Unlike many programs that try to focus on a participant’s understanding and belief, our programs are skill-based. We teach people new skills that help them behave differently, rather than merely helping them understand things differently.

Skill Acquisition

Our educational design involves four steps to skill acquisition. Each skill is first positioned through involvement activities and application discussions to help participants recognize that the learning will be relevant. Then, we tell how to use the skill that they’ll be asked to use, by describing it during a short lecture component—very literally a “how-to.” We then show the participants how to use the skill, by demonstrating exactly what they’ll be asked to do. We most often show the skills with live demonstrations and activities using specific situations from participants’ work life; this ensures greater credibility for the trainers and has a stronger impact on the learner. Then, the participants practice the skill during role-plays of real-life situations. We then discuss and give constructive feedback on their practice.

Practice, involvement, and feedback produce the greatest return on investment in training. Still, participants require a rationale for “buying in” to the need for improving various interpersonal communication skills. We try our best to make that cognitive connection of value for each skill they learn during each training module.

Participants will not embrace a new skill if they feel that it’s “phony” or compromises their identity. We respect each participant’s entry level of skill, while at the same time encourage the perspective that even the most effective businessperson can afford to add tools to his or her repertoire.

We structure our workshops’ design to help each person integrate the skills into his or her own natural, personal style. Our programs are designed to create a developmental learning environment, not a “remedial” one. As a result, participants feel empowered rather than threatened or compromised, leaving them more receptive to growth and change.

To learn a new skill, you must practice it. Watching others, hearing explanations, and reading instructions are not enough in themselves. That’s why swimming teachers get you into the water, and computer classes advertise “hands-on” experience.

For years, this key learning principle was ignored in most training. As a result, much of what was taught never made it out of the classroom.

In all of our courses, the lectures, involvement activities, and demonstrations are all preparatory. The critical learning step is the skill practice that allows a participant to use the behavior being taught. Almost all of these practices are in the form of “real-plays.”

Role-playing provides a means of practicing the complex and subtle skills of communication. A role-play creates an environment that simulates reality to the extent that a skill can be practiced – and, yet, is still safe. The mistakes and clumsiness that may occur will have no negative consequences.

Role-playing is a valuable tool for skill-building, and is used in many of our courses. The main problem that can arise in role-playing, however, is a kind of stage fright; people feel incapable of “acting” out a part. Our seminars use a somewhat less intimidating form of practice, which we call “real-plays.” The practices will all be based on situations that the participants choose, rather than on a pre-created role-play situation. By using this form of practice, participants gain the benefits of role-playing without having to “play a part.” In real-plays, participants will simply be themselves, talking about situations that are real for them, or listening and responding as their partner talks.

Research supports this method of teaching. It has shown that the transfer of training is much more likely if the examples used in the workshop and the content of the role-plays are similar to the work experience of the participants. To help us create the role-plays and gain a better understanding of the situations and language that the group (to be trained) uses, we supply, collect and analyze briefing forms, and conduct telephone interviews. SkillTeach users can access these customization templates by contacting us at info@skillteach.com.

Successfully creating and implementing a multi-layered, blended learning program is a challenge, that when done well, brings about great return on investment. Our experience has shown us that blended, over-time, learning design and implementation is quite different from one-methodology-one-time learning. From our experience, in order to be successful with blended learning, you must actively do three things:

1. Use an iterative learning process that maintains learning momentum and increases participant learning relevance. When we create blended learning, we use an iterative learning process. At each “stop” along the learning path, participants must call upon previous learning—and apply their learning to real-life situations. Participants are held to an increasing performance expectation as the learning process progresses. This builds buy-in, but most importantly, builds a greater chance that learning will transfer to the job.



2. Design learning in such a way that momentum and continuity are “guaranteed” between learning sessions and over time. We align the content, learning methodology, and implementation aspects of a program in order to create consistency and participant-centered motivation for completion.
3. Include a process to keep participants informed and involved throughout the learning, without requiring the learning coordinator to be involved at a fine level of detail. Because we have managed many blended, over-time, learning processes, we know the key points for client involvement, and how to navigate through the process without needing to bombard the participant or the client with multiple requests and demands.

At SkillTeach.com, we are big believers in trying out training—conducting pilot sessions allows us to gain plenty of useful information about how individuals react to the learning and what they gain from the process. When observing a pilot session, we seek to answer a number of questions:

1. Design Flow: Is the flow or structure of the session appropriate? Is the timing efficient and produce a good return on investment of face-time?
2. Materials: Do the program or module materials support learning? This includes those used by the facilitator as well as the participants.
3. Skills & Process: Are we teaching the right skills and content?
4. Facilitation: Do facilitators use effective skills? Do online prompts lead people through the learning process effectively?
5. Installation: Have we handled the implementation of the program into the organization in such a way as to support the learner and to connect to the business?
6. Other: Do other issues or concerns get raised that should be addressed before full rollout?

To download a pilot review tracking and observation sheet, please visit our resources section at SkillTeach.com.