The SkillSession Model

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The Skill-Session Model

• Instructional Method

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Key Concepts

• Skills The characteristics or qualities within a
  person.
• These skills then enable that person to do a
  task.
• Task Part of a job made up of a series of
  skills.
• Job A purposeful assembly of tasks and their
  related skills.

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• Skill session Training session that presents a
  physical skill (task).
• Skill-session model. The basic structural unit
  composed of three parts introduction, body (in
  four-step segments), and conclusion.

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Learning Objectives

• Diagram the structure of the skill-session model.
• List and explain the steps that compose a model
  segment.
• Plan and schedule a session by using the
  skill-session model.

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Three Types of Skills

• First, the most basic type of skill involves
  gathering information (usually by sight) and
  acting upon it. Called psychomotor skill.
  (Handwriting see a line on a page and muscles
  move pencil along the page.)
• Second, involves procedures, or psychomotor
  activities linked in a series. Order of skills
  is important. (Changing a tire).

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• Third involves diagnosis. All forms of
  troubleshooting and problem definition involve
  diagnostic skills. (Discovering why the car will
  not start is an example.)
• During the skill session, break the task into
  skill steps.

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Task Breakdown

• Step-by-step definition of the task, arranged so
  that each skill step is a building block on which
  to place the subsequent skill steps.
• How, Why, When, and Where are good explanatory
  points to answer.
• How long should the performance of the task take?

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• Rule of thumb a trainee should be able to
  perform the specified task in less than 10
  percent of the total length of the session.
• Training objective write out the task breakdown
  and write objectives to help the trainee move
  through the steps. Also helps you as a trainer
  to clarify your objectives.

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Structure of the Skill-Session Model Simple Task

• 1. Introduction
• 2. Body
• Show (S)
• Show and Tell (ST)
• Check of Understanding (C)
• Practice (P)
• 3. Conclusion

Body
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Introduction

• Orient announce topic, show how task fits into
  whole system. (Birds eye view is enough.)
• Motivate why is this important?
• Measure current knowledge.
• State complete training objective(s) (Try to
  include a time standard to give the trainee
  something to aim for.)

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The Body

• Show you do the task as set out in the task
  breakdown within the time limit set in your
  objective. (Dont talk-demonstrate only)
• Show and tell show and tell each skill step as
  set out in the task breakdown. Emphasize safety
  factors and particularly difficult or tricky
  parts. Stress each skill step, and pause between
  each so that the trainees know that every skill
  step has a separate identity. Allow for
  questions. Remember you are the model, be
  accurate and tidy.

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• Check for Understanding Initial feedback.
  Useful tool is to ask the trainees to name ALL
  the steps.
• REMEMBER
• Dont let one trainee name all the steps.
• Make sure the trainees stress the importance of
  safety at all times.
• When you are sure the trainees know all the skill
  steps, they are ready for the final stage.

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• Practice Trainees should practice at least 50
  percent of the total time allocated for the body
  of the session. Thus if your skill-session body
  is 20 minutes, then the Practice step alone must
  last at least 10 minutes. Provide the following
• A task breakdown sheet. This should show each
  step and the explanatory points for each step.
  Include drawings if they will make your points
  more clear.

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• The correct tools and equipment to complete the
  skill. Check that these operate within the
  safety requirements.
• Sufficient material. The trainees will most
  probably need three or four attempts before they
  become proficient within the standards given in
  your objective.
• Be sure to supervise the trainees continually
  throughout the practice period. Give individual
  attention.

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The Conclusion

• Briefly review the steps and key points (using
  questions). Write on board if want to. Verify
  (1) whether they have found any of the skill
  steps particularly difficult, (2) whether they
  have discovered any new or different techniques.
  Check if there are any questions. Provide a
  definite finish to the session.

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Time and Schedules

• In the skill session, 5 percent of the total time
  can be allocated to the introduction and 5
  percent to the conclusion. The 90 percent left
  is allocated to the body with 50 percent of that
  amount being allocated to the Practice (P) step.
  The other half of the time is to be divided among
  the Show, Show and Tell, and Check for
  Understanding steps.

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• For a complex skill, the introduction and
  conclusion remain at 5 percent. Additional
  stages of demonstrating the entire task (10) and
  practicing the entire task (10) of the total
  time can leave 70 of the session for the body
  which is divided into as many S, ST, C, P
  segments as is necessary. One-half of that body
  time should be allocated to the P segments (35).

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Summary

• Skill Session includes introduction, body, and
  conclusion. The introduction includes orient,
  motivate, check knowledge, and state
  objective(s). Demonstrate whole task. Body
  includes show, show and tell, check of
  understanding, and practice. Practice full task.
  

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• Conclusion includes review, difficult steps, new
  techniques, emphasize safety and standards,
  questions, and finish. Introduction 5 total
  time, full demo up to 10 of total time, Body 70
  of total time, practice full task up to 10 of
  total time, and Conclusion 5 total time.

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Skill Session Task
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• Introduction Cut a five-pointed star in one
  snip.
• Need to know to make stars for celebrating
  Presidents Day Holiday.

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Body

• Show
• Show how to cut a five-pointed star in one snip.

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• Show and Tell
• Fold an 8 ½ X 10 paper in half.
• Fold in half again.
• Unfold last fold.
• Bring left corner to half crease line.
• Fold same piece back to left.
• Fold right corner as far over as possible and
  crease.
• Fold right corner back and crease.
• Cut on angle so that you are approximately an
  inch away from the top point of the paper.
• Unfold the star.

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• Check of understanding

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• What do you do first?
• How many times do you have to cut the paper to
  obtain the star?
• What do you do with the leftover paper?
• How should you handle the scissors?
• Practice

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Conclusion

• Review the steps.
• Fold an 8 ½ X 10 paper in half.
• Fold in half again.
• Unfold last fold.
• Bring left corner to half crease line.
• Fold same piece back to left.
• Fold right corner as far over as possible and
  crease.
• Fold right corner back and crease.
• Cut on angle so that you are approximately an
  inch away from the top point of the paper.
• Unfold the star.

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Questions?

• Are there other uses for these stars?
• Are there other ways to cut stars?
• What would you do with these stars?
• Can you now show someone else how to cut a
  five-point star in one snip?