The way in which work related information such as instructions for job tasks or processes is ordered and presented to workers can affect how much is understood and retained, particularly given each individual has a preferred learning style.
There are three basic learning styles, namely; visual, auditory and tactile or kinesthetic. They originate from the different ways we experience or perceive the world around us, for instance, by seeing, hearing, touching or moving.
- Visual learners learn or acquire skills and knowledge best when information is presented on paper, for example, procedures manuals with written text and flowcharts, diagrams or maps
- Auditory learners learn best when information is presented by a speaker such as a Supervisor telling them what tasks to do, through group discussions, DVD training presentations or interaction with others
- Lastly, tactile learners learn best when they are physically engaged in a 'hands on' approach, learning best by ‘doing’.
Those with a cognitive impairment such as a specific learning disability or intellectual disability may have difficulty understanding verbal or written instructions detailing tasks and processes due to language deficits. Consequently they may learn more effectively when presented with the opportunity to 'see and then do’ or when an overall 'picture' or end product is presented before examining the sequence of production steps involved (Jester 2000; Smith & Dalton 2005).
Workplace solutions and adjustments:
There are a number of strategies and products available to assist with presenting and ordering information in such a way as to be best understood by workers.
On the job strategies and products
These can include:
- keeping any written information brief and straight to the point, breaking down specific tasks or processes into discrete steps and using visual prompts for each step so as to consolidate understanding, for example, use a pin-up board or white board displaying flow charts
- ensuring that any verbal or written instructions are presented in the strict order in which the tasks need to be completed, for instance, sequential steps are communicated or documented as such
- for written instructions—incorporating dots or bullet points, using large print for headings and colour coding different sections or steps within any written text. See links below for more information:
- providing alternatives to the spoken or written word, examples include:
- role playing or demonstrating instructions in order from start to finish (perhaps more than once) and then allow the worker the opportunity to practice for themselves, providing appropriate feedback
- when starting on a new task, work alongside a co-worker or buddy to enable role modeling of task steps until confident
- for factory or production workers, providing a model of the final stage of the product so as to get a global understanding or 'picture' first
- confirming worker understanding of verbal or written instructions and the order of events by asking for a demonstration or to repeat back in their own words what steps need to be undertaken to complete the task, as some may say that they understand when in fact they don’t.
Other job requirements and solutions
References:
Jester, C. 2000, The Four Learning Styles in the DVC Survey, Diablo Valley College, California, viewed 16 April 2009, <http://www.metamath.com/lsweb/fourls.htm>
Smith, P. & Dalton, J. 2005, Getting to grips with learning styles, Deakin University, National Centre for Vocational Education Research (NCVER), Australian Government, Adelaide, viewed 16 April 2009, <http://www.ncver.edu.au/research/proj/nd3103b.pdf>.