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The article analyzes recruitment strategies used in a large New Zealand workplace literacy and numeracy project with 535 workers across 18 courses, examining success rates at company level and identifying effective ways to implement these strategies. Background research is reviewed to highlight gaps in operational logistics once programs are adopted.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand/593513/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/recruiting-and-retaining-learners-in-workplace-literacy-programs-in-new-zealand/593513.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are effective recruitment and retention strategies crucial in workplace literacy and numeracy programs?","Question",{"text":112,"@type":113},"Successful workplace literacy and numeracy programs rely on strategies that recruit participants effectively and then retain them as courses proceed in the host companies.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What scale of project does the article analyze?",{"text":117,"@type":113},"It analyzes recruitment strategies from a large workplace literacy and numeracy project involving 535 workers in 18 courses.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the related research section say about gaps in existing studies?",{"text":121,"@type":113},"While there is growing research on workplace LN provision, studies often lack detailed information about the logistics and operations of these programs after a decision is made to proceed.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593513,1792498099,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","6 Recruiting and retaining learners in workplace literacy programs in New Zealand  \nRecruiting and retaining learners in workplace literacy programs in New Zealand  \nJohn Benseman  \nUnitec Institute of Technology, Auckland  \nSuccessful workplace literacy and numeracy programs are dependent on effective strategies to recruit and then retain course participants. This article reports on the recruitment strategies used in a large workplace literacy and numeracy project involving 535 workers in 18 courses. It provides an analysis of the strategies used, their rates of success in the companies, the overall UHWHQWLRQ UDWHV DQG LGHQWL¿HV HIIHFWLYH ZD\\V WR LPSOHPHQW WKHVH VWUDWHJLHV􀀑  \nKeywords: workplace programs, literacy, retention, recruitment  \nIntroduction  \nThere has been a growing recognition of literacy and numeracy (LN) issues among adults following a series of national incidence studies in many Western countries (OECD, 1995, 1997, 2000) . Increasingly, focus has turned to diversifying and increasing provision to address this issue, particularly for those adults with the greatest needs  \nJohn Benseman 7  \n(usually seen as Levels 1 and 2 in these studies) . Historically, provision has been dominated by community-based providers, but now policy interest has also turned to integrating or embedding the teaching of literacy and numeracy skills into mainstream tertiary provision and on-site workplace courses (Casey, 2006; Tertiary Education Commission, 2009). The interest in developing workplace provision has been boosted by parallel arguments that improved literacy and numeracy skills are central to upskilling workforces and ultimately, enhancing economic productivity (Ananiadou, EmslieHenry, Evans, & Wolf, 2004; Ananiadou, Jenkins, & Wolf, 2003; Gray, 2006; Salomon, 2009) . This convergence of two policy areas has led to considerable government interest in workplace literacy and numeracy programs, especially in comparison to more conventional contexts such as community provision and tertiary institutions (National Centre for Vocational Education Research, 2011; Reid, 2008; Skills Australia, 2011; Tertiary Education Commission, 2010) .  \nAlongside the increase in workplace provision has been a corresponding interest in understanding how these programs can operate successfully in a context that can be challenging for providers and the courses’ host companies (Australian Industry Group, 2012; Reid, 2008). Operational aspects of workplace literacy and numeracy programs differ not only from other provision contexts, but can also differ from other forms of workplace training because of the distinctive nature of literacy and numeracy issues for adults – especially the social stigma attached to this issue. This article examines one of these aspects: the recruitment and retention of learners in workplace literacy and numeracy courses.  \nRelated research  \nThere is a steadily growing body of research literature about workplace LN provision, including some comprehensive literature reviews (Ananiadou et al., 2003; Ananiadou, Jenkins, & Wolf, 2004; Benseman, Sutton, & Lander, 2005; Gray, 2006; Salomon, 2009) . The literature includes some studies about pre-disposing conditions that inhibit or encourage companies to provide workplace literacy and numeracy programs (Salomon, 2009; Schick, 2005; Workbase, 2002), but there is an absence of studies about the logistics and operations of these programs once a decision is made to proceed.  \n8 Recruiting and retaining learners in workplace literacy programs in New Zealand  \nSome studies (see for example, Finlay, Hodgson, & Steer, 2007) include some consideration of the course tutors and the learning environment, but have little to say about the recruitment and retention of the participants, even in large-scale evaluations (Wolf & Evans, 2009). Other evaluations (see Kelly, 1999; Long, 1997) mention the importance of developing strategies to recruit people with low literacy and numeracy skills, reporti","cbCaijmVZoRfnwDB","https://ap.wps.com/l/cbCaijmVZoRfnwDB","pdf",238138,18,"English","# Introduction\n# Recruiting and retaining in workplace literacy programs\n# Related research\n## Research on logistics and operations\n## Recruitment and participation in workplace and community programs","[{\"question\":\"Why are effective recruitment and retention strategies crucial in workplace literacy and numeracy programs?\",\"answer\":\"Successful workplace literacy and numeracy programs rely on strategies that recruit participants effectively and then retain them as courses proceed in the host companies.\"},{\"question\":\"What scale of project does the article analyze?\",\"answer\":\"It analyzes recruitment strategies from a large workplace literacy and numeracy project involving 535 workers in 18 courses.\"},{\"question\":\"What does the related research section say about gaps in existing studies?\",\"answer\":\"While there is growing research on workplace LN provision, studies often lack detailed information about the logistics and operations of these programs after a decision is made to proceed.\"}]","Recruiting and retaining learners in workplace literacy programs in New Zealand | PDF",1792077393,45]