| |
|
| |
|
| • |
Communication of primary concern;
training needed in face-to-face, radio, telephone, and written
forms. |
| • |
Opportunities to enhance skills
would lead to better communication, less isolation, more involvement, more
promotions, and better morale and attitude |
| • |
Resentment expressed by some
employees, who thought that supporting basic skills upgrading and ESL training
would jeopardize their own training needs |
| • |
Barriers that might prevent people
from upgrading included fear, pride, shift work, and lack of time or
motivation |
|
| |
|
|
|
|
| Policy
and process recommendations |
|
|
|
| • |
Start small but not too small-
people need to see the program is for everyone |
| • |
Part of training time should be
paid, not just by seniority but for anyone who volunteers to take
part |
| • |
Make reading and learning part of
everyday life at NWD |
| • |
Make NWD a safe place to learn so
that trust and confidence will grow |
| • |
SET is a people program, not just
a skills program - participatory, respectful, voluntary, contextual, and
confidential |
| • |
Plan for evaluation and financial
self-sufficiency; ensure short- and long-term planning |
|
| |
|
|
|
|
| Training needs |
|
|
|
| • |
Diversity and communication
training for everyone in the long-term, but immediately for supervisors and
leaders in management and the union |
| • |
Spoken-English pilot program for
advanced ESL and native speakers |
| • |
Clear-language training for people
who communicate in writing |
| • |
On-site instruction, support, and
encouragement for employees entering formal education programs at any level.
Support to include buddy system, shift accommodation, goal-setting and time
management assistance, study skills, learning centre . |
| • |
Computer applications —
introduction to computers, in-house systems, computer as a medium of
instruction |
| • |
Fixed, comfortable space for
learning, with resource material |
|
| |
|
|
|
|
| |
|
|
|
|