Where is the student now? Where do you want him to be? Given the sub-skill you selected within your task analysis (your starting point for instruction), how can you shape this behavior into a practical skill for the future?
A number of sub-skills will be shaped over time in order to achieve some level of independence and success in networking. First, the process of identifying people within one’s network is just that, a process. The student might initially be able to only identify one or two people who are in his network (or in some cases, he might say that no-one is in his network). As you guide him in identifying another person from an area of his life that he had not considered, this might lead him to then consider additional people.
Developing an email to send to someone in the student’s network is also a skill that will be shaped. Break down the message sections into teachable units, starting with the greeting and first line of the message.
As you target any phone or face-to-face exchanges in the context of “safe” role-plays, start with very simple exchanges where the questions are predictable and the responses are scripted. As the student shows increasing competence with this basic interaction “formula”, begin to target responses to increasingly complex and longer exchanges.
What visual supports (scripts, instructions, reminder cues, etc.) will you use to help the student identify people in his network and practice connecting with those people?
Graphic organizers will help the student visualize his network and record important information about the people he identifies.
Templates, worksheets, and/or to-do lists can support the student in drafting the content of an email message. Visual reminder cues might be used to ensure that the student’s message includes the key components, and that he proofreads his message before sending it. Actual samples of email messages (drafted by you or others) can be used to clarify the overall structure and content of the email message.
Scripts can support rehearsals of phone-based and face-to-face interactions. Scripts can also be used as the student engages in real phone conversations, and certainly when he leaves voicemail messages for those in his network. Consider the use of visual cues that are placed within the environment to help the student know where to stand and how to position himself during role-plays. Other rule cards and cues can be developed and implemented as needed, especially to prime the student prior to expected performance.
What type of prompting might you need to provide in the initial learning phase?
A systematic process of modeling behaviors with labeling of actions by the instructor is often necessary. If the instructor is targeting the sub-skill of identifying people within a network, consider how you might use a “think aloud” process to show how you identify connected people. Then model writing down those people on your network sheet. Then provide the student with the opportunity to identify a person, and guide him verbally or visually if he struggles. Take turns this way, systematically fading out your modeling and guidance as the student demonstrates success. Certainly verbal and demonstration prompts (modeling what to say, how to say it, where to stand, when to smile, etc.) would be used as you teach the steps of networking by phone or in face-to-face contexts. Over time, shift the student’s attention away from your prompts and towards any visual supports (e.g. scripts, environmental cues, reminders) that can guide appropriate performance.
If you are targeting the sub-skill of drafting an email message to someone in the network, consider how modeling prompts would be used in initial stages. It is likely that you will provide verbal modeling prompts to illustrate the proofreading process (e.g. you read the completed section aloud, the student listens for errors). If the student will benefit from reading her own writing aloud in order to catch errors, you first need to model this for the student. You may also need to provide verbal or written prompts to offer options on ways to rephrase a sentence. Your goal is to fade your prompts, and direct the student’s attention to any visual supports that build and sustain independence and accuracy.
Can the student discriminate between the more versus less appropriate response in a given role-play scenario where actors depict face-to-face or phone-based networking exchanges? Are you arranging opportunities for the student to make such discriminations and to label when the instructor or someone else performs the behavior incorrectly?
During live role-plays and video scenarios, you or other “actors” might depict less appropriate responses (e.g. omission of “thank you” at the end of the phone conversation; forgetting to identify oneself at the beginning of the phone conversation), and engage the student in opportunities to identify what was “wrong” or missing. Contrast those examples with the appropriate versions. Consider all of the verbal and non-verbal behaviors that comprise a face-to face interaction.
Can the student discriminate between the more versus less appropriate content within an email message? Can he identify errors via proofreading? Are you arranging opportunities for the student to make such discriminations?
Are you arranging frequent practice opportunities to build fluency through repetition?
Provide opportunities for the student to go through the routine of collecting necessary materials, rehearsing with visual supports, and practicing making necessary adjustments based on the contact (e.g. name, phone number, script adjustments). Remember, role-playing is a safe way of practicing such routines since you can provide instant feedback and “do-over” opportunities.
What steps do you need to take to ensure that everyone targeting that skill applies the same level of prompting and fades it out at the same rate to support initiation by the student?