As a professional trainer, you're likely to see fairly predictable patterns of LLN performance levels emerging in the groups you train.

For any given training program you deliver to a defined group of learners, the chances are that each new group you see will more or less fit the same profile - with some learners having no trouble with their LLN, some needing a little bit of assistance, and some struggling in particular areas.

This means that once you've established the LLN skill levels embedded in the competency and the typical LLN profile of the learners you're training, you can develop training resources and methods of delivery that suit the needs of these groups under most circumstances.

In instances where individual learners have serious problems and need special assistance, you can deal with them separately on a case by case basis. If it turns out that the whole group is in a special needs category, you'll have to re-examine your resources and techniques and make adjustments as necessary.

Depending on the field you work in, such groups may include long term unemployed people, indigenous learners in remote communities, or migrant workers with poor English language skills.

When you're compiling training resources and assessment tools, one of the fundamental rules you should follow is to ensure that they do not demand higher LLN levels than the workplace tasks they're designed to cover.

For example, if the competency covers a task that's very practical in nature with minimal LLN requirements, keep the training session as hands-on as possible and assess the learners' skills primarily through practical demonstrations. If the workplace tasks require higher levels of LLN skills, pitch the learning materials and assessment activities at matching levels.

Below are some guidelines for developing or customising training resources so they're suitable for learners with low to average LLN skills. Keep in mind that all students will benefit from resources with these characteristics - not just those with lower LLN abilities - because everyone will find the materials more accessible and reader-friendly.

Print-based resources

• Write in plain English, preferably addressing the learner directly (that is, using words like 'you').
  
  
• Use a 12 point font, short concise sentences and spaces between paragraphs.
  
  
• Chunk the learning material into separate topics and ideas with extensive use of subheadings.
  
  
• Explain all jargon and technical terms when you use them for the first time.
  
  
• Break up complex paragraphs in bulleted lists where possible.
  
  
• Include lots of graphics, diagrams and photos to support the text.
  
  
• Keep the layout clear and simple.

Powerpoint slides

• Use short statements instead of full sentences and highlight key words (using bolding or a different colour).
  
  
• Present one idea per slide.
  
  
• Make sure the text is large enough to be read easily at the back of the room, and avoid too much text on a single slide.
  
  
• Use images to illustrate the text and keep the slides interesting.
  
  
• Avoid complex background designs and make sure the background colour provides a high contrast with the text.