environmental scan of the alberta business community · 2 interest in family literacy training a...

Analysis of Findings from Employer Follow-up Survey

Phase 2

August 2009

Environmental Scan of the Alberta Business Community

460, 10055 106 St, Edmonton, Alberta T5J 2Y2 � Tel: 780.423.0708 � Fax: 780.425.0400 � www.legermarketing.com

TABLE OF CONTENTS

1. BACKGROUND AND METHODOLOGY....................................................................................... 4

1.1 BACKGROUND AND RESEARCH OBJECTIVES.................................................................................. 4 1.2 METHODOLOGY ............................................................................................................................. 4

1.2.1 Sample Design and Data Collection......................................................................................... 4 1.2.2 Questionnaire Design ............................................................................................................... 5 1.2.3 Analysis..................................................................................................................................... 5 1.2.4 Analysis of Findings ................................................................................................................. 5

2. DETAILED FINDINGS...................................................................................................................... 6

2.1 IMPROVED LITERACY AND ESSENTIAL SKILLS NEEDS ................................................................... 6 2.1.1 Employee Groups with Greatest Need for Improved Literacy.................................................. 6 2.1.2 Percentage of Workforce with a Need for Improved Literacy and Essential Skills .................. 7 2.1.3 Percentage of Workforce with Greater Need............................................................................ 8 2.1.4 Percentage of Workforce Requiring English as a Second Language Training ........................ 9

2.2 CURRENT LITERACY AND ESSENTIAL SKILLS TRAINING.............................................................. 10 2.2.1 Workplace Training Offered................................................................................................... 10 2.2.2 Training Programs Involving a Literacy Organization or Consultant ................................... 11 2.2.3 Literacy and Essential Skill Training Focus........................................................................... 12 2.2.4 Program Delivery Approach .................................................................................................. 13

2.3 INTEREST IN FAMILY LITERACY TRAINING .................................................................................. 14 2.3.1 Interest in Offering Family Literacy Training Programs ....................................................... 14 2.3.2 Interest in Specific Family Literacy Program Offerings ........................................................ 15

2.4 BENEFITS OF FAMILY LITERACY TRAINING PROGRAMS .............................................................. 16 2.4.1 Agreement with Statements Regarding Family Literacy Training Programs......................... 16 2.4.2 Likelihood of Providing Workplace Family Literacy Programs in the Future....................... 18 2.4.3 Main Benefits of Offering Family Literacy Programs ............................................................ 19

2.5 BARRIERS TO THE IMPLEMENTATION OF WORKPLACE FAMILY LITERACY PROGRAMS................ 20 2.5.1 Hesitations or Challenges in Implementing Family Literacy Programs ................................ 20 2.5.2 People or Departments Involved in Decisions........................................................................ 21

2.6 ADDITIONAL INFORMATION AND SUPPORT .................................................................................. 22 2.6.1 Additional Resources Required .............................................................................................. 22 2.6.2 Family Literacy Program Support.......................................................................................... 23 2.6.3 Reasons not to Consider Family Literacy Programs.............................................................. 24

2.7 DEMOGRAPHIC PROFILE .............................................................................................................. 25

3. CONCLUSIONS AND OBSERVATIONS...................................................................................... 27

APPENDIX A: QUESTIONNAIRE APPENDIX B: TABLE OF CONFIDENCE BOUNDS

1

EXECUTIVE SUMMARY

Background and Methodology

Leger Marketing completed a total of 130 telephone and online interviews with Alberta organizations and employers between June 16th and July 15th, 2009. All of the participants had expressed an interest in participating in further research upon completion of the previously conducted Phase 1 survey. To ensure representativeness, the results are weighted by company size and geographic location.

Improved Literacy and Essential Skills Needs

Organizations most frequently mention entry level employees (6%), management level employees (6%), and foreign workers (6%) as groups within their workforce requiring the greatest need for improved literacy and essential skills.

Six-in-ten (59%) Alberta employers say that none of their employees require improvements in literacy or essential skills; conversely, 6% of organizations estimate that all (100%) of their workforce need improved literacy and essential skills.

On average, Alberta organizations indicate the that 16% of the employees in their workforce have a greater need for improved literacy and essential skills

A large majority (88%) of employers report that none of their employees require English as a second language (ESL) training, while 4% of organizations say their entire entire workforce requires ESL. On average, organizations specify that 8% of their workforce requires ESL.

Current Literacy and Essential Skills Training

Organizations are most likely to provide basic computer skills (28%) and teamwork training (26%), and least likely to provide instruction in basic math (12%). Two-thirds (64%) of organizations have never provided workplace training for their employees, while 74% have not provided training in the past year.

Two-thirds (67%) of employers currently offering programs to improve literacy and essential skills do not use the services of an outside agency or consultant, while the balance of organizations indicating that literacy organizations or consultants are involved in the development or delivery 1% to less than 30% of their literacy and essential skills training programs.

Typically, organizations report literacy is covered as part of general workplace training as opposed to training that addresses specific components. On average, two-thirds (66%) of training programs are delivered in a broad context, while the remaining 35% of programs target specific aspects of literacy and essential skills.

Over three-quarters (78%) of employers offer training only when a particular need is identified, while 23% offer literacy and essential skills programs on an ongoing basis.

2

Interest in Family Literacy Training

A consistent proportion of organizations express interest in offering family literacy training programs, regardless of whether the program involves only the worker (36%), the worker and their children (35%), or the worker and another adult (33%).

Two-in-ten employers express interest (4,5,6,7 ratings) in each workplace family literacy service program delivery scenario presented:

� A small collection of books at the workplace for workers to take home (21%); � Lunchtime seminars on reading (21%); � Two hour sessions each week at the workplace (19%); and � Two hour sessions on the weekend (18%).

Benefits of Family Literacy Training Programs

At least three-quarters of organizations agree that family literacy programs are beneficial for the employer (81%), and improve adult workers’ personal literacy and essential skills (75%).

Furthermore, seven-in-ten employers say that family literacy programs improve the organization’s ability to:

� Handle new responsibilities or communication practices (73%); � Provide a non-threatening way to re-enter the learning system (72%); � Increase workforce skill level (71%); � Improve productivity (70%); and � Improve the quality of products and services (69%).

One-quarter (23%) of employers indicate their organization is very likely (6%, 6,7 ratings) or moderately likely (17%, 4,5 ratings) to offer a family literacy program in the future.

Although many Alberta employers are unable to describe the specific benefits of family literacy programs, 6% say family literacy programs lead to better communication, 4% indicate it improves productivity, and another 4% say family literacy aids with the development of better skilled employees.

Barriers to the Implementation of Workplace Family Literacy Programs

When asked to identify the barriers or challenges associated with the implementation of family literacy programs, organizations most frequently indicate they struggle with determining the immediate need for a family literacy program (19%), the cost of implementation (14%), and the availability of time (12%).

Results show the decision to implement family literacy programs rests with higher-level decision makers, rather than middle management or human resources professionals. Employers identify the President or CEO (49%) other Senior Management (33%), and the Board of Directors (24%) as decision makers.

3

Additional Information and Support

In order to develop or offer a family literacy program in the workplace, organizations require more information to assess employee demand and necessity of a program (6%). Employers also identify the need for subsidies or financial support (5%), and the need to partner with other organizations as they feel their company is too small to offer a program independently (4%).

Results show that four-in-ten (39%) of organizations would consider offering family literacy programs if they receive support.

Having a small organization or not enough employees is mentioned most frequently by organizations as a reason not to consider offering family literacy programs (19%). Employers also say they would not offer programs because literacy is a prerequisite to employment (9%), or they lack the time (4%) or resources (3%).

4

1. BACKGROUND AND METHODOLOGY

1.1 Background and Research Objectives

In November 2008, Leger Marketing was contracted by the Centre for Family Literacy to

conduct an environmental scan of the Alberta business community, as part of their two-year

Workplace Family Literacy Project.

The scan was required to explore the current awareness level and interest of employers in

directly supporting the literacy development of employees. The findings will be used by the

Centre to develop a plan through which literacy organizations, together with businesses would

implement a range of family literacy programs in the workplace.

The research was completed in two phases:

Phase 1 – Survey of Alberta Employers

Phase 2 – Follow-up Survey and One-on-one Interviews

This report presents the findings of the Phase 2 Follow-up Survey. Results for the Phase 1

Survey and the Phase 2 One-on-one interviews are provided in separate reports.

1.2 Methodology

1.2.1 Sample Design and Data Collection

The first phase consisted of a survey of over 500 representatives of Alberta employers. Both

telephone and web methodologies were offered to ensure the completion of as many surveys as

possible.

The second phase of the project consisted of a follow-up survey of 130 employers and 10 in-

depth, one-on-one interviews with employers who had already completed the Phase 1 survey.

For the follow-up survey in the second phase of the project, experienced Leger Marketing

interviewers conducted follow-up interviews with participants who had indicated they would like

to participate in future research upon completing the Phase 1 survey. For some records, Leger

had a specific contact to call, and for others only a general telephone number was available. If

the specific contact was not available, Leger asked to speak to the executive in the organization

in charge of literacy programs. Leger attempted to speak to the most senior person in the

organization, but was flexible to speak with someone involved in the workplace literacy process.

A total of 130 interviews with Alberta businesses were completed between June 16th and July

15th, 2009. To ensure representativeness, the results are weighted by company size and

geographic location.

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1.2.2 Questionnaire Design

Leger Marketing developed the Phase 2 questionnaire in close consultation with the Centre for

Family Literacy, ensuring it directly addressed the project objectives and met the quality,

actionability, project flow, and response rate criteria.

1.2.3 Analysis

Subgroup analysis is provided where applicable. Typically, differences among demographic

subgroups are only included when statistically significant. Given the limited sample size of some

specific demographic segments, formal statistical significance testing is not possible. As such,

subgroup analysis is provided for comparative purposes only. Caution should be used when

extrapolating subgroup findings to the general population.

1.2.4 Analysis of Findings

Throughout the questionnaire, a seven-point scale was used for respondents to rate their

opinions about family literacy. The rating scales used in the study are:

� Importance: 1 means not at all important, 4 means somewhat important and 7

means extremely important.

� Agreement: 1 means do not agree at all, 4 means somewhat agree and 7 means completely agree.

For the purpose of analysis and discussion, the numerical ratings were consolidated into three

groups:

Rating on the

1 to 7 scale Interpretive Level

6, 7 These respondents express strongly positive responses.

4, 5 These respondents disclose mid-range responses about a particular factor, or provide a moderately positive response.

1, 2, 3 These respondents provide negative responses.

6

2. DETAILED FINDINGS

2.1 Improved Literacy and Essential Skills Needs

2.1.1 Employee Groups with Greatest Need for Improved Literacy

When asked to identify the groups in their workforce with the greatest need for improved

literacy and essential skills, organizations mention entry level employees (6%), management

level employees (6%), and foreign workers (6%). Support staff, including secretarial and

reception staff (4%) and service staff (4%) were also identified as employee groups with the

greatest need for improved literacy and essential skills. Thirty-eight percent (38%) or

employers indicate that none of their staff require improved literacy or essential skills.

Table 1: Employee Groups with Greatest Need for Improved Literacy (Q.1) – Multiple Mentions –

(n=130)

Entry level employee 6%

Management level employee 6%

Foreign workers 6%

Support staff (includes secretary and receptionist) 4%

Service staff / service department / service agents 4%

Everyone / the entire business 2%

Front-line staff 2%

Youth / students 1%

Warehouse staff 1%

General labourers 1%

Production staff *

Drivers *

Other mentions 12%

None / not applicable 38%

Don’t’ know / refused 18%

*Less than 1% of respondents

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2.1.2 Percentage of Workforce with a Need for Improved Literacy and Essential Skills

The majority (59%) of respondents say that none of their staff are in need of improved literacy

or essential skills, while 6% note that all (100%) of their workforce require improved literacy

and essential skills.

On average, respondents mention that 16% percent of their workforce has a need for better

literacy and essential skills.

Table 2: Percentage of Overall Workforce with a Need for Improved Literacy and Essential Skills (Q.2)

(n=130)

0% 59%

1% to less than 10% 5%






60% to less than 70% --



90% to 99% *

100% 6%

MEAN 16%


Subgroup Analysis

While not a significant difference, smaller organizations (less than 100 employees) are more likely to indicate that none of their employees have a need for improved literacy and essential skills (60% versus 13% of larger organizations with 100 employees or more).

Again, while not a significant difference, government organizations are more likely to indicate that none of their employees have a need for improved literacy and essential skills (82% versus 73% of non-profit and 56% of private organizations).

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2.1.3 Percentage of Workforce with Greater Need

Six-in-ten (59%) organizations say none of their employees have a greater need for improved

literacy and essential skills, while 5% indicate that all their employees (100%) have a greater

need for better literacy and essential skills.

On average, the proportion of employees that have a greater need for improved literacy and

essential skills represent 16% of their workforce.

Table 3: Percentage of Workforce with a Greater Need for Improved Literacy and Essential Skills (Q.3)

(n=130)

0% 59%







60% to less than 70% *



90% to 99% --

100% 5%

MEAN 16%


9

2.1.4 Percentage of Workforce Requiring English as a Second Language Training

A large majority (88%) of companies indicate that no one in their organization requires English

as a second language (ESL) training, while 4% say all their employees (100%) require ESL

training.

On average, 8% of the workforce requires ESL training.

Table 4: Percentage of Workforce Requiring English as a Second Language Training (Q.4)

(n=130)

0% 88%










90% to 99% 1%

100% 4%

MEAN 8%


Subgroup Analysis

Organizations with less than 100 employees are significantly more likely to indicate that none of their workers have a need for English as a second language training (87% versus 39% of those with 100 employees or more).

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2.2 Current Literacy and Essential Skills Training

2.2.1 Workplace Training Offered

In the next section, employers were asked to identify any training offered by their organization

to improve the literacy and essential skills of their employees, and to specify if any training had

been conducted in the past 12 months.

Organizations are most likely to provide basic computer skills (28% overall, 18% within the past

12 months) and teamwork training (26% overall, 17% within the past 12 months). At least

one-in-ten respondents specify they provide verbal communication (14%), reading (12%), or

writing (12%) courses in the past 12 months. Overall, respondents are least likely to provide

instruction in basic math (6%).

Two-thirds (64%) of organizations have not provided workplace training for their employees,

while 74% have not provided training in the past year.

Table 5: Workplace Training Offered (Q.5)

Workplace training

offered historically

(n=130)

Workplace training

offered in past 12 months

(n=130)

Basic computer skills 28% 18%

Teamwork 26% 17%

Verbal communication 19% 14%

Reading 18% 12%

Writing 18% 12%

Basic math 12% 6%

None of the above / none offered 64% 74%

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2.2.2 Training Programs Involving a Literacy Organization or Consultant

Organizations currently offering programs to improve literacy and essential skills were asked to

specify the proportion of training offered by a literacy organization or consultant. Two-thirds

(67%) do not use the services of an outside agency or consultant; the remaining employers

(33%) indicate that literacy organizations or consultants are involved in 1% to less than 30% of

their literacy and essential skills training programs.

On average, 6% of all literacy and essential skills training involves the services of an outside

agency or consultant.

Table 6: Percentage of Training Programs Involving a Literacy Organization or Consultant (Q.6)

Base: Respondents that indicate their organization

has offered programs to improve literacy and essential skills

(n=52)

0% 67%










90% to 99% *

100% *

MEAN 6%


Subgroup Analysis

While not a significant difference, private organizations are less likely to indicate they have not used the services of an outside literacy agency or consultant (69% versus 48% non-profit and 45% government).

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2.2.3 Literacy and Essential Skill Training Focus

Organizations offering programs to improve literacy and essential skills were also asked to

specify the distribution of both broader workplace training and specific training targeting the

need to improve literacy and essential skills. Typically, respondents indicate literacy is covered

as part of general workplace training as opposed to training that addresses specific

components.

On average, two-thirds (66%) of training programs are delivered in a broad context, while 35%

of programs target specific aspects of literacy and essential skills.

Table 7: Literacy and Essential Skill Training Focus (Q.7a-b)

Base: Respondents that indicate their organization has offered

programs to improve literacy and essential skills

Percentage of training covered as part of a

broader workplace training program not specific to

literacy and essential skills

(n=52)

Percentage of training offered specifically to

address the need to improve literacy and

essential skills

(n=52)

0% -- 33%

1% to less than 10% -- *

10% to less than 20% -- *

20% to less than 30% 15% 7%

30% to less than 40% 1% *

40% to less than 50% 1% 12%

50% to less than 60% 30% 30%

60% to less than 70% 12% 1%

70% to less than 80% * 6%

80% to less than 90% 7% 10%

90% to 99% 1% --

100% 33% --

MEAN 66% 35%


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2.2.4 Program Delivery Approach

Over three-quarters (78%) of employers offer training only when a particular need is identified,

while 23% say their organization offers literacy and essential skills programs on an ongoing

basis.

Table 8: Literacy and Essential Skills Program Delivery Approach (Q.8) Base: Respondents that indicate their organization

has offered programs to improve literacy and essential skills

(n=52)

Offer ongoing literacy and essential skills 23%

Offer only when a particular need is recognized 78%

Subgroup Analysis

While not a significant difference, private organizations are more likely to indicate they provide literacy and essential skills training programs when a particular need is recognized (81% versus 68% government and 52% non-profit).

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2.3 Interest in Family Literacy Training

2.3.1 Interest in Offering Family Literacy Training Programs

One-third of organizations express an interest in offering family literacy training programs,

regardless of whether the program involves only the worker (36%), the worker and their

children (35%), or the worker and another adult (33%). Twenty-one percent (21%) of

employers are very interested (6,7 ratings) in programs that involve workers and their children,

followed by those that involve only the worker or the worker and another adult (each at 17%).

Fig 1: Level of Interest in Offering Family Literacy Training Programs (Q.9)

19%14% 16%

17%21% 17%

36% 35% 33%

0%

20%

40%

60%

80%

100%

Involving the worker only to increase literacy

at work

Involving the worker and their children Involving the worker and another adult

(spouse, parent, etc.)

Moderately interested (4,5 ratings) Very interested (6,7 ratings)

Scale: 1 = Not interested at all 4 = Interested 7 = Very interested

Don't Know

Not interested

(1,2,3 ratings)

6%

61%

7%

59%

6%

58%

(n=130)

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2.3.2 Interest in Specific Family Literacy Program Offerings

When asked to rate their level of interest in specific methods of program delivery,

approximately 20% of employers express interest (4,5,6,7 ratings) in each workplace family

literacy service delivery scenario. Organizations express the most interest (6,7 ratings) in two

hour sessions on weekends (11%), and lunchtime seminars (10%).

Fig 2: Level of Interest in Specifc Family Literacy Program Offerings (Q.10a-d)

14% 11%17%

7%

21% 21% 19% 18%

11%10%8% 2%

0%

20%

40%

60%

80%

100%

A small collection of adult and

children's books in the workplace

for workers to take home and

read with their families

Lunchtime seminars on reading to

children, helping with homework,

encouraging reluctant readers

Two hour sessions each week at

the workplace; employees take

part in literacy activities

Two hour sessions on the

weekends for workers' whole

families

Moderately interested (4,5 ratings) Very interested (6,7 ratings)

Don't Know

Not interested

(1,2,3 ratings)

12%

69%

12%

68%

12%

67%

(n=130)

69%

12%

Scale: 1 = Not interested at all 4 = Interested 7 = Very interested

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2.4 Benefits of Family Literacy Training Programs

2.4.1 Agreement with Statements Regarding Family Literacy Training Programs

In the next section of the survey, organizations were asked to rate their level of agreement with

a series of statements regarding aspects of family literacy programs. At least three-quarters

agree that family literacy programs are beneficial for the employer (81%), or that family literacy

programs improve adult workers’ personal literacy and essential skills (75%).

Seven-in-ten say that family literacy programs improve the organization’s ability to handle new

responsibilities or communication practices (73%), provide a non-threatening way to re-enter

the learning system (72%), increase workforce skill level (71%), improve productivity (70%),

and improve the quality of products and services (69%).

Fig 3a: Level of Agreement Regarding Aspects of Family Literacy Programs (Q.11a-n)

21% 27% 26% 25% 21%30% 33%

60% 49% 46% 47% 51%41% 36%

81%75%

73% 72% 71% 70% 69%

0%

20%

40%

60%

80%

100%

Are beneficial for

the employer

Improve the adult

worker's personal

literacy and

essential skills

Improve the

organization's

abilities to handle

new

responsibilities or

communications

practices

Provide a non-

threatening way

for workers to re-

enter the learning

system

Increase the skill

level of the

workforce

Improve

productivity

Improve the

quality of

products and

services

Moderate agreement (4,5 ratings) Strong agreement (6,7 ratings)

Scale: 1 = Do not agree at all 4 = Agree 7 = Completely agree

Don't Know

Not interested

(1,2,3 ratings)

3%

26%

3%

25%

2%

17%

(n=130)

27%

4%

23%22% 27%

2% 5% 3%

17

At least six-in-ten organizations agree that family literacy motivates employees to pursue other

types of training (65%), improve the ability to implement new technology, production

processes, or other changes (63%), improves safety (62%), and has unique advantages over

other types of literacy and essential skills programs (60%).

Employers are least likely to agree that family literacy programs increase their competitiveness

(59%), improve labour-management relations (59%), and attract employees (49%).

Fig 3b: Level of Agreement Regarding Aspects of Family Literacy Programs (Q.11a-n)

29% 24% 19% 26% 21% 25% 20%

36% 39% 43% 34% 38% 35%29%

65% 63% 62% 60% 59% 59%

49%

0%

20%

40%

60%

80%

100%

Motivate

employees to

pursue other

types of training

that would benefit

the organization.

Improve the

organization's

ability to

implement new

technology,

production

processes or

other changes in

the workplace

Improve safety at

the organization

Have unique

advantages over

other types of

literacy and

essential skills

programs

Increase the

organization's

competitiveness

Improve labour-

management

relations at the

organization

Attract employees

to the

organization

Moderate agreement (4,5 ratings) Strong agreement (6,7 ratings)

Scale: 1 = Do not agree at all 4 = Agree 7 = Completely agree

Don't Know

Not interested

(1,2,3 ratings)

5%

36%

6%

32%

4%

31%

(n=130)

43%

8%

28%33% 34%

4% 12% 6%

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2.4.2 Likelihood of Providing Workplace Family Literacy Programs in the Future

One-quarter (23%) of employers indicate their organization is very likely (6%, 6,7 ratings) or

moderately likely (17%, 4,5 ratings) to offer a family literacy program in the future. Seventy-

seven percent (77%) of organizations, however, say they are not likely (1,2,3 ratings) to offer

family literacy program to employees in the future.

Fig 4: Likelihood of Providing Family Literacy Programs in the Future (Q.12)

77%

17%

6%

0%

20%

40%

60%

80%

100%

Very likely (6,7 ratings) Moderately likely (4,5 ratings) Not likely (1,2,3 ratings)

(n=130)

Scale: 1 = Not at all Likely 4 = Somewhat likely 7 = Very likely

Likely 23%

Subgroup Analysis

While not a significant difference, government organizations are more likely to indicate they are likely to provide literacy programs in the future (50% versus 22% private and 19% non-profit).

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2.4.3 Main Benefits of Offering Family Literacy Programs

Although many were unable describe the benefits of family literacy programs, 6% of

organizations say family literacy programs lead to better communication, 4% say family literacy

improves productivity, and another 4% say it results in better skilled employees.

Table 9: Main Benefits of Offering Family Literacy Programs (Q.13) – Multiple Mentions –

(n=130)

Better communications 6%

Higher productivity 4%

Better skilled employees 4%

Employee retention / workforce stability 3%

Better / increased morale 2%

Better communications with client base 2%

Better relationships with co-workers 2%

Would improve perception of company 2%

Better relationship with client base 2%

Giving back to the employees / demonstrate organizations’ compassion

1%

Better inter-office communications *

Better service *

Increased customer satisfaction *

Improvements to literacy / understanding of English language

*

Other mentions 12%


Don’t know / refuse 39%


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2.5 Barriers to the Implementation of Workplace Family Literacy Programs

2.5.1 Hesitations or Challenges in Implementing Family Literacy Programs

When asked to identify barriers or challenges associated with the implementation of family

literacy programs, most organizations struggle with determining the need for a family literacy

program (19%), the cost of implementation (14%), and the availability of time (12%) or other

resources (7%).

Table 10: Hesitations or Challenges in Implementing Family Literacy Programs (Q.14)

– Multiple Mentions –

(n=130)

Necessity of such a program 19%

Cost / impact on finances or budget 14%

Availability of time 12%

Availability of resources (excluding financial or time) 7%

Employee participation 4%

Geographical / location challenges 2%

Potential to benefit the organization 2%

Duplication of service provided by the community *

Other mentions 6%


Don’t know / refuse 26%


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2.5.2 People or Departments Involved in Decisions

The largest proportion of organizations say the President or CEO (49%) would make the

decision to offer family literacy programs followed by other Senior Management (33%), or the

Board of Directors (24%). Results show that the decision to implement a family literacy

program rests with higher-level decision makers, rather than middle management or human

resource professionals.

Table 11: People or Departments Involved in the Decision to Offer Family Literacy Programs (Q.15)


(n=130)

President / CEO 49%

Other Senior Management 33%

Board of Directors 24%

Other human Resources Management 13%

Executive Vice President, Human Resources 10%

Executive Director 9%

Vice President Human Resources 9%

Other 15%


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2.6 Additional Information and Support

2.6.1 Additional Resources Required

In order to develop or offer a family literacy program in the workplace, organizations say they

require more information to assess employee demand or determine the necessity of such a

program (6%). Employers also identify the need for subsidies or financial support (5%), and

opportunities to partner with other organizations as they feel their company is too small to offer

a program independently (4%). Overall, two-thirds (67%) of employers are unsure or unable

to identify the information they would require to offer a program.

Table 12: Additional Information, Support or Partnerships Required to Offer Family Literacy Programs in the Workplace (Q.16)


(n=130)

More information regarding employee demand / necessity of such a program

6%

Subsidies / financial support 5%

Business too small / too few employees 4%

More information 3%

Tutors / teachers / trained staff 2%

Knowledge of available programs 2%

More information regarding cost 2%

More information regarding time requirements 2%

Access to programs 2%

A well equipped location / learning centre 1%

Partnership with an educational organization 1%

Other mentions (see below) 13%

None / not applicable / don’t know 67%

*Less than 1% of respondents Other mentions include “advisory help;” “we would need an HR department;” “course outline;”

“someone who could speak English;” “approved by management;” “get the new contract we

need;” “life long learning as a partner to teach the programs; rural communities need the aid;

communications; funding;” none except when the need arises we tell them where to go;” we

work with rainbow literacy;” and “a staged plan; a package of material as a basis to implement

such material.”

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2.6.2 Family Literacy Program Support

Results show that four-in-ten (39%) of organizations would consider offering family literacy

programs if they receive some type of support. The majority (61%) of employers, however,

indicate they would not consider offering a family literacy program, even if support were

provided.

Fig 5: If support was provided to your organization, would you consider

offering family literacy programs? (Q.17)

61%

39%

0%

20%

40%

60%

80%

100%

Yes No

(n=130)

Subgroup Analysis

While not a significant difference, organizations with 100 or more employees are more likely to offer family literacy programs if support were provided (68% versus 39% of organization with less than 100 employees).

Again, while not a significant difference, government and private organizations are more likely to offer family literacy programs if support were provided (49% and 41%, respectively versus 24% of non-profit organizations).

24

2.6.3 Reasons not to Consider Family Literacy Programs

Having a small organization or not enough employees is mentioned most frequently by

organizations as a reason not to consider offering family literacy programs (19%). Employers

also say they would not offer programs because literacy is a prerequisite of employment (9%),

they lack the time (4%), or resources (3%). Nearly half (47%) say that family literacy

programs are not needed, relevant, or applicable to their organization.

Table 13: Reasons NOT to Consider Family Literacy Programs (Q.18) – Multiple Mentions –

Base: Respondents that indicate they would not consider offering family literacy programs if support were provided

(n=65)

Small company / not enough employees 19%

Literacy is a prerequisite for joining the organization 9%

Lack of time 4%

Lack of resources 3%

Would require managers’ approval 1%

Lack of funding 1%

Do not have appropriate facilities 1%

Not appropriate for our workers *

Other mentions 4%

Not needed / relevant / applicable 47%

Don’t’ know / refuse 18%


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2.7 Demographic Profile

The following table provides an overview of respondent demographics.

Table 14a: Demographics

Number of Employees

All Employers Total (n=130)

Number of employees

Over 500 employees *

250-499 *

100-249 1%

50-99 2%

25-49 8%

Less than 25 employees 88%

Type of Organization

Government 5%

Not-for-profit organization 10%

Private sector, for profit 85%

Organization Sector

Agriculture *

Communications 6%

Construction 10%

Education 6%

Financial services 2%

Government 4%

Health/Social Services 10%

Hospitality 11%

Manufacturing 7%

Resources (oil and gas, etc) 14%

Retail 22%

Transportation 15%

Utilities 2%

Other 8%

Gender

Male 52%

Female 49%

Level of influence on Workplace Literacy decisions

No influence at all 2%

Little, if any, influence 2%

Some influence 31%

Lot of influence 65% * Less than 1% of respondents

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Table 14b: Demographics Con’t…

Number of Employees

All Employers Total (n=130)

Annual sales

Less than $500,000 22%

$500,000 to $1 Million 4%

$1 to 2.5 Million 9%

$2.5 to 5 Million 14%

$5 to 10 Million 18%





$500 Million to $1 Billion 2%

Over $1 Billion -

Not Available 13%

Office type

Branches 28%

Head Office 2%

Subsidiary Head Office *

Single Site 70% * Less than 1% of respondents

27

3. CONCLUSIONS AND OBSERVATIONS

Overall, a consistent proportion of organizations recognize the need for workforce literacy and essential skills training. While this represents a small proportion of employers, these organizations tend to employ a larger number of workers. While not a statistically significant difference, smaller organizations are generally less likely to employ workers that require literacy or essential skills training than organizations with larger workforces.

A small proportion of organizations have provided literacy and essential skills training in the past. These organizations are most likely to have provided basic computer skills and teamwork training.

The majority of employers that offer programs to improve literacy and essential skills do not use the services of an outside agency or consultant. Larger organizations tend to be less likely to use the services of a literacy agency or consultant than smaller employers.

Results show that literacy training is typically covered as part of broader workplace initiatives rather than being offered to address specific components of literacy or essential skills. The majority of employers offer training on an ad-hoc basis, as opposed to those providing ongoing literacy and essential skills programs.

Overall, organizations are consistent in their interest in offering family literacy programs regardless of whether the training sessions involve only the worker, the worker and their children, or the worker and their spouse. Larger organizations are slightly more likely to show interest in programs involving only the worker, while smaller employers report higher interest in programs involving both the worker and their children.

Interest in workplace family literacy services is consistent, with relatively similar proportions of employers saying they would be interested in programs consisting of a small collection of books at the workplace for workers to take home and share with their families, lunchtime seminars on reading, weekly sessions at the workplace, and weekend sessions with workers and their families.

A large majority of organizations agree that family literacy programs are beneficial for the employer, and that programs are effective in improving adult workers’ personal literacy and essential skills. The majority of employers also agree that family literacy programs improve the organization’s ability to handle new responsibilities or communication practices, provide a non-threatening way for workers to re-enter the learning system, increase workforce skill level, improve productivity, and improve the overall quality of products and services.

Despite high levels of agreement with many of the statements regarding the benefits of family literacy programs, a relatively small proportion of organizations say they are likely to offer programs in the future. Larger organizations, however, are slightly more likely to offer family literacy programs than smaller employers.

While many Alberta employers are unable to describe the specific benefits of the implementation of family literacy programs, some respondents say family literacy programs lead to better communication, improve productivity, and improve the skills of workers.

Questions surrounding the need for a literacy program, the cost of implementation and having enough time are specified by employers as the greatest barriers or challenges associated with the implementation of family literacy programs. Smaller organizations are slightly more likely to mention time as a challenge, while larger employers are slightly more likely to specify challenges associated with cost.

28

The decision to develop or implement family literacy programs rests with high-level decision makers of organizations such as the President, CEO, or other senior management rather than middle management or human resource professionals.

Some organizations would consider offering family literacy programs if they receive support, including assistance to assess employee demand and determine the necessity training programs, and subsidies or financial support.

Some employers note that their organization would likely be too small to offer a family literacy program independently. While this aspect was not tested specifically in the research, findings indicate that some organizations may potentially be willing to partner with others to deliver family literacy programs to their workers.

APPENDIX A – QUESTIONNAIRE

30

CENTRE FOR FAMILY LITERACY PHASE 2 QUESTIONNAIRE

Dear (insert name), A few months ago, you participated in a survey of Alberta employers to help us understand opinions about education and training in the workplace. At that time you gave us permission to contact you again, and we now have some additional questions. We provide you with the option to either complete the survey online or by telephone: Please use the following link to access the online survey: http://leger.com/literacy671jg (unique link provided for each participant) If you do not complete the survey online, a researcher will call and provide you with the option of completing the interview over the phone. We recommend reviewing the attached document prior to the interview, to give you some important background information about the survey topic. The survey takes about 8 to 10 minutes. If you have any questions about this study, please contact: Barry Davis Vice President Research Leger Marketing [email protected] 780-423-0708 ext.234 10055-106th Street NW, Suite 460 Edmonton, Alberta T5J 2Y2 or Sharon Skage at the Centre of Family Literacy toll free at 1-866-421-7323.

Please be assured that all information you provide will be kept completely confidential. We are an independent third party that has been retained by the Centre for Family Literacy to conduct this study. Your responses will be presented in consolidated form only, not individually.

31

As with our previous survey, the topic of this survey is Workplace Education, which focuses on general literacy instruction such as reading, writing, math and computer skills, as well as specific literacy skills related to the business such as reading technical manuals, and life skills such as how to work with others. These requirements apply to a whole range of employees from those in entry-level positions to those in office settings and highly skilled trades, as well as supervisors and managers. ------------------------------------------------------------------------------------------------------------ 1. Within your workforce, what groups have the greatest need for improved literacy and essential skills? ___________________________________________________________ 2. Considering the groups of employees (business units, types of work etc.) that have a greater need for improved literacy and essential skills, what percentage of your overall workforce do these groups represent? ___% (0-100) ----------------------------------------------------------------------------------------------------------- 3. What percentage of your overall workforce would you estimate has a need for improved literacy and essential skills? ___% (0-100) ----------------------------------------------------------------------------------------------------------- 4. Of the workers who have a need for improved literacy and essential skills, what percentage require literacy training for those with English as a second language (ESL training)? ___% (0-100) ------------------------------------------------------------------------------------------------------------ 5. What kinds of workplace training has your organization offered to improve literacy and essential skills? Please select all that apply, and specify whether this type of training has been offered within the past 12 months)

1 Verbal communication 2 Reading 3 Writing 4 Basic math 5 Basic computer skills 6 Teamwork

ASK EACH AREA MENTIONED IN QUESTION 5 5.1 What type of training does your organization offer in terms of verbal communication, for what purposes, and at what level of ability?________________________________ 5.2 What type of training does your organization offer in terms of reading, for what purposes, and at what level of ability?_______________________________________ 5.3 What type of training does your organization offer in terms of writing, for what purposes, and at what level of ability?_______________________________________ 5.4 What type of training does your organization offer in terms of basic math, for what purposes, and at what level of ability?_______________________________________ 5.5 What type of training does your organization offer in terms of basic computer skills, for what purposes, and at what level of ability?________________________________ 5.6 What type of training does your organization offer in terms of teamwork, for what purposes, and at what level of ability?_______________________________________

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--------------------------------------------------------------------------------------------------------- ASK 6-8 IF YES TO ANY IN 5; OTHERS SKIP TO 9: 6. What percentage of the time have your organization’s training programs been provided in partnership with, or contracted out to, a literacy organization or consultant? ___% (0-100) ---------------------------------------------------------------------------------------------------------- 7. When your organization offers training on literacy and essential skills, what percentage of this training is... -covered as part of a broader workplace training program that is not specific to literacy and essential skills ___% -offered specifically to address the need to improve literacy and essential skills ___% (MUST ADD TO 100%) ---------------------------------------------------------------------------------------------------------- 8. Does your organization have an ongoing literacy and essential skills training program or is it offered at different points in time when a particular need is recognized? -ongoing -when a particular need is recognized ---------------------------------------------------------------------------------------------------------- 9. As shown in the attachment to your email invitation to this study, family literacy refers to the ways parents, children, and extended family members use literacy at home, work, and in their community. Family literacy programs recognize the influence of the family on the literacy development of family members, and support families in literacy activity and in accessing literacy resources. Programs may involve parents only, or parents and children together. What is your level of interest in family literacy as a potential form of training that could be offered at your organization, assuming… PRESENT IN THIS ORDER Not interested at all

Interested Very interested

1 2 3 4 5 6 7 O O O O O O O

a. The programs involve the worker only, giving the worker the skills and tools necessary to increase literacy within their family when they are at home

b. The programs involve the worker and another adult (spouse, parent, etc.) c. The programs involve the worker and their children

33

---------------------------------------------------------------------------------------------------------- 10. What is your level of interest in these specific family literacy programs for your organization… RANDOMIZE ORDER Not interested at all

Interested Very interested

1 2 3 4 5 6 7 O O O O O O O

a. Two hour sessions each week at the workplace where employees and their families take part in literacy activities that involve the reading of children’s, work-related, and personal literature.

b. A small collection of adult and children’s books in the workplace provided by public library, for workers to take home and read with their families.

c. Lunchtime seminars on the importance of reading to children, with different talks focusing on different ages of children. Parents in the workplace receive advice on how to select books for preschoolers, how to help older children with their homework, and how to encourage reluctant readers.

d. Drop-in workshops for employees to work on subjects such as math or English, as well as courses for particular workplace functions.

e. Two hour sessions on the weekends for workers’ whole families, where an hour is spent in separate programs for the adults and children, followed by a joint session for both adults and children to practice what they learned and share ways in which they use literacy at home.

------------------------------------------------------------------------------------------------------------ 11. What is your level of agreement that family literacy programs… PRESENT A, B AND C FIRST, RANDOMIZE ORDER OF OTHERS Do not agree at all

Agree Agree completely

1 2 3 4 5 6 7 O O O O O O O

a. Improve the adult worker’s personal literacy and essential skills b. Are beneficial for the employer c. Have unique advantages over other types of literacy and essential skills programs d. Attract employees to your organization e. Increase the skill level of your workforce f. Improve productivity g. Increase your organization’s competitiveness h. Improve safety at your organization i. Improve the quality of your products or services j. Improve labour-management relations at your organization k. Improve your organization’s ability to implement new technology, production processes

or other changes in the workplace l. Improve your employees’ abilities to handle new responsibilities or new communications

practices m. Motivate employees to pursue other types of training that would benefit your

organization ------------------------------------------------------------------------------------------------------------ 12. Considering the wide range of family literacy programs that could be offered, how likely is your organization to provide any family literacy programs in the future? Not at all likely Somewhat likely Very likely 1 2 3 4 5 6 7 O O O O O O O ------------------------------------------------------------------------------------------------------------

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13. What would you say are the main benefits your organization would realize if it offered family literacy programs? Please be as specific as possible. _________________ _______________________________________________________________________ ------------------------------------------------------------------------------------------------------------ 14. What hesitations or challenges would your organization have when deciding whether to offer family literacy programs? Please be as specific as possible. _______________________ _______________________________________________________________________ ------------------------------------------------------------------------------------------------------------ 15. What people or departments would be involved in making the decision of whether to offer family literacy programs, and what types of programs to offer? Please select all that apply. Board of Directors President/CEO Executive Director Executive VP Human Resources VP Human Resources Other senior management Other Human Resources management Other (specify) __________________________ ---------------------------------------------------------------------------------------------------------- 16. What additional information, support or partnerships would you need to have in place to offer family literacy programs in the workplace? Please be as specific as possible about the type of information or support that would be needed.___________________ _______________________________________________________________________ ---------------------------------------------------------------------------------------------------------- 17. If that support was provided to your organization, would you consider offering family literacy programs? -Yes SKIP TO 19 -No ASK 18 ------------------------------------------------------------------------------------------------------------ 18. For what reasons would you not consider offering family literacy programs even if support was provided? _____________________________________________________ _______________________________________________________________________ ------------------------------------------------------------------------------------------------------------ 19. Do you have any comments you would like to have forwarded to the Centre for Family

Literacy? _________________________________________________________

---------------------------------------------------------------------------------------------------------- 20. Would you like to receive any further information from the Centre for Family Literacy about

the services they offer?

-Yes

-No

------------------------------------------------------------------------------------------------------------ 21. Do we have your permission to pass your answers and your contact information on to the

Centre for Family Literacy?

-Yes, please share my contact information and responses with the Centre for Family Literacy

-No, please keep my contact information and responses confidential

----------------------------------------------------------------------------------------------------------

35

22. Would you be willing to have any of your comments used in testimonials or teaching

materials for Centre for Family Literacy? The exact details would be released to you and at that

point you would be given the option to have it included or not.

-Yes, please contact me if you would like to use my comments

-No, please keep my comments confidential

----------------------------------------------------------------------------------------------------------

Your survey is complete. Thank you very much for your time and assistance!

If you have any questions about this research, you may contact Sharon Skage at

the Centre of Family Literacy toll free at 1-866-421-7323.

APPENDIX B – TABLE OF CONFIDENCE BOUNDS

SSTTAATTIISSTTIICCAALL TTOOLLEERRAANNCCEESS Probability Level: 95% confidence interval (19 times out of 20)

Range of error is:

Where percentage shown is

With a sample size

of

2% or 98%

4% or 96%

6% or 94%

8% or 92%

10% or 90%

12% or 88%

15% or 85%

20% or 80%

25% or 75%

30% or 70%

35% or 65%

40% or 60%

45% or 55%

50%

100 3.8 4.7 5.3 5.9 6.4 7.0 7.8 8.5 9.0 9.3 9.6 9.8 9.8

150 3.1 3.8 4.3 4.8 5.2 5.7 6.4 6.9 7.3 7.6 7.8 8.0 8.0

200 2.7 3.3 3.8 4.2 4.5 4.9 5.5 6.0 6.4 6.6 6.8 6.9 6.9

250 1.7 2.4 2.9 3.4 3.7 4.0 4.4 5.0 5.4 5.7 5.9 6.1 6.2 6.2

300 1.6 2.2 2.7 3.1 3.4 3.7 4.0 4.5 4.9 5.2 5.4 5.5 5.6 5.7

400 1.4 1.9 2.3 2.7 2.9 3.2 3.5 3.9 4.2 4.5 4.7 4.8 4.9 4.9

500 1.2 1.7 2.1 2.4 2.6 2.8 3.1 3.5 3.8 4.0 4.2 4.3 4.4 4.4

600 1.1 1.6 1.9 2.2 2.4 2.6 2.9 3.2 3.5 3.7 3.8 3.9 4.0 4.0

800 .97 1.4 1.6 1.9 2.1 2.3 2.5 2.8 3.0 3.2 3.3 3.3 3.4 3.5

1,000 .87 1.2 1.5 1.7 1.9 2.0 2.2 2.5 2.7 2.8 3.0 3.0 3.1 3.1

1,200 .79 1.1 1.3 1.5 1.7 1.8 2.0 2.3 2.5 2.6 2.7 2.8 2.8 2.8

1,500 .71 1.0 1.2 1.4 1.5 1.6 1.8 2.0 2.2 2.3 2.4 2.5 2.5 2.5

2,000 .61 .86 1.0 1.2 1.3 1.4 1.6 1.7 1.9 2.0 2.1 2.1 2.2 2.2

3,000 .47 .70 .81 .98 1.1 1.1 1.3 1.4 1.6 1.6 1.7 1.7 1.8 1.8

How to read: If sample is 500 then 4% could be plus or minus 1.7% 19 times out of 20 Canadian Advertising Research Foundation, Media Research Standards Procedures, 1984.

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