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Table 1 Corresponding learning behaviors and teaching styles

From: Learner-centered education: ICU residents’ expectations of teaching style and supervision level

Learning behavior

Teaching style

Novice

Directing style

- Not performing task to acceptable level

- Being intimidated by task

- Being unclear

- Procrastination

- Asking questions about task

- Avoiding task or frustration

- Being defensive or uncomfortable

- Providing specifics: who, what, when, where and how

- Close supervision and accountability

- Incremental instructions

- Keep it simple and specific

- Guiding, telling, directing

- Predominantly one-way communication

Advanced Beginner

Coaching style

- Anxious or excited

- Interested and responsive

- Demonstrating moderate ability

- Receptive to input

- Attentive

- Enthusiastic

- New task, no experience

- Providing specifics: who, what, when, where, how and why

- Need for explaining decisions, and clarification

- Ask questions to clarify ability level

- Reinforce small improvements

- Two-way dialogue

- Explaining, clarifying, persuading

Competent

Supporting style

- Demonstrated knowledge and ability

- Appears hesitant to finish or take next step

- Seems reluctant to perform alone

- Solicits frequent feedback

- Encourage input

- Actively listening

- Two-way communication and involvement

- Support risk-taking

- Compliment work

- Praise and build confidence

- Participating, encouraging, supporting, empowering

Proficient

Delegating style

- Keeps teacher informed of task progress

- Can operate autonomously

- Is result-orientated

- Shares both good and bad new

- Make effective decisions regarding task

- Performs to high standards

- Is aware of expertise

- Delegating task

- Follower-made decisions

- Relatively light supervision

- Monitor activities

- Reinforce results

- Remain accessible

- Delegating, observing, entrusting, assigning

  1. Corresponding sets of learning behaviors and teaching styles were adapted from Hersey et al.’s Situational Leadership Theory [14]