ERIC Number: ED303617
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Literacy and Job Performance: A Perspective.
Collino, Gladys E.; And Others
Demographic forecasters predict that fewer young workers will be entering the work force at the turn of the century, with women, minorities, and immigrants constituting five-sixths of the net additions to the labor force. Since these groups generally have comparatively low educational levels, the labor pool of the near future will be characterized as having lower literacy levels than at present. Future job requirements are difficult to predict. Not only are the predictions contradictory, but researchers are hampered by methodological problems and limitations of existing databases. Employers' and managers' attitudes toward basic skills in the workplace and the extent of the literacy problem vary widely, although the general view is that basic skills instruction is beneficial to business and employees. The studies that have examined the relationship between literacy and job performance have documented the positive correlation between the two. Basic skills deficiencies have been linked to a variety of costs, including increased training costs, productivity losses, and the inability of basic skills-deficient workers to find new employment after becoming dislocated. To meet employer and employee needs for training that enhances productivity, basic skills instruction must promote an integration between vocational and academic learning. (Document includes a seven-page bibliography.) (MN)
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Demography, Education Work Relationship, Educational Needs, Futures (of Society), Job Performance, Literature Reviews, Outcomes of Education, Workplace Literacy
Institute for the Study of Adult Literacy, 248 Calder Way, Room 307, Pennsylvania State University, University Park, PA 16801.
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Pennsylvania State Univ., University Park. Inst. for the Study of Adult Literacy.