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ED 380 696
AUTHORTITLE
INSTITUTION
SPONS AGENCYPUB DATENOTE
PUB TYPE
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
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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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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0crCiO00CF)
WORKPLACE EDUCATIONMANITOBA
MINING SECTOR
BASIC SKILLS NEEDS ASSESSMENT
INCO [MANITOBA DIVISION]
LOCAL 6166 UNITED STEELWORKERS OF AMERICA
NtinkpIaccEducationManitoba
KEEPING "PACE r WITH
I CHANGE
U.S. IMPARTMENT Of EDUCATION
EEdo:Name nembren and Intorvernont
E UCATIONAL RESOURCES INFORMATIONCENTER (ERTO
The document het been !roduced usreceived from Ihe oeMon or orgnIzahenorrOmetuto It
0 MINN chino* here been mode Is Porouserductin Monty
PPP Nuevo or ppm Meted on Itomd retmint do NA 'Meson* merseentOERI DPW or softy
"PERMISSION TO REPRODUCE THISMATERIAL HAS = EEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT BASIC SKILLS ASSESSMENT 5
1
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
READING SKILLS
Reading skills were subdivided into Job Site Reading Skills and Company/Union Materials
Job Site Reading SkillsSkill Cedec,,, critical skillsEx essential skills6 important skillswhere the subcript gives the priority of the skill(c, is used morefrequent4, than CL etc.) E.
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Production / Work Schedules Es CI E,Specifications 13 IS E4 El Cs E2Computer Screen C4 .E2 Ci C4 C.COMIXIter Printouts C3 C2 C5 C1
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
Manuals
Company Rules / Regulations
Hazard Labels / WHMIS / MSDS
Safety Regulations Is
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
10
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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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Collective AgreementSafety and Health Minutes
Pension Information
Constitution and Bylaws [Union]
Trarnint MaterialMines Act
Workplace Safety and Health Act
Shareholders Report_
Benefax StatementBudgets / Casts
Monthly Reports from Other Areas , ..._ ,, .
Background on Other Areas_
Annual Report, ,
OEMP Report and Information
Steel GauntletExtra Ci Ci Ci_ Ci C, C, C, C, C, C,Clipper
BASIC SKILLS NUMS ASSISSMINT BASIC SK ILLS Asstatmata 7
11
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
MATHEMATICS SKILLSMathematics skills were subdivided into Basic Mathematics Skills, Technical MathematicsSkills, Measurement Skills, and Tool Skills.
Basic Mathematics SkillsSkill CodeC1 critical skillsEs essential skills6 important skillsAfire the subscript gives the priority of the skill(C1 is used more frequently than Ca etc.)
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etAdd or Subtract Numbers E3 Es Cl E, C, li Es C2 C, C, C,Add or Subtract Fractions E2 E2 CsAdd or Subtract Decimals 1, Cs Cs I, Cs C2
Multiply Of Divide Numbers E4 I, C2 II II Cs E, C2 CsMultiply or Divide Fractions E3 E, CisMultiply or Divide Decimals 12 Cr h C. C4Convert Fractions and Decimals E, E, Cs Cs
Count How Many C, C, Cs C, E, E, C, C, Ct Cs Cs
Estimate Time E, E2 C4 Cs C2 E2 E, Cs E2 C4
Estimate Materials E2 E, C, C2 C3 Es E2 C4 E3 C7 Cy
BASIC SKILLS Nuns Assontita BASIC Slaws ASSESDIZNT 8 °-
12
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
MATHEMATICS SKILLS [cont.]
Technical Mathematics SkillsSkill Codeent critical skillsEx essential skills6 important skillswhere the subscript gives the priority of the skillA is used more frequently than Ca etc.)
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Data C1 12 13 I, Ci GIGraphs, Charts, Tables
12 C2 CsStatisticsProbabilities Is 12
Trigonometric Functions12
Right Triangle Relationships13
Applied Linear Equations
Applied Non-Linear Equations
Powers and Roots 17 EsScientific Notation Ii
Signed Numbers and Vectors14
Scale Drawings12 13
Lines and Angles14 14
Two- and Three-Dimensional Shapes 13 13 ElEstimating Solutions Es Is E2 CyProblem Solving Ei Ci Ei Ei CsSpecifications I, Cs Is CgCalculate Weightometer Readings (%)
Concentration Data (ppm, gpl, etc.) 12, 14 E2
BASIC SKILLS Nuns Asszumsta BASIC Sous Assuan/a 9
13
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
MATHEMATICS SKILLS [cont.]
Measurement SkillsSkill CodeCx critical skills
Ex essential skillsIx important skillswhere the subscript gives the priority of the skill(C1 is used more frequently than CZ etc.)
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_ Measure in Imperial E, E, E, I, E, 12 C, E3 C,
Measure in Metric 13 E2 If E2 C1 E4Convert Imperial and Metric Measures 13 12
Measure Volume h I, E2
Precision, Accuracy, Tolerance I, 12 Ets 13 E, 14 C2Temperature Is Is Ir E4 I3 IIPressure
12 h 14 E3 14 E3Volume 14 E3 E2 12 E2 C3Flow I, Is 12 I, Is Es
Mass / Weight11 ES 14 E, E,
Acceleration
Density.
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PHMeasure Current / Voltage 13 13
Millivolts
Tool SkillsSkill CodeCx critical skillsEx essential skillsI. important skillswhere the subscript gives the priority of the skill(Ci is used more frequently than Cy etc.)
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Tape Measure E2 Es E, E, 13 C2 C4 C4Scales on Equipment 12 I, E2 E, E, E, E,Gauges or Dials on Equipment E, E, E3 CI E2 li 12 C3 E2 E2
Mobile Equipment I, E2 C3 C2 12 1, E2
Calculator Ca E3. C3 ClComputer C3 li C2 C2 C3Advanced Instruments / Instrumentation 11 li
BASIC SICILIA Nuns Assuomara
14
BASIC Slams Assulatr.rrr 10
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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 Forms Ei E2 C, Cl 11
Fill in Time Cards 12 1, C2 C, ClKeep Track of Hours E2 Es 11 C2 C2Write Shift Reports
Leave Notes / Memos 11 Is 12 E2Write Work Orders 11 CsWrite Incident Reports
Write Instructions
Make Drawings / Sketches 13 E4Write Letters /
Write Safety Reports
Input Data on Computer E2
Oral Skills
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Skill CodeCxcritical skillsEx essential skillsIx important skillswhere the subscript gives the priority of the skill(C1 is used more frequently than C2., etc.)
Follow Verbal Directions
Give Verbal DirectionsCl Ci Cs Cr,
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Give Written DirectionsEs
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Speak in Small Groups
El Es C4 Et Et C2
Speak with Outside People (e.g., suppliers)
Participate in MeetingsUse the Telephone
CsCs
E2 E2 Cs E2 E2 E2 C4 C2 Cs
BASIC SKILLS Num Asszsoura
15
BASIC Emu Assunata ii
1
1
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
COMMUNICATION SKILLS [cont.]
Communication Tool Use SkillsSkill CodeCx critical skillsEx essential skillsIx important skillswhere the subscript gives the priority of the skill(c, is used more frequently than Cz, etc.)
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Use Fax Machine li 12Use Photocopier C1 C, Ci C,'Use Hand Signals E3 I, E, C2 Ei 11
Use Ts o. Radio liUse MD ISSUE 12 li E2Use Mainframe Computer E, C2 C2Use Process Control Computer 12
Use Personal Desktop Computer E2 C3 Ei E,Use Portable Computer
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,
Information Processing SkillsSkill CodeCx critical skillsEx essential skillsIx important skillsWhere the subscript gives the priority of the skill(C1 is used more frequently than Cz, etc.)
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11 Ei.C17
Engineer solutions 17 ly E2Perform system analysis [troubleshooting) Es E2 C111 C2 C3 Er 6 E2 C13Perform technological assessments Is Is E1 If 12 13 El C13Identify inconsistencies, deficiencies, contradictions E2 Es Cs Et Es E2 C3 C11 C,2Make inferences It is Cia E4 14 14 Es Cs CisIdentify main ideas 12 110 CII Is 14 It C4 C7 C2Summarize and condense information, facts
.111 Cis h h E3 Cu Cs
Note similarities and differences betvaren facts Ey 14 C2 Es E4 Cs C4 C4Classify facts I. Cif Es h C. co CiiIdentify stated and unstated IMMIX Es Is Cs E4 Es C7 Cs CsRecognize associations and connect information Ea I, C4 Es Et E. Ca Cs CsForm conclusions and generalizations from facts Es 12 C3 IS E2 Es CS C2 CsMake predictions on the basis of patterns in data Is 112 C14 4 Is 17 Es C13 C14Evaluate information according to set criteria ES 4 C11 14 17 E7 C111 C13 C13Make decisions based on information supplied byothers
E/ Ei Cs E2 It C2 Ii Ei Cgi Cs Cis
BASIC Maus Nuns Mauna= BASIC SIMS Assissmin 13
17
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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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Identify facts, opinions, and reasoned arguments Es Es Cs, Cs Es Cs E, C, C,Recognize evidence and check it E, E, C, C, I, E2 E2 C, C, C2 C2Deal with differing value systems Es Es Cs C2 is C2 C2 Cs CsDistinguish between valid and invalid assumptions E2 E2 C, Cs 12 E, E, C4 C3 CS C4Spot inconsistencies and gaps in information Es ES Cs Ei li Cs Cs Cs CsGather and organize data Es IS CS Es Is h Cs C. CsDecide whether statements contradict each other Es I, Cy E2 12 C, Cr CsEvaluate others' judgments E, 12 Cs Es Is Es I, I C, Cs Cy
Problem Solving SkillsSkill CodeC3t critical skillsEx essential skillsI. important skills)vhere the subscript gives the priority of the skilllc, is used more frequently than Cy etc.)
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Solve problems on your own C, C2 C, C, E, C2 E, E, C, C,Solve problems as a member of a team Es I, Es I, E, CisIdentify general problems C2 C, C2 C2 E2 C3 1, C, C2 C2 C2Determine the attributes of a problem C4 E, CS CS ES Cs li Cs Cs Cs CsClarify the problem for others CS Cs Cs Cs Es Cs 12 Cs Cs Cs CsFormulate questions about the problem Cs E2 CS C, ES E, 11 C2 Cs Cs CsFormulate hypotheses for testing
Evaluate hypotheses.
Figure out experhr.ents to test hypotheses le
Integrate information about the problem E, Es Cie E, le C, Cs C,, Ci2Formulate solutions Et Es Cs E4 Es Cs 13 E3 Cs Cr CsExamine and rank solutions Es E, C11 ES E, E3 111 ES C,1 C,Choose solutions as an individual E2 Es C, E, Es Es 14 E2 C, Cs CsChoose solutions as a member of a team h Is h li le
Direct others in the application of the solution Es Es Es Is he Es CsSeek acceptance of solutions E3 ES CS El Es E2 IS Es E, Cs CiiMonitor solutions ET Ell__ CS C4 EIS Es 17 1, Cs Cis
BASIC Maus Nuns Asszamirfr
18
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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ctDetermine the meaning of terms and statements CI Ci C7 Cs Ei CI E, C, C1 Cs C,Notice how things differ Of are alike Cs Cs Cs C, E2 Ei Ii C2 C2 CI C2Notice successive stages in which things occur C2 C2 C, C2 E3 C2 h Cs C3 C. C3
Break down wholes into component parts E.4 E4 Cs E2 13 C. C4 Cl2 C4Identit, and sort things into classes Et 13 C2 12 13 ES CS C2 C1
Recognize ansiogies and reason by analogy 4 h C,4 4 , Es Cs Cis Cly
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Detect bias, stereotypes li L. C17 ES E3 Ei C,2Distinguish relevant from irrelevant data E. E. C4 Cs I, ES h h Cs Cs Cs
Distinguish fact from opinion E2 Es .Cis Cs 12 C4 Is Ei Es C4 C7
Connect causes and effects E, Ei C11 C4 13 E4 14 C4 C. C10 CI3Recognize that inductive reasoning is inferringfrom facts
h h C,. h Is Es Ii CI3 C,4
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
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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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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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Make unusual connections between facts E7 Es Cis E12 If I3 C4 CiTolerate ambiguity, hold conclusion off to search forinnovative ideas
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT
2IBASIC SKILLS ASSESSMENT 17
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT BASIC SKILLS ASSESSMENT 18
22
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT BASIC SKILLS ASSESSMENT 19
23
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
BASIC SKILLS NEEDS ASSESSMENT WORKPLACE MATERIALS READABILITY ASSESSMENT 21
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
WORK AREA READING MATERIALS ASSESSMENT RESULTS
Measure of Readability
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
FleschGradeLevelIndex
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
Measure of ReadabilityDocument
(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
Measure of ReadabilityDocument
(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
BASIC SKILLS NEEDS ASSESSMENT WORKPLACE MATERIALS READABILITY ASSESSMENT 23
27
1
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
WORK AREA READING MATERIALS ASSESSMENT RESULTS [cont.]
Measure of ReadabilityDocument(Technical)
Sentencesper
paragraph
Wordsper
sentence
Charactersper word
% PassiveSentences
FleschReading
EaseIndex
FleschGradeLevelIndex
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
Measure of Readability
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT
30CONCLUSIONS AND RECOMMENDATIONS 26
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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.
BASIC SKILLS NEEDS ASSESSMENT
31
CONCLUSIONS AND RECOMMENDATIONS 27
MINING SECTOR STUDY WORKPLACE EDUCATION MANITOBA
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
BASIC SKILLS NEEDS ASSESSMENT
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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WORKPLACE EDUCATION MANITOBA
5: CI ID 13 WWI
MINING SECTOR STUDY
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ollvolt Iteoustillos0 0
litt allbolso ofaitiols al ollotoisot 0 0 0 0 0 aamombilioto 0 0 0 0 0 0.aloftmidi* Wm to ovioodsodlltiottotteollt so the mot ism 0 0 0 0 a o'...y mg sooloodNenika 0 0 0 0 0 0Ink allomillootNg *moo lot Wet a a a a a atatftat a a o o a albololoilisa 0 0 0 0 0 0Mod& simionlito %Wm titooloos ad stywowasomootot 0 0 0 0 0 alidos motost tonsoises boos= fob 0 0 0 0 a aTollsnlosombittity, bothoodtorott Woo ow& Ott boovolvo Moo 0 0 o o o oRoboiNsalga 0 0 0 0 0 oSymboist's's vegan moon to Sow a owe Wide 0 0 0 0 0 a,..iisito NNW fools 0 0 0 0 o aUsftey 0 0 a a o 011....pltias 0 0 0 0 0 0Uso solodols 0 0 0 a a a
BA=Simla Nuns Assimmitir APPENDICES 34
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.
Mendenhall, William, James E. Reinmuth, and Robert Bever. Durban, Dale. Statistics forManagement and Economics. Boston: Prindle, Weber & Schmidt, 1986.
Jones, Barry. Sleeper, Wake: Technology & the Future of Work. Melbourne: OxfordU.niversity Press, 1986.
Aylesworth, Thomas G. and Gerald M. Reagan. Teaching for Thinking. New York:Doubleday & Company, Inc., 1969.
Laine, Olin J. and Sue Geddis. Investigating Literacy. Toronto: Thompson EducationalPublishing, Inc., 1992.
Chisman, Forrest P. and Associates. Leadership for Literacy. San Francisco: Jossey-BassPublishers, 1990.
Epley, Theim M. Promoting Productive Thinking. Ventura: The National/State LeadershipTraining Institute on the Gifted & Talented, 1988.
Steinbach, Robert. The Adult Learner: Strategies for Success. Menlo Park: CrispPublications, Inc. 1993.
BASIC Sibmu Nuns Asuman APPINDICIS
30