This document discusses measuring learner progress using solution-focused techniques. It introduces the tools of past exceptions, scaling, and problem-free talk to help learners identify strengths and set achievable goals. Activities guide applying these tools to build confidence in using assistive technology and envision success without barriers. Clear planning and recording of goals, strategies, and progress is emphasized to support learners in achieving their objectives.
This presentation was made by me for providing training to the employees of Unique Contracting Co. LLC on "Problem Solving Skills". Unique is a construction company based in Muscat, Oman. It is owned and managed by the Limbani Family of Gujarat (Republic of India).
Problem solving skill, Meaning of problem solving skill, definition of problems solving skill, skills associated with problem solving skill, problems, advantages of problem solving skill, disadvantages of problem solving
Problem Solving PowerPoint Presentation Content slides include topics such as: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and much more.
This presentation was made by me for providing training to the employees of Unique Contracting Co. LLC on "Problem Solving Skills". Unique is a construction company based in Muscat, Oman. It is owned and managed by the Limbani Family of Gujarat (Republic of India).
Problem solving skill, Meaning of problem solving skill, definition of problems solving skill, skills associated with problem solving skill, problems, advantages of problem solving skill, disadvantages of problem solving
Problem Solving PowerPoint Presentation Content slides include topics such as: teaching problem solving skills, evaluating how you solve problems, understanding the process: how to solve problems, 8 active listening techniques, primary issues for problem solvers, group or individual brainstorming, the problem solving framework, vertical and lateral thinking, adaptors and innovators as problem solvers, collaborative problem solving, leadership and creative work environments, four models of problem solving, SWOT, the 6 C's of decision making, how to's and much more.
Training needs analysis, skills auditing, training evaluation, calculating training ROI and strategic learning and development best practice principles and processes
How do you create the people that must lead after you are gone? How do you prepare subordinates for advancement? How can you insure that you have the depth of personnel you need for the future? This course is focused on developing talent and not hiring talent. If you want to learn how to develop good people, then this class will help you learn the skills needed.
Learning design: starts with knowing your audience, considers situational factors, understanding adult learners, providing value in what you are teaching or presenting; uses active learning.
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
As the name suggests, Train the Trainer is a training strategy where existing subject matter experts, domain facilitators, and trainers teach learners on practical approaches, latest tools and techniques to design and deliver training. Often the curriculum includes specific instructions, coaching and feedback.
1. Session 15
Measuring Progress
and Recording Information
2. Post-session task
• Identifying personal goals
• Breaking down to steps that are:
– Clear
– Measurable
– Achievable
– Logical
– Developmental
3. Plan, Measure and Record
• 3 tools founded in a solution focused model:
– Past exceptions
– Scaling
– Problem free talk
4. We have to “walk the tightrope of
validating the experience without
focusing on the problem to the degree
that it seems larger than before.”
Durrant (1993)
5. Solution Focused
Approaches
The Past The Barrier to Future
Learning (Problem) Goals
Traditional
Approach
6. Why use Solution Focused techniques?
• To move away from focusing on the ‘problem’ or
barrier to learning.
• To identify what is already working.
• To find examples of ‘success’ and increase the
student’s awareness of their own skills and strengths.
• To reduce the risk of dependency or ‘learned
helplessness.’
7. Past Exceptions
• This is about looking for examples where the
individual has demonstrated success in the
past on the area identified as a problem.
• E.g. Time keeping and organisational skills
• Single mum, part-time worker – ideas?
8. Activity 1 – Past Exceptions
• Identify examples where you may be able to
point to past success to encourage a learner
e.g. gaining driver’s licence
• What transferrable skills are there
• Think of the individual you are supporting, or
more generally from your experiences in the
past.
9. Scaling
____________________________________
1 2 3 4 5 6 7 8 9 10
• Name poles and interim points appropriately
(eg. 1 = worst / 10 = best)
• Decide where on the scale the situation is now
• What would need to happen for the situation
to move one point closer to ‘best’?
10. Activity 2 Scaling
• Discuss your level of confidence in using
assistive technology to support your learner.
• Scale your current situation, with 0 being no
confidence at all and 10 being super-confident
that you have nothing else to learn.
• Identify realistic, manageable actions that
would enable you to move one point up the
scale.
11. Trouble Free Thinking
• Imagine how your situation would be if there
were no barriers, and you were being
successful in your undertakings
• What does that look like?
• What is different from now?
• What needs to change, or what actions do you
need to take, to achieve this?
12. Recording Information
• Clear planning:
– Breakdown of steps (mini-goals)
– Strategies to apply
– Materials and resources required
– Timescale
– Application
– Progress
13.
14.
15.
16.
17. Application in Practice
• Identify and record 2 or 3 goals
• Complete and submit details on the Personal
Action Plan Grid
• To achieve consistency and fairness, everyone
should use the example pro-forma
18. Key Dates
• Personal Action Plan: 27th February
• Observation: by 10th April at the latest
• Next Session: 6th March
Editor's Notes
This technique can give a sense of change and often leads to the identification of small well-defined steps towards the goal. "On a scale of 0-10, when 0 is the worst things could ever be and 10 is the best things could ever be, where are you just now?” "What has got you to 3?" (Assuming a reply of 3) "What's the highest you've ever been? What was different then?” "So you’re at 3 at the moment. How will you know when you have got to 4? What will you be doing? What will people notice? What will your friend/the lecturer notice once you're at 4? It is useful to check what the individual feels will be an acceptable point to reach on the scale, as well as how the individual will know that s/he has reached it.If an individual is saying they are at 0, or perhaps 1 on the scale, then coping questions can be appropriate.