Principles and Methods of Instruction

CONTENTS
• Definition of Terms
• Instruction Principles, Methods,
Basic Steps & Getting Better Results
• Writing Objectives
• Characteristics of Adult Learners
• Written Examination (as time allows)
• Workshop (if still feasible) SV1 – S4

COSH Trainers Subjects 1

Definition of Terms
Instruct:
to furnish knowledge or information
in a disciplined systematic way with
the expectations of compliance.
Order:
to communicate authority with
employees so as to arrange a more
systematic and productive sequence
of activities.

COSH Trainers Subjects 2

Definition of Terms
Command:
to exercise authority forcefully with
the expectation of obedience.
Direct:
to guide or regulate in order to achieve
a smooth and effective operation.
Request:
to act courteously, to make known your
wishes with out the implied assurance
that they will be fulfilled.
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 Management Approach:
People vs. Work Orientation
PEOPLE Request Direct
Instruct

Order
Command
WORK
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 Definition of Terms
Instructing,
Giving orders,
Giving a command,
Directing and
Making a request all fall under
the category of:
COMMUNICATION.
COSH Trainers Subjects 5
Effective Communication Means…
• That we are able to express ourselves,
• both verbally and non-verbally,
• in ways that are appropriate to our
cultures and situations.
• This means not only being able to
express our opinions and desires,
• but also our needs and fears and to
ask for advice and help.

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Instructions: Preparation Must
Be As Orderly As This!
(AMAZING TRIPLE SPIRAL)

SV2 – S11

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 Principles of Instruction:
The Three (3) B’s
Base instruction on problems at
learners level (needs analysis)
Blend instruction with job experience
(methods of instruction)
Brighten instruction with variety of
illustrations, investigations and group
participation (medium of instruction)

COSH Trainers Subjects 8

 Methods of
Instruction – 1
Good instruction depends on good
planning.
Determine the subject, scope and
sequence.
An objective must be set
then the points are selected that
will enable one to keep hitting at
the heart of the matter.
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 Methods of
Instruction – 2
Primary aim of the instructor is to
give the participant the things he
must know, then the things he should
know.
It is important that the instructor
emphasizes the major points while at
the same time he stimulates the
participants to grasp the subject.

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Methods of Instruction - 3
• Lecture
• Demonstration / modeling
• Case study /survey
• Exercises / workshops/role-play
• Discussion / brainstorming
• Games / stories
• Instruments/ hands-on
• Debriefing

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Medium of Instruction
• Handouts
• Manuals / workbooks
• Flip charts
• Videos
• Slides (using projector)
• Overhead projector and
transparencies
• Multi-media projector
• Plant tours/visits/walk-through
• Hands-on with instruments, tools,
equipment
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 4 Basic Steps of
Instruction
1. Prepare the worker
o Start on schedule
o Put him at ease
o State the job and find out what he
already knows about it.
o Awaken his interest
o Place in correct position all the
materials and equipment needed.

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 4 Basic Steps of
Instruction
2. Present the operation
o Tell, show, and illustrate important step
one at a time
o Stress each key point
o Instruct clearly, completely and patiently,
but not more than he can master at one
time
o Ask questions if instruction is understood.

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 4 Basic Steps of
Instruction
3. Try-out performance and participation
o Have him do the job and correct errors
outright
o Have him explain each key point to you as
he does the job again.
o Make sure he understands
o Continue until you know he knows
o Ask “why”, “how”, “when”, “what”, “where”,
“who”.

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 4 Basic Steps of
Instruction
4. Follow-up
o Put him on his own, instill confidence
o Designate to whom he goes for help
o Check frequently at start
o Encourage questions
o Complement him on his efforts.

SV3 – S20

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 How to get better
results from instruction
 Your instruction/order must be the right
one for the particular situation
 Select the persons most likely to carry the
instructions out well
 Your instructions will be well accomplished
if there’s checking and follow-ups.
 Be sure it is carried out at the time and in
the manner you prescribe.

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 When should command be
given to employees – 1
 Generally speaking, a request carries
the same weight as a direct order or
command.
 However, a request imparts a feeling
that a worker has some freedom of
action, that he can question any part
that bothers him.

COSH Trainers Subjects 18

 When should command be
given to employees – 2
 Whereas, commands are dangerous
but are necessary in emergency
situations, such as in case of fire or
accident
 Commands are causes of resentment.
It’s best to avoid them until you
really need them.

SV4 – S23
COSH Trainers Subjects 19
 When should command be
given to employees – 3
 If you use commands only occasionally
your employees will know you are not
bossy.
 They will recognize your change in
approach as being necessary in case of
extreme need of it.

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 Pit falls to be avoided
in giving orders
 An offhand manner  Choosing only the
 Assuming a worker willing worker
understands  Picking on anyone
 Too many orders  Too much detail
 Conflicting  Playing the big shot
instructions

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 Spot signs of employees
objections

 Gripes
 Silence
 Facial expressions
 Body movements
(or body language, body English)

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Body Language: Misunderstanding

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Aids in removing resistance

• Try a success example

• Try making a guarantee
• Try a demonstration
• Try asking questions
• Try just plain listening

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 When to put instructions
into writing
 Whenever you change an instruction
that was previously in writing, put
the new instruction in writing too.
 If you give an order that must be
carried over for another shift.
 When instructions are complex and
contain variations from normal, put
them in right amounts and sequence.
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 Writing Objectives – 1
Well written objectives should be:

S-imple
M-easurable
A-ttainable
R-elevant
T-ime bounded

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Writing Objectives – 2
Elements present in a well written
objective :
Starts with an action verb (decrease,
increase, improve).
Specifies a single key result to be
accomplished (specific part of objective)
Is quantifiable. Uses numbers to measure
a desired change (example: 50% increase)
Specifies a target date for
accomplishment (time-bounded) SV6 – S35
COSH Trainers Subjects 27
 Preparing to Lead a
Discussion Meeting P.1
Establishing the purpose of the
meeting-
• Determine objective – overall and
intermediate.
Explore the Subject –
• Gather information on the subject
• Outline points that need discussion
• Prepare, assemble presentation
materials
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 Preparing to Lead a
Discussion Meeting P.2
Outline on the meeting
• Set the end objective
• Set intermediate objective
• Make time-date for the meeting
• Plan possible close
Have everything ready –
• Check on meeting place arrangement – room
heating, lighting, ventilation, etc.
• Arrange for meeting facilities – chairs tables,
blackboard, chalk, etc.
• Provide charts, other needed aids, pass out
materials, etc.
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Conducting the Meeting P.1
Open the Meeting
• Put the group at ease
• State the purpose of meeting
• Outline the overall program
Present the subject for discussion
• State problem or situation clearly
• Arouse interest – state on opinion, ask
provoking question, uses a case study
demonstration or personal experience

COSH Trainers Subjects 30

Conducting the Meeting P.2
Direct the Discussion
• Draw out opinions and experiences.
• Stay on object – don’t get sidetracked
summarize frequently
• Avoid conflict, ridicule and arguments
• Use disagreement to stimulate thinking

Crystallize the Discussion

• Present points of agreement
• Clear up points to disagreement or misunderstanding
• Get Acceptance for Action
• Summarize and get agreement on action
• Check that all understand
• Get group support, based on conviction

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Description Age Range
• Infant • Birth to one (1) yr
• Child • Up to 18 yrs
• Age of puberty – • Generally accepted:
boy/girl 14/12
• Teen age • 13 – 19
• Minor • Below 18 yrs
• Legal age • 21 and above
• Youth: end • Up to 39 yrs
• Middle age: start • 40
• Middle age: end • 59
• Senior age • 60...until end of life! 32
 Model: Basic Psychology
Levels of Communicating
Communicator Recipient
ADULT ADULT
(mature/prof) (mature/prof)
PARENT PARENT
(mature-biased) (mature-biased)
CHILD CHILD
(immature/irrational) (immature/irrational)

COSH Trainers Subjects 33

 Characteristics of Adult
Learners – 1
Generally adults are :
• Self directed
• Likely to be rigid in thinking
• Realistic and not easily fooled
• Impatient to achieve their own
objectives
• Different because of their life
experiences
• Anxious about failures
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 Characteristics of Adult
Learners – 2
Adults:
• Are not a captive audience
• Are not willing to participate if
anxious or have a low self-
concept
• Need to feel success
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Characteristics of Adult
Learners – 3
Adult learners expect :
• To be treated as mature people
• Value for money
• An enjoyable and satisfying
environment
• Basic good manners and
courtesy
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 Characteristics of Adult
Learners – 4
Physically, adult learners:
• Need good lighting and few distractions
• Are likely to be tired after work
• Energy, hearing and vision are short term
• Memory deteriorates with age
• Must cope with competing demand for
their time
COSH Trainers Subjects 37
 Characteristics of Adult
Learners – 5
Adult learners respond:
• Positively to acknowledgment or
praise from peers and instructors
• To having their knowledge, skills,
and experience used by the trainer
as a learning resource.

COSH Trainers Subjects 38

 Notes
• Listening is an important
aspect of communication.
• In communicating, don’t do
too much of the talking
yourself, listen to what
others have to say.
• This way, you establish
rapport with your receiver.
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End of Subject

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