Numeracy

• Taking measurements and temperature readings.

Working with others

• Utilizing good communication skills.
• Training others in food safety procedures using a buddy system.

Continual learning

• Keeping up with new legislation, job changes, and regular refreshers for new developments.

Thinking skills

• Problem solving, decision making and evaluating processes relevant to safe food handling.

Computer use

• Possible training on CDs.
• Personal research on food safety and foodborne illness.

Accommodations

for Those with Limited Essential Skills

The majority of the managers stated that few alterations had to be made to training in terms of the essential skills of reading, oral communication, computer skills or math. Managers said that essential skills are "not really necessary" and "not needed". Employees who train co-workers were also asked if they had experienced essential skills problems in training. They, too, see little difficulty with essential skills in training. This is not surprising since many workplaces do not have a 'literacy' rich environment and consequently, workers are seldom called upon to use workplace essential skills. As well, many employees are completing high school or post-secondary education and are highly literate.

Employees, supervisors and operators cited the following reasons for problems with essential skills not surfacing:

• Many of the employees have adequate education and experience.
• Essential skills are not in demand at the job.
• Much of the training is one-to-one which does not accentuate skills problems.
• At-work trainers demonstrate what has to be done and thus, "training doesn't require any reading".
• Issues of essential skills in formal training sessions are lessened because "the College had a good common sense delivery approach" and trainers effectively lead participants through the course. Food safety trainers in such programs reveal that they regularly address and modify instruction for participants' limitations in literacy and language skills.