Delivering a practical skill

1. Delivering a practical skill

2. Elements of a task • Elements of a task are often called cognitive, psychomotor and affective behaviours – you can remember this by thinking head,hands and heart.

3. Think of playing a piano • What are the three aspects of playing a piano?

4. Skills can be broken down into parts: • We are concerned with the doing aspects of a job, which is often called the skills component of a job, or the psychomotor skills.

5. Skills can be broken down into parts… • Technical or task skills • Task management skills • Contingency management skills • Job/environment skills

6. Photocopying Example • Technical or task skills • The hands-on action of the job • Placing the original, operating the machine to produce copies • Task management skills • The ability to plan and organise the task • Checking and Loading the paper tray first • Contingency management skills • The ability to deal with problems or unforseen difficulties • The dreaded paper jam! • Job/environment skills • The ability to act in a way that is appropriate to the job/workplace • Prioritising copying requests; observing OHS procedures

7. Activity - Draw lines to match the tasks below with the skills component • Task Skills component • Selecting the appropriate cleaning materials Task management skills • Rehousing a dog when a kennel fault is found Technical skills • Co-operating with a co-worker to transport a sick dog Contingency skills • Cleaning the dog kennels and replace bedding Job skills

8. Activity 2Consider a task such as making coffee and complete the table below. • Your workplace example: • Technical or task skills • Task management skills • Contingency management skills • Job/environment skills

9. Breaking down a task • A task breakdown should identify: • The steps involved in the task • The sequence of steps • The key points associated with the steps such as cues, safety, quality and so on • The timing of the task • The equipment/resources required at each stage

10. Task step • Key point • Froth milk • Make sure the right temperature is reached.

11. Activity • Consider the task of making a cup of tea • What are the steps involved that make up that skill? • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ • What will you need to demonstrate the skill? • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ • In what order will you demonstrate it? • ___________________________________________________________________________________________________________________________________________________________________________________________________________________________ • What are the safety issues? • _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

12. Activity • Complete a task analysis on one of the following or choose a task you are familiar with. • Making a cup of coffee • Sending a fax • Operating the e-mail • Safely lifting a heavy box • Task breakdown: • Time: • Steps • Key Points • Resources

13. Teaching a practical skill • The most popular training method for sessions where participants have to learn new practical skills is the demonstration method. The demonstration method is most successful in situations where participants have to learn a new skill that can be broken down into a number of steps such as operating machinery, giving a massage or using a photocopier. • When demonstrating a skill the following rhyme can be used. • “I do it normal • I do it slow • You do it with me • Off you go”

14. I do it normal – demonstrating the task in real time and sequence shows the learner what it looks like to perform the skill or task competently. They also know what to expect – what the finished product will look like. • I do it slow – if you then demonstrate the task slowly, highlighting key points and explaining as you go, the learners will have more chance to absorb the process. • You do it with me – because you have shown the learner the real task and the slower version, the learner may be more willing to give it a go. If you go through the steps slowly with the learner, at the learner’s pace, talking about what you are doing, the learner will not feel rushed and will gain the confidence to have a go on their own. • Off you go – the learner should feel ready to have a go on their own. You will still need to supervise the practice, and offer the learner feedback.

15. You may need to spend more time on some sections than others; you may need to repeat some stages. It will depend on the learners and the complexity of the task.

16. Activity • Would these stages be useful for demonstrating how to beat egg whites to form stiff peaks? Why/why not? • ____________________________________________________________________________________________________ • If you were demonstrating a task such as balancing and closing a cash register, how many times do you think you would need to repeat each step? • ____________________________________________________________________________________________________

17. Demonstration - DEDICT • A second model of training in skills – DEDICT – involves a different set of stages. This method is detailed below. • D Demonstrate • E Explain • D Demonstrate slowly • I Imitate • C Coach • T Test/Trial

18. The DEDICT model has two distinct phases: instruction and practice. The first phase is facilitator led then in second phase the learner leads the process. The process is listed below. • Demonstrate – Demonstrate the skill in real time • Explain – explain the skill in sufficient detail for the learner to understand the major requirements of the task or skill • Demonstrate slowly – demonstrate the task or skill again, slowly this time so that learners can absorb the process • Imitate – now the learners begin their practice, initially by imitating the trainer. This is done under close supervision • Coach – the trainer now takes a coaching role as they start to modify and refine their skills • Trial or Test – after adequate coaching, it is time for the learners to test their skills and practice independently of the trainer.

19. After demonstrating a task or presenting information it is important to provide participants with opportunities to practice the skills and knowledge and reinforce their learning. You can remember the importance of practice with the following rhyme. • “I hear it I forget • I see it I remember • I do it I understand”

20. Getting participants to practice new information and tasks can be difficult. However, there are a number of ways that you can get participants to practice and apply the new information. For example: • giving case studies • group discussions • activity sheets • role plays • questioning • ‘teaching’ the new skill to someone else • Giving plenty of time to use and gain confidence on equipment