| Asks to see ideas on
paper. Prefers hands-on
ways of learning new
ideas. |
Provide information visually where possible. |
Build work teams to include a
balance of strengths. Build in routines and regular schedules. |
| Resists new ideas or
ways of doing things
and may have difficulty
adjusting to changes on
the job.
|
Help learners develop daily routines. Model how
new tasks can be broken down into manageable
chunks and make them simpler. Encourage them
to complete one step at a time. Build in praise and
constant feedback. |
Build work teams to include a
balance of strengths. Build in
routine and regular schedules. |
| May have good ideas
that seem disjointed,
unrelated, or out of
sequence.
|
Teach strategies to help learners organize
information. Encourage them to take time to
organize their thoughts prior to speaking. |
Provide cue sheets or prompts
(list of jobs or steps in a
process). Build in routines and
regular schedules. |
| Pays too much attention
to detail and misses the
big picture or idea when
encountering specific
situations at home or at
work.
|
Use a form of semantic mapping to look at all
aspects of the task or situation. Teach and model
problem-solving. |
Highlight or colour code
written material to draw
attention to critical features
and show relationships. Help
them set time goals for each
task and provide a checklist for
each step of the task. Use a
timer. |
| "Shoots from the hip"
when arriving at
decisions. Doesn't use a
structured approach to
weigh options.
|
Help them explore various options to problems,
model problem solving strategies and integrate
into training activities. Encourage them to stop
and think. Practice role-playing to prepare
learners for various situations. |
Provide cue sheets or prompts
(list of jobs or steps in a
process). Build in routines and
regular schedules. |
| Approaches situations
without a game plan,
acting without a guiding
set of principles.
|
Model effective action planning - involve learners
right from the beginning in assessment and
training plan development. Begin with small and
realistic projects to practice and model. Encourage
learners to refer to their plan and check off each
task as they are completed. Encourage them to
stop and think. Utilize mnemonics to help
remember steps to effective planning. |
Allow extra time to complete
tasks. Encourage them to use
index cards with the steps to
planning to use for reference.
Teach students to break work
into smaller units and allow
them to decide what task to do
first, second, etc. |