Concrete Practice: Skills-Based Activities
What Is a Skills-Based Activity?
A skills-based activity is an actual skills practice during which training participants physically practice the skills they are learning. A skills-based activity can also be a simulation, that is, a “pretend” way to practice skills. An example of practicing an actual skill is driving a car during a driver’s training class. A skill simulation example is using a computerized driving program instead of a real car.
It seems pretty obvious that if the training involves actual skills, learners should, at some point, practice those skills. Yet many training programs do not include enough time for practice. One problem is that it takes a great deal of time to master a skill. Another is that sometimes it is difficult for a trainer to know how to set up and monitor a skills-based activity. However, even with these constraints, concrete practice is the only way for training participants to learn a skill well enough to be able to do it once the training is over. Of course, concrete practice also significantly increases learners’ long-term retention of knowledge and skills.
The skills-based activities in this section are easy to set up and monitor, while giving learners quality practice time during training.
What Does a Skills-Based Activity Do?
When learners participate in a skills-based activity, they
• • Practice the skill, with guidance and encouragement from the trainer and their peers.
• Can make mistakes safely, without the fear of adverse consequences.
• Self-correct as they practice.
• Peer-correct each other’s practice.
• Gain confidence in their ability to demonstrate or perform the skill they are learning.
• Reach a degree of skill mastery they wouldn’t have without the skills-based practice.
Getting Ready
• Materials: Depending on the activity, you will need standard training materials, as well as any materials mentioned in the activity instructions.
• Setup: Most activities require little special setup, with the exception of enough open space in the room, or extra space outside of the room, for learners to be able to move around if necessary. If using real-life work areas (offices, call centers, equipment areas, and the like), you will need to make these arrangements beforehand.
• Group Size: Any size group is fine, as long as there is enough room space for the activities.
• Time: This will vary greatly, depending on the activity. Usually a skills-based practice will last from fifteen to sixty minutes.
Five Skills-Based Activities
1. In-Room Mentoring
The most powerful skills practice is what has been done for thousands of years: actual on-the-job practice with an experienced mentor—in other words, an apprenticeship. It is worth the time and effort set up this type of skills-based practice during the actual training time, if possible. Do the following:
• Ask that learners form mentoring pairs, with a more-experienced learner (the mentor) pairing up with a less-experienced one.
• If all learners are less-experienced, check to see whether you can bring in other experienced people from outside the class (employees, supervisors, previous class participants, experts in the field) for the In-Room Mentoring time. These people will be the mentors for the training participants.
• The practice becomes a simulation of what would occur in real life, with the less-experienced learner demonstrating the skill, and the mentor offering coaching suggestions, advice, encouragement, and feedback.
• It is helpful to remind mentors how to give positive feedback to the less-experienced learners. You can post phrases on the wall for the mentors to use: “You did that well. Try it this way instead. In addition, you might want to do this. You almost hit the mark. You are closer this time. Let’s change this step to this one. Let’s review it again. You got it.”
2. Each Teach
This is like the Paired Teach-Back, except that, in this case, one learner pretends she knows nothing about the skill, and the other learner in the pair must demonstrate and teach the entire skill to the first. Then they reverse roles.
The Each Teach activity works well when learners are at about the same skill level. It is also helpful with technology training in computer labs. Even if each learner is seated at her own computer station, it still makes sense to have learners work in pairs for the skills practice, teaching and learning from each other.
3. Rounds and Repetition
This activity works well if the skills practice involves a series of procedural steps. Do the following:
• At each table group, post the procedurals steps of the skill on chart or printer paper.
• Each learner in the group takes a turn demonstrating one of the procedural steps while the other group members act as mentors.
• Learners continue to take turns demonstrating the procedural steps until each group member has had one or more turns.
Here is a Rounds and Repetition variation:
• Before the training, print the skills on a set of index cards (one set per table group and one procedural step per card).
• Each learner in a table group takes a turn choosing a card and demonstrating that procedural step.
4. Table Demonstrations
Do the following:
• Each table group prepares a skill demonstration.
• The demonstration may include how not to do it, then how to do it correctly. Or the group may break the skill down into its procedural steps, with each group member demonstrating one step.
• Each group presents its demonstration in front of all the other groups and receives peer feedback and applause.
5. Skills-Based Game Shows
A game show activity is a popular way to review and memorize new information. With a Skills-Based Game Show, learners demonstrate skills instead of answering questions. The emphasis is on skills practice rather than verbal replies.
• Explain the game show format—one of your choosing, or learners can choose a format. Some formats are: Jeopardy®, Concentration®, Let’s Make a Deal®, and Who Wants to Be a Millionaire®, to name a few.
• Ask for volunteers to be the game show host, referee, timer, and any other roles needed.
• Participants or table teams will demonstrate skills, or specific procedural steps, instead of answering questions. Or the activity could be a combination of questions, information sharing, and skills practice.
• The referee awards points to the participant or table team that correctly demonstrates the skill or the procedural step.
• Make sure everyone has a chance to participate in the Skills-Based Game Show.
• Award small prizes to the winning learners or teams.
Your Turn
Make a Concept Map of your own skills-based activities.
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