Using Anxiety Scale
Scores To Improve Instruction And Enhance Learning
Along with attitude and motivation, this scale may
give some indication of the overall level of participation in training
activities that can be expected of an individual. Someone with a low
score may be reluctant to speak up, take risks, and be an active participant.
They may also be hesitant to share and contribute to group activities
and be overly concerned about demonstrating their skills in front
of others. They may have trouble concentrating on the material and
keeping their attention focused on training activities. They may doubt
their abilities to learn, remember, or use the new things they are
learning.
In training sessions where START profiles indicate
a number of participants with low scores on the Anxiety Scale, training
might incorporate one or more of the following suggestions.
1. Use warmup activities to reduce tension and
assist participants to feel more comfortable with each other, with
you, and with the training objectives. For example, use small group
introductions (in pairs or groups of up to four individuals). If
participants do not come from the same work group they could interview
each other and find out who they are, what they do, and how they
think the training program might be of use to them.
2. Use relatively "safe" small group exercises
to develop confidence and increase participants' comfort levels.
3. Explain stress reduction techniques, such as
deep muscle relaxation.
4. Make sure the performance criteria are clear
to the participants. For example, ask them to explain in their own
words the training goals and objectives. This can help reduce concerns
about performance expectations and transfer to the job setting.
5. Point out the potential positive effects of
successfully completing the training and the support you will give
trainees to help them succeed.
6. Give case studies of how past participants have
used the material and benefited from participating in the training
(if it is a new program, generate constructed examples).
7. Have an open discussion about participants'
concerns. Explain what you are going to do to help reduce the stress
they may be feeling.
8. Have participants write a "letter" to a hypothetical
coworker who is worried about participating in the training highlighting
what he or she could do or think about to reduce their anxiety.
9. Clarify how participants will be evaluated and
how that information will or will not be used.
10. Try to include both high and low scorers in
activity teams or small discussion groups to facilitate peer support
and modeling.
11. Use more frequent guided practice exercises
early in the training to build confidence and positive performance
expectations.
12. Role play common situations or tasks and ask
the participants to discuss their concerns and feelings while they
are doing it. Give positive support as well as performance feedback.
13. Go over the training schedule to make sure
it is not too rigorous for the participants and that you have provided
opportunities for review, practice (when appropriate), and questions.
14. Check the level of difficulty of the course
materials for the target population.
15. Videotape yourself, or ask someone to observe
you, to see if there is anything you are doing that may be contributing
to the participants' anxiety level.
16. Make sure other work demands are reduced while
the trainees are participating in the training.
Using Attitude Scale
Scores To Improve Instruction And Enhance Learning
Along with Anxiety and Motivation, this scale may
give some indication of the overall level of commitment and participation
in training activities that can be expected of an individual. Someone
with a low score may be resentful about having to participate in the
training program and may not want to be an active participant. They
may be resistant or closed minded to the content you are trying to
present rather than seeing training as a resource to help them develop
new skills or to advance within the organization. They may have trouble
concentrating on the material and keeping their attention focused
on training activities. Since they may not see any value of the training
for them, they may have negative feelings about being there and can
be disruptive to other participants who have more positive attitudes
about the training.
In training sessions where START profiles indicate
a number of participants with low scores on the Attitude Scale, training
might incorporate one or more of the following suggestions.
1. Discuss directly how the training program relates
to the work they are, or will, be doing.
2. Give specific examples of how the information
and skills the participants will be learning can be applied to their
jobs.
3. Provide case studies of how past participants
have benefited from participating in the training.
4. Have students brainstorm in small groups about
the various ways what they will be learning could be applied to
their job duties.
5. Discuss possible problems or negative feelings
participants have had in other training sessions and what you and
they can do to try to make this one a more positive experience.
6. Discuss the positive feelings that go along
with a job well done.
7. Point out possible benefits of the program in
terms of variables such as job performance, salaries, and future
promotions or transfers.
8. Generate examples during the training that directly
relate to the participants' present jobs or the jobs they are being
trained to do.
9. Provide frequent opportunities for application
exercises or role plays.
10. Structure working and practice exercise groups
so that participants with low scores are distributed among the groups.
11. Try to create a supportive and friendly environment
so that the trainees enjoy being there.
12. Discuss the negative and positive effects of
attitude on commitment, valuing, attention, and learning, as well
as on peers and supervisors.
Using Motivation Scale
Scores To Improve Instruction And Enhance Learning
Along with the Anxiety and Attitude Scales, this
scale may give some indication of the overall level of commitment
and participation in training activities that can be expected of participants.
Someone with a low score may not realize that there could be negative
outcomes (e.g., poor performance assessment, lower salary, and missed
promotions) associated with poor performance or negative behaviors
exhibited during the training program. They may be closed to trying
new techniques or approaches, or applying them to their work setting.
They may have difficulty maintaining interest and persisting in training
tasks, particularly if they encounter problems or the work becomes
difficult. They may experience difficulty taking any responsibility
for their performance or learning outcomes.
In training sessions where START profiles indicate
a number of participants with low scores on the Motivation Scale,
training might incorporate one or more of the following suggestions.
1. Many of the suggestions listed under the Attitude
Scale will also help participants who score low on the Motivation
Scale.
2. Discuss how training is an investment made by
the employee as well as the company, business, or organization.
3. Have each trainee set goals for each session
of the training (or the entire program if it is conducted in one
session). Have them relate these goals to their current or future
job setting and their personal goals.
4. Have each trainee discuss or write about the
things they find motivating. Help them to relate the training to
things on their list. This can be done individually or in small
groups.
5. Have trainees monitor their own progress through
the training program.
6. Place trainees who have high motivation in different
small groups so that they can act as "sparkplugs" for group activities.
7. Use more group rather than individual activities,
particularly if there are assigned tasks to be done outside of the
training environment.
8. Use peer pressure to increase the participation
and performance level of individuals with low motivation (e.g.,
group exercises where each participant is accountable to the group).
9. Try to use entertaining examples or exercises.
10. Use concrete bonuses or incentives (e.g., time
off, recognition in the work place and by supervisors, certificates),
when possible, for successful completion of the training.
Using Concentration Scale
Scores To Improve Instruction And Enhance Learning
The scores on this scale may give some indication
of participants' attentiveness and ability to focus on training programs.
Someone with a low score may have difficulty keeping their attention
focused on training activities, particularly when they are complex
or time consuming. They may be easily distracted by daydreams, thoughts
about work or home responsibilities, or personal problems. It can
be very difficult for low scorers on the Concentration Scale to keep
up with the material and flow of the training program. Often, individuals
who have short attention spans in a training setting feel embarrassed,
guilty, or defensive about the holes in their learning or the problems
they have transferring what was presented to the work setting. Concentration
problems can also result from material that is either too easy or
too difficult, uninteresting, or perceived to be irrelevant.
In training sessions where START profiles indicate
a number of participants with low scores on the Concentration Scale,
training might incorporate one or more of the following suggestions.
1. Make sure the difficulty level of the training
materials is appropriate for the participants.
2. Use shorter presentations of material to reduce
the load on participants' attention spans.
3. Use a variety of formats and presentation styles
to vary the pace of instruction. Use dynamic speakers, when possible.
4. Vary the tone and loudness of each presenter's
voice.
5. Use engaging and entertaining materials and
exercises.
6. Provide many opportunities for active participant
involvement.
7. Encourage participants to take notes.
8. Use smaller teams (2 or 3 individuals) for group
work so that members must stay more involved.
9. Provide more application or summarization exercises.
10. Use challenging but not too difficult exercises.
11. Summarize and review the material routinely
during the program. Provide written summaries of main ideas.
12. Administer periodic assessments of participants'
learning and performance.
13. Provide frequent breaks.
14. Discuss with the participants ways in which
the training could help them to be successful in their jobs.
15. Provide the training in a location away from
the distractions of the work setting.
16. Encourage supervisors and managers to reduce
the workload of participants while they are in training.
Using Identifying Important
Information Scale Scores To Improve Instruction And Enhance
Learning
Scores on this scale give some indication of the
ability of the participants to identify the key ideas in the instruction.
Someone with low scores on this scale may have a hard time picking
out the important ideas from the supporting ideas and didactic information
which do not have to be remembered. It may be hard for them to learn
and integrate the new information and skills, particularly in a way
that will help them remember and use their new learning in the job
setting. They may also experience frustration at the amount of effort
they must expend to try to learn all of the material. In training
sessions where START profiles indicate a number of participants with
low scores on the Identifying Important Information Scale, training
might incorporate one or more of the following suggestions.
1. Make sure the instructional pace is not too
fast for your participants.
2. Clearly differentiate between key points and
supporting details in your presentations and materials.
3. Create activities that highlight important information.
4. Use highlighting, a different font, type size,
color, boxes, etc., to focus participants' attention on key points
in the instructional materials.
5. Use verbal cues in presentations.
6. Ask participants to identify key points in each
section of the presentation or materials.
7. Pair up individuals with high scores on this
scale with individuals who have low scores for group activities.
8. Point out the relevance of key information for
enhancing job performance.
9. Give students an outline of the main ideas for
a training session.
10. Summarize the important points at the end of
each topic or subtopic.
11. Model how to identify important information.
12. Go over the training materials and point out
what methods have been used to highlight the main ideas.
Using Knowledge Acquisition
Scale Scores To Improve Instruction And Enhance Learning
Scores on this scale give some indication of the
ability of the participants to build meaning for key ideas in the
instruction. Someone with low scores on this scale may have a hard
time learning and remembering the information and skills they will
need for the job setting. It will be difficult for them to relate
their existing knowledge and past experiences to the new material.
They may not know how to think about and analyze new information to
make it more memorable and available for later use. Sometimes these
individuals will experience frustration with their learning problems
or have a difficult time keeping their attention directed toward the
training activities. In training sessions where START profiles indicate
a number of participants with low scores on the Knowledge Acquisition
Scale, training might incorporate one or more of the following suggestions.
1. Embed knowledge acquisition strategies into
your instruction. For example, provide analogies and organizational
aids.
2. Use concrete examples from situations that are
as similar as possible to the job situations that the participants
will encounter.
3. Ask participants to relate the information,
ideas, and skills being presented to other things they know or have
experienced.
4. Ask participants to identify ways they could
use the information being presented in the job setting.
5. Ask participants to restate the information
in their own words.
6. Slow down the pace of the program so that participants
have more time to try to learn the material.
7. Periodically review the material.
8. Provide additional opportunities for practice
and application exercises.
9. Pair up individuals with high scores on this
scale with individuals who have low scores for group activities.
10. Relate new information to the existing knowledge
and past experiences of the participants.
11. Provide some direct instruction in the use
of knowledge acquisition strategies.
Using Monitoring Learning
Scale Scores To Improve Instruction And Enhance Learning
Scores on this scale give some indication of the
ability of participants to monitor their understanding of new material
on a routine basis during training. Someone with low scores on this
scale may have a hard time learning and remembering the information
and skills they will need for the job setting. They may have gaps
or holes in their understanding and have difficulty integrating and
organizing their knowledge for future use. They may suffer from what
is often called the "illusion of knowing" thinking we know something
when we really do not. Sometimes these individuals will experience
surprise and frustration during a final performance evaluation or
when they go into the job setting and discover that their knowledge
is not as complete as they thought it was.
In training sessions where START profiles indicate
a number of participants with low scores on the Monitoring Learning
Scale, training might incorporate one or more of the following suggestions.
1. Provide more frequent reviews.
2. Use frequent application exercises as well as
case studies.
3. Generate diagnostic self-testing exercises.
4. Use diagnostic questioning techniques in class.
5. Encourage participants to ask questions.
6. Ask students to write summaries periodically
during training.
7. Discuss the importance of monitoring learning
and give suggestions about how to do it.
8. Provide checklists, when appropriate.
9. Evaluate the success of the training on a formative
(ongoing) and summative (at the end) basis. Provide feedback to
the participants.
10. Structure team projects and discussions to
give participants feedback about their learning and performance.
Using Time Management Scale
Scores To Improve Instruction And Enhance Learning
Scores on this scale give some indication of the
ability of individuals to manage their time so that they can attend
and participate fully in training. Participants with low scores on
this scale may have a hard time making training a priority for them.
They may be derailed by problems with procrastination or over commitment.
They may also be unclear as to why they are participating in the training
and how it can help them in their job setting. These problems could
lead to incomplete learning and difficulties transferring this new
knowledge to the job setting. It could also lead to negative feelings
about training or increased anxiety over performance outcomes.
In training sessions where START profiles indicate
a number of participants with low scores on the Time Management Scale,
training might incorporate one or more of the following suggestions.
1. Suggest that participants read about time management
principles and methods.
2. Provide instruction in time management techniques,
particularly for training settings.
3. Hand out time guidelines for activities or assignments.
4. Try to limit assignments for work to be completed
between training sessions (when there are sessions on more than
one day). Provide more assignments to be completed in the training
setting.
5. Break larger tasks into smaller, more manageable,
pieces.
6. Create periodic deadlines during training when
certain tasks must be done.
7. Model effective time management techniques.
8. Discuss time wasters (such as trying to learn
all of the material rather than concentrating on the main ideas)
and time consumers (such as perfectionism).
9. Have participants estimate how long it will
take them to complete a task and then have them compare their estimate
to the actual time it takes.
10. Suggest that supervisors and managers reduce
or eliminate other work responsibilities while the participants
are in the training program.
11. Use a buddy system to help participants help
each other to keep on track with projects or assignments.
