ABSTRACT
Training procedures that initially deal with small, isolated segments of a skill are more effective in skill-building outcomes when segments are taught specifically and practiced until mastered. This increases the probability of the skills becoming used, integrated, and implemented quickly and effectively by the trainee. Trainer modeling of desired behaviors can be done through the use of techniques such as demonstrations, role-playing, or playing of videos made of the desired behavior. The modeling is most effective if done immediately after introducing the skill to the trainees. Practice during training can be provided by having trainees identify both positive and negative skills as well as the rationale in each other’s audio or video recordings made during practice. When the trainer evaluates the performance after each training session, an evaluation can be made on five of the six skill-building behaviors—explanation of skill, modeling, practicing, feedback, application and discussion—to determine which section was weak or strong.
