The training programme begins. The trainer designs learning sessions based on situations that workers are facing at work. He/she gives a clear description of the approach, i.e. in this case regarding the use of digital tools at work. In communicating with the workers, the trainer finds out that mastering the use of the digital tool is just a small part of the issue as learners also experience difficulty with understanding some of the written instructions, which are essentially there to explain which data they are supposed to enter into the computer software. The trainer is now able to redirect the content of the programme and discuss ag ain with the company the newly identified needs. This can equally have an impact on the number of hours dedicated to the training programme, or even on the decision to implement a second training programme for those in difficulty.
Literacy@Work’s intentions To sum up the ideas developed in this chapter and to raise the question of learning outcomes, here is a list of the essential principles, which are key to the implementation of rich and effective training programmes: -
No production of skills without implementation in the work situation.
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No acquisition of skills without positioning learners as agents of their learning process.
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No production of new skills without transformation of work organisation by integrating these new skills.
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No transformation of work organisation without participation of management.
To corroborate these principles, the training provider must design relevant training engineering: -
Training should be consistent with the expectations of the companies concerned.
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The educational progress should be articulated using the professional situations of the workers.
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The information gathered from each job position will allow us to define appropriate learning sequences.
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Training achievements must be readily transferable in the workplace.
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