An inclusive learning environment is one in which all those participating feel able to actively engage, feel safe and feel welcome. The inclusive learning environment provides opportunities for all members of a group to engage in the learning process and aims to remove any barriers to full participation by all learners. An example of inclusive learning in our workplace is during each member of staffs personal development review. Every employee is asked how they would like to develop themselves and are given the opportunity to choose to learn a new skill. E. G. Renee is given the opportunity to train as a first eider or a fire warden. There are many different learning approaches and they all can be very effective dependent on which way the learner finds it easiest to understand. For example some learners prefer the visual method of learning where they find using pictures or images to help them better understand, while others may prefer a physical learning approach where they find using their body, hands and sense of touch as the best way to learn. Other individuals may find it easier to gain understanding from a social approach and prefer to earn in groups or with other people.
The verbal approach to learning could be beneficial to individuals who prefer to learn using words, both in speech and written form. A good example of how we cater for different learning styles in our workplace is when an individual learns to use a piece of equipment in the factory. The individual is shown how the task should be carried out, this is good for the visual learners. The same task is also explained in spoken word by the trainer which is ideal for the verbal learner. Every task is also accompanied by a written instruction called a one point lesson.
The learner also can practice the task in a safe and supervised environment which covers the physical learning approach. We also have other resources to aid with the learning process. We regularly show videos that give a visual description of tasks in the workplace. We use also use Powering presentations, give hand-outs and have visiting industry professionals come and give presentations on how to use their equipment. Obviously we need to ensure that the individual learners have understood what they have learned. We have a number of ways of assessing the level of understanding that the learner has.
For example, during the learning process we ask questions or ask the learner to demonstrate the task they’ve been shown. This formative assessment is very good as it’s an on-going assessment and it allows us to use a different learning approach if the learner is showing a lack of understand. We also assess the learner after the training has taken place. This consists of practical and written testing. This Summarize Assessment is standardized to ensure that the learner has reached the level of understanding required.
If the learner doesn’t meet the required level of understanding as a result of this assessment, further training is undertaken and a different learning style may be used. As part of the learning process we also ensure that basic functional skills are incorporated into the workplace. These skills enable people to progress in vocational learning and operate more productively in work. Our employees are able to demonstrate their functional skills as part of their everyday roles. For example, all employees have to complete E- Learning programmer which requires them to use CIT to complete Food Safety lubrications.
This also allows them to demonstrate English skills in the form of reading and writing. Almost all roles require employees to develop their mathematical skills. The manufacturing roles require counting stock, weighing ingredients, calculating recipes and quality checks of average weights. The office based roles require the use of Excel for spread sheets, ordering stock, managing data etc. It is very important to ensure that we engage and motivate our employees and encourage them to develop their skills and continue to learn within the workplace. There are a number of ways that this can be achieved.
Firstly we try to give our employees what they want and need. We don’t just assume that each and every one of your employees has all the tools, training, and support from supervisors they need. We check in with them personally and find out during their PDP and weekly team briefs. Another way we engage is by asking for our employee’s input and we use their ideas. This way, they have a vested interest in seeing the project succeed. This can not only empower and motivate our employees, but it can also lead to new and more reductive ways of working that normally would be overlooked during more stable times.
We also motivate our staff by implementing incentive programs. They have been shown to be highly beneficial in motivating our employees, and a major benefit is that the cost can be based on actual performance and paid out only after an employee has reached the desired goal. “Do well and you’ll get rewarded” makes a positive impact on our company as a whole, with our employees working harder to meet the target. We also understand the power of good communication as an excellent motivator. We use many Hansel to communicate.
We have our “you asked, we answered” scheme where any employee can ask any question or make a request (anonymously if required) and every question is answered. We have weekly team briefs, pre shift communications along with many newsletters and motherboards. We also have an internet portal and Google+ available for all employees. Finally as part of the learning and training process for our employees, we ask for and give out constructive feedback. Constructive feedback is important for everyone to receive and give because it promotes good communication, a better workplace ND personal growth.
By receiving constructive feedback, individuals have the ability to change and gain a better understanding or become a better employee. Not all feedback is constructive. It needs to be provided in a helpful and healthy way because if it is not, no one listens and it helps no one improve or become a better person. Constructive feedback is not about pointing out flaws, but about discussing specific issues and areas that require improvement. We offer suggestions to our employees for improvement which shows care and concern or the individual and their personal development.
We give feedback to our employees in a number of ways. It is often through one to one personal everyday communication. This could be in the form of a “thank you, your work was of superb quality and you did a really good job today”. It is also a very big part of our PDP process. Feedback is also given to the group of employees. This may be a message in the team brief or a notice on one of the boards. We also have weekly TOPS safety tours. Employees may be approached and feedback given on how they are completing a task.
