The ONLY Four Tools
You Need
To Teach Anyone, Anything
(tacit)
The Goals
 Not
have to do everything ourselves
 Convey
useful knowledge in a succinct and
meaningful way
Leadership
Teambuilding
Playstation
Knowledge Management
Evening Programs
High Ropes
Balloon Animals
Success Counseling
2
Why Care?
 Lots
(most?) trainings are not very effective
 Frameworks
build understanding and foster
thoroughness
Example: the 6 spectrums of light
– Radio
– Ultraviolet
– Infrared
– Gamma
– Normal
– X-ray
3
Training Menu
 Knowledge
(explicit/information)
 Attitude


Care
Attention
 Behavior




(tacit/skill)
Role plays
Self-study (bootstrapping)
Modeling
Scaffolding (coaching)
4 tools
4
Knowledge Pitfall
Believe and assume you’ve transferred attitude and ability
with explicit knowledge

In Great Britain, 3,435 new cases of HIV infection
were reported in 2000 --14% more than in 1999

Fresh _______ (doctor, teacher, consultant)

50% of heart attack and stroke survivors don’t make
enough changes to prevent a future attack

This is how to do this clinic . . .
5
7 + / - 2 for working memory
10
9
8
7
6
5
4
3
2
1
0
2
3
4
5
6
7
Age
8
9 10 11 12
A
D
U
L
T
S
6
7 +/-2
for working memory
 Telephone
numbers (chunked)
 Magazine lists for you to remember
 Recite a Top 10 list
 Alphabetize ten first names by 3rd letter
 Sticky notes and lists
Under
stress, it goes down
Red Cross – ABC
Emergency – 911

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Attitude
 Care

Seat belts – 68%

D.A.R.E.
 Attention


Enthusiasm
Unusual methods
8
Behavior - Outline
 Knowledge
 Role
plays
 Self-study
 Jumping


+ Attitude = Dedicated Novice
(bootstrapping)
with a bungee cord
Modeling
Scaffolding (coaching)
9
K + A = DN (1 of 2)
 Child
learning to ride a bike
 Teacher of your child
 Surgeon for your heart
 Freshly minted MBA
10
K + A = DN (2 of 2)
Best practice – Apprenticeships / Mentor
Improving emotional intelligence
 Teachers
 Medical doctors
 Counseling psychologists
 Most sports
 Drivers’ education

11
Playing dice with role plays (1 of 2)
Scenarios/simulations are really good for. .
 Breaking
 Making
up lecture
learning more fun
 Creating
“ah-ha” moments
 Providing
pseudo practice
 Facilitating
 Changing
 Low
understanding
attitudes
risk
12
Playing dice with role plays (2 of 2)
Scenarios/simulations are limited

Small amount of actual practice time
Intuiting the periodic table from a few chemical elements
Time consuming

Aren’t real practice






President
Teacher
Surgeon
MBA
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Jumping with a bungee cord
Option A

Self-study


School of hard knocks
Bootstrapping
Option B


Modeling
Scaffolding
(coaching)
 Problems with self-study

Requires enormous attitude

Pain and frustration

Wrong turns – maze without a map

Slow

Costly
{Brainstorming and Post Mortems are examples}
14
Modeling
 Model


Expertly demonstrates skill
Process the experience afterward (“?’s”)
Student





learns when . . .
Has seen it “enough”
Attitude to learn and use is strong
Knowledge behind skill is present
Difficulty of the task (“easy”)
Student is already close to mastering
15
Scaffolding (1 of 4)
Why that word?
“Coaching”
by helping
Help
as little as possible
Goal
is independence
16
Scaffolding (2 of 4)
Mediums of coaching









Storytelling
Case studies
SWOT
1:1 meetings
Small group
meetings
On the fly
Partnering / mentor
Media
Skill maps / tests
Qualities of coach





Trustworthy
Knowledgeable or
even experts
Desire to teach
Mutual respect
Encouraging




Situation & Person
Facilitators
Time / Built into
process
Personality match
Rewarded / supported
Possibility of goal
These are not “tools” . . . what you actually DO when
you are teaching/coaching/mentoring/scaffolding
17
Scaffolding (3 of 4)



Three Principles
Temporary support to achieve specific goal
Limited assistance ONLY when required
Design the experience (Multiple methods/situations)
Four Tools

Define the task // Obfusce  clarity // Attention

Have student think it through

Praise and understanding

Modify task so it is within the student’s grasp
18
Scaffolding Examples (4 of 4)

Archery

Behavior management with children

Training a CIT to lead a hike

Training high-ropes skills

Balloon animals

That relationship you had / have
Define // Attend
Think
P&U
Modify
19
Problems with Straight Feedback
Instead of sharing and examining “brain
nodes,” you’re making a deposit . . . in the
right place? Will it stick?
What did they pay attention to?
 What were they thinking about?
 What is their level of understanding? What holes
exist in their scope?
 How is their motivation?
 Are they ready for more?
 If you’re wrong about their experience, will you
come off as arrogant and clueless?

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Training Menu
 Knowledge
(explicit/information)
 Attitude


Care
Attention
 Behavior




(tacit/skill)
Role plays
Self-study (bootstrapping)
Modeling
Scaffolding (coaching)
4 tools
21
Framework

Frameworks build understanding and foster
thoroughness
Example: the 6 wavelengths of light
Define the task
Have student think it through
Praise and understanding
Modifies task so it is within grasp
22
Fade to black
23
Fade t black
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