the programme.The needs analysis process also:• helps to publicise the programme and enrol linemanagers and potential learners• identifies barriers, issues and opportunities forany programme• identifies current and future literacy and numeracytasks and skills• identifies whether employees have these skills, and• confirms likely benefits for the company, prospectivelearners and other stakeholders.Unlike other education programmes the primary focusin workplace programmes is not on the learner. Insteadworkplace literacy programmes have a dual focus, aligningbusiness performance with the development of theindividual employee. This is necessary to provide benefitsfor the company (which pays some of the programmecosts), as well as the individuals who participate.

Stage 1 - Planning and preparation A Guide to Workplace Literacy and Numeracy Needs Analysis 7This Guide has as its starting point thatthe workplace literacy provider has beenfunded by TEC to carry out an organisationalneeds analysis. As part of the applicationfor funding the provider will have gatheredinformation about the company to compilea “profile” of the company and its issues.This profile is a reference document for theneeds analysis and subsequent programme.Selecting the needs analysis teamThe needs analysis team usually consists of at least twopeople – one of whom has literacy and numeracy expertise.The other, whom we refer to here as the provider manager,oversees the process, participates in some of it and isthe key contact for the client. The literacy and numeracyexpert carries out the task and skill analysis, develops theassessment tasks and leads the assessment of employees.Briefing the needs analysis teamThis is the responsibility of the provider manager.Points to cover include:• identify key client personnel – managers,supervisors, union personnel and employeeswho will be involved• confirm client liaison person for the needs analysis• confirm site health and safety requirements• discuss how client’s staff will be advised – word ofmouth, notices, electronically• confirm whether there is permission to takephotographs on site• possible interview questions• prepare a short presentation or talk for employeesabout the purpose of the needs analysis, timings,activities and introducing the provider.Publicise the needs analysisCompany employees need to be advised that a needsanalysis is going to take place. Work with the companyto establish the best way to do this for their workplaceand employees. The purpose is to inform employees butnot provide so much detail that employees might beconcerned.Carrying out a needs analysis can cause employees tofeel anxious. This is not surprising considering the needsanalysis involves observing employees working and thenlater ‘testing’ their literacy and numeracy skills. Employeesare usually keen to share what they are doing and answerquestions. However there will be some employees who willbe nervous or hostile about aspects of the needs analysisand it is important to handle that sensitively and get theinformation through other means.ProductsAt this stage of the process providers should havethe following documents:• company profile• list of health and safety requirements• needs analysis publicity material• permission to take photographs on site• presentation for employees• list of people to be interviewed• list of possible interview questions.

A Guide to Workplace Literacy and Numeracy Needs Analysis 8Stage2Stage OneOrganisational analysis

Stage 2 - Organisational analysis A Guide to Workplace Literacy and Numeracy Needs Analysis 10Interviewing key personnelGroup Information required MethodManagers • confirm company objectives• confirmation of company profile including key issues, futureplans and possible programme goals• communicative processes and systems• organisational cultureClient liaison person • site plan• workplace documentation• commentary on information from management1:1interviews/interviewquestions1:1 interviews/interview questionsSupervisorypersonnel• confirm information about the needs analysis already received• processes in their work area• machines/equipment used• range of job roles in their area• information about staff in their work area - shifts, ethnicities,age, qualifications, languages spoken in the workplace, trainingactivities• critical workplace issues• confirmation about documents used in that work area• personal information – role, length of service, qualifications,any issues1:1or group interviews/interview questionsUnion personnel • confirm information already received• information about training and skill-based pay systems(e.g. in collective employment agreement or ad hoc)• perceptions about workplace literacy programmes• information about Health and Safety Reps and Learning Reps• critical workplace issues1:1 interviews/interview questionsKey personnel(could be kaumatuaor matai, team leaders,long-serving employees)Groups of employeesin shifts or teams(this happens occasionally)• confirm information already received• critical workplace issues• need for workplace programme• support for workplace programme• confirm information already received• critical workplace issues• need for workplace programme• support for workplace programme1:1 or groupinterviews/interviewquestionsgroup interviews/interview questions

Stage 2 - Organisational analysis A Guide to Workplace Literacy and Numeracy Needs Analysis 12Analysis of documents and textsAfter the documents have been collected you need to gothrough them with the client liaison person and rank themin relation to the categories below.• criticality (how important it is to the company)• frequency (how often is it used)Category 5 4 3 2 1Criticality Extremely Very Quite Somewhat A littleFrequency Hourly Daily Weekly Monthly Less than monthlyRanking the most critical and frequently used documentsand texts is important when you come to decide onassessment tasks in a later stage of the needs analysis.Later you will map the documents and oral texts in terms ofcomplexity using the Progressions. For information aboutmapping texts see the Professional Development materialaligned to the Learning Progressions at www.tec.govt.nzCompleting the organisational analysisAt the end of this stage providers should be able to drawthe company’s workflow as well as describe the company’sprocesses and systems, particularly in relation to the areasor departments covered by the needs analysis. Providersshould be starting to identify whether or not any of thesesystems and processes create barriers and/or preventemployees accessing company communications.ProductsAt the end of this stage providers will have thefollowing documents:• organisational chart• diagram showing layout of company’s premises• workflow diagram• at least ten of the most critical and frequently usedworkplace documents• details of most critical and frequently used oral texts.

A Guide to Workplace Literacy and Numeracy Needs Analysis 13Stage3Stage OneTask and skill analysis

Stage 3 - Task and skill analysisA Guide to Workplace Literacy and Numeracy Needs Analysis 14Tasks and skillsEvery job role involves a number oftechnical job tasks. A task is somethingmeasurable – something that has to bedone. To carry out a task a person will useand apply a range of skills. These skills canbe acquired throughout our lives.Carrying out a technical task involves the contemporaneouscompletion of literacy and numeracy tasks. So when aperson is carrying out a technical task they are also carryingout literacy and numeracy tasks. It follows that when theyare using and applying technical skills they are also usingand applying literacy and numeracy skills. Here is anexample.Job role – Logyard OperatorJob (technical) tasks• Drive logstacker• Receive (unload) logs from trucks and trainsand place in appropriate bays in logyard• Load logs onto slash decks depending onprocessing requirements• Move logs from bay to bay depending on logstocks, processing requirements, condition of logs(e.g. green or seasoned)• Participate in logyard and wood processing teamsLiteracy and numeracy tasks• Carry out pre-start and shut down checks onlog stacker• Read logyard signs• Read logyard plan• Read processing plan• Speak and listen to truck drivers and slash deckoperators using radio-telephone or hand signals• Calculate whether load is oversize or not• Measure logs using callipers or tape• Read log markings• Read company procedures• Read and respond to faxes from managersor suppliers• Read meeting agendas and minutes• Complete any necessary forms e.g. reject form• Complete shift log• Contribute at team meetingsA more detailed breakdown of one of these job tasks showing the related literacy and numeracy tasks and skills is shown on page 15 of this Guide.

Stage 3 - Task and skill analysis A Guide to Workplace Literacy and Numeracy Needs Analysis 17Job Task: Receiving logs into the logyardSpeaking/Listening tasks Reading tasks Writing tasks Numeracy tasks• check with driver using radio-telephone• advise driver of any non-compliance(face to face)• advise driver where to park for unloadingor for checking load• delivery docket from suppliers (email, fax)• SOPs re receipt of logs and reject loads fornon-compliance• production details for day (log species,bays etc.)• logyard plan• log markings for correct species• log grade specifications• confirm order received• complete non-compliance documentatione.g. reject form• complete shift log• measure load for height requirementsagainst stanchions (sight)• measure logs for oversize (tape and callipers)Speaking/Listening skills Reading skills Writing skills Numeracy skills- have a listening and speaking vocabulary ofsome general academic and specialised words- understand spoken conversations and othersimple spoken language- listen for specific information- have an awareness of what to do whenlistening comprehension breaks down- have some awareness of purposesfor listening- respond to and use appropriate languageto manage simple interactions andnegotiate meaning- have an awareness of the conventions fortaking part in interactions- take part in spoken conversation and usea few oral text types- select and communicate information,ideas and thoughts using appropriatewords and phrases- fluently decode specialised words includingwords of many syllables- monitor reading for accuracy and sense- have a reading vocabulary that includes somegeneral academic and specialised words- recognise the features and structures of arange of text types- be aware of a range of visual text formsthat can be combined with or included inwritten texts- use comprehension strategies to assist inunderstanding information or ideas in longeror more complex texts- use strategies to locate important informationin texts- have some awareness of the differentpurposes of visual and written texts- understand the purpose and audiencefor the writing- have a writing vocabulary that is suitablefor the task- have a bank of words that can be writtenautomatically and accurately- be able to use basic grammar andpunctuation to construct short, simplesentences and compound sentences- use punctuation effectively- know and use the basic features of somecommon text types- write a short comprehensible text usingshort sentences- use knowledge of text structure to identifyand organise a limited number of ideasaround a familiar topic- review and then revise writing by making afew simple changes to the content based onre-reading and feedback- give and follow instructions for movementthat involve distance and directions- select and use appropriate standard units andinstruments to measure length and girth- use common benchmarks to selectappropriate methods for estimatingmeasurements- use knowledge of place value, basic additionand subtraction facts and number sequence- use partitioning strategies to solve complexaddition or subtraction problems- use strategies to solve problemsthat involve proportions and ratios

A Guide to Workplace Literacy and Numeracy Needs Analysis 18Stage4Stage OneLiteracy and numeracyskills assessment

Stage 5 - Analysis and reporting A Guide to Workplace Literacy and Numeracy Needs Analysis 25Analyse results of the assessmentsThis can be done in a number of waysbut tables and graphs are the most usefulmethod of summarising a lot of information,even if you have only assessed a smallnumber of people. Make sure the tables andgraphs have clear keys and are easy to read.Note critical results either before or following therelevant table or graph. For example:• 50% of employees assessed could complete healthand safety hazard form• 60% of employees assessed could not identifyrelevant information in a table• 70% of employees assessed had good basic mathsknowledge• 50% of employees assessed had low levels of Englishspeaking and listening skills, compared with the skillsrequired for their job role.Consider doing analysis by job role, departments or shift(e.g. supervisor/team leader, production/warehouse/dayshift etc). However, be aware of confidentiality issues andavoid identifying individuals.Synthesise information from all sourcesIdentify the two or three most critical issues to form acontext for this report and a background for any futureprogramme. These issues should relate back to issues orgoals identified by the company prior to the needs analysisbut could also introduce the impact of organisational issuesidentified during the needs analysis e.g. during mapping ofthe company’s systems and processes.Write a short description of what the needs analysisshowed in relation to critical and/or organisational issuesand how literacy and numeracy skill levels are impacting orwill impact on these issues, as well as covering the results ofthe assessments.Here is an example taken from a needs analysis report.“Managers identified that the employee handbook andStandard Operating Procedures were critical workplace textsthat employees interacted with every day. Managers expectedemployees to be able to read and follow the StandardOperating Procedures and report any difficulties with thesedocuments. The employee assessments completed as part ofthe needs analysis found only two of the 18 employees werefamiliar with the employee handbook and another five saidthey recognised the Standard Operating Procedures. The otheremployees said they had never seen the documents beforeor that other people dealt with them. These results haveimplications in terms of quality customer service and ongoingcustomer relationships.Reading ability was assessed using questions relating to theOSH Alert form, the Standard Operating Procedures and theemployee handbook. Participants were also asked to discussthe customer order form. As a result of their answers, needsanalysis participants’ reading skills were rated as low, mediumor high.Four of the 18 participants were rated as having a low readingability. This means they have a limited understanding ofcritical workplace vocabulary, for example supplier andemployee. They are not able to understand the setting outof a form using headings and, because of this, they cannotlocate information in a document. Their understanding of allworkplace documentation is extremely limited. One persondid not attempt the reading assessment.

Stage 5 - Analysis and reporting A Guide to Workplace Literacy and Numeracy Needs Analysis 26Seven of the participants’ reading skills were rated as medium.They have a basic knowledge of most critical workplacevocabulary, although gaps in their vocabulary knowledgeare apparent. For example words such as evacuation andhazard were unknown by several of the participants. Theyare able to read many words, however comprehension andunderstanding the entire message is at times limited. Theyare also unable to read over a document quickly and searchfor key words to locate information required. Instead theyhave to read the whole document to gain the gist. Increasingunderstanding of job-related vocabulary, expandingfamiliarity with workplace texts and developing reading skillswill increase understanding of workplace procedures andsupport ability to manage future changes.Six of the participants were rated as high-level readers. Theyhave an extensive knowledge of workplace vocabulary,can locate information efficiently in known and unknowndocuments and display an in-depth understanding of a rangeof workplace documents.”It is important to balance the report by recording whatemployees can do as well as what they can not do. Doingthis avoids a punitive or blame culture emerging as a resultof the needs analysis. After all, the purpose of the report isto identify skill gaps and not label employees as ‘failures’.If you are including in the report information you have beengiven by employees, it is important to ensure confidentialityand anonymity by stating ‘an employee reported’ or ‘duringdiscussions comments were made about’.RecommendationsMake recommendations for a programme linked to theneeds analysis results work group you assessed and theissues you have identified.For example, if the skills in one work group, department,or shift are significantly lower than others, you mightrecommend that tuition starts with that group.Alternatively you might recommend starting theprogramme with supervisors or team leaders, as often theirrole in companies is pivotal.Consider recommendations that can be easily implementedand that will provide some impact in a relatively short time.Develop strategies for approaching more difficult issuesand build these into your recommendations.Your reportThe WLF criteria specify that the report from theorganisational needs analysis should outline the literacyand numeracy needed in the workplace and inform anylater programme. In particular the report needs to includeinformation on target groups, the needs of the companyand current levels of literacy and numeracy skills. Theneeds analysis report is needed when Part B of the WLFapplication is submitted. If your report to the companycovers the information required by the WLF, you can attachit to the application rather than create a separate report.

Stage 5 - Analysis and reporting A Guide to Workplace Literacy and Numeracy Needs Analysis 27Basic structure of needs analysis report1. Report summarySummarises context, process, key findings and recommendations.2. Aim of reportThis very short section describes what you were trying to achieve in the needs analysis.3. ProcessAnother short section describes the method used during the needs analysis – what happened, when andwho was involved.4. ContextTwo or three critical issues which are linked to the issues and/or goals identified by the client companyprior to the needs analysis and verified during the process.5. Task analysisThe task analysis for a significant work role could be included in this section.6. Development of assessmentsThis section describes the assessment tasks and the rationale for the selection of the skills being assessed.7. Results of the assessmentsThese should be presented by department or role with a summary at the end.8. Recommendations9. Appendices• assessments tasks• graph/tables showing results (if not inserted in the actual report).Presenting your reportYou need to send copies of your report to the client andthen personally present your findings of the needs analysis,answer any questions and confirm the next steps.Develop a short presentation focussing on key results andrecommendations. Be prepared to add in more detail andexplanations during the presentation. Often companypersonnel are surprised by the skill levels revealed by theassessments.Ensure you can describe how the identified skilldevelopment needs can be addressed by a workplaceprogramme or other initiatives. Having specific informationabout how improved skills could impact on issues and/orgoals identified by the company prior to the needs analysisshows the company that you are focussed on improvedperformance.ProductsBy the end of this stage of the process providerswill have the following documents:• analysis of assessments (spreadsheet)• needs analysis report• presentation for company.