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Instructional Skills Inventory
Featured Author:
Carol McCoy
Carol P. McCoy is president of McCoy Training and Development Resources, a Maine-based consulting firm dedicated to improving organizational and individual effectiveness. She has over twenty-five years experience in Human Resource Development (HRD) in the insurance and financial services industry and in post-secondary education in psychology. She is also president of Find-Your-Roots.com , a genealogy and family research business, which helps people to discover their roots.
Prior to starting her own businesses, she managed small training (HRD) departments for UNUM in Portland, Maine and for Chase Manhattan Bank in NYC, where she managed a one-person training department serving 15 countries. She also taught psychology at the college level for many years. Her specialty is helping small training departments make the most of their resources. She authored Managing a Small HRD Department—Your Can Do More Than You Think (available from author, you can buy here._ (Buy here) She has taught numerous train-the-trainer workshops for ASTD and for the University of Southern Maine Center for Continuing Education. She received her Ph.D. and M.S. in psychology from Rutgers University, and her B.A. from Connecticut College.
While her current focus is on genealogy research and genealogy education, she still helps HR clients through coaching, education, workshops, and her books and tools. For more information, visit either of her websites: McCoy Training and Find-Your-Roots.
More articles from this author:
March 07, 2008
Instructional Skills Inventory
Name:________________________ |
Date:_________________ |
This inventory lists 34 skills which successful instructors use when conducting a training session in a classroom. It will help you identify your strengths and potential areas for development.
The skills are organized in the following categories:
• Demonstrating Preparation
• Establishing a Learning Climate
• Making Presentations
• Leading Discussions and Question/Answer Sessions
• Conducting Learning Exercises
To complete the inventory, read each skill. Assess your level of competence/confidence for each skill by assigning a rating in the column indicated.
Use the rating scale below:
1 - You consider this skill to be a development need
2 - You consider this skill to be adequate, but not a clear strength
3 - You consider this skill to be a real strength
After you’ve completed the survey:
• Identify your 3 strongest skills
• Identify the 3-5 skills that you would most like to develop
| Skill | Rating |
| Demonstrating Preparation | |
| 1. Explain the learning objectives, program agenda, and role expectations up front. | |
| 2. Demonstrates knowledge of the subject matter. | |
| 3. Is well organized and advances the various learning activities smoothly. | |
| 4. Manages time effectively, controls distractions, and maintains an appropriate learning pace. | |
| 5. Uses transitions to provide flow and a sense of continuity among the various learning activities. | |
| 6. Obtains closure at appropriate points with summary statements. | Establishing a Learning Climate |
| 7. Is comfortable working with the group. | |
| 8. Helps participants see the relevance of the program to their jobs. | |
| 9. Uses vocabulary that is not offensive, condescending, or patronizing. | |
| 10. Is supportive and helpful to participants. | |
| 11. Listens and responds to participants' reactions. | |
| 12. Displays energy and enthusiasm. | Making Presentations |
| 13. Develops points clearly and to the point. | |
| 14. Uses body movement and eye contact to enhance delivery. | |
| 15. Uses adequate voice modulation and maintains an appropriate pace. | |
| 16. Uses concrete, simple language; avoids jargon or imprecise language. | |
| 17. Uses meaningful examples, analogies, and illustrations to clarify points. | |
| 18. Uses flip charts or other visual aids to present key points. | |
| Leading Discussion and Question/Answer Sessions | |
| 19. Uses appropriate questions to direct and stimulate responses. | |
| 20. Asks follow-up and probing questions to shape and extend responses. | |
| 21. Avoids using closed-ended questions when trying to open up discussion. | |
| 22. Reinforces participants for contributing, thereby increasing participation. | |
| 23. Uses flipcharts or other visual aids to capture participants' comments. | |
| 24. Repeats questions from participants before addressing answers. | |
| 25. Draws on participants' experience for examples to illustrate points. | |
| 26. Calls on participants to evaluate appropriateness of a given response. | |
| 27. Avoids biasing participants by overusing an experience or opinions. | |
| Conducting Learning Exercises | |
| 28. Gives complete, concise, and clear instructions. | |
| 29. Explains the purpose of the exercise as well as the mechanics. | |
| 30. Monitors learning exercises unobtrusively and offers help when needed. | |
| 31. Facilitates the exchange of experiences, so participants can learn from one another during the debriefs of learning exercises. | |
| 32. Asks appropriate initiating and clarifying questions to prompt and extend participants' learning during the debrief session. | |
| 33. Builds upon and extends participants' ideas and analysis. | |
| 34. Uses appropriate paraphrases and summaries to highlight learning points. |
List Your 3 Major Strengths Below:
1.
2.
3.
List 3 Areas That You Would Like to Improve
1.
2.
3.
