Page 273 - Nutrition Counseling and Education Skills: A Guide for Professionals

completes the task a second time, the trainer should ask the employee to state the key points. To be sure of
understanding, the trainer should ask such questions as “What would happen if . . .?” “What else do you do . .
.?” and “What next . . .?” Employees may need to repeat the operation 5 times, 10 times, or however many
times are needed until they know what to do. The trainer continues coaching and giving positive feedback,
encouragement, and reassurance until the employee learns the operation.

Follow-Up

Follow-up occurs in the fourth step as supervision tapers off. At first, the employee is left alone to complete
the task. The individual should always know, however, where to obtain assistance if it is needed. Any
additional questions ought to be encouraged in case problems arise. Normal supervision continues to ensure
that the task is done as instructed, since fellow workers may suggest undesirable shortcuts.

Mager pointed out that when the learner’s experience is followed by positive consequences, the learner will
be stimulated to approach the situation, but that when adverse consequences follow, the learner will avoid the
situation.20 A positive consequence may be any pleasant event, praise, a successful experience, an increase in
self-esteem, improvement in self-image, or an increase in confidence. Adverse conditions are events or
emotions that cause physical or mental discomfort or that lead to loss of self-respect. They include fear,
anxiety, frustration, humiliation, embarrassment, and boredom. In influencing learners in the affective
domain, as well as the other domains, the dietetics professional should positively reinforce learner responses.

Sequence of Instruction

Since there is a great deal to learn, instruction requires some type of organized sequence. Sequence of
instruction is characterized by the progressive development of knowledge, attitudes, and skills. Learning takes
place over time, and the process should be organized into smaller units. Since the ultimate outcome is able
performance or behavioral change, it is important to consider how meaningful the sequence is to the
individual, not the teacher or trainer, and whether or not it promotes learning. Mager provides several
recommendations for sequencing. Instruction may be arranged from the general to the specific, from the
specific to the general, from the simple to the complex, or according to interest, logic, or frequency of use of
the knowledge or skill.20

In moving from the general to the specific, an overview or large picture should be presented first, followed
by the details and specifics. For example, one would present an overview of the reasons for the diabetic diet
and the general principles of the diet before presenting the details. With a new employee, a general
explanation of the job should precede the specifics. After the individual has digested some information, it is
possible to consider a specific-to-general sequence.

Material may be organized from the simple (terms, facts, and procedures) to the complex (concepts,
processes, theories, analyses, and applications) so that the individual handles increasingly difficult material. If
the taxonomies are used in writing objectives for learning, the hierarchy of the taxonomies provides a simple-
to-complex sequence.

Another possibility is sequencing according to interest, or from the familiar to the unfamiliar. One may
begin instruction with whatever is of most interest or concern to the individual. Initial questions from
patients, clients, employees, or other audiences suggest such interest and should be dealt with immediately so

273