The way in which work related information (for example, instructions for job tasks or processes) is ordered and presented to workers can affect how much is understood and retained, particularly given different individuals have preferred learning styles.
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 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 with others.
- Lastly, tactile learners learn best when they are physically engaged in a 'hands on' approach (for instance, learn 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 (for instance, tactile learners). 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 (for instance, the whole is greater than the sum of its parts) (Linda Walsh 2006).
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
- 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
Linda Walsh 2006, The Four Learning Styles in the DVC Survey, University of Northern Iowa, Cedar Falls, viewed 17 June 2007, <http://www.metamath.com/lsweb/fourls.htm>