By embedding inclusive practices into our training, we can create programmes that work for our diversity of learners and make a real difference by nurturing the most diverse and inclusive citizens and leaders for today and tomorrow.
Most people show at least some implicit bias, and our biases predict our behaviour. This means a trainer’s bias impacts on the effectiveness of training for learners, particularly those from under-represented groups – the greater the bias, the poorer the learning.
Trying not to be biased is not usually effective; the more you think about not being biased, the more biased you are. Instead, a focus on trying to be inclusive is a better way to make our training better.
Below, we’ve outlined some key principles to consider in developing inclusive training:
Diversify
Do things in a mix of different ways.
Simplify
Keep things easy to understand and engage with.
Inform
Tell people what is and will be happening.
Ask
Create ways to hear what people need.
For example...
In the tabs below we've outlined some examples of how you can apply these principles in different stages of training development:
When identifying training needs and developing content:
Diversify: Offer a range of ways to access training e.g., self-paced online modules, in-person workshops, virtual classrooms, or a combination of formats. Ensure representation of diversity in materials e.g., names in case studies and people in images. Use a combination of colour, shapes, images, and text to convey meaning in materials.
Simplify: Organize content into small chunks. Use a simple, clear, logical, and linear layout and structure.
Inform: Share the training's objectives to help learners see what they will learn on the programme. Share an agenda and refer to it, for example by matching your slides to the agenda headings, to create structure and so learners know what is coming up.
Ask: Ask learners what training they want/skills or knowledge they need and use this to inform what is developed. Try to also reach out to those who don’t sign up to training to ask them why e.g., a quick staff survey/poll, a question on the training webpage, an email to anyone who hasn't attended any training inviting them to share why, focus groups - use what you learn to identify training gaps.
When sharing that training is available:
Diversify: Reach out to different audiences e.g., share specific calls with staff groups involved in social inclusion. Test different approaches and use a mix of media e.g., a video intro, a blog from someone who attended on what it covers and why it’s good, posters, and mentioning it at in-person meetings.
Simplify: Use plain English, avoid figures of speech, and colloquialisms. Be clear on any eligibility criteria or pre-requisites for the training.
Inform: Say what will happen on training e.g., there will be group discussions, there will be paired working, or you will be asked to do some pre-work and present on it to the group. Use descriptive links in all materials (tip: use F11 in Word to check the text of the links on their own). Share some basic accessibility information about where the training is being held e.g., there is accessible parking, an accessible toilet, and a lift.
Ask: Ask learners how they'd like to hear about new training, use this to inform promotion plans.
When getting learners signed up to training:
Diversify: Give a couple of different contact and registration methods e.g., an online form and an email address, or an email address and a phone number.
Simplify: Streamline registration as much as possible e.g., only ask for what you really need, ensure the process is easy to engage with, and that it works on multiple devices including desktop and smartphones.
Inform: Explain what will happen after submitting a registration form e.g., what is the next step, how will they know they’ve been accepted, and how long will it be before they hear back.
Ask: Ask learners if they need any adjustments for the session (tip: line managers and Human Resources staff can get unlimited access to Business Disability Forum’s confidential Advice Service, if you need guidance on how to fulfil adjustment requests).
When conveying the content to learners and engaging them in learning:
Diversify: Use a range of learning methods e.g., for pre-work ask learners to watch a video, read an article, and/or reflect on something, and in the session make use of discussion, individual reflection, practical activities, and listening to the trainer talk. Enable learners to engage in different ways e.g., to opt out of activities and/or to speak, type, or write their contributions as preferred. Share information in a range of formats e.g., print and digital copies of materials (tip: you can present with real-time, automatic captions in PowerPoint).
Simplify: Avoid overly technical language and acronyms, where you do use acronyms expand them the first time they are used. Make sure materials are accessible (tip: use Microsoft's accessibility checker to help with this).
Inform: Give access to resources prior to synchronous sessions, to allow learners time to prepare. Deliver all the information included on the slide – i.e., present as though the audience can’t see the slides – this is particularly important for complex visuals, e.g., for graphs and charts, describe the pertinent information by saying ‘the graph shows visits to the website grew in the first quarter’.
Ask: Encourage learners to raise any questions or issues during the sessions e.g., enable them to give feedback throughout by typing on an online form or sending a message on Teams, rather than needing to speak up in front of the group.
When reflecting on the training and making revisions as needed:
Diversify: Give more than one way for learners to provide feedback e.g., an online form and an email or a chat over Teams. If possible, review diversity monitoring data to ensure you are getting attendance and feedback from a range of learners.
Simplify: Make any feedback forms easy to complete, focus on the key objectives of the training and remove extraneous points.
Inform: Share how you will or have used learners' feedback.
Ask: Gather feedback throughout the training process to identify any barriers or challenges and use this to make adjustments and improvements to the training as it is delivered.
Our Dignity Principles set out our expectations of how we behave as a community - as individuals and as an institution.
These principles facilitate an environment with the ability to voice ideas at its core, a place in which staff and students operate with mutual respect, with the confidence that equality of opportunity is accessible to all. These principles underpin our desire to give students and staff the best experience possible whilst studying and working here.
