The ability to learn and develop work related skills and knowledge is a necessary requirement in most workplaces across all industries. It is important to recognise different learning styles exist and that people often have a preferred style of learning, particularly when developing or delivering training programs.
There are three basic learning styles: visual, auditory and tactile (or kinesthetic). They originate from the different ways we experience or perceive the world around us (that is by seeing, hearing and 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 and in group discussions or other means of interaction.
- Tactile learners learn best when they are physically engaged in a 'hands on' approach, that is learn by doing (Linda Walsh 2006).
People with cognitive impairment, particularly that which affects learning such as intellectual disability or specific learning disability, often experience some difficulty with language and as a result, are generally not strong with interpreting the written or spoken word. Consequently they tend to develop skills and knowledge most effectively by 'doing' (that is tactile learners). There are specific strategies and supports available that best suit these types of learners in the workplace.
Workplace solutions and adjustments
On the job strategies for tactile learners
- Provide a demonstration of the skill to be acquired (perhaps more than once) and then allow the worker the opportunity to practice for themselves, providing appropriate feedback—this also includes role playing.
- Try to make written material (for example a procedures manual) as tangible as possible (for example for factory workers include a model of the various stages of the product during production).
- Allow workers access to large white boards and chalk boards for drawing symbols or pictures etc. that enable them to make their own interpretation of new information, such that it is more meaningful for them.
- Ensure that there are regular breaks during training sessions and opportunities for workers to walk around, feel and explore the workplace if they are being newly inducted.
- Allow workers to learn new skills by shadowing other workers on the job or be involved in team activities.
- Establish a buddy program with a co-worker to provide extra support for workers who experience learning difficulties (Linda Walsh 2006).
Supports
Australian Government employment service providers, such as the Disability Employment Network and Vocational Rehabilitation Services, provide a range of assistance and support such as coaching, mentoring and support on the job. They offer a valuable service to people who experience learning difficulties, such as people with intellectual disability, in the development of work skills.
For other support options, visit:
References
Linda Walsh 2006, Introduction to the DVC Learning Style Survey for College/The Four Learning Styles in the DVC Survey, University of Northern Lowa, Cedar Falls, viewed 17 June 2007, <http://www.metamath.com/lsweb/dvclearn.htm> and <http://www.metamath.com/lsweb/fourls.htm>.