Workplace Learning: Screenwriting for Postal Workers

Published 20/02/2018.  Last updated 11/04/2023
sourcePractice exemplars schoolLanguages groupsThird sector

​Learning in the workplace provides an opportunity for adults to engage in learning while taking into consideration their work commitments. It supports the national agenda around lifelong learning and the drive to improve the literacy skills of Scotland’s population.

​​​This exemplar looks at the planning, coordination and delivery of learning in the workplace and how literacies learning can be embedded in other programmes of learning. The screenwriting course was trialled with learners through taster sessions to first ascertain level of interest. This practice is an example of creativity in learning drawing on literacy skills, digital skills and delivered as a result of successful partnership working.

How to use this exemplar

Learning in the workplace programmes can take time to develop, particularly in relation to promoting and supporting the development of literacy skills. It requires a strong partnership working ethos between partners involved, an understanding of the work culture and environment, and an understanding of the workers in that culture and environment, which all take time to determine.

Regular meetings, information sharing and an open approach were essential in making this a successful piece of partnership working. It also required a high level of commitment from the team of Union Learning Representatives (ULRs) as none of this would have been possible without the existence of this small group who were able to support and encourage their fellow workers, whilst liaising with the learning provider and funder. This group of ULR’s also provided vital technical support to the learning provider in the classroom which enabled classes to be more effective and interesting.

ULR’s provide an excellent contribution to workplaces and it is important that learning providers learn to work positively with them in specific workplaces because ULR’s know their members, their challenges and their employer. They are well placed to support providers in the development of learning provision and it is important that all stakeholders work equally in partnership for success in workplace learning. This practice example will help others to consider some of the practicalities and approaches to delivering literacy learning in the workplace​.

Improvement questions

  • How well do partners/providers engage new learners in the workplace or within the Trade Union Membership?
  • How well do partners/providers support learners to take more control of their future learning?
  • ​How well do partners/providers use creativity from other fields to encourage learners’ to engage in learning opportunities?
  • How well are learners enabled to apply and transfer skills learned to broader areas in their personal life and their work life?​
  • How do we ensure learners are actively engaged in shaping their own learning?
  • How well do we use accredited learning opportunities to raise and encourage learners to progress?​​

​Explore this exemplar

What was done?

The project consisted of the development of a screenwriting course for a group of postal workers delivered in partnership with the Workers’ Educational Association (WEA), Communication Workers’ Union (CWU) and Scottish Union Learning (SUL) which is part of the Scottish Trades Union Congress (STUC) that supports trade unions in accessing skills and lifelong learning opportunities for their members.

Why was it done?

In Scotland, a social practice model is used in adult literacies learning which recognises that adults can bring a wealth of experience and commitment to learning opportunities which practitioners can use to develop and enhance the learning experience for learners. However, practical and personal issues can be serious obstacles to potential learning and these barriers can be complicated further in the workplace where organisational issues like time, space and shop floor matters can limit access, to learning.

WEA is committed to removing the kind of obstacles which might get in the way of adults achieving their goals in learning and has a long experience in delivering workplace learning.

The practice presented here was a response to a pre-existing learning culture within this particular workplace and was seen by all stakeholders as an opportunity that could be capitalised on to engage the interest amongst the workforce to improve literacy skills using the creative medium of screenwriting. The mail centre’s Key2Learn Centre was conceived and is managed entirely by CWU’s Union Learning Representatives (ULRs). Since it has opened, many workers have taken part in a variety of programmes and surveys that were carried out by ULRs showed a clear appetite for a wide range of learning.

​In common with other male dominated workplaces, there had been reluctance amongst the workforce to take part in previous group learning activities which focused on communication and literacy. The idea of offering literacy support embedded within a Screenwriting programme was an attempt to bridge this gap by providing a credible learning programme which would be stimulating, helpful and 'safe' in terms of learners’ profiles amongst their fellow workers. The WEA had offered several dedicated literacy learning programmes in the past and take up was low.

What was the impact?

As a result of this learning opportunity, learners grew in confidence while the course helped to improve their communication and literacy skills. Learners also became confident in using digital technology.

More impressively learners grew confident in their own powers of creativity. They started to develop ideas independently, take risks, collaborate with fellow students and challenge established ideas in appropriate and imaginative ways. Most became involved in additional learning opportunities and participated in other aspects of learning provision within the learning centre.​

For more information about this practice, contact Kirstine Simpson - ksimpson@wea.org.uk - at the Workers' Educational Association (WEA).

Download the case study

PDF file: workplace learning case study (398 KB)

Workplace Learning: Screenwriting for Postal Workers

Published 20/02/2018.  Last updated 11/04/2023
sourcePractice exemplars schoolLanguages groupsThird sector

​Learning in the workplace provides an opportunity for adults to engage in learning while taking into consideration their work commitments. It supports the national agenda around lifelong learning and the drive to improve the literacy skills of Scotland’s population.

​​​This exemplar looks at the planning, coordination and delivery of learning in the workplace and how literacies learning can be embedded in other programmes of learning. The screenwriting course was trialled with learners through taster sessions to first ascertain level of interest. This practice is an example of creativity in learning drawing on literacy skills, digital skills and delivered as a result of successful partnership working.

How to use this exemplar

Learning in the workplace programmes can take time to develop, particularly in relation to promoting and supporting the development of literacy skills. It requires a strong partnership working ethos between partners involved, an understanding of the work culture and environment, and an understanding of the workers in that culture and environment, which all take time to determine.

Regular meetings, information sharing and an open approach were essential in making this a successful piece of partnership working. It also required a high level of commitment from the team of Union Learning Representatives (ULRs) as none of this would have been possible without the existence of this small group who were able to support and encourage their fellow workers, whilst liaising with the learning provider and funder. This group of ULR’s also provided vital technical support to the learning provider in the classroom which enabled classes to be more effective and interesting.

ULR’s provide an excellent contribution to workplaces and it is important that learning providers learn to work positively with them in specific workplaces because ULR’s know their members, their challenges and their employer. They are well placed to support providers in the development of learning provision and it is important that all stakeholders work equally in partnership for success in workplace learning. This practice example will help others to consider some of the practicalities and approaches to delivering literacy learning in the workplace​.

Improvement questions

  • How well do partners/providers engage new learners in the workplace or within the Trade Union Membership?
  • How well do partners/providers support learners to take more control of their future learning?
  • ​How well do partners/providers use creativity from other fields to encourage learners’ to engage in learning opportunities?
  • How well are learners enabled to apply and transfer skills learned to broader areas in their personal life and their work life?​
  • How do we ensure learners are actively engaged in shaping their own learning?
  • How well do we use accredited learning opportunities to raise and encourage learners to progress?​​

​Explore this exemplar

What was done?

The project consisted of the development of a screenwriting course for a group of postal workers delivered in partnership with the Workers’ Educational Association (WEA), Communication Workers’ Union (CWU) and Scottish Union Learning (SUL) which is part of the Scottish Trades Union Congress (STUC) that supports trade unions in accessing skills and lifelong learning opportunities for their members.

Why was it done?

In Scotland, a social practice model is used in adult literacies learning which recognises that adults can bring a wealth of experience and commitment to learning opportunities which practitioners can use to develop and enhance the learning experience for learners. However, practical and personal issues can be serious obstacles to potential learning and these barriers can be complicated further in the workplace where organisational issues like time, space and shop floor matters can limit access, to learning.

WEA is committed to removing the kind of obstacles which might get in the way of adults achieving their goals in learning and has a long experience in delivering workplace learning.

The practice presented here was a response to a pre-existing learning culture within this particular workplace and was seen by all stakeholders as an opportunity that could be capitalised on to engage the interest amongst the workforce to improve literacy skills using the creative medium of screenwriting. The mail centre’s Key2Learn Centre was conceived and is managed entirely by CWU’s Union Learning Representatives (ULRs). Since it has opened, many workers have taken part in a variety of programmes and surveys that were carried out by ULRs showed a clear appetite for a wide range of learning.

​In common with other male dominated workplaces, there had been reluctance amongst the workforce to take part in previous group learning activities which focused on communication and literacy. The idea of offering literacy support embedded within a Screenwriting programme was an attempt to bridge this gap by providing a credible learning programme which would be stimulating, helpful and 'safe' in terms of learners’ profiles amongst their fellow workers. The WEA had offered several dedicated literacy learning programmes in the past and take up was low.

What was the impact?

As a result of this learning opportunity, learners grew in confidence while the course helped to improve their communication and literacy skills. Learners also became confident in using digital technology.

More impressively learners grew confident in their own powers of creativity. They started to develop ideas independently, take risks, collaborate with fellow students and challenge established ideas in appropriate and imaginative ways. Most became involved in additional learning opportunities and participated in other aspects of learning provision within the learning centre.​

For more information about this practice, contact Kirstine Simpson - ksimpson@wea.org.uk - at the Workers' Educational Association (WEA).

Download the case study

PDF file: workplace learning case study (398 KB)