1. Why DP Training
1.1. Developing Skill
1.1.1. How we Learn
1.1.1.1. I learn by creating new neural circuits.
1.1.1.1.1. "I remember things by re-firing neural circuits".
1.1.1.2. The more often a circuit is fired the stronger it becomes and the more likely I will remember or repeat the skill.
1.1.1.2.1. Example: You don't have to think about how to drink from a glass because you have done it successfully many times before.
1.1.1.3. Lecture creates weak neural circuits. "Weak circuits are easily overwritten, which can cause me to miss-remember".
1.1.1.3.1. Possible to remember it wrong.
1.1.1.3.2. Worse than not knowing it in the first place. It's the illusion of skill.
1.1.1.3.3. Example: Using only one block instead of two to support the mast. Truck can tip over.
1.1.1.4. "Doing something creates a stronger circuit than just listening or watching".
1.1.1.4.1. Watching it
1.1.1.4.2. Doing it
1.1.1.4.3. More circuits created = Easier to remember.
1.1.1.4.4. Learning and DP Training
1.2. Training Tools
1.2.1. Norm Referenced (Lecture Training)
1.2.1.1. "He's the best in the class so he gets an A+!"
1.2.1.2. "She got 70 percent, so she passes".
1.2.1.3. "You didn't get it all, but you did reach the norm".
1.2.1.4. Easier to achieve a passing grade.
1.2.2. Criterion Referenced (DP Training)
1.2.2.1. "He can't do the job".
1.2.2.2. "He needs more practice".
1.2.2.3. It's common to practice until all skill criteria is met.
1.2.3. Training Tool Comparison
1.2.3.1. Norm-referenced Test.
1.2.3.1.1. Disconnects coffee pot 10% Disassembles coffee pot 10% Cleans components and pot 10% Inspects Components 10% Fills pot with water 10% Reassembles components 10% Fills basket with coffee 0% Reconnects coffee pot 10% Sets dial on coffee pot 10% Reports pot is perking 10% Score 90%
1.2.3.2. Criterion-referenced Test.
1.2.3.2.1. Disconnects coffee pot Ö Disassembles coffee pot Ö Cleans components and pot Ö Inspects Components Ö Fills pot with water Ö Reassembles components Ö Fills basket with coffee X Reconnects coffee pot Ö Sets dial on coffee pot Ö Reports pot is perking Ö Score 0%
1.3. Learning with Feedback
1.3.1. "When I hear Negative or Positive feedback from a trusted source it strengthens a circuit”.
1.3.1.1. Positive
1.3.1.1.1. Nice job!
1.3.1.1.2. You're almost there. You can do it!
1.3.1.1.3. .
1.3.1.1.4. Positive feeling is associated with behaviour. "I want to do that again".
1.3.1.1.5. Every time the behaviour is repeated the positive feeling is experienced.
1.3.1.2. Negative
1.3.1.2.1. You screwed that up!
1.3.1.2.2. You can never do anything right!
1.3.1.2.3. .
1.3.1.2.4. Negative feeling is associated with behaviour. "I don't want to do that again".
1.3.1.2.5. Every time the behaviour is repeated the negative feeling is experienced.
1.4. Overview
1.4.1. Training is learning how to do something you don't already know how to do.
1.4.2. Learning is creating new "neural circuits".
1.4.3. Failure is common in DP training, but not a bad thing.
1.4.3.1. More Practice
1.4.4. Humans learn as much through failure as through success.
1.4.5. Feedback is attached to a skill.
2. Instructor Goals
2.1. Build Student Confidence
2.1.1. What is confidence?
2.1.1.1. People's judgement about their ability to do a particular task.
2.1.1.1.1. “I can fix that truck”.
2.1.1.1.2. “I can't fix that truck”.
2.1.1.1.3. Feedback and self confidence
2.1.2. Why build confidence?
2.1.2.1. We need Technicians with Skill AND High confidence!
2.1.2.2. Confident Technicians are more engaged, and happier at work.
2.1.3. How to build confidence.
2.1.3.1. DP Instructors play key role in developing a student's self confidence.
2.1.3.1.1. Make sure training is a positive experience.
2.1.3.2. Make training fun for the students, when appropriate. They will be more engaged.
2.1.3.2.1. Trivia
2.1.3.2.2. Energisers
2.1.3.2.3. Prizes
2.1.3.3. Help them!
2.1.3.3.1. Encourage practice.
2.1.3.3.2. Don't just say "Go read".
2.1.3.3.3. Give some short, tantalising, relevant help, then point them to references.
2.1.3.3.4. Don't just give them the answer, point them in the right direction.
2.1.3.3.5. If a student can't understand after pointing them in the right direction, go through the task with them.
2.1.3.4. Break modules into smaller chunks.
2.1.3.4.1. Can become overwhelmed!
2.1.3.4.2. Give them short-term objectives.
2.1.3.4.3. If you're lost, then start by reading this page, then come see me.
2.1.3.5. Feedback should indicate progress not shortfall.
2.1.3.5.1. You’ve almost got it.
2.1.3.5.2. You’re 80% there!
2.1.3.5.3. You failed the skill check.
2.1.3.5.4. When things go right...
2.1.3.5.5. When things go wrong...
2.1.3.6. Be aware of your body language.
2.1.3.6.1. How we communicate.
2.1.3.7. Watch for signs of unhappy campers.
2.1.3.7.1. Student not asking questions.
2.1.3.7.2. Spending time reading.
2.1.3.7.3. Head buried in the module.
2.1.3.7.4. Taking lots of breaks.
2.1.3.7.5. Seek them out!
2.1.3.7.6. What can I help you with?
2.1.3.7.7. Give them encouragement - You're on the right track, keep going.
2.2. Communicate the Student Performance Opportunity
2.2.1. Inform students they have:
2.2.1.1. Permission to do it!
2.2.1.1.1. While reading/learning about the skill, practice it on the trucks.
2.2.1.1.2. Training trucks are there to use.
2.2.1.2. Place to do it!
2.2.1.2.1. Take the truck to a work station.
2.2.1.2.2. Use the work benches if needed.
2.2.1.3. Tools and Equipment to do it!
2.2.1.3.1. Use the tools in the boxes and the shop.
2.2.1.4. Time to do it!
2.2.1.4.1. Practice skills until confident.
2.2.1.4.2. Learn the skill.
2.3. Training Session Expectations
2.3.1. Always demonstrate the correct behaviour.
2.3.2. Continuously circulate among students and ask if help is needed. Seek out the student.
2.3.2.1. Some students may not feel comfortable coming to you with a question.
2.3.3. Check the skill check sign up sheet before doing a skill check for someone that just walks up.
2.3.3.1. Minimise the skill check wait time as much as possible.
2.3.4. Give the students all your attention.
2.3.4.1. Phone calls can be taken or made when you’re not helping a student, or performing a skill check.
2.3.5. Refrain from using negative comments about students or other instructors.
2.3.6. Speak to students and other instructors in a respectful and supportive manner.
2.3.7. Refrain from cursing
2.3.7.1. Refrain from cursing.