Executive summary

This study sought to understand more about how literacy, language, and numeracy (LLN) skills gained in workplace literacy and numeracy courses are developed, utilised, and transferred within workplaces. A literature review on the transfer of workplace learning (Cameron et al, 2010) provided a framing for the analysis of six case studies that were conducted during 2010. These 'cases' were a variety of workplaces that offered LLN courses funded by the Workplace Literacy Fund and delivered by external training providers.^[1]

Findings from the literature review

We located only seven research reports that directly explored the transfer of LLN skills from training programmes to the workplace, so we also used the wider transfer literature including meta-analyses of transfer of training (in particular, Baldwin and Ford, 1988). Baldwin and Ford's framework for understanding the transfer process describes three broad factors: training-input factors, training outcomes, and conditions of transfer. The model also describes six linkages that connect different factors, including the three most readily researched and observed: learner characteristics, training factors, and work factors.

Learner characteristics that support learning transfer include learners with sufficient background knowledge and skills to engage successfully in the learning programme, motivation to learn, and the belief that the programme is worthwhile. Some authors suggest that pre-training orientation helps to ensure that learners are clear about the purpose and value of training.

Training factors that impact on transfer include sufficient time for learning and practice, learning experiences that are well designed and implemented, and knowledgeable tutors who help learners to connect their learning with work and other contexts. Ongoing communication with workplace supervisors helps to ensure that programme-work connections are strong. Some researchers also recommend having shared expectations (learner, tutor, work supervisor) of programme outcomes, opportunities for learner self-assessment, and debriefing sessions to help learners to see how they can use their developing skills at work.

Work factors that impact on transfer include support and opportunities in the workplace for employees to attend their training programmes regularly and open communication between learners, tutors, and the workplace to identify problems and barriers that could hinder learning and maximise support and encouragement to use skills on the job. Transfer is enhanced when learners receive useful feedback on their use of these skills and encouragement to solve problems independently or with their peers and to work alongside more experienced workers. Formal and informal recognition of achievement of learning goals can foster an ongoing learning culture.

Research methodology

The research was designed as a multi-site case study (Stake, 2006). Training providers identified workplaces that had just begun or were about to begin an LLN programme. The research was conducted in six workplaces that included three manufacturing companies, a warehouse facility, an aged care facility, and a Māori health provider. These workplaces were in the Auckland, Waikato, Bay of Plenty, and Wellington areas. The case study with the Māori health provider was undertaken within a kaupapa Māori research framework using the same research questions adapted to Māori contexts.

The research team comprised six researchers who visited each workplace in pairs for two days in May and June and for 1-2 days in November 2010. Structured interviews were held with LLN learners, tutors, supervisors, and managers. Where feasible, LLN teaching sessions were formally observed, as well as LLN learners being informally observed in their workplace.

Findings

Workplace and learner literacy, language, and numeracy needs

The predominant workplace LLN need was the development of employees' oral communication skills to improve effectiveness of communication within workplace teams and with clients. The learners in three programmes had English as a second or other language (ESOL); some of these learners had gained vocational qualifications in other countries, while others had little or disrupted previous formal learning. The learners in the other three companies had a range of LLN needs, including communication and written language skills, although most of these learners were not functioning at the lowest levels of LLN capability^[2] (that is, they were achieving above step 2 of the learning progressions for adult literacy and numeracy).

Workplace needs assessments and individual learning plans

Considerable documentation that we had assumed would be available for research purposes was not available onsite, and in many cases we did not have access to workplace needs assessments and individual learning plans. The reasons for this included:

• not all tutors had access to the workplace needs assessments that were undertaken before the start of the training course
• not all tutors had completed individual learning plans
• some tutors were unwilling to share learner data because of confidentiality agreements with learners
• follow-up data to assess the progress of learners had not been collected in all companies.

Learning programmes

In four companies the tutor worked with individuals or small groups on work-related unit standards and/or qualifications and they embedded literacy teaching and learning into the teaching of unit standards. In two companies the literacy learning was not associated with a qualification but was directly related to immediate workplace needs. We have described this latter approach as an intensive literacy programme.

In two of the embedded programmes there was a large gap between learners' LLN levels and the qualification level they were working towards. This meant tutors had to spend considerable time helping learners read and comprehend written programme materials, often at the cost of working on specific LLN content and activities.

The programmes with embedded LLN skills tended to emphasise the acquisition of unit standards, with LLN skills taught when required. This approach appeared to work for learners who were beyond foundation levels; it was less successful when LLN needs were significant. Learners with high literacy needs, especially ESOL learners, may have benefited from intensive literacy tuition but this was not the focus of their programme. Conversely, many of the learners in the two intensive literacy programmes appeared to have more highly developed LLN skills and a stronger base of LLN skills on which to build higher skill levels. It is likely they could have also successfully transferred learning through an embedded programme.

Literacy, language, and numeracy learning gains

The study was not able to provide measured evidence of LLN learner gains, but programme participants, managers, and tutors provided anecdotal evidence of improvements in work-related LLN skills. Unsurprisingly, there were more reports of improvements in LLN skills when these were the focus of the training programmes. Programmes with a good match between programme LLN content and participants' LLN needs appeared more likely to assist learners to develop their LLN skills.

Transfer of literacy, language, and numeracy skills to work

The LLN learners in our study had a wide range of LLN skills and needs. At one end of the spectrum were learners in supervisory work roles whose initial skills were beyond foundation levels and whose jobs enabled them to practise newly acquired literacy skills as part of their regular work. These learners provided more accounts of transfer than learners with significant basic LLN needs who worked in unskilled and solitary jobs in noisy factories, and where opportunities to practise were understandably fewer. Most of this group of workers were doubly hamstrung by not having English as their first language and having most of their social and work contact with other ESOL adults. There were fewer opportunities for them to transfer learning at work.

Improvements in oral communication were reported by learners and supervisors-because people had better understanding they tended to make fewer errors, and were more able to question when they did not understand what was being asked of them. Other examples of transfer included improved report writing, introducing a notice board to communicate with staff, and using the computer to write case notes and memos instead of relying on a supervisor to write them.

Transfer to other contexts

There were numerous examples of transfer to other contexts that participants attributed to their LLN learning experiences. These included learners being able to assist with homework and read books with children for the first time, fill in forms, read local newspapers, or calculate value when shopping. Skills improved through use as learners practised these in new contexts. Transfer was enhanced when tutors encouraged learners to bring examples of outside LLN tasks into class, so that they could be supported with these.

Reported impact of improved literacy, language, and numeracy skills on the workplace

Supervisors and managers identified more efficient documentation and record keeping and savings in supervisor time when employees were able to complete workplace forms independently. They considered that many employees had improved English and/or communication skills and that some were now better able to support others and take responsibility for projects. Some managers reported that improved communication skills had resulted in better care for clients and greater client satisfaction.

Key messages from the research

The LLN programmes appeared to have more demonstrable impact on workplace LLN practices when:

• programmes were defined and agreed programme goals were known and supported by key company people, tutors, and learners
• there was purposeful ongoing communication between the tutor and relevant company personnel
• the programme goals were achievable in the time frame available
• the programme goals were relevant to the workplace roles of programme participants
• the programme content was targeted and responsive to identified individual learner needs; that is, the right participants were on the right programmes
• learners knew what they wanted to learn and had a voice in determining and tracking their own progress towards the achievement of their goals
• teaching approaches were active and emphasised learners taking increasing responsibility for their own learning
• learning from outside the LLN programme was used as a resource within the programme.
• teaching resources and company manuals were user friendly
• tutors understood the role of formative and summative assessment in supporting teaching and learning and made good use of assessment documentation
• tutors encouraged a performance orientation using authentic work relevant tasks; the emphasis was not on 'ticking off' unit standards, but on employees demonstrating practical use of their learning
• learners had opportunities to practise the relevant LLN skills at work, and were provided with useful feedback from their peers and supervisors
• learners were able to devote additional personal time to achieving their learning goals
• companies encouraged and celebrated learner progress and achievements.

All of the conditions described above need to be in place for the intentions of the Workplace Learning Fund to be fully realised. This requires knowledgeable providers and tutors who are able to work constructively with personnel in companies to plan, teach, assess, and report on LLN programmes. Companies also need to know ways to support employees in their learning and appreciate the importance of opportunities for employees to practise what they are learning as part of their day-to-day work.

The case study research confirms and extends the findings from the literature review. Transfer is complex and depends on alignment between several interrelated factors. There is more involved than merely a transfer of what is learned by an individual to another context. When transfer becomes the shared responsibility of tutors, learners, supervisors, and managers, there is considerable potential for growing a successful workplace learning culture.

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Footnotes

^[1] Employer-led workplace LLN programmes are the focus of a separate evaluation.

^[2] Tutors in the organisations that were included in our study used the Tertiary Education Commission Learning Progressions for adult literacy and numeracy to help map learner progress. The Learning Progressions have six steps with step 1 indicating very low literacy and beginner numeracy, and step 6 being equivalent to level 3 on the International Adult Literacy Survey and Adult Literacy and Lifeskills Survey.