ce 068 690 author cole, lee thomas title · cole, lee thomas mining sector. basic skills needs...

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CE 068 690

Cole, Lee ThomasMining Sector. Basic Skills Needs Assessment. INCO(Manitoba Division) & Local 6166 United Steelworkersof America.Manitoba Dept. of Education and Training, Winnipeg.Literacy and Continuing Education Branch.National Literacy Secretariat, Ottawa (Ontario).9439p.; Developed for the Workplace Education ManitobaSteering Committee. For related documents, see CE 068682-689.Reports Research/Technical (143)Tests /Evaluation Instruments (160)

MF01/PCO2 Plus Postage.Adult Basic Education; *BLsic Skills; CommunicationSkills; *Difficulty Level; Educational Research;Foreign Countries; *Literacy Education; MathematicsSkills; *Mining; Needs Assessment; ProductiveThinking; *Readability; Reading Skills; *SkillAnalysis; Task Analysis; Vocational Education

IDENTIFIERS. Manitoba; *Workplace Literacy

ABSTRACTA project examined the skills gap within the mining

industry, identified and prioritized skills common to all jobs andoccupations, and provided insight into skills that workers are likelyto need in the future. The research for the basic skills needsassessment was conducted from JuneOctober 1993 at INCO's ManitobaDivision Operations in Thompson, Manitoba. The following techniqueswere used: basic skills survey, basic skills task analysis, basicskills assessment, and workplace reading materials assessment. Thesurvey examined the reading, mathematics, communications, andproductive thinking skills of 317 employees. Data were analyzed todetermine the critical, essential, and important workplace literacyskills based on the percentage and frequency of use. The majority ofreading materials were beyond the reading comprehension levels of themajority of participants. Employees were interested in and willing toimprove their basic skill levels. Increased demands on employees'basic workplace skills had the most impact on those who moved fromone work area to another and who had recently gained supervisorypositions. The largest barrier to worker participation in upgradingprograms was the shift work inherent in the industry. Generalrecommendations were as follows: a distinction between teaching ofbasic skills and task-specific training; inclusion of shift workersas a priority; and inclusion of English as a second language.(Appendixes include the survey instrument and list of 11 references.)(YLB)

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WORKPLACE EDUCATIONMANITOBA

MINING SECTOR

BASIC SKILLS NEEDS ASSESSMENT

INCO [MANITOBA DIVISION]

LOCAL 6166 UNITED STEELWORKERS OF AMERICA

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BEST COPY MAKE 2

by Lee Thomas Cole

Educational Technology Consultant, 1994

ACKNOWLEDGMENTS

Members of the Workplace Education Manitoba Steering Committee [WEN: Rob

Despins, Greg Maruca, Pat Moore, Sylvia Magyar, and Sue Turner, would like to thank

the National Literacy Secretariat of Human Resources Department Canada for their

financial assistance. In particular, we would like to thank Bridgit Hayes, Program

Consultant with the National Literacy Secretariat. The Workplace Education Manitoba

Steering Committee would also like to thank the Manitoba Government for providing

coordination for this project through the Manitoba Literacy and Continuing Education

Branch of the Manitoba Department of Education and Training.

The author would like to thank the Educational Process Improvement Team of INCO's

Manitoba Division: Morgan Svendsen, Marty Sanders, Ron Tate, Merralyn Kidd, Ed

Chuckrey, Dan McSweeney, and Anne Nicholls, for their support and assistance during

the data gathering portion of the project. Appreciation is also extended to the members

of the Thompson workforce who volunteered their time and expertise and who made the

study possible. Thanks are due also to Janine Gagnon and Nicole Gagnon who helped

tally the data, and to Caroline Ben-Ari who edited the tmal drafts of the report.

3

TABLE OF CONTENTS

EXECUTIVE SUMMARY 1

INTRODUCTION 3

THE PROCESS 3

PROJECT PARTICIPANTS 4

BASIC SKILLS SURVEY 5

READING SKILLS 6

MATHEMATICS SKILLS 8

COMMUNICATION SKILLS 11

PRODUCTIVE THINKING SKILLS 13

BACKGROUND AND EDUCATION 17

BASIC SKILLS ASSESSMENT 18

WORKPLACE MATERIALS READABILITY ASSESSMENT 20

GENERAL READING MATERIALS ASSESSMENT RESULTS 21

WORK AREA READING MATERIALS ASSESSMENT RESULTS 22

CONCLUSIONS 25

RECOMMENDATIONS 27

APPENDIX 30

4

II

BASIC SKILLS NEEDS ASSESSMENTEXECUTIVE SUMMARY 1

5

'MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA

EXECUTIVE SUMMARY

The Problem

Where once much of the mining industry's basic skill requirements focused on strength andstamina, today's workplace increasingly requires workers to use reading, writing,mathematics, and thinking skills. In addition, the workforce requires a strong grasp ofcomputer skills, productive thinking skills and problem-solving skills, among others. Thepurpose of this project was to examine the skill gaps within the industry, to identify andprioritize the skills common to all jobs and occupations within the industry, and to provideinsight into the skills that workers are likely to need in the near future.

The Process

The research for the Basic Skills Needs Assessment was conducted from June 1, 1993 toOctober 28, 1993 at INCO's Manitoba Division Operations in Thompson, Manitoba. TheBasic Skills Needs Assessment consists of four parts: Basic Skills Survey, Basic Skills TaskAnalysis, Basis Skills Assessment, and Workplace Reading Materials Assessment.

Basic Skills Suivey: This portion of the study consisted of confidential interviews with 317randomly selected participants. The interview questionnaire contained questions on the basicjob-site skills the participants perceived themselves as using to undertake the duties requiredby their jobs, as well as on their background and education.

Basic Skills Task Analysis: This portion of the study consisted of confidential interviewswith eight middle-skill level workers, one from each work area. The tasks outlined in theparticipant's job description were examined for the basic job-site skills used to complete eachtask.

Basic Skills Assessment: Every participant iri the Basic Skills Survey was given the option ofcompleting the Basic Skills Assessment, which examined participants' current skill levels infour areas: reading, mathematics, writing and self-expression.

Workplace Reading Materials Assessment: Representative read;:4; materials werecollected from throughout the INCO operations. The samples were analyzed for readabilitylevels using eight different computer indexes.

MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA

EXECUTIVE SUMMARY [cont.]

Conclusions

The majority of reading materials examined are beyond the reading comprehension levels

of the majority of participants when compared to the results of the basic skills assessment.

Government documents and employment documents are overly complicated in language,

structure and presentation format.

There is a strong interest and willingness on the part of employees to improve their Basic

Skill Levels.

The increased demands on employees' basic workplace skills impact most on thoseemployees who are moving from work area to work area, and on workers who haverecently gained supervisory positions.

Current training department courses and personnel are not geared to identify, evaluate or

provide instruction in the areas of basic workplace skills development.

Current employee induction and orientation procedures tend to mask or ignore problems

which could arise on the work site due to a lack of basic workplace skills.

The largest barrier to worker participation in upgrading programs is the schedule created

by the shift work inherent in the industry. This was indicated by comments volunteered by

several participants during their interviews.

General Recommendations

That a distinction be made between the teaching of basic skills and the task-specifictraining current in the industry.

That the inclusion and success of shift workers be a priority in the development anddelivery of all programs.

That the inclusion of an English as a Second Language component be a priority inprogram development.

The body of the report contains specific recommendations for curriculum development,program delivery, and course development.

BASIC SKILLS NEEDS ASSESSMENT EXECUTIVE SUMMARY 2

6


INTRODUCTION

Definition of Basic Skills

Where once much of the mining industry's basic skill requirements focused on strength andstamina, today's workplace increasingly requires workers to use reading, writing,

mathematics, and thinking skills in order to perform their job tasks. Furthermore, theworkplace is evolving into a technical one that, in addition, requires the workforce to possessa strong grasp of computer skills, productive thinking skills, information processing skills,

judgment and decision-making skills, critical and creative thinking skills, interpersonal and

social skills, and problem-solving skills. Both workers and management are aware of the need

to develop these basic skills in those who lack them and of the need to upgrade the skills ofthose who possess them.

Purpose

The purpose of this project was to examine the skill gaps within the industry, to identify and

prioritize the skills common to all jobs and occupations within the industry, and to provide

insight into the skills that workers are likely to need in the near future. The major focuses of

the project were to assemble' a database of skills to provide a statistical reference base for

future curriculum and course development, and to develop recommendations to the industry

for program development.

THE PROCESS

The research for the Manitoba Mining Sector Basic Skills Needs Assessment Project was

conducted from June 1, 1993 to October 28, 1993 at INCO's Manitoba Division Operations in

Thompson, Manitoba. The INCO operations consist of three underground mines, an open pitmine, a crushing mill, a smelter, a refinery, maintenance shops, administration offices,technical support services and professional staff and services.

The Basic Skills Needs Assessment consists of four parts: Basic Skills Survey, BasicSkills Task Analysis, Basis Skills Assessment, and Workplace Reading MaterialsAssessment.

BASIC SKILLS NERDS ASSESSMENT BASIC SKILLS ASSESSMENT 3

1 7

1

1

1


THE PROCESS [cont.]

Basic Skills Survey: This portion of the study consisted of confidential interviews with 317

randomly selected participants, representing the following eight work areas: Mines

(underground), Mill, Smelter, Refinery, Maintenance, Administration, Technical, and

Professional employees. The interview questionnaire contained 346 questions on the basicjob-site skills the participants perceived themselves as using to undertake the duties required

by their jobs, as well as on their background and education.

Basic Skills Task Analysis: This portion of the study consisted of confidential interviews

with eight middle-skill level workers, one from each work area. The tasks outlined in the

participant's job description were examined for the basic job-site skills used to complete each

task. The same questions that were used in the Basic Job-Site Skills section of the BasicSkills Survey were used to examine each task. The results of the Basic Skills Task Analysis

are presented in a separate report.

Basic Skills Assessment: Every participant in the Baic Skills Survey was given the option of

completing the Basic Skills Assessment, which examined participants' current skill levels in

four areas: reading, mathematics, writing and self-expression. Completion of the assessment

form was voluntary, therefore the results represent only the responses of those whoparticipated and do not necessarily indicate the skill levels of the entire workforce. The

detailed method and results of the Basic Skills Assessment are presented in a separate report.

However, the main points are presented in this report.

Workplace Reading Materials Assessment: Representative reading materials werecollected from throughout the INCO operations, and included materials common to all work

areas as well as materials specific to particular work areas. The samples were analyzed for

readability levels using eight different computer indexes.

PROJECT PARTICIPANTS

The 317 participants in this project were randomly selected from the INCO Manitoba Division

employee listings and represent a cross-section of abilities and personalities from across the

workforce. Each person answered 346 questions requiring 587 responses as part of the Basic

Skills Survey, which produced 186,075 units of data.

Number of participants by work area:Hourly Workforce Salaried Workforce Total

Mines Mill Smelter Refinery Maintenance Admin. Technical Professional Workforce

76 3 28 36 81 9 51 31 317

BASIC SKILLS NEEDS ASSESSMENT BASIC SKILLS ASSESSMENT 4


BASIC SKILLS SURVEY

Data Collection

The Basic Skills Survey interview questionnaire (see Appendix 1) examined skills in four

areas: reading, mathematics, communications and productive thinking skills. Each skill area

was further broken down in to sub-sections [e.g., reading skills was subdivided into job site

reading skills and company and union materials]. Responses were recorded as positive if theitem was a factor in the completion of the participants job, and as negative if the itemwas not

a factor in job performance. If the response was positive, the frequency of use was recorded

as daily, weekly, monthly or half- yearly.

Critical Workplace Skills

A skill was deemed critical if the positive response rate was > 90% and the combined

percentage usage on a daily or weekly basis was > 80%.

Essential Workplace Skills

A skill was deemed essential if the positive response rate was > 75% and the combined

percentage usage was > 65%.

Important Workplace Skills

A skill was deemed important if the positive response rate was > 60% and the

combined percentage usage was > 50%.

The results are presented by total workforce, hourly workforce, and salaried workforce, as

well as by individual work area, for each of the four skill areas.

The questionnaire also contained questions about the background and education of theparticipants. The significant points are presented after the skills survey results.


1


READING SKILLS

Reading skills were subdivided into Job Site Reading Skills and Company/Union Materials

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Charts, Tables or Graphs 14 CO Is Cy C4Check Lists E, li Cs 13 C2 1 E2 Ei C. CsMemos or Notes E2 12 CI E3 E, C3 C2 C2Operating Instructions Ii 13 EsTime / Log Sheets Is E E. Er Cs CsTool or Equipment Instructions

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Safety Signs / Posters C, CI Cr C3 C, E2 C2 E2 C3Symbols Cs C2 Ca C2 Es C2 Ei CI C4 Ci CsTechnical Journals

Process Improvement Team Minutes 13 E3

Technical Literature E2 14 EiAssay Sheets 12 IiIncident / Inspection Reports Cs

BASIC SICILL$ NVEDS Asuman BASIC SKILLSAsuman 6

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READING SKILLS [cont.]

n Material Reading Skillsw- .Sk;t1 CodeCx critical skillsEx essential skillsix important skillswhere the subscript gives the priority of the skill(C, is used more frequently than C2, etc.)

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BASIC SKILLS NUMS ASSISSMINT BASIC SK ILLS Asstatmata 7

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MATHEMATICS SKILLSMathematics skills were subdivided into Basic Mathematics Skills, Technical MathematicsSkills, Measurement Skills, and Tool Skills.

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BASIC SKILLS Nuns Assontita BASIC Slaws ASSESDIZNT 8 °-

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MATHEMATICS SKILLS [cont.]

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BASIC SKILLS Nuns Asszumsta BASIC Sous Assuan/a 9

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MATHEMATICS SKILLS [cont.]

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Precision, Accuracy, Tolerance I, 12 Ets 13 E, 14 C2Temperature Is Is Ir E4 I3 IIPressure

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Calculator Ca E3. C3 ClComputer C3 li C2 C2 C3Advanced Instruments / Instrumentation 11 li

BASIC SICILIA Nuns Assuomara

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BASIC Slams Assulatr.rrr 10


COMMUNICATION SKILLS

Communication skills were subdivided into Writing Skills, Oral Skills, and CommunicationTool Use Skills.

Writing SkillsSkill CodeCx critical skillsEx essential skills1x important skillswhere the subscript gives the priority of the skill(C1 is used more frequently than Cs, etc.)

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Fill in Time Cards 12 1, C2 C, ClKeep Track of Hours E2 Es 11 C2 C2Write Shift Reports

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BASIC SKILLS Num Asszsoura

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BASIC Emu Assunata ii

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COMMUNICATION SKILLS [cont.]

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Use Remote Control Radio Equipment E2Coordinate Work with Other Groups E, E, E2 E3 C, I, C2 E, C2Work with Trade Groups E2 E2 E, Es E, Cu E2

BASIC SKILLS Nuns Assuntrza BASIC Maus Asuman 1216

1

MINING SECTOR STUDY. WORKPLACE EDUCATION MANITOBA

PRODUCTIVE THINKING SKILLS

Productive Thinking skills were subdivided into: Information Processing Skills; Judgment andDecision Making Skills; Problem Solving Skills; Formal Reasoning, Critical Thinking, andLogic Skills; and Creative Thinking Skills,

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BASIC Maus Nuns Mauna= BASIC SIMS Assissmin 13

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PRODUCTIVE THINKING SKILLS [cont.]

Judgment and Decision Making SkillsSkill CodeCx critical skillsEx essential skillsIx important skillswhere the subsc.ipt gives the priority of the skill(c, is used more frequently than C2, etc.)

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BASIC Maus Nuns Asszamirfr

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BASIC MausAsuseauvr 14

1

MINING SXCTOR STUDY WORKPLACE EDUCATION MANITOBA

PRODUCTIVE THINKING SKILLS [COnt.]

Formal Reasoning, Critical Thinking, Logic SkillsSkill CodeCx critical skillsEx essential skillsI. important skillswhere the subscript gives the priority of the skill(C, is used more frequently than Cs etc.)

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Connect causes and effects E, Ei C11 C4 13 E4 14 C4 C. C10 CI3Recognize that inductive reasoning is inferringfrom facts

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Use scientific method as a process of validation E, Es Ei

Use evidence to examine the validity ofbeliefs Es Es Cis Ei 4 E2 110 Es Cis Cis CisExamine arguments for ambiguity in the line cfreasoning and for contradictory statements

h 17 Cif Es Is 12 Cis Cis

Judge whether a definition is adequate, anassumption is correct, and a conclusion ispossible, valid or necessary

Eli II C,2 E3 14 17 Is E, Cii Cs

Use syllogistic reasoning Es Es Cs E7 Es I, Is Es E2 CI C.Analyze and evaluate arguments Els Is C. Es Is Is Is Cs C,0

BASIC SKILLS Nuns ASSESSMENT BASIC Maus ASSESSMENT 15

1


PRODUCTIVE THINKING SKILLS [COM.]

Creative Thinking SkillsSkill CodeCx critical skillsE. essential skillslx important skillswhere the subscript gives the priority of the skill(c, is used more frequently than Cs etc.)

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Es Ey Cs ET It It Is Es Cs Cs

List attributes of objects and situations Es Et. Cs Es 12 13 Et Es Ci Cs CsGenerate ideas Ey Es Ci Es 113 Ey 12 El C2 C2 C2Generate multiple ideas to support multipleviewpoints on the same issue

En It Cis Ii E2 IS Es Et Ct Cu

Identify and examine alternatives C2 Ey C2 Ci 14 El 13 Cy Cy Cy Cy

Rank alternatives and choose the best Es E13 C3 Ey IS E4 Is it Cs C4 C4Use insight Ci El Cs Et I. Ci Is CI Cs Cy CsUse intuition El Es Cs E2 i C2 C2 Cs Ci Cy

Identify relationships between situations that mayappear unconnected

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Els Ely Ely 17 Es E2 Ciy

Elaborate details Es I Eii Ciy Elf Is Ey Ey CiSynthesize from various sources to form a new whole Ely 6 El E4 It 12 C14

Extrapolate from limited facts E4 Es C7 ES Its ES E2 Cs ClaUse imagery E2 Ey Cii Es Et Cy Ey Et Cs Ci CsUse metacognition it 13 Ey 112 ,14 EtUse metadata li

BASIC Slams Nuys Assuniza

1 20

BASIC SKILLS Assuming! 16


BACKGROUND AND EDUCATION

The significant results from the Background and Education section of the Basic Skills Survey

questionnaire are presented below.

15.14% of participants listed English as a second language

32.81% of participants possess a high school diploma.

21.45% of participants have completed an apprenticeship in a trade.

28.39% of participants possess a trade paper or ticket.

20.19% of the participants possess a degree or diploma from post-secondary educationalinstitutions.

85.80% of participants had general mathematics instruction at some level.

82.33% of participants had general science instruction at some level.

84.86% of participants rated computer skills as the skill area they would most like to takecourses in.

6.94% of participants have taken courses through their Union or Labor RelationsAssociation.

48.26% of participants have taken courses through their employers.

40.38% of participants have taken courses on their own time.


2IBASIC SKILLS ASSESSMENT 17


BASIC SKILLS ASSESSMENT

The Basic Skills Assessment examined skill levels in four areas: reading, mathematics, writing,and self-expression. The detailed method and results are presented in a separate report.However, the main points are given here.

Results for the Basic Skills Assessment are presented in terms of three skill levels, as follows:

Independent level: Questions answered with almost total [90% to 100%] accuracyindicate good comprehension at an independent or free skill level.

Instructional level: Questions answered with 70% to 90% accuracy indicate a lackof complete comprehension, and this may be a level at which instruction is needed.

Frustration level: Questions answered with below 70% accuracy indicate thatcomprehension is not adequate, and this may be a frustration level of skill usage.

Note: Since participation in the Basic Skills Assessment is voluntary, the results do notnecessarily indicate the skill levels of the entire workforce.

ResultsReading Skills

Independent level readers represent the highest proportion of participants in the technicaland professional work areas.

Instructional level readers represent the highest proportion of participants across theworkforce.

Frustration level readers represent the highest proportion of participants in the mill andrefinery work areas.

Math SkillsIndependent levels represent the highest proportion of participants in the maintenance,administration, technical and professional work areas.

Instructional levels represent the highest proportion of skill levels across the entireworkforce.

Frustration levels represent the highest proportion of participants in the mines, mill andrefinery work areas.

Computation involving decimals and fractions provided participants with the mostdifficulty.


22


BASIC SKILLS ASSESSMENT [cont.]

Writing Skills

Independent writing levels represent the highest proportion of participants in theadministration work areas.

Instructional writing levels represent the highest proportion of participants in themaintenance work areas.

Frustration writing levels represent the highest proportion of participants in the mines,mill, smelter, refinery, technical and professional work areas.

The handwriting skills of the workforce in all work areas (with the exception ofadministration) are poor, and this leads to difficulties for those attempting to read thehandwriting.

The higher level of the administration work area writing skills is due in part to the natureof much of the work done by this department, which is mainly text-based informationprocessing.

The low levels of writing skills in the operational work areas correspond in part to thenature of the work conducted within these areas, little of which is text-based. .

Writing skills have only recently taken on increased importance within all levels of theworkforce, and were not considered a required skill when much of the current workforceentered the industry.

Self-Expression Skills

Independent levels represent the highest proportion of skill levels in the professional andrefinery work areas.

Instructional levels represent the highest proportion of skill levels in the technical workareas.

Frustration levels represent the highest proportion of participants across the entireworkforce.

Frustration levels represent the highest proportion of skill levels in the mines, mill, smelter,maintenance and administration work areas.

The poor overall levels obtained in the writing and self-expression portion of theassessment procedure indicate a serious impediment to the workforce's ability tocommunicate effectively with each other within individual work areas and between workareas.


23


WORKPLACE MATERIALS READABILITY ASSESSMENT

The vast array of reading materials found throughout the job site ranged from signs andsymbols to highly technical reports. With the implementation of TQM, reporting procedureshave increased the paper flow at all levels of the workplace.

Data Collection

Fifteen examples of General Reading Materials [materials all workers could be expected toread] were collected throughout the plant site. Five examples of work area specific readingmaterials were collected from each of the eight designated work areas within the plant site. Atotal of 55 documents totaling 734 pages of text were collected for analysis.

Data Analysis

The document samples were entered into a database using Word 6.0 [Microsoft 1994] andwere then analyzed for readability using the grammar checking utility of the program. Themeasures used in 'this readability assessment are: percentage of passive sentences, FleschReading Ease Index, Flesch Grade Level Index, Flesch-Kincaid Index, and Gunning FogIndex.

Percentage of Passive Sentences

Writing experts commonly advise writers to avoid passive sentences unless the person or thingperforming the action is unimportant or unknown.

Flesch Reading Ease and Flesch Grade Level

The Flesch Reading Ease and Flesch Grade Level indexes are based on the average number ofwords per sentence and the average number of syllables per 100 words. Standard writingaverages approximately 17 words per sentence and 147 syllables per 100 words. The range forstandard writing is indicated by a Flesch Reading Ease score of 60 70, or a Flesch GradeLevel of 7 8. A lower Flesch Reading Ease score or a higher Flesch Grade Level indicatesmore difficult material.

Flesch-Kincaid

The Flesch-Kincaid index also assigns a grade level. A Flesch-Kincaid index of 7 or 8 isroughly equivalent to a Flesch Reading Ease Score of 60 to 70 [the range for standardwriting]. A higher score indicates more difficult material.

Gunning Fog Index

This index is based on sentence length and the number of words per sentence with more thanone syllable. Sentences with many multisyllable words are rated difficult to read. A higherscore indicates more difficult material.

BASIC SKILLS NEEDS ASSESSMENT WORKPLACE MATERIALS READABILITY ASSESSMENT 20

24

1

I


GENERAL READING MATERIALS ASSESSMENT RESULTS

Measure of Readability

Document(General)

Salience.per

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FlackReading

FuseIndex

FleschGradeLevelIndex

Flack-KincaldIndex

GunningFog Index

Level ofWriting

INCO Newsletter 2.1 16.1 4.4 23% 67.4 8.3 7.9 10.9 StandardP.I. Team Report 4.3 16 4.7 46% 61.7 8.8 8.6 8.5 StandardWorkplace Safety &Health Act

0.7 26.7 5.5 55% 45.7 13.6 12.2 14.6 Difficult

Explanation ofEarnings

1 11.7 5.1 14% 52.2 12.3 8.8 10.7 Difficult

MSDS 0.8 21.9 4.8 27% 48 13 10.7 13.4 DifficultCompany14szulations

4 20 4.9 62% 45.4 13.7 11.9 13.8 Difficult

Deming Principals 1 22.4 5.2 28% 40.3 14.5 12.3 15.2 DifficultProject Inf. Article 1.3 20.6 5.1 30% 39.5 14.6 12.7 13.8 DifficultUnion Newsletter 4.3 15.8 4.8 46% 61 8.9 8.7 8.7 Fairly

DifficultSafety Standards 1.8 22.9 4.3 72% 65.5 8.5 9.3 12.8 Fairly

DifficultClipper 1.8 20.3 5.4 16% 25.5 17 14.7 16.7 Very

DifficultGeneral Agreement 1.8 20.3 5.4 16% 25.6 17 14.7 16.7 Very

DifficultBenefits 0.4 23.4 5.8 0% 22.9 17 12.7 15.6 Very

DifficultWHMIS 2.8 21.1 5.1 45% 36.8 15 13.3 16.7 Very

DifficultEnviro/Health/SafetyReport

0.9 25 5.4 66% 35.5

-15.2 14.3 16.8 Very

Difficult



WORK AREA READING MATERIALS ASSESSMENT RESULTS


Document(Mines)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FinchReading

EaseIndex

FischGradeLevelIndex

Fisch-Kincaidhides

GunningFog Index

Level ofWriting

Mine Safety Report 4.3 14.2 4.8 0% 57.4 10.8 8.8 11 FairlyDifficult

Mines EvacuationProcedures

1.5 27 4.8 25 41.3 14.3 13.6 16.4 Difficult

Operations CheckList

1.3 27.4 4.6 80% 49.6 13.1 13 17 Difficult

Mines Regulations 0.5 46 4.9 71 34.2 15.4 16.9 19.4 VeryDifficult

Measure of ReadabilityDocument

(Mill)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

MachReading

EaseIndex


Reach-KincaidIndex

GunningFog Index

Level ofWriting

Incident Report 2 .13.4 3.8 37% 86.5 6.3 4.5 6.1 FairlyEasy

Mill Memo 2.4 19.5 4 25% 71.3 7.9 7.5 9.9 FairlyEasy_

OEMP Report 1.7 14.4 5.1 60% 59.4 10.2 8.2 9.7 FairlyDifficult

Mill Evac Procedure 1.7 23 4.7 26% 44.8 13.8 12.4 14.9 DifficultOperating Procedure 1.7 22.4 4.7 33% 44.8 13.8 12.1 14.5 Vet),

Difficult

Measure of ReadabilityDocument(Smelter)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FlackReading

EaseIndex

FieschGradeLevelWes

Midi-KincaidIdes

GunningFog Index

Level ofWriting

Incident Report 1.3 13.1 4 37% 85.3 6.5 4.6 5.9 EasyOperatingInstructions

0.6 18.8 4.8 33%. 60 9 8.4 8.5 Standard

Breathing ApparatusInstructions

1.8 25.1 4.9 42% 45.8 13.6 13 15.2 Difficult

Safety/HealthCommittee report

1.6 22.2 5.5 18% 34.6 15.3 12.5 15 Difficult

ProceduralInstructions

0.8 22.8 4.9 18 50.4 12.9 10.3 13.4 Difficult

BASIC SKILLS REIMS ASSESSMENT WORKPLACE MATERIALS READABILITY ASSESSMENT 22

26


WORK AREA READING MATERIALS ASSESSMENT RESULTS [cont.]

, Measure of ReadabilityDocument(Refinery)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FleschReading

EaseIndex

ReachGradeLevelIndex

Mach-KincaidIndex

GunningFog Index

Level of 1

Writing

ProceduralInstructions

5 19.1 4.7 73% 62.8 8.7 9.2 11.5 Standard

OperatingInstructions

1.7 18.9 4.6 42% 65.4 8.5 8.7 10.5 Standard

Electro purificationmanual

1.4 19.1 4.8 66% 57.4 10.8 10 12.3 FairlyDifficult

Machine Instructions 2.6 20.5 4.8 61% 50.4 12.9 11.3 14.4 Difficult


(Maintenance)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FlackReading

EaseIndex

FinchGradeLevelIndex

Pesch-KincaMIndex

GunningFog Index

Level ofWriting

Hand ToolInstructions

3.5 16.1 3.8 35% 90.9 5.9 4.6 7.5 Very Easy

Maintenance CheckList

1 8.7 5.1 0% 70.3 8 5.6 8.3 FairlyEasy

Work OrderProcedures

0.9 15.4 4.9 11% 61.7 8.8 8 10.3 Standard

P.I. Team Report 2 19 4.3 60% 70.2 8 8 9.9 StandardReport Instructions 4.7 9.1 5.1 14% 60.6 8.9 6.9 9.5 Fairly

Difficult


(Administration)

Sentences

paragraph

w°"11perCharactersper word

% r waiveSentences

FinchReading

Index

FlackGrade

Index

Flesch-KincaM

GunningFog Index

Level ofWriting

Legal Text 0.5 126 4.3 100% 72.3 7.8 8.1 12 FairlyEasy

Operatinginstructions

1.3 14.3 4.9 50% 64.7 8.5 7.6 9.1 Standard

AccountingProcedures

4.0 19.7 4.7 50% 56.9 10.9 9.8 12.9 FairlyDifficult

AccusationProcedures

7.0 18.0 4.8 42% 49.6 13.1 9.8 11.6 Difficult

Word ProcessingText

1.0 21.0 5.1 0% 44.3 13.9 11.9 14.6 Difficult


27

1


WORK AREA READING MATERIALS ASSESSMENT RESULTS [cont.]

Measure of ReadabilityDocument(Technical)

Sentencesper

paragraph

Wordsper

sentence

Charactersper word

% PassiveSentences

FleschReading

EaseIndex


Floods-KincaidIndex

GunningFog Index

Level ofWriting

EquipmentInstructions

2.2 16.4 5.1 15% 47 13.4 10.6 13.3 Difficult

Report on OperationsStatus

3 23 4.8 55% 47.1 13.4 12.3 14.6 Difficult

Process Background 0.7 21.4 5.4 27% 29.7 17 13.9 13.3 VeryDifficult

MSDS HazcomProgram

1.2 24.7 5.4 28% 27 17 15.3 18.1 VeryDifficult

Survey Instructions[Underground]

2.3 25.9 4.9 33% 32.8 15.6 15.1 16.2 VeryDifficult


Document(Professional)

Sentencesper

paragraph

Wordsper

ammetersper word

% PassiveSentences

FindsReading

Index

FlackGrade

Index

Fisch-Kincaid

GunningFog Index

Level ofWriting

Experimental Data 1.2 20.6 4.7 0% 53 15.9 15.9 20.9 FairlyDifficult

Basic Skills StudyMemo

1.8 21.2 4.7 33% 49.8 13 11.6 15.2 Difficult

Chemical Report 4.3 25.5 4.9 46% 35.1 15.2 14.7 19.1 VeryDifficult

Geological Report 2.2 27.4 5.6 36% 18.9 17 16.7 19.9 VeryDifficult

Research Article 1.3 39.6 5.1 0% 30.5 15.9 15.9 20.9 VeryDifficult

BASIC SKILLS NEEDS ASSESSMENT 2 &WORKPLACE MATERIALS READABILITY ASSESSMENT 24


CONCLUSIONS

Workplace reading skills are rated important as by the hourly workforce, paralleling the

skills rated critical to the salaried workforce. This indicates the growing importance of

these skills to the hourly workforce. (See page 5 for definitions of critical, essential, and

important skills.)

Basic mathematics are rated as critical, essential or important by the majority of

participants.

Technical mathematics are rated as critical, essential or important by the salaried

workforce, and they are important for much of the hourly workforce.

Measurement skills and the development of precision, accuracy and an understanding of

tolerances are rated as critical by the majority of participants.

Hand tool skills are rated as critical by the majority of participants.

Writing skills are rated as critical, essential or important by the majority of participants.

Instructional communications skills are rated as critical by the majority of participants.

Information processing skills are rated as critical, essential or important by the majority of

participants.

Judgment and decision making skills are rated as critical by the majority of participants.

Problem solving skills are rated as critical by the majority of participants.

Formal reasoning, critical thinking, and logic skills are rated as critical by the majority of

participants.

The majority of reading materials examined are beyond the reading comprehension levels

of the majority of participants when compared to the results of the basic skills assessment.

The readability of documents increases with the level of responsibility within the industry.

Government documents and employment documents are overly complicated in language,

structure and presentation format.

Materials with lower grade levels are, in general, written in a form that results in high

Flesch Reading Ease rates, thus lowering their readability.

BASIC SKILLS NEEDS ASSESSMENT CONCLUSIONS AND RECOMMENDATIONS 25

23


CONCLUSIONS [cont.]

There is a strong interest and willingness on the part of employees to improve their

Basic Skill Levels.

The perception of the value of improving Basic Skill Levels decreases with age of the

respondent and the length of time in the industry.

The increased demands on employees' basic workplace skills impact most on those

employees who are moving from work area to work area, and on workers who have

recently gained supervisory positions.

Current training department courses and personnel are not geared to identify, evaluate or

provide instruction in the areas of basic workplace skills development.

Current employee induction and orientation procedures tend to mask or ignore problems

which could arise on the work site due to a lack of basic workplace skills.

The hugest barrier to worker participation in upgrading programs is the schedule

created by the shift work inherent in the industry. This was indicated by comments

volunteered by several participants during their interviews.


30CONCLUSIONS AND RECOMMENDATIONS 26


RECOMMENDATIONS

General Recommendations

That a distinction be made between the teaching of basic skills and the task-specifictraining current in the industry.

That the existing employer/employee relationships be broadened to encourage a learningcontinuum for all.

That a database of available community resources be compiled and made available to theworkforce.

That existing community resources allow for the inclusion and success of shift workers.

That the inclusion and success of shift wormers be a priority in the development anddelivery of all programs.

That the inclusion of an English as a Second Language component be a priority inprogram development.

Curriculum Development

That industry-specific generic courses be developed to address the skills needs of thefrustration level workforce.

That a teaching philosophy be implemented in the development and presentation of allcourses designed to address the skills gap evident in the study.

That all curriculum development be constructed using a lifelong learning approach to basicskills development.

That work area contextual instructional courses be developed to address the needs of theinstructional level workforce.

That formal ties be established with Provincial Community Colleges and Universities todevelop methods to provide the independent level workforce with avenues for continuedskills development.

That an educational technology specialist be employed or contracted to develop a short-and long-term industry-specific Basic Skills Curriculum and delivery strategy.

That all curriculum developments be designed to be implemented in the workplace andallow for the integration of the shift schedules.

That all courses use materials with the following characteristics: they are clearly relevantto the workplace or to employment issues, the industry has them on hand or can easilyobtain them, and they deal with subjects the employees care about. An example is materialthat deals with employee benefits.


31

CONCLUSIONS AND RECOMMENDATIONS 27


RECOMMENDATIONS [cont.]

Program Delivery

Computer-assisted learning offers an approach to basic skills development and upgradingthat can provide generic introductory material as well as be adapted to provide contextualinstruction. Adult learners often prefer the privacy and student-controlled pace of theselearning systems.

Since basic computer skills were requested as a priority course by the survey participants,it is likely that if an introductory coti.puter skills tutorial is used as an introduction to otherskill topics, a degree of participant motivation would be built into the basic skillscurriculum.

The graphical nature of the Windows 3.1 operating system for IBM-based systems isextremely useful as a presentation medium and, with the development of multi-media CDROM systems, sound and video can be incorporated into tutorials to provide a degree offamiliarity while providing learners with a dramatic, interesting learning package.

Computer-assisted learning systems can be programmed to quiz learners at criticalintervals in course content, can record results, and can provide easy access to the data toallow the learners to visually track their own progress. If learning systems are integratedinto mainframe and desktop networks already in the workplace, the curriculum could beaccessible to a multitude of learners at a variety of times and locations.

Course Development

In addition to introductory courses in basic skills and industry-specific generic courses thatwould benefit all employees, work-area contextual courses should be developed with attentiongiven to the following skills areas:

Technical terminology Gauges, dials and readouts

Drawing and sketching Calculators

Charts, tables and graphs

Form development

Filling in forms

Employment materials: collectiveagreement, benefits and deductions

Basic mathematics

Specifications

Estimating

Imperial and metric measurements

Giving and receiving directions andinstructions

Introduction to computers

Using communication technologies

Basic information processing systems

Decision making

Systems analysis

Assessment strategies

Evaluation methodologies


32

CONCLUSIONS AND RECOMMENDATIONS 28

1

WORKPLACE EDUCATION MANITOBA MINING SECTOR STUDY

APPENDIX 1 - BASIC SKILLS SURVEY INSTRUMENTBASIC EDUCATION IN THE WORKPLACEORGANIZATIONAL NEEDS ASSESSMENT

MANITOBA MINING SECTORPART A - BACKGROUND INFORMATION

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38

WORKPLACE EDUCATION MANITOBA MINING SECTOR STUDY

APPENDIX 2 - REFERENCES

''-Davis, Keith, and John Newstrom. Human Behavior at Work: Organizational Behavior. 7th.ed. New York: McGraw-1El Inc., 1972

Cozby, Paul C. Methods in Behavioral Research. 4th ed. Mountain View: MayfieldPublishing Co., 1989.

Christenson, Larry. Experimental Methodology. 4th ed. Boston: Allyn and Bacon, Inc., 1988.

McCall, Robert B. Fundamental Statistics for Behavioral Sciences. 5th ed. Toronto:Harcourt Brace Jovanovich, 1990.

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