Title: The Ultimate Educator: Achieving Maximum Adult Learning Through
Training and Instruction, Chapter 4. Ultimate Style and Skill
Series: National Victim Assistance Academy Advanced Topic Series
Authors/Editors: Christine Edmunds, Kip Lowe, Morna Murray, Anne
Seymour for the National Victim Assistance Academy. Sponsored by the U.S.
Department of Justice, Office for Victims of Crime, National Victim Assistance
Academy; in conjunction with Victims' Assistance Legal Organization
(VALOR), California State University-Fresno, National Crime Victims'
Research and Treatment Center at the Medical University of South Carolina,
University of New Haven, and Washburn University
Published: June 2002
Subject: Victim assistance training and leadership
15 pages
24,576 bytes
                    
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Table of Contents

Chapter 4. Ultimate Style and Skill

o Introduction
o Style Stereotypes
o Communication Style
o Trainer Skill Assessment
o The Ultimate Educator Has Ultimate Style!
o References

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This project was supported by Grant Number 95-MU-GX-K002(S-5)
awarded by the Office for Victims of Crime, Office of Justice Programs, U.S.
Department of Justice. The Assistant Attorney General, Office of Justice
Programs coordinates the activities of the following program offices and
bureaus: Bureau of Justice Assistance, Bureau of Justice Statistics, National
Institute of Justice, Office of Juvenile Justice and Delinquency Prevention, and
the Office for Victims of Crime. Points of view in this document are those of
the author and do not necessarily represent the official position or policies of the
U.S. Department of Justice.

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Chapter 4. Ultimate Style and Skill

Introduction

Beginning with your first academic experiences, you have recognized
differences among teachers--some were great; some put students to sleep.
Many years later, with a greater focus on improving your own abilities, you
attended training sessions, observed and rated the instructors, and questioned
whether or not you would be able to replicate the actions and styles that you
felt were most effective. You observed and studied all types of trainers,
educators, and facilitators; afterward you said, "I can do that, but I can't do
that!" The more the instructor seemed like you, the more comfortable and
confident you felt in trying out new innovative techniques.

What you experienced was a "style identity crisis." You compared and
contrasted your own personal style and abilities with those of the instructor.
You wondered if you measured up. You questioned whether you could change
to become more dynamic and effective. 

The ultimate educator is a risk taker, willing to try out new techniques that push
the envelope, and willing to accept the challenge to become the "best of the
best." This chapter can help you assess your skills and polish your style so you
can become an ultimate educator! 

Style Stereotypes

Before you assess your own style, take a look at some styles you may
recognize. Maybe you will see yourself in these pages!

Behind each of the following styles is an assumption that may affect the learners
in a negative way and impede their learning. Although the assumptions behind
the styles are exaggerated, they reveal the implications of the style and may help
you become more aware of the impact of a style that you have adopted or
thought was effective.

THE SCHOLARLY PROFESSOR

"Listen to me, take good notes, you learn by paying attention to me. I am the
expert--you will be tested on what I say."

The professor uses lecture as the primary method of delivery. Written tests are
the most common type of assessment. Contact with students is minimal; he or
she arrives just before the session and leaves immediately after. The training is
instructor-centered; what the instructor says is important. 

The professor style implies that the trainer's approval, not the learners'
subsequent performance, is the goal of learning. Students' thoughts and opinions
are not important.

THE CLOWN

"I'll make you laugh and entertain you. I have a story and joke for all occasions!
You may not learn anything, but you'll like me and have a great time!"

The clown tells jokes and entertaining stories. Training success is measured by
"smiles," not performance. The clown is everyone's friend; impression is
important. The training is instructor-centered; the instructor wants you to like
him/her. The clown is often a very popular trainer; participants are satisfied and
may, at first, not notice that actual learning was limited or nonexistent.

The clown style implies that "entertainment" is the goal of training--learning is
not important. 

THE TECHNO TRAINER

"The technological wizardry will captivate you! With videos, presentation
software, and other high-tech gadgets, I will cover everything you need to
know. I hope the power doesn't go out!"

The techno-trainer takes a back seat to the technology. The trainer relies on the
technology to accomplish the training. Testing is based solely on information
delivered by technology. Contact with participants is minimal, and not
necessary. Students are not actively involved in the learning process. If the
technology fails, the training fails! 

The techno style implies that the trainer's role is simply to provide information,
not to help participants learn.

THE CHEERLEADER

"I'll fire you up! You'll be inspired, motivated, eager to go out and conquer the
world! Give me a "T"; give me an "R"; give me an "A"; give me an "I"; give me
an "N"; give me an "E"; give me an "R"--what's that spell? TRAINER!"

The cheerleader relies on high energy and inspirational exercises to move
participants to action. Training success is measured by the level of excitement
generated by the instructor. Contact with participants is extreme. Learning and
subsequent performance are less important than participant excitement (that
eventually fades). The trainer depends on diffuse excitement versus directed
motivation based on learner desire and need.

The cheerleader style implies that excitement will lead to performance. 

THE DRILL INSTRUCTOR

"Do you hear me, trainee? You will listen to me, do what I say, and keep quiet!
I don't care what you think or feel; it's what I think and feel that's important!
Got that, trainee?"

The drill instructor is in total control of the learning environment--the trainer's
goals are the only goals considered. The trainer believes that he/she must "whip"
participants into shape. Training success is measured by the participants' ability
to replicate the instructor's actions to his or her satisfaction. Repetition is the
primary teaching strategy. Participants are made to feel stupid when asking
questions or demonstrating performance that is less than satisfactory. 

The drill instructor style implies that the participant is a moron, incapable of
independent thought or action.

While the above styles were exaggerated, the implications are clear. Do you
see your style in these descriptions? What does your style "say" to participants?

(The preceding training styles are adapted from F. Margolis and C. Bell,
Instructing for Results.)

Communication Style

Your dominant communication style also affects your training effectiveness.
John Bledsoe (1976) outlined four communication styles based on Carl Jung's
psychological types: intuitor, thinker, feeler, and sensor (more fully described in
the following chart). 

Every trainer and participant uses a blend of the four behavioral styles. Despite
using a blend or mix, each person relies most heavily on a primary or dominant
style. While no style should be considered good or bad, trainers should identify
their own style and be able to identify the styles of training participants. With
this awareness, you can adjust your style to communicate most effectively with
participants.
     
What is your communication style? Study the following chart and see if you can
identify your primary style.

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Training Styles and Characteristics

Primary Communicating Styles

Intuitor
o Typical Telephone Behavior: Wordy but aloof. Impersonal. Goes off on
tangents. Not mindful of your time or his/her time.
o Typical Office Decor or Surroundings: Imagination in selection of new wave
furnishings and decor. Round conference tables, inspiration-pads on walls,
offbeat periodicals. Citations for idealistic work, community service and pet
causes.
o Typical Style of Dress: Hard to predict. May be like an absent-minded
professor. More into ideas than image. May be too wrapped up in future goals
to think about daily appearance. Alternately, may have imaginative self-concept
that may reflect in clothes from stunning to outlandish.
o Associated Characteristics: 
Effective                                         
--Original 
--Imaginative   
--Creative   
--Broad gauged  
--Charismatic   
--Idealistic   
--Intellectually tenacious
--Ideological
Ineffective 
--Unrealistic
--"Far-out"
--Fantasy
--Scattered
--Devious
--Out-of-touch
--Dogmatic
--Impractical

Thinker
o Typical Telephone Behavior: Business-like, but lackluster. Little voice
inflection. Ticks off specifics. Ordered, measured manner. Sometimes suggests
ground-rules for phone conversation, i.e., "Shall we begin with your agenda or
mine?"
o Typical Office Decor or Surroundings: Correct and nondistracting.
Furnishings that are tasteful but conventional. Charts for business use, reports,
and reference works nearby. Few touches of informality and color.
o Typical Style of Dress: Conservative "proper." Unassuming, understated.
Dress invariably appropriate to circumstance. Business-like in office; well
tailored, correct in nonwork atmosphere. Color-coordinated, but not colorful.
o Associated Characteristics: 
Effective                                         
--Effective communicator
--Deliberate
--Prudent 
--Weighs alternatives   
--Stabilizing 
--Objective  
--Rational   
--Analytical   
Ineffective  
--Verbose
--Indecisive
--Over-cautious
--Over analyzes
--Nondynamic
 Controlling
 Over-serious
--Rigid

Feeler
o Typical Telephone Behavior: Warm and friendly, sometimes seemingly too
much so. Does not seem to distinguish between business and personal calls in
the sense that he/she is likely to be quite informal. Interjects humor, personal
associations, questions about one's well being, etc. Likes to gossip. Talks
incessantly. Feels rude if hangs up fast.
o Typical Office Decor or Surroundings: Personalizes surroundings; makes
office informal and somewhat "homey." Likes warm colors, antiques, big, live
plants, mementos, snapshots rather than formal photographs of family. Papers
and files, etc., are likely to be messy on the surface, organized underneath in a
personal way that only he/she can understand.
o Typical Style of Dress: Dress is more according to own mood than to suit
others' expectations. Likes colorful, informal clothes. Often has sentimental,
favorite articles of clothing. Sometimes shows a hankering for old-fashioned
touches or "costume" effects.
o Associated Characteristics:
Effective                                         
--Spontaneous   
--Persuasive  
--Empathetic  
--Grasps traditional values
--Probing 
--Introspective   
--Draws out feelings 
--Loyal  
Ineffective 
--Impulsive
--Manipulative
--Over personalizes
--Sentimental
--Postponing
--Guilt-ridden
--Stirs-up conflict
--Subjective

Sensor
o Typical Telephone Behavior: Abrupt. Staccato. Gets to the point; expects
others to do the same. Interrupts. Needs to control the conversation.
o Typical Office Decor or Surroundings: Generates atmosphere of hard-
charging clutter. Mementos, if any, connote action: heads of animals hunted,
golf trophies, mounted fish, racing prints. Desk is likely to be big, messy. Too
busy to be neat; too action-oriented to be concerned with image unless she/he
has a strong thinker back-up style.
o Typical Style of Dress: Informal, simple, functional clothes are not the order
of the day. Wants to be neat but not fancy. Tends to categorize; everyday or
dress-up. If sensors see the occasion as being "special," they throw simplicity to
the winds; their competitive zeal then rises to the surface and they may
"outclass" everyone.
o Associated Characteristics: 
Effective                                         
--Pragmatic
--Assertive
--Directional, results-oriented
--Objective
--Competitive
--Confident
Ineffective
--Does not see long-range
--Status-seeking
--Self-involved
--Acts first, then thinks
--Lacks trust in others
--Domineering, arrogant

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As the above table illustrates, it can be fun to stereotype and exaggerate
descriptions of training and communicating styles. However, it is important to
become and remain aware of how your style may affect your students' learning
process. The next section explores specific skills that constitute the trainer's
repertoire and gives you an opportunity to assess your skills and develop a plan
of improvement. 

Trainer Skill Assessment

What makes a good trainer? "Train the trainer" literature looks at this question
in a variety of different ways from "presage and process variables" to "stand-up
skills." Some experts focus on what instructors must do to provide effective
instruction. Other experts look at leadership, presenting, facilitating, and other
"stand up" skills important for successful instruction. This section begins with a
look at what differentiates a "successful" trainer from the pack and finishes with
an examination of specific skills for effective instruction. 

SUCCESSFUL INSTRUCTORS

o Students fully understand what is expected of them.

o Objectives are clearly stated.

o Instruction is based on learner needs and wants.

o Students are given the opportunity to practice.

o Students are given immediate feedback.

o Students are treated with respect.

o Students are the most important people in the classroom.

o Students are valued.

Frank O'Meara (1996) provides ten rules for novice trainers to assist them in
getting off on the right foot as trainers. His rules are also a reminder to veteran
trainers to keep their attention focused where it belongs--on the learners. These
rules will not make you an instant successful trainer, but may help you avoid
some training pitfalls.

1. Change your shoes. Imagine yourself as a member of your audience, see the
subject from your learners' point of view.

2. Get your act together. Know your stuff.

3. Loosen up. Hang loose and smile.

4. Un-complicate it. Express your ideas in the simplest possible language.

5. Put it on ice. Motivate your participants to make them feel it is their program.

6. Vary your pitch. Be comfortable with several different teaching techniques so
as to maintain and renew interest and participation during the day.

7. Let George do it. Until they tell you, show you, and do it themselves, they
have not acquired the knowledge or mastered the skill you want them to learn.

8. Play it again, Sam. Repetition is the mother of learning.

9. Accentuate the positive. Be patient and positive in trying to ensure each
individual's comprehension and proficiency.

10. Get a receipt. The point of your training session is to make sure participants
know what they are supposed to know.

Bruce Klatt (1999) writes that while most people think of "delivery skills" such
as presenting, leadership, and facilitating as the most important factors to
consider when assessing trainers, they are not as important as a trainer's
background, experience, attitude, and development. He asserts that the basics
of workshop leader success are:

o Be technically competent in your field.

o Bring who you are to what you do as a workshop leader.

o Be informed and care about your participants.

o Continuously develop yourself and your workshop or training program.

Also writing about workshop leadership, Garry Mitchell (1993) says like it or
not, the trainer/educator is the authority figure during the session. The learners
give you this power. He states that the trainer must assume it; you have no
choice!

Mitchell lists ten leadership roles critical to successful instruction:

1. Setting the agenda and keeping track of time.

2. Maintaining training objectives.

3. Protecting the rights of all participants.

4. Listening.

5. Summarizing the material.

6. Reviewing.

7. Focusing the attention of the group.

8. Handling challenges to your authority.

9. Involving silent members.

10. Providing a modus operandi (be decisive, never apologize, avoid
confrontation, move in and solve problems as soon as they become apparent).

How many of the behaviors of successful instructors do you demonstrate in
your training sessions? Recognizing the actions "successful" instructors take to
deliver effective training is helpful as you look to add to your bag of training
tricks. Some specific instructor skills and behaviors important for effective
teaching are identified in the following section.

TRAINER SKILLS

Caldwell and Marcel (1985) surveyed trainers to identify the behaviors or
characteristics that they considered essential to effective teaching. The survey
results were organized into trainer evaluation forms for "presage" and "process"
variables.

Presage variables are the characteristics that an instructor brings to the teaching
situation. They influence the learning process but are not as much a part of the
instructor's performance as process variables. Assess yourself on presage
variables, i.e. what do you bring to your training sessions?

o Knowledge of subject matter.

o Good speaking ability.

o Enthusiasm, positive attitude.

o Well prepared, good organization.

o Depth of understanding.

o Poise, confidence.

Process variables. Behaviors that are evident and easily observed in the actual
presentation of a lesson are process variables. Assess yourself on process
variables:

o Keeps control of class (does not allow students to get off the subject; adapts
instruction to the level of the class; flexible, etc.).

o Gives feedback and positive reinforcement.

o Is fair and impartial (nonjudgmental, open, accepting, etc.).

o Communicates at the students' level (using language and examples
appropriate to the level of the class.).

o Involves students in the lesson (through questions, problem solving,
simulations, etc.).

o Shows interest in each learner.

o Is an attentive and responsive listener.

o Has clear objectives.

Richard Miller (1974) summarized student surveys on the characteristics of
effective teaching. The results of eight surveys are listed below to serve as
yardsticks to measure your teaching behaviors.

------------------------

Characteristics of Good Teaching

Bousfield (61 Students, University of Connecticut)
o Fairness
o Mastery of subject
o Interesting presentation of material
o Well organized material
o Cleanness of exposition
o Interest to students
o Helpfulness
o Ability to direct discussion
o Sincerity
o Keenness of intellect

Clinton (177 students, Oregon State University)
o Knowledge of subject
o Pleasing personality
o Neatness in appearance and work
o Fairness
o Kind and sympathetic
o Keen sense of humor
o Interest in profession
o Interesting presentation
o Alertness and broad-mindedness
o Knowledge of methods

Deshpande (674 students rating 32 engineering teachers)
o Motivation
o Rapport
o Structure
o Clarity
o Content mastery
o Overload (too much work)
o Evaluation procedure
o Use of teaching aids
o Instructional skills
o Teaching styles

French (Students at University of Washington)
o Interprets ideas clearly
o Develops student interest
o Develops skills of thinking
o Broadens interests
o Stresses important materials
o Good pedagogical methods
o Motivates to do best work
o Knowledge of subject
o Conveys new viewpoints
o Clear explanation

Gadzella (443 students, Washington State University)
o Knowledge of subject
o Interest in subject
o Well prepared
o Uses appropriate vocabulary

Perry (1,493 students, faculty, and alumni, University of Toledo)
o Well prepared for class
o Sincere in interest in subject
o Knowledge of subject
o Effective teaching methods
o Tests for understanding
o Fair in evaluation
o Effective communication
o Encourages independent thought
o Course organized logically
o Motivates students

Pogue (307 students, Philander-Smith College)
o Knowledge of subject
o Fair evaluator
o Explains clearly

Hildebrand (138 students, University of California, Davis)
o Dynamic and energetic person
o Explains clearly
o Interesting presentation
o Enjoys teaching
o Interest in students
o Friendly toward students
o Encourages class discussion
o Discusses other points of view

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The above information should be utilized to take a critical look at your style,
skills, and abilities. The next two trainer assessment tools can help you get
feedback on your training strengths and weaknesses. Next time you conduct a
training session, distribute the evaluation forms to observers. The feedback you
receive will help you polish your instructional skills.

The first assessment tool encompasses most aspects of a trainer's performance.
Eight areas of skill can be assessed: content, design, methods, leadership,
participation, adult learning, visuals, and time. Some of the skills are physical,
others involve process, and others relate to workshop design. (See Appendix
D.1, Trainer's Performance Assessment.)

The second tool assesses your lesson delivery in several key areas including
checking for student understanding, participation, time management, lesson
objectives, and others. This assessment tool is used during the Practicum
section of this training. (See Appendix D.2, Instructor Assessment Lesson
Delivery.)

The Ultimate Educator Has Ultimate Style!

This chapter has reviewed various instructor styles. You have had a chance to
read what the experts say about successful instructors. You have reviewed
student ideas of effective teaching and considered your own skills and abilities.
Now it is time to contract for change . . . use the Instructor Assessment Lesson
Delivery form (Appendix D.2) to identify your strengths and weaknesses and
develop a plan for improvement.

References

Bledsoe, J. L. March 1976. "Understanding Trainee Communication Styles:
Different Strokes for Different Folks." Training Magazine.

Caldwell, R. M. and M. Marcel. January 1985. "Evaluating Trainers: In
Search of the Perfect Method." Training Magazine.

Klatt, B. 1999. The Ultimate Training Workshop Handbook. New York:
McGraw-Hill.

Margolis, F. and C. Bell. 1986. Instructing for Results. Minneapolis, MN:
Lakewood Publications.

Miller, R. I. 1974. Developing Programs for Faculty Evaluation. New York:
Jossey-Boss.

Mitchell, G. 1993. The Trainers Handbook, 2nd ed. New York: American
Management Association.

O'Meara, F. 1996. "The Pedagogue Is Decalogue." In D. Zielinski, ed.,
Delivering Training: Mastery in the Classroom, Minneapolis, MN: Lakewood
Books.