How to support a reluctant learner

Laura Stones, Learning and Development Officer at Aspire Personalised Care, discusses how their organisation supports people who are reluctant to take on training and learning within their role.

Catherine White and Lynne Allen (CEO) launched Aspire Personalised Care in 2019, and we’ve quickly grown to over 80 staff who support 150 people in their homes. We’re always recruiting new members of the team, all of which have to go through extensive training to ensure they’re ready to deliver the best support possible. However, we understand that everyone has different levels of experience, and some might find the idea of meeting learning targets overwhelming, which is why I wanted to talk about how we work to support the more reluctant learners who join our team.

When new staff join us, they’re invited to an induction session where we cover essential topics such as safeguarding and conduct. The key is to make it a relaxed environment from the outset. There are no wrong questions, and everyone is encouraged to speak up. We even invite long-standing staff, some of whom have been with us for over a decade, to share their experiences. This not only provides real-world examples to new staff but helps ease any anxiety about the learning ahead. It’s all about creating an atmosphere where new staff feel supported, not judged.

During the induction, we also introduce what we call the ‘learning journey’. This outlines the training they’ll receive over their first 12 weeks with us. We review their progress every two weeks and set the next stage of learning, but it’s not a strict timeline. If someone is behind or struggling, we look for ways to support them. We reassure staff that the learning isn’t just a requirement for compliance; it’s there to help them in their role and to better support the people they care for. We also have systems in place to assist staff with specific needs, such as those who are dyslexic or who have other neurodiverse requirements. For example, our online learning platform allows them to change the colour of the screen or even listen to the content rather than read it, making it more accessible to a wider range of learners.

It’s also important to acknowledge that everyone’s life outside of work is different. We’re a person-centred company, and we recognise that some staff may have children or be carers themselves. We try to be as flexible as possible when it comes to training deadlines, and we’re always open to adjusting timelines for those who need more time to complete certain modules. So, for example, if someone is caring for an elderly parent, we might re-prioritise their training to focus on what's essential, while rescheduling less urgent modules. Similarly, if a staff member’s schedule unexpectedly opens up, such as when a client cancels a session, we encourage them to use that time for training, ensuring they can progress without feeling overwhelmed.

For those who struggle with the online learning system, we offer the opportunity to sit with me or another member of staff to go through the material in person. We can break down complex questions or rephrase them in a way that might be more relevant to their day-to-day work. Sometimes it’s just about having someone to talk through scenarios with, rather than staring at a screen. Face-to-face learning can be really helpful as we find that people engage more and are able to share ideas in a classroom setting. Plus, they can ask questions in real-time, which is something that’s difficult to do with online modules.

Our senior support workers are also a key part of this process. They help new staff gain confidence by pairing up with them on visits to clients’ homes, working through real-world scenarios together. Learning isn’t just about sitting in front of a screen or in a classroom—it’s also about experiencing the work first-hand and having that extra support while doing it can make all the difference.

One of the most important things for us is being approachable. I’m the first-person new staff meet when they join, and I stay with them throughout their 12-week probationary period. I check in regularly and it’s important to me that they know I’m here to help. I make a point of picking up the phone after their first couple of days shadowing experienced staff, just to ask how they’re finding things and whether they have any concerns. Often, people feel more comfortable talking through any issues they might have, rather than sending an email. I also attend team meetings across the regions we cover and always remind everyone that if they’re struggling, they just need to let me know. And when people do come to me after those meetings, sometimes apologising for not speaking up sooner, I always say the same thing: better late than never! We’re all here to support each other.

Lastly, our e-learning system is designed to be flexible. Learning is broken down into manageable modules, each with a small assessment at the end. But it’s not a case of pass or fail. If someone gets something wrong, the system points them back to the relevant section of learning to review. And there’s no pressure to complete everything in one sitting and staff are welcome to chip away at their learning in their own time.

At the end of the day, we’ve all been new at some point. Whether it’s learning new skills or adjusting to a new environment, it can be tough. But by offering the right support, being flexible, and making ourselves available, we can help even the most reluctant learners succeed in their roles. And that’s what matters most to us—ensuring our staff have the tools and confidence to provide the best care possible.

Here are what some of our team had to say about their learning experience with Aspire:

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