Workplace literacy education: writing skills.

Abstract

Remedial programs must be flexible and planned to meet the needs of the participants. Using both work and creative writing exercises provides a balance and relieves boredom. Educators need to be alert to the varying education and skill level of employees. For example, many management development program planners assume a certain level of literacy and English fluency among the managerial group. As a result, some supervisors may avoid programs or not learn the material because of difficulty in comprehending the material. The basic thread of our program was the integration of humor and content. Few classes ended without laughter. This laughter was not at the expense of an individual's self-esteem. We laughed at humorous examples of unclear writing and mistakes unintentionally made by the instructors. We laughed at some of their own humorous writing. One of the participants wrote a particularly amusing and entertaining story of a disastrous camping trip. Other times members delighted in catching mistakes in hospital communications. It was obvious that they were reading with more alertness. An unexpected result of the program was the increased rapport between the involved supervisors, their managers, our department, and our local community resources. The program opened channels that have led to an on-site GED program and closer ties with the county literacy efforts. Managers in plant services have increased their involvement and support for employees seeking to improve their education. The TMC educational reimbursement system has been made more available for all.