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Phone:604-852-0566Fax:604-850-3003http://[email protected]©2020,CRGConsultingResourceGroupInternational,Inc.Allrightsreserved.Thismaterialisprotectedbylawandmaynotbereproducedinanyformwithoutthepermissionofthepublisher.
InstructionalStyleIndicatorInstructionalStyleIndicatorIdentifyanddevelopstrategiestoimmediatelyincreaseyoureducationalandlearningeffectivenesswithothers.Forteachers,trainers,mentors,spearkers,facilitators,consultants,parents,coaches,instructors,andotherswhocanbenefitfromunderstandingtheirpreferredInstructionalStyle.
NameofParticipant: SampleReportDateofAssessment: Jan01,2020
byEverettT.Robinson,M.A.andKenKeis,Ph.D.
2/17InstructionalStyleIndicatorSampleReport
©2020,CRGConsultingResourceGroupInternational,Inc.Allrightsreserved.Thismaterialisprotectedbylawandmaynotbereproducedinanyformwithoutthepermissionofthepublisher.
WhatIsTheInstructionalStyleIndicator?TheInstructionalStyleIndicator(ISI)isaprofessionallydevelopedlearningandcommunicationinstrument.Itisnotatestthatcanbepassedorfailed.
CRGhascreatedatrademarkedresourceprogram,WhyDon’tYouTeachTheWayThatILearn?™,withversionsforbothinstructorsandlearners.TheprogramusestheInstructionalStyleIndicatorandtheLearningStyleIndicator.
TheISIcanassistyoutoincreaseyouroverallinstructionaleffectivenessandequipyouwithstrategiesforbeingpro-activeandintentionalwithallyourlearners.Thistoolisusefulforeveryoneinvolvedinthetransferofknowledgeorskills,includingthosewhoprepareinstructionorwhodoon-the-jobtraining.
Instructingotherstolearniscertainlyahighcalling.Itrequiresusingthebestpossiblestrategiestoachievetheoutcomeandresultsthatallpartiesseek.Today,humanknowledgeisdoublingaboutevery24months.Thatmeanstheneedforinstructionandcontinuouslearninghasneverbeengreater.
Thetraditionallearningmodelofsittinginaclassroomandlisteningtoateacherorinstructordoesnotmeettoday’svariouslearningneeds.Infacttheshifttoholdtheinstructoraccountableforthelearningoutcomesislongoverdue.Inthepast,manyinstructorssimplyappliedtheirpreferredInstructionalStyletothelearningenvironment,nevertakingintoconsiderationtheLearningStyleofthelearners.
Successfullearninghasasmuchormoretodowiththeinstructorthanwiththelearner.Asinstructors,eachofus—nomatterourageorbackground—mustcommittoanInstructionalStylethatfitstheneedsoftoday’slife-longlearner.Justafewyearsago,termssuchasblendedlearning,virtualuniversities,andonlinelearningdidnotexist.Notthatlongago,non-traditionaleducationalintuitionswerefrownedupon.Today,theyincludesomeofourgreatestbusinesssuccessstories.Why?Theyputthelearnerfirst;theymeettheneedsoftheirlearners—notjusttheneedsoftheinstructorsortheinflexiblelearningmodelsoftraditionaleducationalinstitutions.
OneofthereasonstheInstructionalStyleIndicatorissuchapowerfulinstrumentisthatitequipsyouwiththeknowledgetobepro-activewithyourmethodofsuccess.Ifyouinstructorteachothersinanycapacity,paidorvolunteer,completethesisterassessment:theLearningStyleIndicator.ThatwillrevealyourpredominantLearningStyleandtheimpactitishavingonyourInstructionalStyle.
3/17InstructionalStyleIndicatorSampleReport
©2020,CRGConsultingResourceGroupInternational,Inc.Allrightsreserved.Thismaterialisprotectedbylawandmaynotbereproducedinanyformwithoutthepermissionofthepublisher.
UnderstandingYourInstructionalStyleWewillgettoyourscoresinaminute.First,let’soutlinetheInstructionalandPersonalityDevelopmentFactors.Itwillguideyoutobetterunderstandyourownandothers’learningtendenciesandprovideincreasedclarityinself-understandingandimprovedlearningstrategies.
Asyougothroughthesections,youwilllearnstep-by-stephowtounderstandandinterpretyourscoresintheInstructionalStyleIndicator.
InstructionalStyleisonlyonepartofyourpersonality.Eventhoughitisimportant,itrepresentsonlyonefacetofyou.WemustacknowledgethathumanbeingsaremorecomplexthanjusttheirInstructionalStyle.
Tosimplifyandexplainthiscomplexity,CRGcreatedtheInstructionalandPersonalityDevelopmentFactorsModel(seeillustrationbelow).AlltheFactors,atvariouslevels,havecontributedandarecontributingtoyourinstructionalsuccessanddevelopment.Eachfactorisself-evident,exceptperhapsEmotionalAnchors,whereapastexperienceofapositiveornegativenaturestirsanemotionalreactionwithin.
TolearnmoreaboutthePersonalityDevelopmentFactorsModel,buythebookWhyAren’tYouMoreLikeMe?availablefromCRG.
Self-WorthlevelsSelf-concept:Whatyouthinkaboutyourself
Self-perceptionIdentify
Self-esteem:Thewayyoufeelaboutyourself
AcceptanceofselfRespectforself
BiophysicalInfluencesGenetics,gender,bodytype,birthdefectsBiochemicalimbalances,addictionsHealthconcerns:Allergies,agingPhysicalandmentaldisabilities
PersonalStylePreferencesBehavioralACTIONCognitiveANALYSISInterpersonalHARMONYAffectiveEXPRESSION
INTERNALFACTORS
THEWHOLEPERSONEXTERNALFACTORS
EnvironmentalSystemsSchoolsWorkplaceMilitaryserviceSocietyCultureNature(climate,geography)Warzones
SocialTeachersParentsandolderfamilymembersTeachers,pastors,coaches,friends,peers,neighborsMediapersonalities:Actors,authors,rockstars,artists,otherfamouspeople
EmotionalAnchorsNegativeexamples:Divorce,physicalandverbalabuse,deathofalovedone,failure,moving,jobloss,etc.Positiveexamples:Alotofchildren,abigpromotion,winningthelottery,beingahero,etc
4/17InstructionalStyleIndicatorSampleReport
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STEPONEUnderstandingInstructionalStyle
ResearchrevealsyouarebornwithapreferredInstructionalStyleandthatitismostlyconsistentthroughoutyourlifetime.Itisyournaturalpredispositiontoperceive,approach,andinteractwithinformationtoassistlearnerstogainknowledgeand/orchangebehaviors.Theoryandresearchindicatethatfourmainstylesareusefulindescribinghumanbehavior.Understandingthefourstyleswillprovideyouwithvaluableinsights.ItisalsoimportanttounderstandhowyourInstructionalStyleinfluencesmuchofyourinstructionalbehavior,yourinstructionalchoices,andyoursuccess.
WhatisInstructionalStyle?
Itissimplyyournaturalpreferencetopresent,deploy,andinteractwithinformationininstructionalsituations.ManyfactorsdetermineyourInstructionalStyleandhowmuchrigidityorflexibilityyoudemonstrate.YourInstructionalStyleiscreatedbyacomplexsetofbehaviorsandattitudesthatstronglyaffectthewayyoucanengageinformationwhich,inturn,willcauseyoutoinstructinspecificways.Inthepurestsense,therearenorightorwrongInstructionalStyles;therearesimplypreferences.
DefinitionofaSuccessfulInstructor
Successfulinstructorsandprofessionalsaredefinedinthisinstrumentaspeoplewho—bymeansofvision,passion,andhardwork—areabletointentionallytransferknowledge,content,andskillstoothersinawaythatenablesthemtolearn."Successful"meansthattheclient/learnerachieveshisorhergoalsandobjectivesviatheinformationyouarepresenting.Thisappliesequallytoaparentteachingatwo-year-oldortoaworkplaceretrainingwithindividualsunaccustomedtolearningenvironments.
TheISIwillprovideyouwithanopportunitytoclarifyapowerfulplanfordevelopingthatkindof"totalinstructionalsuccess"withyoulearnersandclientsatpersonal,interpersonal,organizational,andbusinesslevels.
InstructionalStyle:TheFoundationofYourGeneralApproachtoLearners
Wealltendtoviewtheworldinourownpersonalways.Weeachperceive,approach,andinteractwithoursurroundingsinauniquemannerorInstructionalStyle.Thingsthattendtoattractyourattention,thewayyoudecidetoact,andthepeopleyouprefertoinstructareallinfluencedbythewayyouarenaturallypredisposedtobehaveandteach.Yourclientsarenodifferentintheiruniqueness.Asaninstructionalprofessional,youneedtoknowandunderstandyourInstructionalStyleandtobeawareofyourclients’LearningStyles.
TheInstructionalStyleIndicatorwiththeInstructionalStyleIndicatorIn-DepthInterpretationswillgiveyouanorganizedviewofhowyouperceiveyourself,whilerevealingthelikelyconsequencesorimpactofyourInstructionalStyle.
IfthelearningenvironmentoryourinstructionalstrategiesdonotsupporttheLearningStyleofyourclients,theconsequencescanincludefrustrationortragedy.OneoftheauthorsnearlyfailedhighschoolbecausehisLearningStyledidnotmatchtheInstructionalStyleoftheschool.Foryearshewas(wrongly)identifiedbyofficialsasadisruptive,poorlearner.Helaterwentontoearnanadvanceduniversitydegreewithhonors—afterhefoundaninstructionalenvironmentthatmatchedhisLearningStyle.
ThemainpurposeoftheISIistogiveyoutheframeworkandcommonlanguagetopro-activelycreatethebestlearningenvironmentforyourlearners’needs.Awordofcaution:NotalllearningfailurecanbeattributedtomismatchedInstructionalStyles,buttheycanbeafactor.AsyoubecomemorekeenlyawareoftheconsequencesthatamismatchedInstructionalStyleandLearningStylecancause,youcandevelopinstructionalstrategiesandstyle-flexibilitytoincreasethelearningsuccessofothers.
Theinstructionalpreferencesexhibitedbyyourstylevarysomewhatfrompersontopersonandsituationtosituation.Forthemostpartandformostpeople,however,instructionalpreferencesremainconsistentovertime.Thegeneralpatternyouexhibitisuniqueanddistinctfromthepatternsofmostotherindividuals.GainingdeeperunderstandingofthefourInstructionalStyledimensionswillassistyoutoappreciatethecharacteristicsoftheotherstyles.Youcanapplythisknowledgelater,whenyouwanttoshiftyourstyletobemoreeffective,buildyourcredibility,andincreaseyourinstructionaleffectivenesswithandforothers.Style-shiftingisanimportantskilltodevelop.Youcanlearntobemoreflexibleandeffectivewithoutbeingartificialinthewayyoupresentyourself.
5/17InstructionalStyleIndicatorSampleReport
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HaveotherscompleteanISIontheirperceptionofyourInstructionalStyle!
Ifyouwantanunderstandingofhowothersperceiveyou,askthemtocompleteanISIonyou.Overtheyearswehavefoundthisaveryinsightfulprocess.Youcanthencomparethewayyouseeyourselfwithhowothersseeyou.Thisstrategyisimportantifyouwanttoimprovelearners’success,buildeffectiveinstructionalteams,andenhancecommunicationsandotherapplications.
YoucanalsocompletetheISIonotherinstructors,tohelpyoubetterunderstandtheirpotentialInstructionalStyle.Weencouragethisstrategyforanyonewhohasresponsibilitiesregardinginstructors,includingteachersandeducationalprofessionals.ManyeducationalinstitutionsandparentassociationsareusingtheISIaspartoftheirinstructor/studentsuccessstrategies.
AlthoughtheISIshouldneverreplacegettingtoknowsomeoneelsepersonally,itcanhelpyouframeawaytounderstandaperson’sInstructionalStyleandtobeawareofhisorherpreferencesandneeds.
WhatInstructionalStyleandLearningStyleareNot!
AWordofCaution
NotallinstructionalandlearningfailurecanbeattributedtomismatchedInstructionalLearningStyles,buttheycanbeafactor.ManyindividualsconfuseInstructionalStylewithotherfactorsthatareindependentfromyourInstructionalStyle,butthatstillcontributeoveralltothewayapersoninstructs.Hereareafewofthecharacteristicsthatcaninfluencetheoverallinstructionalprocess/successofanindividualbutthatarestillindependentfromInstructionalandLearningStyles.
IQYourintelligencedoesnotdetermineyourInstructionalandLearningStyle.
AbilitiesThegrowingresearchonintelligenceshows,forexample,howcertainindividualscaneasilyengagemusicbutfailmiserablyinmathematics.Individualswithcompletelydifferentabilitiescanbesimilarinthewaytheyprefertoinstruct.
InterestsTwoindividualsmighthavethesamepreferredInstructionalStylebutcompletelydifferentinterests,forexample,oneinmedicineandtheotherinheavy-dutymechanics.
LearningDisabilitiesConditionssuchasdyslexiaandattentiondeficitdisorder(ADD)caninfluencethewayindividualslearn.Iftheseconditionsaresuccessfullytreated,however,individuals’naturallearningpreferenceswouldmostlikelynotchange.
HealthMoreandmoreevidenceislinkingtheability/capabilityofaperson’slearningtohisorheroverallhealth,wellness,andnutritionalhabits.Forexample,individuals’abilitytolearncanbeinfluencediftheygetlittlesleeppriortoalearningexperienceoriftheyareaddictedtocaffeine,nicotine,and/orothersubstances.Thatinfluencewillvary,basedontheiroverallhealthandwellnesslevel.Yourlevelofhealthcanalsoaffectyourinstructionaleffectiveness.
CultureInstructionalandlearningexperiences/processesarepartofaculturalnorm,whichcanincludecountries(andregionswithincountries),institutions,organizations,andfamilies.Example:themajorityofNorthAmericanschoolsoperateonamilitaryeducationmodeldesignedinthe1700s.ThefactthatoureducationalcultureormethodologyissupportiveofcertainLearningStylesandnotofothershasbeensightedasoneofthecontributingfactorstothehighdrop-outrate.
Regardlessofthereasonalearnerisnotsucceeding,itisCRG’sbeliefthattheresponsibilityforsuccesscanbeplacedequallywiththelearnerandtheinstructor.
6/17InstructionalStyleIndicatorSampleReport
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SCORE
41
Behavioral INDEPENDENT
Thisdimensioninfluencespeopletowardtakingaction.Theytendtomakedecisionsquicklyandtohavelittlefearofthelearningenvironment.Ahighscorehereindicatesinstructorswhohaveastrongpreferenceforlowcontroloverlearners.Theywantlearners
tohavewideboundariestolearnontheirown.Theyprefertohelpthemonlywhenasked.Theyarecompetency-focusedandprefertoevaluatelearnersontheirperformanceandresults,ratherthanonthoughtsorideas.Theypreferusingfactsandreal-lifeexperiencesasexamples.
Theylikepresentationsandlecturesthatareshortandtothepoint.Theirfocusasaninstructoristolearnbydoing,ratherthanbyhearing.Theylikelearnerstosetgoalsandtoworktowardpresettimelines;theycangetirritatedorimpatientwhenlearnersdon’ttakeresponsibilityfortheirownlearning.Theylike"discovery"learningandbuildopportunitiesintotheirapproachforlearnerstofigureoutthingsontheirown.Theytendtoundercommunicateandnotprovideasmuchinformationaslearnerssometimesneed.
SCORE
42
Cognitive VISUAL
Thisdimensioninfluencespeopletowardexaminingtasksandrelationshipsatdeeplevels.Itinfluencesthemtobestructuredandorganizedsotheycanimprovethequalityoftheirenvironment.Ahighscoreinthisdimensionindicatesaninstructorwhoprefers
togivelearnersinformationinwaysthatallowthemtoanalyzeitsusefulness.Theseinstructorslikedata-orientedpresentationsthatlinkconceptstostatistics,historicalevents,andoutcomes.Theypreferinstructionsthatarespecific,directional,andcomplete.
Theyoftenusevisualaidssuchasgraphs,maps,charts,andvideos.Theyarecriticalofotherinstructorswhomisusetimeandwhoare"shallow"incontentand/orwhoareincompetent.Theysethighstandardsforthemselvesandforlearners.Theycandisplayangerinlearningsituationsiftheythinklearnersarewastingtimeandarenotseriousaboutlearning.Theirhighneedforstructureandcomplianceinthelearningenvironmentcanfrustrateanddemoralizelearnerswhodonotlearnthroughthisdimension.Theyevaluatefirmlybutfairlyandbelievelearnersmustworkhardiftheyaretosucceed.
SCORE
39
Interpersonal AUDITORY
Thisdimensioninfluencespeopletoseekpeacewithothers.Itforcesthemtomoveawayfromhostilityandtowardcooperation.Theseinstructorshaveastrongpreferenceforlearnerswhoarepeople-oriented.Learnerslikethefriendly,non-judgmentalapproachto
learningthattheseinstructorsprovide.Peoplewiththisstyledimensionlikehavingothersgivetestimonyabouthowtheybecameskilledintheirareaofexpertise.Theyalsoliketoshowhowinformationcanbeusedtohelpotherswhoareinneed.
Theirlecturesareusuallyeasyforlearnerswholiketotakenotes.Theylikegivinglearnersextratimetoabsorbconceptsandcompleteassignments.Theyareseldomcriticaloflearners,preferringtofocusontheirpositiveaspects.Theytendtohavedifficultywithlearnerswhoareresistanttoinstruction,especiallyifthelearnersarestrong-willedandaggressivetowardauthority.Also,theirslower-pacedInstructionalStylecanfrustratefaster-pacedlearnerswhojustwanttogetonwithit.Theyprefersmall-grouplearningexercisesratherthanindividualorlarge-groupexperiences.Theyarepractical(commonsense)instructorswhohaveaneedtopleaseothers.
SCORE
38
Affective EXPERIENTIAL
Thisdimensioninfluencespeopletothinkopenlyabouteverythingandeverybody.Itstimulatesthemtoseekfunintheirwork.Ithelpsthemacceptothersforwhotheyare.Theseinstructorsareverypartialtopresentationsthatareentertaining.They
enjoyleadingothersiftheexperienceisnothard,slow,orboring.Theydon’tlikelearnerstositforlongperiods.Theypreferinstructingwhenlearnersareveryinvolvedinthelearningprocess.Theyprefertousestorytellingandhumortoillustratelearningconcepts.Theylikeusingvarietyandbeinginnovativeandcreativewheninstructing.
Theypreferlearnerswhoareopen-mindedandwillingtotrynewapproachestosolvingproblems.Theydislikehighlystructuredlearningenvironments,routineprocedures,andinflexiblerules.Theytendtooverusetheirverbalskillstoinstructandmotivatelearners.Theirlackoforientationtostructure,discipline,anddetailscanconfuseorfrustratelearnerswhorequirethisaspartoftheirLearningStyle.Theirtendencytouseunconventionalandcreativeapproachescansometimescauselearnerstonottakethemseriously.
UnderstandingtheFourInstructionalStyleDimensions
7/17InstructionalStyleIndicatorSampleReport
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STEPTWOYourInstructionalStyleGraph
NowyouhaveavisualgraphthatrepresentsyourInstructionalStylepattern.Hereiswhatthismightmeantoyou.
Eachofushasallfourdimensions,invaryingintensities.Thehigheryourscoreinoneofthedimensions,themorelikelythisdimensionisinfluencingthewayyouperceive,approach,andinteractwiththeenvironmentininstructionalsituations.Theoppositeistrueforyourlowerscores.Theloweryourscoreinastyledimension,thelesslikelythatdimensionisinfluencingyourinstructionalchoicesandpreferences.
STEPTHREELearningaboutYourGeneralInstructionalStyleTendencies
Thereisnorightorwronganswerordistributionofnumbers.Themajorityofindividualswillhavetwoscoresabove40andtwoscoresbelow40.Somewillhaveonlyonescoreabove40;otherswillhavethreescores40andabove.Asmallpercentageofthepopulationhasallfourscoreswithin4to5points.
ThecombinationofyourfourscoresmakesupyourInstructionalStylePattern.CarefullyreadthedescriptionofeachInstructionalStylequadranttogainanunderstandingofeachInstructionalStyledimensionanditstypicalpreferencesandcommondislikes.Whilereadingthesetendencies,thinkabouttheinstructionalpreferencesthataretrueforyouandthosethatareyourweakestorthatyoudislike.
ExercisingCautionwhenAssessingYourOwnandOthers’Styles
Weshouldneverpigeonholeindividualsortrytostuffsomeoneintoapersonality"box."Whenprovidedwithcrisp,neatcategories,thetemptationistousethosemodelsasashortcuttogettoknowpeople.Themodelswereintendedtoprovideclarityandinsightaboutaperson’spreferredInstructionalStyle.
Somepeoplehavesaidofothers,"Oh,he’saCognitivetype"or"She’sanAffectivetype,"pronouncingclearjudgmentofanotherperson’spersonality.Thistypeofsimplisticthinkingistobeavoided,especiallywhenyousharestylepatternswithfriends,co-workers,orfamilymembers.
TheInstructionalStyleIndicatorisjustthat:anindicator,notatest.ItismeanttoprovideacommonlanguagetoassistyouinunderstandingyourselfandcommunicatingwithothersregardingtheimportantissueofInstructionalandLearningStyles.
30 40 50
Weak Moderate Strong VeryStrong
41
42
39
38
Behavioral
Cognitive
Interpersonal
Affective
8/17InstructionalStyleIndicatorSampleReport
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SCORE
41
Behavioral INDEPENDENT
PrimaryInstructionalStylePreference:IndependentLearnsbestbyself-directedactions:workingalone,trialanderror,self-discovery,etc.
AsanInstructor,Prefers:Fact-filledpresentationsSelf-directedlearningactivitiesLearnersworkingattheirownpaceOutside-of-classactivitiesRealisticquestionsandanswersLearnersfiguringitoutforthemselvesDirectandto-the-pointpresentationsIndividualstudyassignmentsTake-homeexaminationsLearnerswhoarebusinesslike
AsanInstructor,Dislikes:LearnerswhotalktoomuchLearnerswhowastetimeGroupassignmentsInstructiononhowtoteachlearnersLearnerswhodon’tstartandfinishontime
SCORE
42
Cognitive VISUAL
PrimaryInstructionalStylePreference:VisualLearnsbestbyusingeyes:watching,reading,writingideas,seeingconceptslinkedinmodels,etc.
AsanInstructor,Prefers:Clearcharts,graphs,anddiagramsAssignmentofreadingsinbooksandmagazinesVideos,movies,slidestofacilitatelearningObservationoflearners’behaviorAnalyzationofnumbers,statistics,andotherdataLearnersaskingthem(ratherthanothers)forhelpRepeatedinstructionstolearnersLearnersstudyingfromthetextbookMultiple-choiceexaminationsLearnerswhoarewellorganized
AsanInstructor,Dislikes:CreationofexperimentstotestthingsPresentationsthatareunorganizedLearnerswhodon’tconformLearnerswhoexpecteasygradesLearnerswhoarelate
SCORE
39
Interpersonal AUDITORY
PrimaryInstructionalStylePreference:AuditoryLearnsbestthroughtheears:hearing,listening,lectures,presentations,etc.
AsanInstructor,Prefers:Easy-to-followexplanationsHearinglearners’ideasandinformationLearnershavingtimetocompleteworkOtherexperts’sharedideasShort,practicalquestionsandanswersCo-leaders’suggestionsforimprovementClear,conciseinstructionsLearnersusingnotesduringexamsGuestlecturerspresentingtotheirlearnersLearningactivitiesthatincludemusic
AsanInstructor,Dislikes:Loudandaggressivelearners/instructorsConflictinthelearningenvironmentLearnerswhocriticizelearnersandteachersLearnerswhodon’tcareaboutotherlearnersFavoritismorgradinglearnersharshly
SCORE
38
Affective EXPERIENTIAL
PrimaryInstructionalStylePreference:ExperientialLearnsbestbypersonalexperience:humor,activities,touching,groupdiscussion,storytelling,etc.
AsanInstructor,Prefers:EntertainingstoriestomakeapointSpontaneouslearningactivitiesManyinstructionaloptionsGroupactivitiesandassignmentsCreativequestionsandanswersOpportunitiestomovewhentalkingandlecturingHands-onlearningexperiencesCo-leadershipwithotherinstructorsPresentationsinfrontofclasses,groups,andaudiencesProvisionofwhatever"feelsright"forthelearners
AsanInstructor,Dislikes:Lectures/presentationsthatareboringLearningactivitiesthataren’tfunRoutineapproachestolearningLearnersworkingaloneonprojectsLearnerswhochallengeeverydetail
UnderstandingYourGeneralInstructionalStyleTendencies
9/17InstructionalStyleIndicatorSampleReport
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STEPFOURHowYourPattern(s)WereDetermined
Wewilloutlinetheprocessonhowwedeterminedyourstylepattern(s).Asmentionedearlier,thecombinationofyourfourscores(patterns)reflectsyourInstructionalStyle.Mostofuswillhaveone,perhapstwo,orevenamaximumofthreeIn-DepthInterpretationswithwhichwebestidentify.
YourPrimaryStylePatternisallyourscores40andabove.
1. Ifyouhaveonlyonescore40orover,youwillonlyhaveonePrimaryPattern.
2. Ifyouarelikethemajorityofindividualswhohavetwodimensions40orabove,yourpatternwasdeterminedbyplacingthelettersinorder,withthehighestscorefirst.
3. Thereis,however,oneexceptiontothisruleofhighestletterfirst.Onsomeoccasions,individualswillhavetwoscoresof40oroverthatarewithin5points.Becauseyourtwoscoresarewithin5points,twopatternswouldbeidentified.
4. Apercentageofpeoplewillhavethreescoresof40andover.Inthiscase,youwouldhaveaTriple-HighPattern.
5. Inthecaseofthreedimensions40orover,theorderofthelettersnolongerappliesthewaythatitdidwithtwodimensions.6. Finally,averysmallbutimportantgroupofindividualswillhaveallfouroftheirscoreswithin4to5pointsofeachother.Havingall
yourscoreswithin4to5pointsmeansbydefaultthatallyourscoreswillbeclosetothemidlineof40.Ifthatistrueforyou,Synergisticwouldrepresentthattypeofpattern.
Formostpeople,yourPrimaryPatternwillfityouwell.
YourSecondaryPattern
Thereisonemorestepthatwehavedeterminedforyou—whetheryouhaveaSecondaryPattern.
TherulesfordeterminingyourSecondaryPatternarethesameasforthePrimaryStylePattern,butthistimeallscoresof35andabovewereincluded.Whentheyareincluded,mostindividualswillendupwithaTriple-HighorevenaSynergisticPattern.
Note:Atthisparticulartime,CRGisnotawareofanystyleresearchthatclearlydocumentsinherentstyle-flexibilityorversatility.Peoplewithadimensionscoreof35to39mighthavetendenciestooperateoutofthisdimensionandmightstronglyrelatetoanIn-DepthSummarythatincludesthosescores.Ifyoudonothavescoresfrom35to39,determiningaSecondaryPatterndoesnotapplytoyou.Andthatisfine.
10/17InstructionalStyleIndicatorSampleReport
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C&B CompetitiveInstructionalLeader
B&C IndependentInstructionalLeader
B,C,I&A SynergisticInstructionalLeader
StyleSummary
SampleReport,YourPrimaryPatterns
InstructionalLeaderswhohavethisstylepatternusuallytendtobeveryknowledgeable.Theyprefertokeepup-to-dateintheirareaofstudyandputinextrahoursreadingaboutchangesindatathatmayimprovetheirpresentations.Theyprefertouseadirecteducationalapproachwhenpresentinginformation,thenhavelearnersapplyittoproblem-solvingsituations.Theyoftenlikesettingup“tests”thatmeasurelearner-understandingofkeyconceptsandprocedures.Thesetestsareusuallyverydiscriminating,sothattheleadercanidentifythelearnerswhoarehavingdifficulties.ThisstyleofLeadercanbeagoodresourcepersonforotherInstructionalLeaderswhoneedmorein-depthinformation.Withgoodinterpersonalcommunication-skillstraining,InstructionalLeaderswiththisstylepatternsometimesprogresstobecomeeffectiveadministratorsofeducationalinstitutions.
TheBdimensionhelpstheLeaderguidelearnerstowardproductivity(measuredbyreachinglearninggoalswithinsettimelines).TheCalsogetstaskscompletedbyhelpinglearnerstosethigherstandardsfortheirworkandtobecriticalofanyworkthatfallsshortofthesestandards.TheBgiveslearnersfewrulesandmuchoftheresponsibilityforlearningwhatitistheywanttolearn.TheCusestimewellinclassandprovidesthesupportmaterialstolearnersthattheBdoesn’tthinkthelearnersreallyneed.TheBhelpstheLeaderkeepuponthelatestfindingsinhisorherareaofinstruction,whiletheChelpsthemtouseexamplesfromthepasttoillustratecurrentpointsoflearning.
SecondaryPattern
InstructionalLeaderswiththispatternhavethepotentialtobegoodatbeingbothlearner-sensitive(people-focused)andlearningprocess-efficient(task-focused).Thismeanstheycanrelatetoindividuallearnersinmeaningfulways,whilealsokeepingthegroupfocusedonachievingtheeducationalresultsdesired.Theyhaveanaturalabilitytousedifferentmodesofeducationaldeliveryandaremorecapablewhentheydoso.Theyareeffectiveatprovidingimportantdetailsinshortperiodsoftimewithoutbecominghunguponthedetails.Theytendtousetimeefficientlywhentheircreative,people-orientedsideisn’tcontrollingthem.Theyaregoodlistenerswhentheytakethetimetolisten;theygenerallyunderstandmostlearnersbecausetheyhaveenoughofallfourstylepatternstoconnectwitheachlearner’sstylepattern.
11/17InstructionalStyleIndicatorSampleReport
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C&B CompetitiveInstructionalLeader
SampleReport,YourIn-DepthInterpretation
PrimaryPattern#1
StrengthsInstructionalLeaderswhohavethisstylepatternusuallytendtobeveryknowledgeable.Theyprefertokeepup-to-dateintheirareaofstudyandputinextrahoursreadingaboutchangesindatathatmayimprovetheirpresentations.Theyprefertouseadirecteducationalapproachwhenpresentinginformation,thenhavelearnersapplyittoproblem-solvingsituations.Theyoftenlikesettingup“tests”thatmeasurelearner-understandingofkeyconceptsandprocedures.Thesetestsareusuallyverydiscriminating,sothattheleadercanidentifythelearnerswhoarehavingdifficulties.ThisstyleofLeadercanbeagoodresourcepersonforotherInstructionalLeaderswhoneedmorein-depthinformation.Withgoodinterpersonalcommunication-skillstraining,InstructionalLeaderswiththisstylepatternsometimesprogresstobecomeeffectiveadministratorsofeducationalinstitutions.
LimitationsThisstyleofInstructionalLeadercansometimesbetoopowerfulforsomelearners.Theyaresotask-orientedintheirapproachtolearningthatmanypeople-orientedlearnersmaynotbeabletoformtherelationshipwiththemthatthelearnersneedtolearnfromInstructionalLeaderswiththisstylepattern.Theycanseemloudandcriticaltolearnerswhodon’tliveuptotheirexpectationsandstandardsofperformance.Theycanalsoappeartohavelittlemercyforthosewhomakemistakeswhenlearning.Theyareoftenimpatientwithlearnerswhocan’tkeepupwiththeirpaceofinstructionandmayeven,attimes,showfavoritismtolearnerswhocankeeppace.Theyseldomusegroupprojectsandassignmentsbecausetheywanttoseewhichlearnerscandoitontheirownandwhichonescan’t.Theyarealsorarelyopentofeedbackabouttheirstyleofinstruction.Theytendtobelieveandarguethattheirwayisthe“right”waytoeducationallyleadothers.TootherInstructionalLeaders,theymayappeararrogantandunwillingtolearn.
Self-PerceptionAnInstructionalLeaderwiththispatternmightsay,“There’sarightandwrongwaytodoeverythinganditistheresponsibilityoftheInstructionalLeadertoshowlearnerswhichwayisthecorrectone.”
Style-ShiftingTipsYoucandevelopLeadershipStyleflexibilitythroughthefollowing.
Becomingmoresensitivetolearnerswhoarenottask-orientedNotapproachingeducationasifitisacompetitionyoumustwinDevelopingmoreinterpersonalcommunicationskillstoimproverelationshipsLearninghowtoeffectivelyuseexperientiallearningexercisesandprogramsBeingawareofhowpowerfulyourpersonalpresencemaybeforcertainlearnersDevelopingmorepatiencewithlearnerswhoareslowerthanaverageReframingcriticalstatementsintopositiveencouragementthatmotivateslearnerstocontinuetotryratherthanquitbecausetheysenseyouareupsetwiththem
12/17InstructionalStyleIndicatorSampleReport
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B&C IndependentInstructionalLeaderPrimaryPattern#2
StrengthsTheBdimensionhelpstheLeaderguidelearnerstowardproductivity(measuredbyreachinglearninggoalswithinsettimelines).TheCalsogetstaskscompletedbyhelpinglearnerstosethigherstandardsfortheirworkandtobecriticalofanyworkthatfallsshortofthesestandards.TheBgiveslearnersfewrulesandmuchoftheresponsibilityforlearningwhatitistheywanttolearn.TheCusestimewellinclassandprovidesthesupportmaterialstolearnersthattheBdoesn’tthinkthelearnersreallyneed.TheBhelpstheLeaderkeepuponthelatestfindingsinhisorherareaofinstruction,whiletheChelpsthemtouseexamplesfromthepasttoillustratecurrentpointsoflearning.
LimitationsTheBandCtogethercouldmakethisLeadertoodemandingandtoocriticalofslower-pacedlearners.Thestrongtask-orientationcanalsoinfluencetheLeaderstolimitopendiscussionsthatsomelearnersmayneedsotheycanimprove.Theycanalsobeimpatientwithlowlevelsofperformance,especiallywhenlearnersarenotreallytrying.Inattemptingtomotivatelearnerswithnegative-reinforcementapproaches(whichoftencontainsignsofnon-acceptance,intolerance,andanger),theyactuallydotheoppositeandturnlearnersofftolearning.ALeaderwiththisstylecanoverpersonalizelearners’attitudesandperformanceasbeingareflectionofhisorherinstructionalskill.Whenthishappens,theseLeadersoftentendtoverballyattacklearnersorwithdrawassistance,leavingthelearnersto“sinkorswim”forthemselves.
Self-PerceptionALeaderwiththisstylemayperceivethatafirmapproachtolearnersisnecessary.Heorshemightsay,“Learningisnotagame;itishardworkthatprepareslearnerstobesuccessfulinlife.LearningrequiresInstructionalLeaderswhoarewillingtodemandthebestfromtheirlearners,evenifitmeanstheLeaderwon’tendupbeingverypopular.”
Style-ShiftingTipsYoucandevelopLeadershipStyleflexibilitythroughthefollowing.
Usinglearningapproachesyouwouldn’twantanInstructionalLeadertousewithyouAllowingtimelinesthatarerealisticforlearners’abilitiestolearn,ratherthanforyourabilitytopresentIntroducingfunactivitiesintoyourinstructionandusingmorehumorinyourexamplesDevelopinglearningstrategiesthatalloweveryoneintheclasstoachieve—ratherthanjustafewhigh-levellearners—andinvolvingallthelearners.NotapproachinglearningasacompetitionthatistobewonorlostNotusinggradesandpositivefeedbackasameansofseparatingthe“winners”fromthe“losers”Makingyourselfmoreavailabletolearnersonapersonallevel;sharingmoreofwhoyouaretooffsetthe“allworkandnoplay”imageyoumaybeprojectingDevelopingyourlisteningskillsandbeingmoresensitivetothemessagesyourbodylanguageissendingtolearnerswhenyouarefrustratedwiththem
13/17InstructionalStyleIndicatorSampleReport
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B,C,I&A SynergisticInstructionalLeaderSecondaryPattern
StrengthsInstructionalLeaderswiththispatternhavethepotentialtobegoodatbeingbothlearner-sensitive(people-focused)andlearningprocess-efficient(task-focused).Thismeanstheycanrelatetoindividuallearnersinmeaningfulways,whilealsokeepingthegroupfocusedonachievingtheeducationalresultsdesired.Theyhaveanaturalabilitytousedifferentmodesofeducationaldeliveryandaremorecapablewhentheydoso.Theyareeffectiveatprovidingimportantdetailsinshortperiodsoftimewithoutbecominghunguponthedetails.Theytendtousetimeefficientlywhentheircreative,people-orientedsideisn’tcontrollingthem.Theyaregoodlistenerswhentheytakethetimetolisten;theygenerallyunderstandmostlearnersbecausetheyhaveenoughofallfourstylepatternstoconnectwitheachlearner’sstylepattern.
LimitationsTryingtobeallthingstoallpeoplecanleaveanInstructionalLeaderwiththispatternfeelingoverwhelmed.InternalstressisahighpossibilityfortheseInstructionalLeadersastheyattempttoplease“allofthepeople,allofthetime.”IftheLeaderisunabletodeterminewhichofthefourdimensionstouseinaspecificsituation,heorshewillbelesscompetentand/oreffective.Therefore,Leaderswhoarenotincontrolofthispatternwillnotbeaseffectiveasthosewhoare.Whenthereislossofcontrol,contradictorymessagesaboutwhatisexpectedaresenttothelearners,whichcanconfusethelearnersandhurtthecredibilityoftheLeader.Whenreallypressuredbytimeandpeopledemands,aLeaderwiththisstylepatternmightrunaroundlikea“chickenwithitsheadcutoff.”
Self-PerceptionInstructionalLeaderswiththisstylemightsumuptheirviewofthemselvesbysaying,“TherehasneverbeenalearnerthatIcouldn’tunderstandorhelp.”Theirnaturalabilityto“flex”wouldleadthemtoperceivethemselvesasbeingeducationalgeneralists,ratherthanspecialists.
Style-ShiftingTipsYoucandevelopLeadershipStyleflexibilitythroughthefollowing.
Learninghowtotakecontroloveryourpatternsothatitdoeswhatyouwantitto,whenyouwantitto—ratherthanlettingitcontrolyouBeingawarewhichlearnershavewhichstylepatterns,soyoucanbettermeettheirindividuallearningneedsLearningtousetimetoyourbesthealthadvantage—notlettingtheclockrunyourlifeintoillnessBuildingyourself-worthasanInstructionalLeaderuponyourinternalstandards,ratherthanmeetingexternalcriteriafrommanydifferent(andcontradictory)sourcesBeingmoreunderstandingandlessdemandingoflearnerswholackstyleflexibilitySlowingdownandrelaxingmore;wheninstructing,usinghumorandhavingsomefunWatchingyoursuddenshiftsfromonepatternintoanother;thiscanleavelearnersperceivingyouaswishy-washyorindecisiveasanInstructionalLeader
14/17InstructionalStyleIndicatorSampleReport
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STEPFIVEDevelopingInstructionalStyleFlexibilityandImprovingYourCredibility
YoucannowusethepowerfulinformationfoundintheISItoestablishyoursuccessfulinstructionalprocessandstrategies.
IfyouareinaninstructionalpositionandyourresponsibilitiesareclashingwithyournaturalInstructionalStyle,weknowthat,overtime,thesitutationwillbecomestressful.Themismatchcouldeffectivelyloweryoursuccesslevelandmaybeevenresultinincreasedfailureforyourlearners.Everymanager/leadershouldconsidermatchingthenatureoftheinstructingposition,whiletakingintoconsiderationtheneedsofthelearners.
Instructionalsuccessishighlyinfluencedbyyourabilitytomeetyourclients’LearningStyle,notyours.AfteryouareabletorecognizeInstructionalandLearningStylepatternsinyourownandothers’behaviors,youwillbebetterpreparedtodevelopyourinstructionalawareness,approach,andversatility.Eachofusalreadyhasacapacityforacertainamountofflexiblebehavior,dependingontheneedsofthemoment.Thefurtherdevelopmentofyourawarenessofselfandotherswillallowyougreaterfreedomtobemoreintentionalandconsciousinyourdealingswithothers,foryourbenefitandtheirs.
Instructionalprofessionalsneedtodevelopstyleflexibilityandhumanrelationsskillsmorethanmostpeople,becausetheirlivelihoodandtheirlearners’successdependonit.ThisstepcanassistyoutogaininsightintotheLearningStyleneedsofeachofthedimensions.Byembracingthestyle-shiftingmodelbelowandstudyingtheneedsoflearnersonthenextpage,youarechoosingtoimproveyoureffectivenesswithyourlearners.
Style-MatchingtoAvoidStyle-Clashing
Wecanclashwithotherssimplybyvirtueofournatures.Peoplenaturallygetalongwithandlearnfromsomepeoplebetterthanothers.Theclients,students,learners,andco-workerswithwhomwehavestyle-clashescanberespectedandvaluedmoreifwearewillingandabletoshiftintoinstructionalpatternsinwhichtheyaremorecomfortable.
ItmustalsobenotedthatlearnersshouldalsoconsiderbeingflexibleandrealizethatnotalllearningwillmatchtheirpreferredLearningStyle.Thereforestyle-shiftingappliestoboththeinstructorandthelearner.
Thisisnottosayweshouldstopbeingourselves,butwecanlearntobeourselvesinwaysthataremoreeffectiveinadaptingtoothers’LearningStyles.Ifweonlyinstructorbewithpeoplewhoare"likeus,"wewillimmediatelyputourinstructionalsuccessandpotentialatrisk.
DevelopingYourPlantoIncreaseYourInstructionalSuccess
Thediagrambelowillustratesthefivestepsforeffectivestyle-shifting.Onthefollowingpage,youwillfindguidelinestoassistyoutobemoreawareofhowyoumightinstructinadifferentwaywithvarioustypesoflearnerswho,insomesituations,exhibitandprefertypesofbehavioursandlearningthatarediversefromyours.Inthefourstyleboxesonthenextpage,youmaywishtonotethenamesoflearners,clients,orco-workerswithwhomyouwishtostyle-shift.
Eventhoughstyle-shiftingisaneffectiveprocess,itisonlyonesteptocreatingasuccessfullearningenvironment.TheISIisverypowerfultool,especiallywhenusedaspartofanoverallinstructionalstrategyandsystem.Inmostcases,itproducesdramaticallyincreasedlearningresults.
StepOneAccesstheLearningStyleoftheotherperson
StepTwoSelectappropriatestylebehaviors
StepThreeImplementyournewstylebehaviors
StepFourObserveandevaluatetheimpact
StepFiveRe-assessandrepeat,ifnecessary
15/17InstructionalStyleIndicatorSampleReport
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SCORE
41
Behavioral ACTION
IndependentLearners:
Prefer:Multi-skilledinstructorsProblem-solvingexercisesApplicationoflearningconcepts
Self-directedlearningexperiencesCasehistoriesReal-lifeexamplesBusinesslikeinstructorsCompetency-basedskillstrainingShortlecturesDisassemblyandreassembly
Dislike:TeamorgroupassignmentsSlow-pacedinstructionInstructorswhotalktoomuchInstructorswhowastetimeInstructorswhocan’ttakecharge
SCORE
42
Cognitive ANALYSIS
VisualLearners:
Prefer:In-classdiscussionsLogicalquestionsandanswersInstructorswhoprovidecorrectdata
StudywithonepersonGuidelinesonhowandwhentodothingsHistoricalplaces,events,data,orpeopleSpecificinstructionsandassignmentsSystematicpresentationsOpportunitytoasknumerousquestionsTough,discriminatingevaluationfrominstructors
Dislike:DisorganizedlearningenvironmentsInstructorswhoarelateInstructorswhodon’tkeeptimelinesLearningwithouthandoutsorvisualsupportStatementsthatlacksupportivefacts
SCORE
39
Interpersonal HARMONY
AuditoryLearners:
Prefer:Small-grouplearningactivitiesTeamassignmentsLibraryresearch
Fill-in-the-blanksexaminationsSteady-paceprogressOpportunitiestohelpotherslearn,aswellasselfAskingothersforsuggestionsOpportunitiestolisten,ratherthantalkCommon-sensesolutionstoproblemsLaboratoryexperiments
Dislike:AggressiveinstructorsFast-pacedlearningPresentationsinfrontofagroupCriticalinstructorsUncaringinstructors
SCORE
38
Affective EXPRESSION
ExperientialLearners:
Prefer:Large-grouplearningactivitiesRole-playingPaneldiscussions
OraloressayexaminationsGamestoassistlearningOpportunitiestomovephysicallywhilelearningCreativeandspontaneousapproachestolearningGrouppresentationsInstructorswhoareentertainingandwhotellstoriesOpportunitiestotaste,touch,smell,andsee
Dislike:SeriousandformalinstructorsRoutineandrulesforlearningDryandboringpresentationsWorkingaloneLearningactivitiesthataren’tfun
TheInstructionalProfessionals’Style-ShiftingGuidelines
16/17InstructionalStyleIndicatorSampleReport
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DevelopingYourPlantoIncreaseYourInstructionalSuccess
Thediagrambelowillustratesthefivestepsforeffectivestyle-shifting.Onthefollowingpage,youwillfindguidelinestoassistyoutobemoreawareofhowyoumightinstructinadifferentwaywithvarioustypesoflearnerswho,insomesituations,exhibitandprefertypesofbehavioursandlearningthatarediversefromyours.Inthefourstyleboxesonthenextpage,youmaywishtonotethenamesoflearners,clients,orco-workerswithwhomyouwishtostyle-shift.
WhatareYourInstructionalStylePreferences/Strengths?
ReviewtheISIandyourISIInterpretations.Identifythewayyouneedandprefertopresentnewinformationandtoengagenewlearningexperiences.Bespecificabouttheinstructionalstrategiesandenvironmentsthatserveyoubest
WhatLearningStylesandStrategiesareYouLeastAbletoServe?
IdentifythetypesofLearningStylesandinstructionalenvironmentswhereyoufinditmostdifficulttoinstruct.Beclearandconcisesothat,ifpossible,youcanavoidand/orshiftyourInstructionalStyletobetterserveyourlearners.
DevelopingYourPro-ActiveInstructionalStrategyPlan
UsingyourcommentsfromquestionsAandBandtheinformationfoundintheISIandtheISIInterpretations,identifythreespecificactionitemstoimproveyourinstructionalsuccess.Focusoncreatingalearningenvironment,processes,andchoicesthatbestfityourparticipants’preferredLearningStylesandneeds.Wealsowantyoutoconsiderhowyoumightbecomemoreflexibleinyourapproachtoinstruction,toexpandyourchoices,experiences,andpossibilities.Insomesituations,itmaybebestforyoutoteam-teachwithsomeonewithadifferentInstructionalStylethanyours,tomeetthevariousneedsofyourlearners.
GOAL1/ActionSteps
GOAL2/ActionSteps
GOAL3/ActionSteps
17/17InstructionalStyleIndicatorSampleReport
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