1. Instructor Development

2. John Quincy Adams
• "If your actions inspire
others to dream more, learn
more, do more and become
more, you are a leader."
• Adams was the 6th
president of the USA

3. INSTRUCTOR PRESENTATION
As an instructor you are evaluated
critically. Adapt to your audience
to avoid resentment and
opposition. Teaching is an ART
as well as a science and
competence in presentation is
critical.

4. The first two minutes
• You are an unknown
quantity/quality for only 120
seconds. After that, everything
you say will be heard in the
context of the impression of the
first two minutes.

5. The opening statement
• You have to maximize the impact
of every word, syllable, and
pause in your lead off statements.
They need to be works of art –
compelling to the extreme
degree. To minimize the
importance of preparing a solid
opening statement is to
potentially short circuit your
entire topic.
• Set the tone.

6. The first two minutes
Respect and Rapport
• Partner with audience
• Respect their time
• Show you prepared and rehearsed
• Connect and empathize
• Eye contact

7. The first two minutes
Grab their atttention
• Grab the emotional anchors/passions & run
with it……
• Attention grabbers
• What is the ‘opener’?
– Current Event
– Humor
– Ancedotal
– Real life
– Statistics

8. The first two minutes
Killing your first impression
• Start late
• Open with an apology
• Unrelated or inappropriate anecdote
• Slow momentum or energy
• Technical difficulties / equipment failure

9. Define your Audience
• Rapport
• Credibility
• Teach, Involve and Entertain
• Needs of audience
– “Whats in it for Me?!”

10. Audience size
• Proxemics
– Harness the ability to access your audience
– Interaction
– Lecture positions
– Demonstration capability

11. Targeted Messaging
• What do you want your audience to
achieve?
• Subconscious motivators
• Existing skills knowledge and attitudes
• Want vs need to know

12. Presentation Style
• Formal / Informal
• Technical / Financial
• Sales
• Informative
• Training Skills in three phases
– Cognitive
– Associative
– Autonomous

13. INFORMATION PROCESSING
MOTOR LEARNING
• PH ASE S O F L E AR N I N G
• C ognitive (PPC T =Static)
–I nitial Phase
• Associated (PPC T = F luid)
–I nterm ediate Phase
• Autonom ous (PPC T =D ynam ic)
– Advanced Phase

14. C ognitive Phase
• G oal Setting:
- self-defense - subject control -
professional advancement
• W hat do they want from training?
- personal empowerment - skills
upgrade
- fighting skills - weapons use
• G oal Setting within training
- purpose of the skill / technique - motivation
to accomplish skill
• How personal/ individual goals integrate
with the system taught
- goals of the system - research - discipline
- standardization
• B asic M ovem ent C om ponents: (Tactile
Learning)
1. Stance necessary for balance, power, etc. (natural
action stance)
2. Landmarks for beginning , middle and end of skill
3. Combine landmarks and stances

15. Associated Phase
Here we take the basic motor skills learned in cognitive
and associate them with a variety of stimuli. Students
model after instructor, the do the reps, they associate
the material into a motor pattern.
1. Teach basic Skill
- cognition
2. Develop Conscious and Consistent Skill
- Skill review to measure conscious
initiation of skill
- Measure skill consistency; same
way every time

16. Associated Phase
3. Match the skill with the appropriate
Stimulus :
- S/R training - Explain ‘why’ the
skill is performed
4. Feedback mechanisms
- Questions
- Visualization
- Change the environment
- Incremental correction
- Learning Styles

17. Autonomous Phase
• This is the phase of
learning that we all strive for.
It is a learning development
phase that automatically
takes control in a reactionary
situation. Moving smoothly
through your skills without
the hesitation we see in the
Associated phase.
• Though thousands of
repetitions of skill practice
are an important step toward
this phase, variables will
have a dramatic influence on
sudden assault reaction time
• Those variables are
motivation to learn,
competence of instruction
and Dynamic Simulation
Training

18. “This will help you”
• Structure you information as a benefit
– Obtain skills
– Power
– Avoid the pain

19. Tie you message to audience
needs and desires
• TRANSITION
– What is exciting, interesting ?
– Immediate connection to audience
– Tell an example story or show an example
photo or video (entertainment value)

20. Tie you message to audience
needs and desires
• APPLICATION:
– How can the audience use these skills or
knowledge on the job today?
– Relevant examples of skill application
– Where an when to apply the concept

21. Tie you message to audience
needs and desires
• BENEFITS
– What’s in it for me?
– What will I gain?
– Will this information:
• Make my life/job easier
• Safety, Litigation, laws
• More money
• Save time

22. Tie you message to audience
needs and desires
• ANCHORS:
– Hit the emotional, personal or psychological
hot button
– Where is the ‘buy in’ point for the customer?
– Shock factor; where is the example, photo or
video that will impact the customer?
– Anchors are best established through learning
styles.

23. Ad u lt Le a rn in g The o ry
– AD U L T L E AR N E R S
Adult learning style inventories
will manifest themselves in
your classes. You may think
that the person who is
fidgeting, daydreaming or
doodling in your class is either
a “slow” learner or resistant to
your teaching. Don’t write
them off too soon, they may be
waiting for their style of
learning to come up and may
be your most dynamic student.

24. Ad u lt Le a rn in g S ty le s
• VERBAL:
They learn best by
listening. How it is
explained is important
to them. They will
most often be your
‘list makers’ in class
while you lecture.

25. Ad u lt Le a rn in g S ty le s
• VISUAL:
They best model well what they see.
The demonstration, either live or on
video tape will benefit them most.

26. Ad u lt Le a rn in g S ty le s
• TACTILE:
These are the ‘touchy-
feeley’ students that
must do and feel each
step of the skill to get
it right. Like the
clicks of a ratchet, if
you leave out one step
they will not learn it.

27. Ad u lt Le a rn in g S ty le s
• HAPTIC:
These are hands-on
learners. Doing the
skill is the best for
their learning process.

28. Ad u lt Le a rn in g S ty le s
• NOTE:
Learn to recognize the differences and understand
that the note-takers may give you minimal
physical skill performance. Offer a balanced
mixture such as keeping the writing board handy
when doing physical skills. Understand you may
not be playing to their strength when they seem
not to learn.

29. TRANSFERRING
YOUR ENERGY TO YOUR
STUDENTS•
• Introduce yourself, your training and skills that validate your ability to
present the program and explain your personal commitment to the topic
• Speak Loudly and Clearly
• Keep Eye Contact; Scan the room, avoid looking at the same people
• Modulate voice: Tone and Level to reflect your own feelings
• Use gestures to enhance the message. Be careful not to become
distracting to the students. Too much movement can split a student’s
attention.
• Vary your teaching methods to keep the environment exciting.
• Physical practice needs to be integrated with enthusiastic corrections that
motivate energetic practice as well as correcting technique. Inject corrections
every 7-10 minutes or less.

30. ADULT VS. CHILD LEARNERS
• Adults bring a wide range of experiences to a
learning situation
• Adults will evaluate new information in light of
their own experience:
Thus, adults must integrate new knowledge
with previous experiences and knowledge.
• Because of the above information, new
knowledge that conflicts with previous
knowledge will be integrated more slowly
(learning different styles).
• Adult learners have an intuitive (feeling) side.

31. ADULT VS. CHILD LEARNERS
• Adult learners are not inclined to be risk
takers .
• Adults will compensate for lessened
psychomotor skill with fewer and slower
attempts.
• Above all, Adult learners are in classes
demanding knowledge that is useful to them
in their life circumstances.

32. DISTRACTING INSTRUCTOR
MANNERISMS
• THE DYING WARRIOR Leaning on Lectern -
appears exhausted – never moves
• THE WALKIE - TALKIE The Pacer who
never stands still
• THE CHAINED ELEPHANT Stands in one position
shifting weight from one foot to the other
• THE SWORDSMAN Duels with the pointer or laser
• THECHANGE COUNTER Jingles Change in pockets
while lecturing
• THE HEADMASTER Scratches head /
play with hair continuously
• THE ‘UM-AH’ Uses filler words continually

33. Performance under Stress
Considerations
• Simplicity
• Reaction time
• Motor Skill Selection
• Maximize technique/equipment performance

34. Wha t w e kn o w a b o u t
S u rv iv a l S tre s s Re s e a rc h
Excellent
P
e
r
f
o
r
m
a
n
c
e
Poor
Arousal LevelLow Low
115
ComplexModerateSimple
FineComplexGross
145
ModerateSimple
ComplexGross
175
Simple
Gross
Cognitive Processes
Motor Control
Heart Rate

36. TRAINING S IMPLICITY
• Once you have demonstrated that a skill
or a piece of equipment is appropriate,
students must learn it’s operation quickly
to enhance motivation and increase
survivability.
• Training Simplicity must be relative to
skills performed (techniques) and the
equipment used. Both need to consider
how the body reacts under stress,
resulting in system and product design. If
the design is based upon easy to learn
techniques, then skill levels are quickly

37. TRAINING S IMPLICITY
• Every aspect of skill and equipment demonstration
and rehearsal should be directed toward clarity of
understanding and ease of use.
• Training Simplicity can best be accomplished with
skills and equipment that rely on basic motor and
cognitive skills to master: Simple cognition & Gross
motor skills and function with considerations such
as reaction time and in the area of impact weapons
physics such as mass & velocity.
• To insure dependability, skills and equipment
should operated consistently under a variety of

39. Co m p e te n c e
• T raining Sim plicity will result in com petence m ore
quickly.
– Just how many repetitions are required to write or
overwrite neuro learning pathways & overcome
frustration ?
– How much training time are you budgeted for?
– Minutes or Hours of training to become competent will
result in a high level of competence in a student.
– Days to become competent with a skill or equipment may
result in the same high level of competence in a student,
but at what expense?
• C om petence m ust be achieved and retained.
– Can your skills and equipment once mastered, be
maintained with minimal follow-up/remedial training?

40. Co m p e te n c e
• Does your training/equipment
develop technique which
performs under the stress of
combat?
– How much stress inoculation
time do you have to insure
performance under stress?
– Are your skills and
equipment truly applicable
for dynamic applications?
– Dynamic training often
deteriorates when it is not
based on actual field

42. Co n fid e n c e
• C onfidence is
achieved as physical
skills and equipm ent
use achieve positive
experiences both in
training and in the
field.
• A students confidence
in his/her product will
result in their
confidence to perform
in a survival stress

43. Co n fid e n c e
Confidence will lower
students arousal level
when in the field.
• W ill this equipm ent let
m e down???
- How quickly can I perform
the skill or use this
equipment for survival?
• I m proved cognition
- Reaction time
awareness
- Decision making skills

44. Wha t w e kn o w a b o u t
S u rv iv a l S tre s s Re s e a rc h
Excellent
P
e
r
f
o
r
m
a
n
c
e
Poor
Arousal LevelLow Low
115
ComplexModerateSimple
FineComplexGross
145
ModerateSimple
ComplexGross
175
Simple
Gross
Cognitive Processes
Motor Control
Heart Rate

46. Lo w e r S tre s s = H ig he r
Pe rfo rm a n c e ?
• I f this is true we should
again look at what
causes stress.
• O fficer is not confident
in their
ability/equipm ent
- T raining tim e / intensity?
- Skill C om plexity not
com patible with stress
level?
– E quipm ent failure under
stress: (T he car stop
scenario)
– O perator error resulting
in your inability to
access your equipm ent.
– E quipm ent R etention

47. The Professional Instructor
• If anybody could do it, it wouldn’t
take a professional to get it done.
There is a long standing fraternity of
others who came before you. You deal with
these energies just as they did. It has never
been easy and you are in good company.
Dr. Paul Whitesell