Developing and Using Materials for the Workplace

Materials development in the workplace, like program design, is shaped by both the workplace environment and the participants. You'll want to incorporate the most appropriate type of materials for learning.

Commercially prepared materials or generic in-house materials (for upgrading math, language, or writing) are useful for multi-level classes and to learners working on their own. They can reduce preparation time, freeing the teacher to work with individual learners. Participants can come to learning centres with their own study materials from correspondence courses or other textbook-oriented programs (high school credit courses or GED preparation often require specific texts).

Many workplaces use computer-assisted learning with preprogrammed software. Learners, especially those completing secondary school diplomas, are often enticed by the opportunity to study in a completely new learning environment, with different tools, and at their own pace. Setting their own pace gives them control over at least one aspect of education. Although learners may have no choice in materials or method, the computer offers a return to education and a way to build the confidence necessary to make changes in their lives. Workplace educators and learners can build on these advantages.

In one workplace, employees began with a computer software program, but then asked for more reading and discussion sessions to satisfy their desire for knowledge.

This chapter deals with creating learning materials. We discuss how to use authentic materials and situations from work and personal life. We show you how to use workplace experiences and issues as vehicles for exploration and decision making. The case studies cover a range of settings, modes of delivery, content emphasis, and accomplishments. First, consider your own experience with materials development, your resources, and your preferences.