Note: Descriptions are shown in the official language in which they were submitted.
SII~U~ATIo~ SYSTEIiq TRAIrlE~
FIELD OF THE INVErTTIOI~
. _ _ _
The invention relates to a method and system
for effecting behavior modificatisn with regard to
specific skill areas and, more particularly, to a
method and system for teaching and reinforcing s~ills
acquisition by i~eans of audio-visual comparztive
associations.
~ACKGP~OUN~ OF TH~ INVENTION
In recent years a great deal of interest has
been shown in the provision of in~eractive self-
teaching devices. Combined audio and visua r~es-
entztion devices, videotape recording and playbac:~
sys~ems under computerized progrzm~ing and direction
have been developed.
Although such devices are capable of presentin~
nformation in both text and audio-visuzl formzts,
and can by the computer test the student's .~astery
of a given body of information, they are not capable
of tezching and testing his/her ability to verbaliz~
~iliS information in typical situations. This àefic-
iency had to be addressed by live role plays bet-~ee
.
2 1 ~ 19 ~38
the trainee an~ a.nother trainee or 2 supervisor.
However a serious difficulty or psychological imped-
iment arose form the direct one-on-one rela~ionship
an~ resulted in considerable reluctance on the part
of supervisors to give the necessary time required
for effective role play, as ~Jell as nervousness
and insecurity on the part of the trzinee in an
uncomfortable situation.
PP~IOR ART STATEMEI~T
A known method of teaching physical arts, such
as dancing, is described in U.S. patent no. 49015,344
issued April 5, 1977 to Herbe-t ~ichaels et al.
According ~o the ~ethod disclosed in this patent,
2 camerc iS used to record an instructor performing
before a mirror to demonstrate the ac~ion to be taught,
and shows z view of his back and a view of his re-
flection in ~he mirror. When the tape recordin~
is visually reproduced on an appropriate surface, an
auxiliary pupil's mlrror disposed :edgewise, lets ~
practic'ng pupil see his o~n ima~e. Thus, the ~.ethod
disclosed is one of demonstrating the physic21 arts
from the perspective~ of a mirror image.
Other prior art patents of interest include:
U.S. patent nos. 4,094,079 issued June 13, 1978 to
9~B
Loyd G. Dorsett; 3,996,671 issued ~ec. 14, 1976 to
Richard W. ~oster et al; 3,820,133 issued June 25, 1974
to Charles S. Adorney et al; 3,233,346 issued
Feb. 8, 1966 to Sol Cornberg znd 3,401,469 issued
Sept. 17, 1968 to John A. Shaver-et al.
These pa~ents are ~enticned 2s bein~ represen-
tative of the prior art and other pertinent references
m2y exist. None of the above cited patents are deemed
to affect the patentability of the present clai~ed
invention.
The present invention involves a novel comhin-
ation of features combined in such a wzy as LO afford
a very efficient, cost effective, solution to t:~e
difficulties 2nd problems encountered with the prior
art, as will become apparent cs the descriptîon
proceeds.
For example, in contrast to the prior art, the
present invention provides a beh2viorally oriented
teaching method and system whereby, according to a
preferred form or embodiment of the invention, an
audio-visual demonstration of one or more accepta~le
sample skill demonstration dialogues are presented
between a role model(s) and a typical target ~erson-
ality(ies), Y~ith the trainee's visual perspective
-4~
being somewhat similar to that Gf the target persor,-
alitv. In this manner, the trainee is cast in the
role of an observer. When the trainee has complQte~
his/her study, and feels sufficiently prepared, he/she
can actuate the trainer to reverse the ~oQel situation,
and no~ display the target personality such that the
trainee's visual perspective is thzt of the previcusly
displayed role ~odel, i.e., facing +he target person-
ality, for conducting practice dialogue interchanges
with ~he audio-visually displayed target personality(ies).
The trainee's live responses to the target person?~lity
may be selectively recorded to enable playback for
self-criticism, compzrison and review according to a
checklist in a coordinated, off-line workbook.
If, in ~he trainee's opinion, his/her pe~form2nce
W2S unsatis~actory, or capable of improvemer.~, he/she
can make another 2ttempt, and record the result - or
as many attempts as are necessary to reach an accent-
able sl~ill level.
In this manner the trainee is aide~ in developing
an individual, flexible verbal presentation for
different target personalities, problems and circum-
stances, while substantially eli.minating the psychological
impe~iments to learning encountered in t~le prior zrt.
3~3
--5--
SUMMAR~ OF THE INVENTION
Various aspects of the invention are as follows:
An interactive behavior modification training
system for teaching specific i.nterpersonal communica-
tion skills~ comprising:
means for presenting a pre-recorded audio-visual
dialogue between a role model and a second personality;
means for selectively controlling the presenting
means to effect a presentation only of the pre-recorded
audio-visual dialogue portion of said second personal-
ity;
means or selectively recording ~ive interactive
dialogue of a third personality with the displayed pre-
recorded audio-visual dialogue of said second personal-
ity; and
means for selectively presenting both the recorded
audio-visual interactive dialc,gues of said second
personality and said third personality.
A system for the dissemir.ation of information to
and behavior modification of an individual, the combi-
nation comprising:
aud;o-video display means;
a pre-recorded audio-video subject means for
being presented by said audio-video display means
~9 ~3I~
said subject means including a first simulated host-
narrator dialogue for exp].aining the system and pro-
gram7 a second simulated audio-video dialogue between
a role model and a tar~et personality visually dis-
played from a first perspective~ a third simulatedaudio~visual di.alogue of said target personality's
audio subject content portion of the second simulated
dialogue while displaying said target personality
from a second visual per~spective:
audio-visaal recording mean~: for selectively
recording said individua:l while being in interactive
dialogue with said third simulated audio-video dial-
ogue of said target personality; and
printed information means corresponding to one
or more predetermined portions of said pre-recorded
audio-video subject mean~ for be~ng reviewable by
said individual.
A system for the disseminatlon of information
to and behavior modificat:ion of a trainee, the
combination comprising:
at least one pre-recorded audio-video tape
mea..ls with dialogue thereon containing a selected
subject~ matter informati.on and having a format
generally comprising a narrator for explaining the
1~19 ~3~3
program steps and unction, an interactive dialogue
between a role model in facial perspective and a
first target personality in a back or side view
perspective, said first target personality being
recorded in facial perspective view with an audio
dialogue similar to the interactive dialogue without
said role model's portion thereof, a second target
personality being recorded from a facial perspective
in dialogue directed generally to said selected
sub~ect matter information, and said narrator being
again ~corded in dialogue for emphasizing predeter-
mined specifics oE the selected subject matter
information;
an audio-video trainer means having a housing
including a central body and a first and a second
door member each pivotally mounted to a respective
corner portion of said central body and being dis~
posable to an open disposition for forming a carrel
type study station~ said central body contains a
first and second video display device and a first
and a second videotape recorder each being opera-
tively connected with a respective one of said
video display devices, said first door member having
a first storage alcove for receiving said tape means
9 ~3~3
~ 8-
therein for storage and a first illumination source
means r said second door member having a second
storage alcove containing an outwardly pivotally
mounted camera therein and a third storage alcove
and a second illumination source means, said video
camera being operatively connected with said second
video tape recorder;
an audio-video tape means operatively insert-
able into said second videotape recorder;
a control keyhoard means operatively connect-
ed with said audio-video trainer for selective
control thereof by the trainee; and
a workbook containing predetermined instruc-
tions and commentary concerning said selected
subject matter information reviewable by the
trainee;
where~y the trainee can selecti~ely review
each portion o~ said pre-recorded audio-video tape
means sub~ect matter infor~ation and a correspond-
ing workbook instruction and commentary pertainingthereto, and can selectively record hisJher inter-
active aud-.o-video dialogue with said first and
second`taryet personalities sequentially displayed
on said first video display device, for later
review and comparison with or without display of
3 8
~l -8a-
respective first and second target personality
interacted in dialogue with the trainee being again
and correspondingly displayed on said first video
dispiay device.
A method of teaching verbal behavior and
interpersonal communicative skills to a trainee,
comprising:
audio-v.isual displaying a pre-recorded inter-
active dialogue between a role model and a target
perssnality ~o enable the trainee to obser~e the
interactive dialogue;
enabliny the trainee to selectively ra~iew
commentary generally pertaining to said interactive
dialogue;
audio-~isual displaying the interactive
dialogue portion of said target personality without
the interactive dialogue portion of said role model
being integrated therewith;
enabling the trainee to selectively review
commentary generally pertaining to the interactive
dialogue portion of said target personality;
enabling the trainee to practice his~her own
interactive dialogue with the interactive dialogue
por-:ion of said target personality being audio-
visually displayed, whereby the trainee is cast
~ 1L9'~38
~ -8b~
generally in role substitution for said role model;
enabling -the t.rainee to selectively review
commentary generally pertaining to his~her inter-
active dialogue;
recording the trainee while in interactive
dialogue with the interactive dialogue portion of
said target personality;
audio-visual displaying the interactive
dialogue portion of said target personality and
the re-orded interactive dialogue of the trainee
in correlative association;
e~abling the trainee to selectively review
commentary generally pertaining to his~her inter-
active dialogue,
audio-visual displaying an interactable
dialo~ue of a second target personality;
enabling the trainee to review commentary
generally pertaining to the interactable dialogue
of said second target personality;
enabling the trainee to practice developing
hisJher own interactive dialogue with the inter~
actable dialogue of said second target personality;
recording the trainee while in interactive
dialogue with the displayed interactable dialogue
of said second personality;
~ 8c-
audio~visual displaying the interactable
dialogue of said second target personality and the
recorded interactive dialogue of the trainee in
correlative association ~or review by the trainee;
enabling the trainee to review commentary
generally pertaining to his~her recorded interactive
dialogue with said second target personality; and
reviewing a selected recorded interactive
dialogue of the trainee with a supervisor.
An interacti~e behavior modification training
system for teaching specific interpersonal communi-
cation skills comprising:
means for presenting a pre-recorded audio
dialogue between a role model and a second personal-
ity;
means for selectively controlling the present-
ing means to effect a presentation only of the pre-
recorded audio dialogue portion of said second
personality,
means for selectively recording live inter-
active dialogue of a third personality with the
displayed pre-recorded audio dialogue of said
second personality; and
means ~or selectively presenting bo-th recorded
audio interacti~e dialogues of said second personal-
ity and said third personality.
~9
~ 8d-
Accordingly~ it is an object of an aspect of
the present invention to provide a method and system
for teaching interpersonal communication skills and
related information.
An object of an aspect of the present invention
is to provide a method and system for effec~ing
behavior modific~tion to predetermined standards,
An object of an aspect of the present invention
is to provide a method and system for teaching and/or
reinforcing skills acquisition by means of audio-
visual comparative association~ and subsequent live
practice.
An object of an aspect of the present invention
is to provide a method and system of self-instruction
which eliminates the psychological impediment to
learning generally encountered by a trainee when
being trained via role play methods by hisJher
supervisor or co-worker.
An object of an aspect of the present invention
is to provide a method and system of learning whereby
a student or jo~ trainee can review his~her audio-
visual responses to a displayed personality for self-
criticism according to a predetermined set of self-
probing questions7 and record them if ~esired.
An object of an aspect of the present invention
is to provide a method and system for simulating
~19~38
-8e-
typical job situations and di~logue with problem
personalities as these occux in everyday sales and
management applications in business, thereby reducing
the need for in-the~field ~on site actual contact)
training by a co-worker.
An object of an aspect of the pxesent
invention is to provide a met~od and system for audio-
visual demonstration of acceptable supervisory manage-
ment skills and for simulating interpexsonal dialogue
with a supervisor trainee.
BRIEF DESCRIPTION OF THE DRAWINGS
Other objects and advantages of the present
invention will be evident from the following detail-
ed description when read in conjunction with the
accompanying drawings which illustrate the pre~erred
embodiments of the present invention. Similar refer-
ence numerals refer to similar parts throughout.
Fig. 1 is a perspective view of the simulation
system trainer according to the present invention;
Fig. 2a is a perspective representation of a
pre-recorded host-narrator displayed on one of the
monitors shown in Fig. l;
Fig. 2~ is a perspective side view of a trainee
observing the displayed host-narrator;
34;38
Fig. ~a is a pers~ective representation of a
prerecorded dialogue betv~een a role model and a first
target personality: .
~ ig. 3b is z perspective side view of a ~rainee
observing the displayed host-nzrrator;
Figs. 3c, 4c, 5c, 6c, and 7c zre pers~ective
top views of z coordinated, off-line text or wDrk-
book opened to the respective subject page corres-
ponding ~o the training steps according to the inven--
tion;
Fig. 4a-is a front facial perspective represen-
tation of a first target personality being displayed
on the monitor represented in Fig. 3a;
Fig. 4b is a perspective side view of a train-
ee observing and/or in interactive dialogue ~ith the
first target personality shown in Fig. 42;
Fi~. 5a is a front facizl perspective represen-
tation of the first target personality's pc)rtion of
the prerecorded dialogue depicted in Fig. 3a;
Fig. 5b is a perspective representation of the
playback on a monitor shovm in Fig. 1 of the trainee's
dialGgue recorded during the previous training step
depicted in Fig. 4b;
Fig. 6a is a perspectiYe represen~atio~ of z
second target personality bein~ displayed in dizlogue
. ~
.. . .. . .-- ~. . . . . --
-10~ 3
on 2 r,lonitor shown in Fig.li
~ ig. 6b is 2 perspective representation of z
trainee observing and/or in interactive dialogue with
the second target personality displzyed i~ Fig. 6a;
Fig.-7a is perspective re~resen~ation of the
second target personality depicted in Fig. 6a in
~layback on -'he monitor;
Fig. 7b is 2 perspective representation of ~he
playback on a monitor sho~n in Fig. 1 of the trainee's
d_alogue recorded during the previous trainlng step
depicted in Fig. 6b;
Fig. 8 is a perspective representation of the
host-narrator concluding summary displayed on a
monitor shown in Fi~. l;
Fig. 9 is 2 block diagram of a second embodiment
of the si~.ulatlon syste~ trainer shown in ~i~. 1.
DESCRIPTIO~i OF THE PREFERRED
E..3QDIME.'~TS
~ eferring to the drawings in general and to
Fig.1 in particular, sho~n therein and referred
to by the general reference nu~ber 10 is a simulation
syste~. trainer housed in an individual carrel type
study station constructed in accordance with the
preferred embodiment of the present invention. Th-e
9~38
simulation syste~, trainer 10 generally includes two
audio-video tape recorder/playback units 11 and 12,
two television receivers or monitors 13 and 14, a
~elevision camera 15, a switch control pznel or
kt~yboard 16 and ac.cessory ligh~ing 17.
The carrel type study station 10 contains a
main or central display unit 18, and two hinged door
units 19 and 20. The door units 19 and 20 are
dimensioned such that they may be folded or closed
in juxtaposltion with the central display unit 18
to facilitate storage and transportation of the
simulztion system tr~iner 10, while safeguarding
its constituent co~partmentalized components.
The door units 19 and 20 each contaln compart-
ments or alcoves for storing or mounting, fc- exa...ple,
audic)-video tape c~ssettes 21-and a television camerz
15, respectively. The accessory ligh~ing 17 comprises
a plurality of lights, for exzmple, mounteci on e ch
of the door units 1~ znd 20.
A storage compzrtment 22 is providecl in one of
the doors 20 lor receiving the detachable control
~nit 16. The camerz 15, which may comprise a conven-
tion~l blzck and white or color camera may be hinged
or pivot mounted (ntt shown) for ease of directing
the lens and for swinging the camera 15 into stor~ge
i- - - . .
~ -12- ~Z~9~3~
zlcove 23. In this manner, a self-contained relztive-
ly compact and portable carrel type train~r or teach-
ing machine is provided which is tr~nsportable fro~.
office-to-office, or from division-to-d vision of a
multi-division company, thereby potentizlly reducing
the costs of transportin~ personnel for ~raining.
,Since the struc~ual and circuit details of the
individ~ual component recorders-ll and 12, ~onitors
13 and 14~ camQra 15 and keyboard 16 mzy be of
conventional design well kno~m to those skilled in
the art, a detailed discussion thereof v~ill not
be provided herein to avoid prolixity. Likewise the
circuit details ~o effect switching and other controls
via keybozrd 16 and lead 24 may be of conv2ntional
design.
~ ith reference now to Figs. 1-8, the system anà
Method of simul2tion training in accord2nce with
the present invention will no~ be described. Figures
2-7 generally illustrate the sequence of audio-visual
simulated and interacti~e dizlogues developed for
use with the trainer 10.
As will become apparent from the following
discussion, the ~rainee 25 is exposed to a sequence
of programmed activities, while experiencing a feel-
. ~
_ ... . - . ., . . _ . , _
, _
-13~
ing of being in control. In this manner, trzin-
ing mzy be accompLished according to one feature
of the invention, i.e., in z non-threatening znd
self paced environment whereby the psychological
impediments to lezrning generally experienced in
the prior art may be substantially reduced or elim-
nated. ~ -
The trainee 25 is provided with booklet or work-
book 26 v~hich contains a course outilne an~ detailed
technical-and reference infor~ation relating to the
subject matter being taught. Also included zre
self-checl review points to aid in critique, as well
2S analytic exerclses to im~rove unoerstanding and
facilitate verbal response.
When the trainee 25 is prepared to beg n the
audio-visual portion of the training program, he/
she selects the corresponding assig~ed t2pe cassette
27 fror,~ the cassette storage rack 21 znd inserts
it into the videotape recorder/playback unit ll
(V~P~) at opening 39. hssuming that the trainer lO
has been previously activated, i.e., turned-on, the
~rainee 25 is now ready to begin th~ behavior model-
ing segment of his/her training.
The trainee 25 is in-control of the trainer lO
via switches or keys on the control pznel or key-
.. . _ , .. ~ . .. . . . . . .
9 ~38board 16 and/or ~y ~eans of individual component
auxiliary control switches 28 through 36 on the
respective components.
l~ith insertion and act,ivation of the tape
czsse~te 27, an instructor or host-narra~or 37
is audio-vlsually presented by means of display
monitor 13 ana speaker/microphone 38. The narrator
37 introduces and explains the trainer 10 &nd program
to ~he trzinee 25 in a relaxed and friendly ~.anner-
ism and, generally emphasizes the interactive traln-
ing method and purpose of th~ program ~hat will be
incorporated throughout. Th~ narrator 37 is depicted
or simulated on display monitor 13 as represented in
Fig. 2a in~roducing the program, as mention~d above,
in narrative dialogue such ~s, for example, -Hello,
I am your progran host and want to take this opportun-
ity to .t~elcome you tG t-his trainlng progra~. I~ the
following segments, ~-ou will be presented a series
of sample szles presentations being ~ade to one or
more potential customers--.
It is noted at this ti~e that onIy the display
~onitors 13 and/or 14 of the trainer 10 are depicted
in Figs. 2 through 8 for ease of representation and
~nderstanding. It beirlg understood thzt the events
and interzctive dia~ogues are taking place with the
. .
-15~
trainee 25 seated at the carrel trainer 10 as shown
in Fi~. 1. The ~rainee 25 is represented in the
various steps of the inter~ctive training method,
as noted above in front of-trainer 10, in Figs. 2b,
3b,4b, and 6b.
Following the narrator's introduction, the
- prerecorded 'ape 27 is advanced to display on monitor
13 zn acceptable presentation between a role model
40 and a firs~ potential target personality 41
(Fig. 3a) in the approprizte sales, man2gement, or
other program application context.
The trainee's visual perspective is th~t of
.looking over the shoulder or from the side of the
target personality 41, ~hereby the tr~inee 25 is
able to observe the facial expressions and/or
hand and body motions, if any, of the role model 40.
In this manner, the trainee 25 is provided zn audio-
visual demonstration of how to presen~ such infor-
mation to a ~ar~é~ (customer) personzlity.
The verbal respon~es and questions of the target
personality 41 such as, for example, --Why should
I purchase your product?. I heard that trying to get
repair can be di~ficult--, may be selec~ed to pre-
~2re the trainee 25 for difficult but typical
. ~
.3~
questions while de~onstrating an acceptable response
and interpersonzl techniques by the role model 40.
The-trainee 25 is then directed, either by
prior course instructions or with a dis~lzyed comm-
ent on monitor 13, to review the technical and ana-
lytical Questions and commen's within ~orkbool 26, or
by displayed text on the-television screen. For
example, the trainee 25 may be asked; --Do you
feel the role model shoul-d have presented stztis-
tical data to support his claim that the product
is reliable -.
- . . The.trainee 25 may selectively, viz keyboard 16,
repeat t]liS .port:on of ~he training program as
necessary or des.red to reinforce his/her knov~-
ledge ol the subject information and presenta~ion
technique demonstrated by the role ~odel 40.
During the first two steps of the program, ~he
tralnee 25 observes t~e audio-video tape 27 on
monitor i3 as represented by Fi~s. 2a, 2b and 32, 3b.
It shoulci be noted at this time.that the trainee 25
throughout the training progræm cæn selectivelyt
via keyboard 16, stop or advance or rewind the tape 27
(and tape 43) as disired to fzcilitate review of tape
27 (43) and workbook 26 segments.
Next, the trainee 25 selectivelv actuates, Vi2
~ ~ 19~ 8
-17-
keyboard 16, the advance of the prerecorded tape 27
to that segment of the program ~here only the target
persona]ity's portion of the dialogue as depicted in
the previous portion of the training tape 27 is dis-
pl~yed on monitor l3 zs represented in Fig. 4a. The
target personality 41 is displayed substzntially in
front-facial perspective as though a~dressin~ or
directing his comments now to the (salesman) trainee 25
represented in Fi~. 4b. The trai~ee 25 is instructed
by workbook 26 and/or a monitor 13 ~raphic subtitles
(not shown),to practice ~is/her interactive dialogue
with the target personality 41 being simulzted on
monitor 1~.
The trainee 25 may be paced in his/her presen-
tation and dialogue by means of a time remzir.ing
indicator 42 such as a line which progressi~ely
becomes shorter with the passage of the trainee's
alloted response period. hlternatively, an elapsed
time indicator (not shown) may be presented on
display 13 to aid the trainee 25, sho-vn in Fig. 4b,
to pace his/her dialogue with the simulated target
(customer) personality 41 displayed on monitor 13,
as shown in Fig. 4a.
With each step of the training program, the
-18-
trainee 25 is reguested to review the analytical
qUeStiOnS and comr,lents in the workbook 26. The
questions ~tc. may be dlrected, for example, to aid
t~e trainee 25 to recognize body language, or to
understand his/her emotions while interacting with
target personality 41, in order to develop the proper
attitude for dealing with difficult and challenging
remarks.
The trainee 25 as no~ed above, via keyboard 16,
can play back the target personality's 41 segment of
the tape 27, to practice mentally or aloud his/her
presentation and interactive dialogue with the
simulated target personality 41 represented in
Fig. 4~.
When the trainee 25 feels sufficiently prepared,
he/she is instructed by workbook 26 or displayed
text to activate c~mera 15, VTR 12, and speaker/
microphone 45, via keyboard 16, to record on tape
43 his/her audio-video interactive dialogue with
the target personality 41 presented on monitor 13.
Thus, during this portion of the training pro~ram,
rep~esented in Figs. 4a and 4b, the trainee's 25
presentation and interactive dialogue with the
simlllated first targe~ personality 41 is recorded
. -
9~8
~1--
for later analysis and revie~.
The trainee 25, ~ia keyboard 16, can select-
tively repeat this record portion or step of the
training program until-he/she is satisfied with .
his/her perfor~anoe relative to the role model 40
and review comments within workbook 26.
~ ext, ~he trainee 25 is instructed by workbook
26 (Fig. 5c) to review, with activation of monitors
13 and 14, via keyboard 16 and VTRs 11, 12, $he
interactive and system coordinated audio-video
recorded dialogues, in pla~back ~ode, between the
target personality 41 and trzinee 25 as represented
in Fi~s. 5a and 5b, respectively.
Likewise with the previous training steps, the
trainee 25 is requested, either by monitor 1,~ or 1'
graphic subtitles (not shown) or prior program out-
line instructions, to review the workbook's.25
analytical questions and comments, represented in
Fig. 5c, such as, for example, --Did your pres-
entation omit any points made by the role ~odel?--,etc.
Once the basic skills have been demonstra~ed
and practiced as discussed above, one or ~ore diff-
erent target personalities ~44) may be intro-
duced for interactive dialogue with $he trainee 25.It should be noted thzt at this ~ore advanced phase
_ .. . .
- . . .
4;3~
-20-
of the tr~ining program, the trainee 25 follows th~
same tr~nsactio~al framework, but no~ usin~ his~her
oYm ideas, and.unaided by a role ~odel's demonstr~-
tion of satisfactory di~logue. In this ~anner, the
trainee 25 is encouraged to develop an individuzlly
tailored 2nd flexible approach to dealin~ Y;ith
different but typical target personality traits,
abilities,-and prelerences.
Thus, the trainee 25, represented in Fig. 6b
can selectively advance the training tape 25, via
keyboard 16 and VTR ll, to display a second target
personality 44 and dialogue on monitor 13, as
.represented in Fig. 6a. Although the same subject
matter and transactional framework is presented
or-utilized, this time a different type of persona~l-
ity is displayed by the target personalit~ 44 who
~a~ also pose different questions to the trainee 25
such as, for example, --I had a great deal ol trouble
wi~h your co~pany's products in the past, so why
should I buy them now?--.
The trainee 25 is assisted in understanding the
~roblems presented by the new personality of the
potential customer 44, e.g., hostility, and is given
insi~At into overcoming this challenge with refer-
ence to workbook 26. Additionally, as a further
_ _ , . '-- _ O_ _ _ _ _, . : ', . _ ' . . . _ ._ ~ . , . ,_ , ,, ' . _ . _ . . _ ' _ _ . _ _ . _, _
- ' _
-21~ 38
n feature of the invention, the trainee 25 mzy be
given guid2nce in formulating an appropriate answer
by activating, viG keyboard 16, a voice-over com~ent-
ary or dubbed-in suggested role model dialo~ue if
desired by the tralnee for compzri~on.
However, zt this s~age of the training program,
the trainee 25 is-assisted by exercises'and check-
lists in ~he CRT dîsplayed text or workbook 26 (Fig.6c)
to formulate/develop z personalized dialogue, based
on the previously demonstrated technique and prin-
ciples, without prior reference or revie~l of a dubbed
in demonstration or suggestive commentary.
As above, 'che trainee 25 is given the election
and control, viz ~.eyboærd 16, ~o practice this self-
forr.lulated interactive dialogue portion of the
program until he/she is prepared to select~vely
proceed into ~he next recording se~ment or step of
the trainin6 exercises.
~Jith the trainee's 25 election to proc~ed, -
he/she activates playbac~; of the target personality's
- 44 audio-visual dialogue, via keyboard 16 and VTR 11,
and the record function of the trainer 10, via key-
board 16, camera 15, VTR 12 2nd tzpe 43. During
playback of the target personality's 44 dialog;;e,
~Fig. 7a), the trainee's sel~-formulated audio-video
~ . , . ~
-22~ 3~
interactive dialogue ~ith the simulated, vi2 dis-
play 13 (Fig. 7a), second target personality 44 is
recorded on ta~e 43.
The next step in-the training program is for
the trainee 25 to review his/her audio-video recorded
dialogue,- Vi2 monit~or 14 and speaker 45~ with the
second target personality's 44 ~ortion of the dialogue
being correspond-ingly presented, via monitor 13 and
speaker 38, as represented in Figs. 7b and 7a
_ :respectively.
Wlth reference to workbook 26 (Fig. 7c) the
trainee 25 is aided in constructively anQlyzing
his/her presenta~ion and dialogue with the second
target personality 44. .For example, the trainee 25
mzy be asked to evaluate his/her performance, an~
. to describe his/her expressions made during tne
recorded dialogue wi~h the second target personality 44.
It is emphasi~ed at this ti~e that a plurality
of target personalities and varied ~uestions can
now be introduced in similar manner as discussed
above, to maxi~ize the trainee's learning exposure.
Following these interactive dialogues and vJork-
book 26 review sessions, the host-narrator 29 is
zg2in presented on displzy 13 (Fig.8) to re-
e~.phasi~e and su~marize importan~ points relative
~ .
i219 ~3~3
--23--
to the subject teclmical information and specific
behavior s~;ills being taught.
A further feature of the invention is the pro-
vision of a trainee's selected recorded dialogue for
joint review with his/her supervisor or manager. ln
this m nner a performance/instructional review may
be ef~ected whereby the trainee can be readily znd
objectively shown his/her strong and weak skill points
Y~hile at the same time being given the opportunity to
e~press his/her comments and feelings.
The supervisor can pro~ose remediztion or advance-
menb based on tangible evidence of abilitv to perfo-~,
in the form of the trainee's recorded r~sponses.
~ iith reference now ~o ~ig.9 , a block di~gram
of an alternative embodiment of the tr2iner/syste~
according to the present invention is shown. The
trainer/system 46 is similar to the trainer/syste~ 10
shoYm in Fig. 1 with the exception that a split-
screen monitor 47 znd central processing unit or
computer (CPU) 4~ are incorporated into-the training
s~stem and method.
Wibh appropriate software, the trainer/system 46
czn be utilized to partially au~omate and expand the
training method discussed above. ~'or exam?le, under
_ - _ _ _~ _ . .
38
-21~
CP~ control, prio.r to ~d/o~ followin~ ezch zudio-
video record and playback segMent of the ~ro~rar." zll
bhe pre-recorded portions of the program may be pre-
.sented on the display monitor 47.--However,-instead-
. . of being stored on vi~eotape in a videorecorder, ~s
~reviously, these prerecorded portions are no~ stored
in a videodisc ~layer,-znd are selectively displ~yed
as ac~iv~ted by the CPU. Such pre-recorded displzyeG
- : . .
portions could include, but are not restricted tG:
~arr~tor'-s introductory co~ments; any.other su~p~e-
~entary audio-visual material; all text information,
questions, exercises, and instructions for~erly
contained ir. the workbook or other printed ~ateri.al;
rcle model skill demonstraLions; tar~et ~ersonaliLies
displayed for verbal in~eraction by the trzinee; thC
narrator's concluding summ~ry. ~iu~,erous soft-i:are
logic br~nches and subrou~lnes may be utilize~ to
vzry the difficulty level of the questions, ~i21Ggue
of the target personality(ies) and rate of trzini.ng
depending on the trzinee's inputteà responses, vi.a
keyboard 49.
~ Jhile certain specific embodiments have been
se~ forth for the ir.vention for the sa~e of illus-
tration to persons skille~ the ~r', it is not
intended LO ~e limitative. ~or example, altnou~-h
the specific embodiments contemplate a carrel type
trainer, other formats can be utilized.
.
