Introduction
Can you ever remember being taught a task by someone who was an expert performer but not very good as an instructor? Most of us can – and it’s surprising how difficult the process of learning can be (and how inefficient!) in such circumstances.
The assumption that experienced performers will somehow magically have what it takes to transfer their knowledge and skills can be unfair on both instructors and learners, and can have very costly consequences too.
This programme is designed to equip managers, team leaders and expert performers with the structure and behaviours they need to install knowledge, skill and confidence in those they instruct.
Learning Outcomes
After the training, participants will be able to:
Describe the key differences between performance of a talk and instruction;
Determine useful and realistic learning objectives for the learner;
Carry out a structured Task Breakdown;
Plan and organise an instruction session;
Gear instruction to the learner’s existing skill levels;
Present instruction using techniques to motivate and interest the learner;
Assess the effectiveness of learning;
Encourage and support the full integration of the new skills and knowledge into the learner’s work pattern.
Programme Content
What makes a good instructor? The difference between expert performance and teaching someone else. The behaviours, skills, beliefs and values of effective teachers.
Planning to instruct. Preparing meaningful and realistic learning objectives. Preparing materials and equipment in advance. Checking out the learner’s levels of skill and motivation in the new task.
Structuring the learning. Breaking down the task into steps. Deciding how many sessions. The sequence of learning. Building in the opportunity for practice.
Timing. Making Time for teaching and learning. What to do if teaching time seems too short or too long. Screening out interruptions.
Instructional skills. Creating motivation, interest and confidence. Reinforcing progress with positive feedback. How to give critical feedback.
Assessing learning. How will you know when the learner has mastered the task? Measures of competence.
Supporting the integration of new skills into the learner’s work patterns. “Practice not failure”, safe environments, worked examples, repetition, stepped challenges.
Barriers and difficulties for learners and instructors. How to recognise and manage them.
