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

S.N. 1 2 3 4 5

Contents Literate and Illiterate Problems with illiterate people Workplace Illiteracy Survey on illiterates behavior Conclusion

Page no. 3 4 5 19 26

Literate and illiterate

Literacy has 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

Problem with illiterate employee

Have the supervisor hold a group meeting with his/her employees, including the one who is illiterate, and verbally 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 assist them. Or, if this disability is already known to the supervisor, maybe the employee has a trusted friend and 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 if the illiteracy is not known to other employees. Also, look into courses maybe at your local high school or community college where the employee could get help learning to read and offer to pay for the tuition. You would vastly improve their skills, and get a loyal employee too.

Decision making and coping of functionally illiterate consumers

A study of the decision making and coping of functionally illiterate consumers reveals cognitive predilections, 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, the elaborate 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

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 the top barriers to employment in Charlotte-Mecklenburg. The Board recognizes that workers who cannot read, write or perform other basic skills will find it increasingly more difficult to survive in the workplace as 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 and has joined efforts with the Charlotte Chamber, Central Piedmont Community College, CharlotteMecklenburg Schools and others to support Charlotte Reads, a major initiative of Advantage Carolina to improve literacy levels in Charlotte-Mecklenburg. In alignment with this initiative, the WDB believes that Charlotte-Mecklenburgs current school-based literacy must become a higher priority and efforts stepped 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 one out of five workers is considered functionally illiterate; the Board believes that for local employers to remain competitive, they will have to assume greater responsibility in reducing employee illiteracy because:

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

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. If
opportunities 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 costs will be recouped in increased employee productivity, reduced turnover and replacement costs,greater loyalty from employees who have received training and cost reductions resulting fromfewer on-the-job mistakesTo help employers better understand workplace illiteracy and what is being done locally and acrossthe country to deal with it, the WDB has developed this position paper as part of a series of papers on 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; and 6) Guidance for employers interested in workplace literacy training.

Barriers to Successful Employment in Charlotte-Mecklenburg Workplace Illiteracy A Growing Challenge to Employees and Employers
According to the National Institute for Literacy, as 20% of the American workforce may be functionallyilliterate. 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

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 that 38% 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 job applicants lacked basic skills, indicating a fairly significant rise over the three-year period.Illiteracy intheworkplace not only affects the ability of businesses to compete in the global economy, italso impedesworkers ability to obtain decent paying jobs and/or to advance to higher paying positions,often keepingworkers and their families trapped in poverty conditions. The AMA survey revealed that85% of the companies 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 continuously taking place in the workplace, employers in all industries are scrambling to find workers who can quickly adapt to new tasks and demands in the market. Low skilled workers are finding themselves in an increasingly 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 never have the opportunity to obtain the skills that will allow them to compete in the workplace. Their value to employers will always be limited. With more than 20% of adults in Charlotte-Mecklenburg estimated to have extremely limited literacy skills,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 August 2000, Charlotte Reads, 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

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

Barriers to Successful Employment in Charlotte-Mecklenburg

the current workforce? Charlotte Reads advocates expansion of Central Piedmont Community Colleges(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 be moving 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 skills training 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

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 workplace literate is someone who has the ability to read, write and speak in English, as well as compute and solve problems at levels of proficiency necessary to function on the job. The U. S. Department of Labor and the American Society for Training and Development has expanded upon this definition to include the following

Barriers to Successful Employment in Charlotte-Mecklenburg

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

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 always have 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

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 CharlotteMecklenburg 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 major drawbacks 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 to feedback 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

Reduction in employee turnover and employee replacement costs Loyalty from employees who have received training Fewer mistakes, thus creating a safer work environment Workers 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 crosssection 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 capacity to solve problems were cited as organizationalbenefits by 82% of the
employers surveyed. Three-quarters of survey respondents cite improved capacityto cope with change in the workplace. Other organizational benefits cited by employers were higher success rates in promoting employees (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 customer retention (42%); and increased employee retention (40%). Workplace education also helps employees develop positive attitudes about their work and ability to embrace change. Eighty-five percent of employers surveyed cite greater willingness and ability to learn for life as a skill gained through workplace education programs. Eighty four percent cite improved ability

Barriers to Successful Employment in Charlotte-Mecklenburg

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.)

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 each is provided below.

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 they complete 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

time off to devote to training a benefit that leads to greater loyalty to the company. At Carolinas Healthcare Systems, for example, most of the people who have successfully completed the workplace

Barriers to Successful Employment in Charlotte-Mecklenburg

preparatory GED training have stayed with the organization. Some individuals are pursuing advancement opportunities and are continuing to further their education. At the T.J. Maxx distribution center in southwest Mecklenburg County, over 50% of employees are non-English speaking. Working with CPCC, the company provides ESL classes for many of its workers and have found retention rates very high among those who have learned to speak English as a result of the classes. Having bilingual staff and coaches on staff have reinforced the class work and have provided a level of support that fosters retention among workers.

Keeping Employees Motivated to Complete Training

Studies of workplace literacy training indicate that, in some cases, participation levels drop off after the first weeks or months of a program. This is frustrating for employers who are trying to do the right thing. Reasons often cited are inadequate program quality, lack of time or poor quality textbooks. For whatever reason, the bottom line is that workers lose their motivation to want to stay with a training program. Employers might argue that it is not their role to motivate workers to want to learn, but encouragement and/or incentives from management to complete training may help keep employees motivated. Sitting down with employees and explaining the relevance of what they are learning to their jobs and to possible advancement opportunities may be helpful, along with providing positive recognition throughout training. Employees might assign greater responsibility to individuals who have completed a training program provide various incentives to complete the program such as a certificate of completion or recognition, a monetary bonus or an extra vacation day.

The Cost of Providing Training

Work-based literacy training is often viewed as an expense that should be avoided. Employers may look at it as a drain on a companys bottom line. However, work-based literacy training doesnt have to be expensive. In fact, because the Work-site Training Program offered through CPCC is partially funded by the State, the cost to employers is relatively low. Typically, employers only have to pay half the cost of training for an individual in this program. For an average size class of ten participants,the fee per instructional hour is approximately $12. A pre-assessment fee of $75 per hour is charged

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 expanding workplace literacy training opportunities should consider

Survey on managers behavior with literate and illiterate

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

36.66 yes no 63.33

Q.2- Do you think literacy is compulsory for smooth running of undertaking?

yes 50 50 no

Q.3- How do you like to transfer the information to an illiterate employee?

11.6

verbal 43.33 written other way 35

Q.4- Do you think non verbal communication is effective for illiterate workers?
1.66

38.33

yes no unanswered

60

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

11.66

literate illiterate 30 58.33 unanswered

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

26.6

28.33 simple complex uncontrollable

45

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

1.2 8.33

simple complex 31.6 48.33 uncontrollable unanswered

Q.8 - Do you think illiteracy is a barrier in improving staff relationship?

43.33 56.66

yes no

Q.9-What are the criteria you chose to judge an illiterate person?

38.33 communication behavior 61.66

Q.10- How do you get response from illiterate employee?

1.66

oral 43.33 written 55 unanswered

Q.11-Can a literate and illiterate perform teamwork together?

1.68

36.66

yes no 61.66 unanswered

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 too poor afford the education, and that the Government has been lax in establishing free education facilities at the primary level. Undoubtedly, these are responsible, but a little piece of news doing the rounds is that millions of kids are out of school because the places reserved for them by law were instead given to others like you and me. Although poverty and illiteracy have come down percentage-wise, the number of poor and illiterate people is going up, primarily because of unchecked population growth. Low productivity, 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; know what 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 to read 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 acquisition and 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 like terrorism, communalism etc. Etiquettes are also closely related to literacy. Youre likely to behave in an organized and decent manner if 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 and productivity on one hand, and literacy 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 the physical and mental growth of people and the development of the nation as a whole. It is high time people in power realize the urgency to act now to solve the problems.

A certain percentage of seats should be set aside for indigent children and their education should be funded by government. Schools should be allowed to simply buy off the land allotted to them at market rates, and extricate themselves from the burden of having to provide free education. Elementary schooling 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 the eligible children and enroll them in schools. Free food and books can be distributed through the NGOs. In conclusion, Literacy is not a luxury; it is a right and a responsibility. If our world is to meet the challenges of the twenty-first century we must harness the energy and creativity of all our citizens. Former US President Bill Clinton