A huge part of adult vocational education and training is skills. It is, after all, vocational training. That is, training for work. So think less about traditional classroom sessions, and more about what skills the learner needs to develop.

The DEDICT method is a good model for this. Even if you’re doing remote training via video at the moment, this is useful.

The DEDICT method

1. Demonstrate

You, as the expert, demonstrating the skill in real time. This way the learner can see how it’s done properly. They have the end goal and result in mind.

2. Explain

This means you step back and talk about what you’ve just demonstrated.

3. Demonstrate again (but this time, slowly)

Now the learner knows what to look out for, because you’ve shown them and you’ve explained what to do.

A slow, broken down demonstration will be far more meaningful.

4. Imitate

Now the learner gets to try it. Let them follow along steadily while you demonstrate the skill. You may need to assist them as they develop their skills.

5. Coach

The learner at this point will not have mastered the skill. But when you observe that the learner is ready, you can step back from the demonstrator role and take on the coach role.

The learner is now able to perform the skill, but will require assistance, feedback and corrections.

6. Test

When the learner is ready, and when you feel confident to let the learner apply the skills in a real situation, it’s time to test out their new skills. Sometimes this will be a formal assessment of their skills. Or perhaps they go out into the workplace to start using their new skills in real situations.

Other skill development methods

DEPE is one we often see used, especially in sports. PlayRugbyLeague.com have an excellent description of the DEPE method.

Like DEDICT, DEPE starts with Demonstrate and Explain. The P.E. part stands for Participate and Evaluate.

An important aspect of DEPE is the emphasis on participation (which aligns with the Imitate and Coach aspects of DEDICT). In the Rugby League interpretation of DEPE they suggest that Participate should make up most of the time (70%) allowing them to practice the skill or activity and learn by doing. They point out that “if you spend too much time instructing the players they will have less time to practice.”

How would you apply this?

Consider times you’re taught someone a set of skills. Did you find you naturally adopted something similar to what’s presented here? Would the way you teach skills benefit from a more structured framework like DEDICT or DEPE?