1. Instructional Skills
Tony Dix
RoADAR (Dip)

2. 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

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

4. 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)

5. 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

6. 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

7. 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

8. 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

9. 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?”

10. Types of candidate
Activists
Reflectors
Theorists
Pragmatists

11. Questionnaire

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

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

14. 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

15. 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.)

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

17. 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

18. 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

19. 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?

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

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

22. 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"

23. 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"?

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

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

26. 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

27. 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.)

28. 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

29. 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