Itcpilots5

1MH

Instructional Techniques

I hear, I forget.I see, I remember.

I do, I understand Confucius

2MH

Lao-Tse (also Lao-tzu) onEffective Learning

In the 5th-century BC, this philosopher wrote:

• "If you tell me, I will listen. • If you show me, I will see.

• But if you let me

experience, I will learn."

3MH

Agenda• The Learning Process

• The Training Process

• Training Methods

• The Human Behavior & Motivation

• Impact of Stress on Instructor Performance

• Effective Communication

• The Instructor as a Critic

• Instructional Aids

4MH

Education & Training

Skills Knowledge Attitude

Education Training

5MH

Goals of TrainingGoals of Training

Learning to Improve Corporate Performance

Learning

6MH

Definitions Adult learning – a process through which

learners become aware of significant experience.

Education – an activity undertaken by one or more teachers to change the knowledge and attitudes of individuals.

Learning – the acquisition of skills, knowledge and attitudes that change behavior.

Teaching – helping someone to learn. Training:

To make proficient with specialized instruction and practice or

To provide the experiences so that learning can happen.

7MH

Rules of Learning Stimulate Students Recognize Individual Differences Understanding and Repetition Aid Retention Show It Like It Is First and Last Impressions Are Retained Tie-In Is Essential To Learning “Belongingness” and “Satisfiers” Aid

Learning Active Practice is Best New Learning May Detract From Previous

Learning

8MH

Rules of Learning Showing Errors Can Aid Learning Rewards Aid Learning Recognition is Easier Than Recall Much Is Forgotten Rapidly Known Authorities Are Believed Exact Repetition Effective Fear Is Effective In Small Doses Success Begets Further Success Old and Strong Ideas Are Best Retained

9MH

Raising the Bar

competence

What we have

KRA (Standards)

time

Competence development

Knowledge assimilated

What

we

need

Training

Observation&

Supervision

10MH

Focus and ASK (KAS)

Knowledge: Acquaintance with facts - Understanding of concepts

Skills: - Ability to apply knowledge - Proficiency in solving problems

Attitude/ - High self-esteemAbilities - Positive feelings - Superior performance

11MH

Knowledge

Conveying concepts, ideas, facts

Content – cognitive learning

Ability to demonstrate acquired knowledge, comprehend information, analyze concepts

Most common and easily measured

12MH

Skills

Change in ability to do something

Easier to identify and determine if met

Focus on being able to perform a task or procedure

Requires practice and feedback

Hard to measure impact

13MH

Attitudes

Used to change feelings, beliefs, values

To increase awareness of or sensitivity to certain issues or ideas

Most difficult to assess

Observed over time

14MH

ACTION!

Adjust Decide

Analyze Evaluate

Assess Choose

Select Criticize

Compute Prepare

Prove Design

Develop Demonstrate

Record Solve

Measure Construct

Cite Compare

Describe List

Explain Differentiate

Name Relate

Identify Define

Objectives always start with an action

verb!

15MH

First Perspective: Teaching / Training

Motivation: Why people learnInstruction: How people learnContext: How the part fits the big pictureExplanation: Step by step, digestible small chunksPractice: Demonstrate, practice with supervision, soloEvaluate: Verify learning

16MH

Dominant Learning StyleLearning

Visual

Auditory

Kinesthetic

17MH

18MH

THE LEARNING PROCESSTHE LEARNING PROCESS

LEARNINGLEARNING

CHARACTERISTICS CHARACTERISTICS OF THE LEARNEROF THE LEARNER

NATURE OF THE NATURE OF THE MATERIALSMATERIALS

CRITERIAL TASKCRITERIAL TASKLEARNING LEARNING

STRATEGIESSTRATEGIES

19MH

Six Principles of Learning

R eadiness E xercise E ffect P rimacy I ntensity R ecency

20MH

Law of Readiness:

A person learns best when

1. He/She has the necessary background

2. Appropriate attitude

3. Is ready to learn.

No reason to learn = nothing learned.

THE LAWS OF THE LAWS OF LEARNINGLEARNING

21MH

THE LAWS OF LEARNINGTHE LAWS OF LEARNING

Law of Exercise: Those things most often repeated are best

remembered. It is the basis of practice and drill.

After training it right, let them practice.

22MH

THE LAWS OF LEARNING THE LAWS OF LEARNING

Law of Effect: learning is strengthened when accompanied by a pleasant or satisfying feeling, and that learning is weakened when associated with an unpleasant feeling.

What effect is your training having on learning?

23MH

THE LAWS OF LEARNINGTHE LAWS OF LEARNING

Law of Primacy: What is taught must be right the first time. Primacy, the state of being first, often creates a

strong, almost unshakable, impression.

Train right, right the first time!

24MH

THE LAWS OF LEARNINGTHE LAWS OF LEARNING

Law of Intensity: A sharp, clear, or exciting learning experience teaches more than a routine or boring one.

Make the experience real, applicable, lively, exciting and passionate.

25MH

THE LAWS OF LEARNING THE LAWS OF LEARNING

Law of Recency: The things most recently learned are best remembered.

Reinforce prior learning through exercise.

26MH

THE LAWS OF FORGETTINGTHE LAWS OF FORGETTING

Disuse: A person forgets things which are not used.

Interference: People forget a thing because a certain experience has overshadowed it, or the learning of similar things has interfered.

Repression: forgetting is due to the submersion of ideas into the unconscious mind. Individuals may unintentionally repress material that is unpleasant, or produces anxiety.

27MH

Ebbinghaus’ Curve of Forgetting

28MH

Learning-Esteem Cycle

Feeling good about

yourself

Producing

good results

Leads to

Leads to

Learning: Great Tips Practice is more than repetition. Use it or lose it. Cognitive tools are remarkable--but some are

limited Attention is a gateways to learning. Working memory fills fast

Organization and elaboration support memory Knowledge and beliefs play critical roles in

learning Learning is hard work: Strategic persistence

pays Knowledge is difficult to transfer

29MH

30

Left Brain – Right Brain

Response

31MH

Senses Used in Learning

• Vision 83%

• Listening 11%

• Smell 3 %

• Touch 2 %

• Taste 1%

32MH

All learning Comes From Perceptions

• Can you see the pattern?• Is there a “trick” to seeing the pattern?• Can you “unsee” the pattern?• How is this like learning?

33MH

Perceptual Distortion Causes Errors

“A mistake is an event, the full benefit of which has not yet been turned to your

advantage.” Edward Land, founder of Polaroid

34MH

TRAINING– QUESTIONS to TRAINING– QUESTIONS to ASKASK

What is my objective? What do I know about the objective? What do I not know about the objective? Where can I find out info about the objective? What material do I need to train? What is my plan to train according to the

objective? Does my plan have training value? When/how can I practice?

35MH

Training Methods

Lecture/Presentation Method Demonstration Method Practical Exercise Experiential Practice Method Case Study Or Team Practice Coach And Pupil Independent

36MH

Plan Prepare Explain Demonstrate/Apply Review Evaluate

Elements of Training

37MH

The Active Learning Teacher

A teacher is bestWhen students barely know he existsOf a good teacher, who talks littleWhen his work is done, his aim fulfilledThey will say, “We did this ourselves.”

--adapted from Lao Tzu

38MH

Effective Facilitation Skillful delivery Enthusiastic Clear Modulated voice Eye contact Appropriate gestures

39MH

The task of the instructor is not to take students from a state of ignorance to

a state of knowledge,

but

from a state of ignorance to a more profound state of ignorance.

If it was easy, anybody could do it

40MH

Instructor Personality

Type ‘A’ persons may suffer from excessive stress

41MH

Chronic Distress and Health Disorders Coronary heart disease Hypertension Eating disorders Ulcers Diabetes Asthma Depression Migraine headaches Sleep

disorders Chronic fatigue Possibly some cancers

These may impair occupational performance including functions as an effective trainer

42MH

Ideas for Modifying a Type ‘A’ Personality

Make a contract to slow downMake a contract to slow downLimit multitasking behaviorsLimit multitasking behaviors

Don’t smokeDon’t smokeCut down on caffeineCut down on caffeine

Work on redirecting impatience and Work on redirecting impatience and controlling hostilitycontrolling hostility

Plan fun, relaxing activitiesPlan fun, relaxing activitiesChoose a non-Type A role model to observeChoose a non-Type A role model to observe

Simplify lifeSimplify lifeUse time management strategiesUse time management strategies

Listen to your bodyListen to your bodyEstablish strong, nurturing relationshipsEstablish strong, nurturing relationships

43MH

Diagnostic Tools

“I keep six honest serving-men(They taught me all I knew); their names are

What & Why;When & Where;

Who & How.Rudyard Kipling

'Millions saw the apple fall, but Newton was the one who asked why’

Bernard M. Baruch

44MH

Learning – Four Stages

Conscious Incompetence

Conscious Competence

Unconscious Competence

Unconscious Incompetence

45MH

Skill Development Process

Unconscious ConsciousIn

com

pete

ntC

ompe

tent

1 2

34

46MH

UnconsciousIn

com

pete

nt•Ignorance is bliss•Don’t know what I don’t know•Naïve, Foolish, Insensitive, Self-Absorbed

2

Skill Development Process

47MH

ConsciousIn

com

pete

nt Recognize problemsFrustratingDesire changeExperimentMinimal success

3

Skill Development Process

48MH

ConsciousCo

mpe

tent

Gain momentumDevelop styleIncreased confidenceRequires effortRequires adjustments

4

Skill Development Process

49MH

UnconsciousCo

mpe

tent Natural

GracefulCharismaIntegrated

Skill Development Process

50MH

Low Competence

High Competence

High Confidence

False Competence

Unusable Competence

IncompetenceLow Confidence

Mastery

Trainability and Risk

51MH

Purpose/Plan Prepare Practice Present / Explain / Demonstrate / Apply Review/Debrief Evaluate

Summary: Elements of Training

Proper Planning(Preparation) Prevents Poor Performance

52MH

“Learning is not compulsory – neither is survival!”

W Edward Deming

Thank You