2.7 Learning Issues and Models Used
Individual municipal governments designed programs to address very special needs such as English as a Second Language/French as a Second Language( ESL/FSL), the Inuktitut language and the provision of one-to-one tutoring. Others used existing models such as General Educational Development, (GED) Laubach, Basic Education and Skills Training (BEST), Worker Education and Skills Training (WEST), Worker Education Centre (WEC) in Hamilton and the Hastings Institute model in the City of Vancouver. Many used new programs, custom designed for them by local community colleges and other specialists, such as the unique program, "Writing in the Workplace" in the City of St. John's NF.

2.8 Successful Communication Strategies
Respondents reported the following strategies were successful, but suggested that a mix of all these methods produced the best results.

• Information sessions/ orientation group sessions/staff meetings/on-site visits;
• Information on pay stubs;
• Poster campaigns;
• Newsletters/memos/letters to all employees;
• Electronic billboard;
• Word of mouth;
• Administering a needs assessment.

2.9 Program Barriers and Successful Resolutions
The major barrier to employee participation in programs stemmed from the stigma linked to a lack of basic skills. This perceived barrier heightened resistance to learning, fear of job loss, fear of failure and the absence of confidentiality for program participants. Barriers disappeared as early successes were advertised, often by word of mouth.

Municipal governments struggled with manager/ supervisor resistance to programs, the issue of training for shift and part-time workers and the decision to hold classes on employee or shared time. There was concern that ongoing costs would far outweigh the benefits to be gained. Solutions had to be found for workers who were "pulled" from training by supervisors whose first priority remained staffing for unplanned operational needs, such as major snowstorms. Many organizations needed to overcome the confrontational Labour/Management style of the day in order to move programs forward.

Successful programs ensured ongoing communication at all levels. They highlighted benefits regularly and addressed issues promptly. Scheduling became a nonissue once classes where made available at a variety of times in alternate locations and by offering "make-up" classes at the end of sessions. Early programs supported classes held on shared time. New programs have found that their motivated workforce is committed to learning on personal time, if access remains convenient and confidential.