The relationship between literacy proficiency and employability, wages, and job satisfaction has been proven. For example, Van Horn and colleagues (2002) reported a benefit of family literacy programs is enhanced employment status and/or level of job satisfaction. Green and Riddell (2001) showed an increase of literacy scores of ten percentiles results in a three percent increase in wages. The IALSS showed a clear relationship between prose literacy and earnings: the higher the level of prose literacy proficiency, the higher the earnings (Statistics Canada, 2005b).
Workplace literacy includes the three “Rs” as well as skills in
critical thinking, teamwork, communication, problem solving and learning to
learn (Folinsbee, 2001). Grieve (2003:20) reported “learning comes from
meaningful activity with others”
and stated, “The knowledge gained
on the job by working with tools, using common processes, learning from other
workers’ practices and solving problems in a particular context is different
from official knowledge about the job, according to trade textbooks or official
workplace documents.”
Blunt (2001) and Wiebe (2001) argued the different interests of employers in terms of productivity and customer service goals and interests of employees in terms of enhanced workplace environments make it difficult to develop a balanced literacy-workforce relationship. The Alberta Food Producers Association provides an example of how to integrate literacy in the workplace. The Association developed an approach to integrating literacy into Hazard Analysis Critical Control Point training and procedures which assure food is handled properly. As a result of this project, the Association was able to introduce a learning culture to its industry and was able to secure a $3 million training fund (Ontario Literacy Coalition, 2003).
Safety in the workplace is an issue in which companies are investing vast
resources. As Christie (2006) said, “If a worker cannot read a safety
sign, an operator’s manual or the terms of a safe work permit or a work
order, he or she will not be safe in the average workplace.”
Rootman and
Ronson (2005) noted examples of the importance of literacy in workplace safety.
They cited a study by the Canadian Business Task Force that estimated $1.6 billion
of the $4 billion lost by businesses due to literacy problems were attributable
to workplace accidents. They also noted the Workplace Hazardous Materials Information
System has text written at college level. Health Canada (2003) research revealed
occupational injuries and awareness of dangers in the workplace are associated
with lower literacy proficiency.
Our research showed a trend, also evidenced in the IALSS research, in which employees in all levels of occupations are required to have higher levels of literacy across all domains. Statistics Canada (2005b:88) concluded “the demand for high literacy and numeracy proficiency is likely to increase further as Canada moves more and more towards a knowledge-based economy. … Continuous learning assists in maintaining competencies and acquiring new ones.” This trend emphasizes the importance of investing in literacy initiatives that build and maintain proficiency levels to keep our workforce competent and competitive.
In our research, people realized the need to pursue additional education and professional development to be successful in today’s knowledge-based economy. Fourteen people took courses online or attended seminars, workshops and webinars or attended training and learning opportunities provided by their employer. Others engaged in self-taught learning to keep current with new developments and trends in their industry.