It’s a scene that goes on in schools around the country every day: A teacher points to a chart with a simple sentence: “Santa Claus has a beard.” She asks one student to identify the subject.
But this is no ordinarily classroom. This lesson is taking place in the Fishbowl, the center of Cleveland Track Materials’ 104-year-old Central Avenue building. And these are not elementary students; they are employees who emigrated from their foreign roots and have begun new lives in Cleveland.
According to the National Institution for Literacy, American businesses lose $60 billion in productivity each year because employees lack basic skills. Cleveland Track Materials, which produces rail and switching equipment for train and transit systems, doesn’t want to add to that figure. The company encourages employees who have difficulty with English to participate in a two-hour class twice a week.
“There is a true need to get our foreign employees on board,” says Michael Heasley, manager of human resources. “I think it’s reflective of the owner. He sees the value in this long-term commitment.”
Owner Bill Willoughby began the program eight years ago after he saw “a real need because the communication had to be improved,” Heasley says. That was when the company contacted Northcoast Educational Services.
To make the time in class more palatable, CTM shaves two of the hours off the worker’s shift. The employee also commits to the ongoing, four-hour-a-week program by agreeing to donate two off-the-clock hours.
Improving communication has a direct bearing on plant operations. CTM management has been able to point to improved quality and safety records since the literacy program’s implementation.
“Bill is known for taking a lot of equipment and maximizing its use,” Heasley says. “We felt to make the most of our work force, we had to be better communicators.”
There is another, less tangible effect — happier employees. Heasley recalls one employee who, after completing the program, came to him and said, “‘I can assist my kids with their homework.'”
It’s not a matter of ability. Those Eastern European employees generally have engineering degrees and aced the math portion of the CTM test. Math is a universal language; English is not. So while immigrant employees are learning the intricacies of their new country, a few of their American counterparts are taking refresher courses in basic math.
The lessons
Instructor Joan Rindfleisch, a 31-year veteran of the Cleveland Public Schools, has spent the past six years teaching English as a second language.
“Sergei,” she begins, staring at one of her students, “what’s that thing that flies in the air?”
As she asks the question, Rindfleisch flaps her arms like one of the creatures as she gently prods him toward the answer. One of Sergei’s peers helps his reluctant classmate by offering “bird” with a strong Russian accent.
This lesson, Rindfleisch explains, is to illustrate the sound similarities between words. In addition to bird, there is beard and another word the students understand the meaning of quite well — beer.
In another room, advanced students are learning some of the more difficult aspects of the language. But as hard as she tries, instructor Sonja Solar just can’t seem to explain a word to the group. And, for at least a few more minutes, the word “mystery” remains a mystery to her charges.
Ultimately, the communication will come. It is important for all the employees to be able to communicate with each another.
“What’s your other option?” Heasley asks.
But the classes do more than just ease communication, Heasley says.
“It inspires your work force in a variety of ways,” he says. “It’s the right thing to do. It’s a positive force within our workplace.” How to reach: Cleveland Track Materials, (216) 881-8800
Daniel G. Jacobs ([email protected]) is senior editor of SBN.
Getting started
Improving your workplace’s literacy has a number of benefits, including increased productivity, reduced errors, improved sales and on-time delivery.
But developing a workplace literacy program isn’t easy. Here are a few tips from workforce.com on how to get started.
1. Be sensitive in your approach to skills assessment
Assessing employees often leads to stress. Sometimes individuals believe they are at a higher level than they are. Tie the curriculum, as closely as possible, to the employees’ skills and the work they do. And, you may want to hire outside experts rather than trying to do it yourself.
2. Overcome employee reluctance
Employees are often self-conscious about volunteering for a literacy program. If a company is serious about the educational need, it must be conveyed from the office of the CEO. Managers need to consider a variety of programs that are innovative and expansive for the existing work force, as well as alternative labor pools.
3. Keep costs low
Many small- and mid-sized companies don’t have the time or budget for literacy programs. But there are ways to keep costs low. Some states offer tax credits. Ask unions to share the expenses and seek federal and state government grants.
4. Get the support you need
Management must support the program and believe it is important for employees and the company. Guaranteeing confidentiality is one way to encourage employees to get involved.
Daniel G. Jacobs
