WRITE TO COMMUNICATE

To support your understanding of the Literacy and Numeracy demands in your workplace and how they relate to the ability and efficiency of your employees to… get the job done!

Introduction: Write to communicate This set of guides will support you to see what your employees are able to cope with in terms of their ability to: Read with understanding Write to communicate Listen with understanding Speak to communicate Make sense of numbers In relation to the demands in the workplace, for example: Documentation, e.g., Payslips Forms, e.g., Hazard Reporting Tasks, e.g., SOPs

How to use the guides Each guide is ‘subject’ based and gives an example of a workplace task/document. The guides show you what your employees will currently be able to cope with, at each level of the Learning Progressions, and explain why. You can work through each level or go straight to the slide that relates to the literacy and numeracy skill levels of your staff (results from the Assessment Tool). Please refer to the Skills Highway website for FAQs.

Employees’ skill levels If writing is the main area of need in your workplace, employees can do an initial assessment. Their levels appear in a report like this example. The results show where their skills range from Step 1 (the lowest) to Step 6 (the highest).

WRITE TO COMMUNICATE GUIDE The following slides will detail and explain to you what someone can cope with, from Step 1 right through to Step 6, when it comes to: WRITE TO COMMUNICATE using common workplace documents

STEP 1 Write simple texts using familiar words and phrases Complete Personal Details Employee Form WHAT EXAMPLE Write simple texts using familiar words and phrases Use a template to write a simple text on a familiar context Spell frequently used words Check that what is written makes sense The employee is able to: complete a form that includes personal information, bank details.

STEP 2 Complete Job Sheets Write a short, comprehensive text WHAT EXAMPLE Write a short, comprehensive text Use strategies to spell correctly (e.g., use a dictionary) Use basic grammar an punctuation Use adjectives and nouns The employee is able to: write everyday, simple production comments in job sheets review and edit writing to correct spelling and punctuation.

Write a shift change request STEP 3 Write a shift change request WHAT EXAMPLE Plan, compose and revise writing for purpose related goals Use an extended personal and work related vocabulary Organise ideas in short, well-linked paragraphs Adapt texts to intended audiences The employee is able to: write a letter to request change in working hours write three well linked and organised paragraphs that include supporting details use language and format appropriate to the audience and situation.

STEP 4-5 The employee is able to: Write a procedure WHAT EXAMPLE Use specialised and technical vocabulary Write complex sentences and paragraphs Use sub-headings and paragraphs to present information effectively The employee is able to: write a procedure that follows a logical sequence, is instructive, and uses appropriate and technical vocabulary.

Write company rules and disciplinary process STEP 6 Write company rules and disciplinary process WHAT EXAMPLE Write longer texts with headings and sub- headings Explain difficult concepts effectively Write a wide variety of text types Use tools (including computers) for planning and organisation The employee is able to: uses headings and sub-headings to organise text summarise concepts include graphs, tables and charts.

Education Unlimited in developing this resource. The Skills Highway team and the Industry Training Federation gratefully acknowledge the work of Education Unlimited in developing this resource.