HOW CAN YOU LEAD?

IF YOU DONT KNOW HOW TO A-S-K?

Performance assured

Goal:

Participant should be able to

differentiate the difference of Attitude,
Skills and Knowledge (A.S.K.)

Objective: Participants should be able to

demonstrate and explain the impact
of A.S. K. on board ships.

INTRODUCTION
Across the nation, leaders embrace
the art of listening as the most
valuable
in
strengthening
partnerships and organizations.
Time after time, we all have
experienced
the
aftermath
of
deficient listening skills.
3

 Loss of employment , employee moral,

and relationships are a few results that
can occur without proper understanding.
The first step in enhancing your listening
skills is to establish a strong listening
foundation.
Building a solid listening foundation is the
number principle, but its not enough.
4

I. A S K
The development of Attitudes, Skills, and
Knowledge, has provided many leaders
with a set of useful listening leadership
guidelines.
Outstanding
listeners
should
be
constantly reminded that serving others
as a leader begins and ends by refining
listening Attitudes, Knowledge, and Skills.
5

 Establishing positive and productive

listening
attitudes
and
constantly
expanding knowledge about listening and
leadership
provides
the
required
foundation for developing and refining the
basic underpinning of specific listening
skills and behaviors.

 The A-S-K Model highlights three

basic elements that are crucial in all
effective
listening
development
programs.
Any individual or organizational
effort to improve listening and
leadership must recognize and focus
on the essence and importance of
each element.
7

A - Attitudes
What is an attitude?
An attitude is an expression of favor or disfavor
toward a person, place, thing, or event (the attitude
object) in psychology.

The most distinctive and indispensable concept in

contemporary social psychology.". A prominent
psychologist Gordon Allport once described attitudes
8

What is the difference between Attitude

and Behaviour?
Attitude involves mind's predisposition to
certain ideas, values, people, systems,
institutions;
Behaviour relates to the actual expression
of feelings, action or inaction orally or/and
through body language.
Attitudes underlie
behaviors.

and

permeate

all
9

Listening And Hearing.

Hearing is simply the act of perceiving
sound by the ear. If you are not hearingimpaired, hearing simply happens.
Listening, however, is something you
consciously choose to do. Listening
requires concentration so that your brain
processes meaning from words and
sentences.
10

 Listening leaders who establish and

practice positive listening attitudes and
values in all leadership situation thrive,
whether at work, within their families, or in
social settings.
On the other hand, leaders who exhibit
negative and counter-productive listening
attitudes, and/or lack the requisite
knowledge about listening, undermine their
existing listening skills.
11

 Positive listening attitudes begin with a

bone-deep belief that listening is central to
leadership success, and that the people
you are privileged to lead and listen to
deserve your total focus.

12

ACTIVE LISTENING
Proper Eye Contact

appropriate level of eye

contact depending on cultural practice

Relaxed Open Body Language

communicate
with interest by facing the speaker and paying attention
to speaker

Avoid Distraction

do not distracted by your own

ideas or others surrounding

Respond Actively

use encouragers, paraphrases,

ask open ended questions and summarize key points to
let other person know that you understand

13

 Jims experience in working with a multitude of

leaders reinforces his belief that, The keys to
success are preparation and awareness, which
affect attitude.
Dr. Tunney reminds everyone of the ageless
wisdom, Its not our aptitude, but rather our
attitude, that determines our altitude.
Attitude is a critical component that requires
constant attention from all serious listening
leaders.
14

 Its not our aptitude, but rather our attitude, that

determines our altitude.
For every behavior and for every way of
communicating or relating with people, there are
skills and also attitudes that make it possible.
The skills are the automatic ways of doing things,
which create results. They develop by practicing
those things, in those ways. The attitudes are the
beliefs we have, which generate the way we
interpret things in a certain context and the way
we react emotionally.

15

 Its not our aptitude, but rather our attitude, that

determines our altitude.
You can teach a person all the best ways to do
things. You can teach a person how to
communicate assertively, how to speak in public
with impact, but if their attitudes in those contexts
dont back them up, they will not be able to
consistently practice the behaviors necessary to
develop those skills.

16

 Its not our aptitude, but rather our attitude, that

determines our altitude.
Your attitudes determine to a great degree what
you are able to do and what you are not, what
you are able to practice and what you are not.
This is why for example, a lot of people go to
trainings and learn all sort of cool ways of relating
with other people, but they never develop cool
people skills.

17

The Definition
Attitude manner,

disposition, feeling, position, etc., with

regard to a person or thing; tendency or orientation, especially of
the mind

Aptitude

capability; ability; innate or acquired capacity for

something; talent: She has a special aptitude for mathematics.
readiness or quickness in learning; intelligence: He was placed in
honors classes because of his general aptitude

Altitude

or height (sometimes known as depth) is defined

based on the context in which it is used (aviation, geometry,
geographical survey, sport, and many more). As a general
definition, altitude is a distance measurement, usually in the
vertical or "up" direction, between a reference datum and a point or
object.
18

The three components of an attitude?

Attitude has three components that are
represented in what is called the ABC
Model Of Attitudes:
1. A for Affective,
2. B for Behavioral, and
3. C for Cognitive.

19

What are the three components of an

attitude?
The affective component refers to the
emotional reaction one has toward an
attitude object.
For example, 'I feel scared when I think
about or see a snake.'

20

S = SKILLS
Skills center on a multitude of listening
behaviors, competencies, techniques,
and abilities necessary to thrive as a
leader.
First, as just established, it is critically
important to constantly have positive
listening attitudes.
21

S = SKILLS
Second, combined with specialized listening
insights and depth of knowledge, it is
imperative to translate your listening attitudes
into specific skills that can create leadership
value for yourself and others.
The skills only become operative and powerful
when they are coupled with productive and
positive attitudes and are grounded in solid
knowledge.
22

K = KNOWLEDGE
Knowledge about the degree,
importance,
costs,
rewards,
purposes,
stages,
process,
strategies, and barriers of listening,
dramatically impacts both listening
and leading attitudes and skills.
23

K = KNOWLEDGE
What you dont know about listening will
adversely
color
your
attitudes
and
development of skills.
On the other hand, heightened insight and
understanding of specific facts about listening
and leadership will provide meaningful
substance to the who, what, why, where,
when, and how as you listen and lead.
24

Knowing eight (8) simple, but powerful, benchmarks of

listening can alter your focus on developing productive
attitudes and important skills.
Reinforced by the research of many, we understand
that:
Leaders are communicating beings. Communication is
the primary activity of all effective leaders.
Listening is the primary communication activity of all
effective leaders.
Listening is central to all leaders success.
Although listening is both an innate and a learned
behavior, generally it is not overtly and systematically
taught.
25

Knowing eight simple, but powerful, benchmarks of

listening can alter your focus on developing productive
attitudes and important skills.
Reinforced by the research of many, we understand that:
Many leaders are generally ineffective and inefficient
listeners.
Poor listening results in extraordinary individual and
organizational costs.
With focused attention all aspects of listening can be
improved.
When leaders grow as listeners, everyone wins.

26

Imagine how many projects could have

been completed on time or mistakes
avoided by just listening and apply A-S-K.
It really is possible to curtail rework and
mistakes by implementing the essence
of A-S-K?
Yes!

27

By applying the following six (6)

progressive listening steps, youll be well
on your way!

Be Aware;
Be Ready;
Take Aim;
Take Action;
Build Positive Habits;
Create Automatic Behaviours.
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Great Listening Leaders understand

that failure to be aware of, and to
focus on, the state of their listening
attitudes, skills, and knowledge will
result in listening passivity.

29

Learning: Knowledge, Skills, and

Attitudes (KSA)
KSA are the abilities and characteristics
that enable a job holder to accomplish the
activities described in a task statement that
describes what the job holder does (Quinones,
Ehrenstein, 1997).

30

Learning: Knowledge, Skills, and Attitudes (KSA)

31

Learning: Knowledge, Skills, and

Attitudes (KSA)
In a learning environment,
1. cognitive,
2. psychomotor, &
3. affective are KSA's counterparts that
identify end states of training (objectives).

32

Learning Outcome Typology (Kraiger,

et al., 1993)
Cognitive (Knowledge)
o Verbal
Knowledge
declarative knowledge
knowledge) knowledge

factual
and
(propositional

o Knowledge Organization - how information and

concepts are mentally arranged
o Metacognitive Strategies - allocation and
regulation of cognitive resources
33

Learning Outcome Typology

(Kraiger, et al., 1993)

Skill-Based (psychomotor)
o Compilation - routine
procedure linkage

development

and

o Automaticity - ability to perform a task without

Conscious monitoring and with other tasks
34

Learning Outcome Typology (Kraiger,

et al., 1993)

Affective (attitudes)
o Attitude - attitude about learning, selfefficacy, perception about ability to
perform, and goal setting
o Motivation - motivational disposition
35

What Does the "A" in KSA Really Mean?

Does the A in KSA mean attitude or ability?

Attitudes
Bela Banathy (1968, pp 24-26) uses the term attitudes in his book:

We can say that the purpose of education is to impart

specific knowledge, skills, and attitudesin other words,
the purpose around which the system is to grow is
instruction.
On the other hand, we can propose that the purpose of
education is to ensure the attainment of specified
knowledge, skills, and attitudesthus, learning, is the
purpose around which the system is to grow.
He then goes on to propose that learning is the nucleus of
a training or educational system rather than instruction.
36

The first taxonomy, cognitive, appeared in 1956 (Bloom). The second,

affective, appeared in 1973 (Krathwohl). While the third, psychomotor, was
published in 1972 (Harrow). Robert Gagne (1972) developed five
categories of learning:

verbal information
intellectual skill
cognitive strategy
attitude
motor skill

He argued that the mental processing required for the first

three was different enough that there should be five,
rather than three categories. Notice the intellectual skill in
his five categoriesI will refer to this shortly as
intelligence.
37

Abilities
The Department of Energy handbook (1994), uses Knowledge, Skills, and Abilities.

They define abilities as general capacities related to the

performance of a set of tasks.
While skills are similar to abilities but differ in that they
combine abilities with capabilities that are developed as a
result of training and experience.
They go on to define knowledge as an understanding of
factors or principles related to a particular subject.
It seems to me that abilities are really the informal
version of skills sort of like informal learning and
formal learning.

38

Abilities
So if we follow this line of reasoning, then rather
than having just three, perhaps we should have
four: knowledge (formal), abilities (informal), and
skills (formal); or for short ASK.
Thus if we take the above one step further, then
perhaps it should be knowledge (formal
cognitive), intelligence (informal cognitive),
abilities (informal psychomotor), skills (formal
psychomotor), attitudes (formal affective), and
motivation (informal affective); or for short
KIASAM.
39

Attitude vs. Ability

use the term

ability. However, they point out a distinction
that should help us with our understanding of
why the acronym has two different meanings.
Miguel Quinones and Addie Ehrenstein (1997)

Instructional objectives act a link between the

results of a needs assessment and the design of
training.
They describe the job performance required by
the learners, thus perhaps ability, rather than
attitude, makes more sense when used in this
context.

40

Attitude vs. Ability

On the other hand, learning outcomes link the
design of training to the selection of
instructional strategies.
They reflect the educational and training goals
of the designers and are derived from the
learning objectives.
Thus, attitude starts to make more sense
when used in this context.

41

Conclusion
From my understanding, it seems that the A
in KSA originally meant attitude. It then
became politically correct to use ability rather
than attitude as it was deemed incorrect to
change someone's attitude if they behaved
correctly.
While our profession was at one time almost
completely dominated with behaviorism, we
now have far greater perspectives to draw
from, thus we need to look beyond just
behavior as a present correct behavior does
not always equal a correct future behavior.
42

Conclusion

For example, when speaking of safety, it is just as

important to have the correct attitude as it is to
have the correct knowledge and skills. That is,
when I go to work in a warehouse full of heavy
equipment, I want my fellow partners to display not
only the correct behavior, but to also have an
attitude towards safety.
When viewing the A from the performance side
of training, then perhaps abilities makes more
sense. However, when viewing the A from the
strategy side, then perhaps attitude works better.

43

Alphabeth

44

45

Learning: Knowledge, Skills, and Attitudes (KSA)

46

References
Bloom B. S. (1956).
Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New
York: David McKay Co Inc.
Banathy, B. (1968). Instructional Systems. Palo Alto, California: Fearon Publishers.
Department of Defense Handbook (1988). Instructional System Development/
System Approach to Training and Education (part 2 of 5). MIL-HDBK-29613-2A. 31
Oct 1988.
Department of Energy handbook (1994). A System Approach to Training. DOEHDBK-1078-94, Aug 1994.
DeSimone, R. L., Werner, J. M. (2012). Human Resource Development. Mason,
OH.: South-Western College Pub.
Crawford, M. (1962). Psychological Principles in System Development. Robert M.
Gagne (ed). New York: Holt, Rinehart and Winston, Inc.
Gagne, R. M. (1972). Domains of learning. Interchange, 3(1) 1-8.
Harrow, A. (1972). A Taxonomy of Psychomotor Domain: A Guide for Developing
Behavioral Objectives. New York: David McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973).
Taxonomy of Educational Objectives, the Classification of Educational Goals. Hand
book II: Affective Domain
. New York: David McKay Co., Inc.
Laird, Dugan (1985). Approaches To Training And Development. Reading, MA:
Addison-Wesley, p107.

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