Download pdf - Instructional Style Indicator - CRG Leader

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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.



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



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.



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.



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Behavioral INDEPENDENT

Thisdimensioninfluencespeopletowardtakingaction.Theytendtomakedecisionsquicklyandtohavelittlefearofthelearningenvironment.Ahighscorehereindicatesinstructorswhohaveastrongpreferenceforlowcontroloverlearners.Theywantlearners

tohavewideboundariestolearnontheirown.Theyprefertohelpthemonlywhenasked.Theyarecompetency-focusedandprefertoevaluatelearnersontheirperformanceandresults,ratherthanonthoughtsorideas.Theypreferusingfactsandreal-lifeexperiencesasexamples.

Theylikepresentationsandlecturesthatareshortandtothepoint.Theirfocusasaninstructoristolearnbydoing,ratherthanbyhearing.Theylikelearnerstosetgoalsandtoworktowardpresettimelines;theycangetirritatedorimpatientwhenlearnersdon’ttakeresponsibilityfortheirownlearning.Theylike"discovery"learningandbuildopportunitiesintotheirapproachforlearnerstofigureoutthingsontheirown.Theytendtoundercommunicateandnotprovideasmuchinformationaslearnerssometimesneed.

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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.

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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.

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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



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

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42

39

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Behavioral

Cognitive

Interpersonal

Affective



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Behavioral INDEPENDENT

PrimaryInstructionalStylePreference:IndependentLearnsbestbyself-directedactions:workingalone,trialanderror,self-discovery,etc.

AsanInstructor,Prefers:Fact-filledpresentationsSelf-directedlearningactivitiesLearnersworkingattheirownpaceOutside-of-classactivitiesRealisticquestionsandanswersLearnersfiguringitoutforthemselvesDirectandto-the-pointpresentationsIndividualstudyassignmentsTake-homeexaminationsLearnerswhoarebusinesslike

AsanInstructor,Dislikes:LearnerswhotalktoomuchLearnerswhowastetimeGroupassignmentsInstructiononhowtoteachlearnersLearnerswhodon’tstartandfinishontime

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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

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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

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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



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.



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.



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



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.”


Usinglearningapproachesyouwouldn’twantanInstructionalLeadertousewithyouAllowingtimelinesthatarerealisticforlearners’abilitiestolearn,ratherthanforyourabilitytopresentIntroducingfunactivitiesintoyourinstructionandusingmorehumorinyourexamplesDevelopinglearningstrategiesthatalloweveryoneintheclasstoachieve—ratherthanjustafewhigh-levellearners—andinvolvingallthelearners.NotapproachinglearningasacompetitionthatistobewonorlostNotusinggradesandpositivefeedbackasameansofseparatingthe“winners”fromthe“losers”Makingyourselfmoreavailabletolearnersonapersonallevel;sharingmoreofwhoyouaretooffsetthe“allworkandnoplay”imageyoumaybeprojectingDevelopingyourlisteningskillsandbeingmoresensitivetothemessagesyourbodylanguageissendingtolearnerswhenyouarefrustratedwiththem



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.


Learninghowtotakecontroloveryourpatternsothatitdoeswhatyouwantitto,whenyouwantitto—ratherthanlettingitcontrolyouBeingawarewhichlearnershavewhichstylepatterns,soyoucanbettermeettheirindividuallearningneedsLearningtousetimetoyourbesthealthadvantage—notlettingtheclockrunyourlifeintoillnessBuildingyourself-worthasanInstructionalLeaderuponyourinternalstandards,ratherthanmeetingexternalcriteriafrommanydifferent(andcontradictory)sourcesBeingmoreunderstandingandlessdemandingoflearnerswholackstyleflexibilitySlowingdownandrelaxingmore;wheninstructing,usinghumorandhavingsomefunWatchingyoursuddenshiftsfromonepatternintoanother;thiscanleavelearnersperceivingyouaswishy-washyorindecisiveasanInstructionalLeader



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



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Behavioral ACTION

IndependentLearners:

Prefer:Multi-skilledinstructorsProblem-solvingexercisesApplicationoflearningconcepts

Self-directedlearningexperiencesCasehistoriesReal-lifeexamplesBusinesslikeinstructorsCompetency-basedskillstrainingShortlecturesDisassemblyandreassembly

Dislike:TeamorgroupassignmentsSlow-pacedinstructionInstructorswhotalktoomuchInstructorswhowastetimeInstructorswhocan’ttakecharge

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Cognitive ANALYSIS

VisualLearners:

Prefer:In-classdiscussionsLogicalquestionsandanswersInstructorswhoprovidecorrectdata

StudywithonepersonGuidelinesonhowandwhentodothingsHistoricalplaces,events,data,orpeopleSpecificinstructionsandassignmentsSystematicpresentationsOpportunitytoasknumerousquestionsTough,discriminatingevaluationfrominstructors

Dislike:DisorganizedlearningenvironmentsInstructorswhoarelateInstructorswhodon’tkeeptimelinesLearningwithouthandoutsorvisualsupportStatementsthatlacksupportivefacts

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Interpersonal HARMONY

AuditoryLearners:

Prefer:Small-grouplearningactivitiesTeamassignmentsLibraryresearch

Fill-in-the-blanksexaminationsSteady-paceprogressOpportunitiestohelpotherslearn,aswellasselfAskingothersforsuggestionsOpportunitiestolisten,ratherthantalkCommon-sensesolutionstoproblemsLaboratoryexperiments

Dislike:AggressiveinstructorsFast-pacedlearningPresentationsinfrontofagroupCriticalinstructorsUncaringinstructors

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Affective EXPRESSION

ExperientialLearners:

Prefer:Large-grouplearningactivitiesRole-playingPaneldiscussions

OraloressayexaminationsGamestoassistlearningOpportunitiestomovephysicallywhilelearningCreativeandspontaneousapproachestolearningGrouppresentationsInstructorswhoareentertainingandwhotellstoriesOpportunitiestotaste,touch,smell,andsee

Dislike:SeriousandformalinstructorsRoutineandrulesforlearningDryandboringpresentationsWorkingaloneLearningactivitiesthataren’tfun

TheInstructionalProfessionals’Style-ShiftingGuidelines



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



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