Instructional Skills Tony Dix RoADAR (Dip)

Objectives and Outcomes Demonstrate an understanding of how adults learn Recognise how progress tests will help achieve objectives Have a greater understanding of and ability to deliver defensive or advanced instruction

The Student Differing social and academic backgrounds Differences of experience, aptitude and potential Their own perception of their ability

The Instructor Remember how it felt when you where training Confronted by a positive, honest and sometimes negative critique Ability to concentrate Remember “People are always ready to learn although we do not always like to be taught” (Churchill)

Level of instruction Pitch the level of instruction to allow students to understand what is required and why Do not assume Be flexible – adapt your lesson plan from your constant evaluation of the student’s reaction

Level of instruction (cont’d) Do not be prejudiced, patronising, become frustrated If the student does not understand it is probably because you put it badly or it was pitched at the wrong level for the student’s level of competence Analyse competence, prioritise need, formulate training schedule and plan

Adult Learning Principles Adults need to know why they should learn something Have a need to be self-directing (to decide what they will learn and when they will learn) Have a greater amount and different quality of experience then youth to draw upon

Adult Learning Principles (cont’d) Become ready to learn when they experience a need to learn Enter into a learning experience wanting to solve a real job-related problem Are motivated to learn by both external and internal motivators

Learning Styles Trial and error – “What we learn to do, we learn by doing” Being told – receiving direct instructions – “The best way to eat an elephant is a small piece at a time” Imitation – copying another person Thinking – “Why do you think that happened?”, “What would you do differently next time?”

Types of candidate Activists Reflectors Theorists Pragmatists

Questionnaire

Activists - Summary Jumps in at the deep end Enthusiastic Looks for new experiences Likes to be centre of attention

Activists - Strengths Flexible and open-minded Happy to "have a go" Enjoys new situations Optimistic about anything new - therefore unlikely to resist change

Activists - Summary Tendency to take the immediately obvious course of action without weighing up other possibilities Tendency to do too much themselves Tendency to hog the limelight Often take unnecessary risks Goes into action without sufficient preparation Gets bored with implementation and consolidation

Activists – Key Questions Will I learn something new? (Something I didn't know or couldn't do before.) Will there be a variety of different activities?   (I get bored doing the same thing for any length of time.)

Pragmatists - Summary Experiments with new ideas Looks for practical application Down-to-earth Problem-solver

Pragmatists - Strengths Keen to test things out in practice  Practical and realistic Down to earth and business-like; gets straight to the point Technique oriented

Pragmatists - Weaknesses Tendency to reject anything without an obvious application Not very interested in theory or basic principles Tendency to seize on the first expedient solution to a problem Impatient with "waffle" Task-oriented rather than people-oriented

Pragmatists – Key Questions Will there be opportunity to practice and experiment? Will there be lot of practical tips and techniques? Will we be addressing real problems? (Hopefully, similar to my current problems.) Will I be mixing with "hands-on" experts who have shown they can do it themselves?

Theorists - Summary Logical and objective Systematic and analytical Thinks things through Perfectionist

Theorists - Strengths Logical, "vertical" thinkers Rational and objective Disciplined approach Good at asking probing questions

Theorists - Weaknesses Restricted in lateral thinking Low tolerance for uncertainty, disorder or ambiguity Intolerant of anything subjective or intuitive Full of "shoulds", "oughts" and "musts"

Theorists – Key Questions Will there be opportunities to ask questions? Is there a clear structure and purpose? Will I encounter complex ideas and concepts that will stretch me Are the approaches to be used and concepts to be explored "valid"?

Reflectors - Summary Chews things over Thoughtful and analytical Good listener Adopts low profile

Reflectors - Strengths Careful Thorough and methodical Thoughtful Good at listening and assimilating information Rarely jump to conclusions

Reflectors - Weaknesses Tendency to hold back from direct participation Slow to make up their minds and reach a decision Tendency to be too cautious and not take enough risks Not usually assertive

Reflectors – Key Questions Will I be given adequate time to think things through?  Will there be the opportunity to assemble all the relevant information? Will there be a wide cross-section of people with a variety of views? Will I be under pressure to get things done quickly? (I don't like to be slapdash.)

Handling Difficult People Dress confidently and professionally Know your subject Recognise the style and manner of the person Use eye contact Ask open questions Listen closely to their response Ask for clarification in areas you don’t understand Summarise key points and agree actions Follow up and ensure actions have been taken

Dealing with Difficult Questions Don’t try to pretend you have an answer when you haven’t Clarify the question Expect that there will be no ‘right answer’ Set a timescale for responding – allow sufficient time to research the answer