JI — Session 2.3

Instructing Demonstration (without breakdown)

~ Trainer’s Hints ~

The trainer should meet with both people selected to deliver a demonstration in this session before the session starts. If both are prepared to deliver the demonstration, pick the one that is visually best for a demonstration. Sometimes you will have someone that has really prepared and will possibly deliver such a good demonstration, that you will have difficulty making the point of the value of the Job Breakdown sheet. You need the person selected to make some mistakes so the value of the Job Breakdown sheet is obvious to the group.

Call the selected instructor to the front for their demonstration. Let them tell what the job will be about and ask for a volunteer to be the learner that does not know the job. Retire to the side and use the Trainer’s Demonstration Comment Sheet to make notes about the demonstration so you will be better prepared to accurately comment on the demonstration. . But put it on one side when you are leading the discussion. Watch the time factor to allow proper time for discussion.

The primary purpose of this demonstration by a group member is to get conviction from that member and from the group that instruction can be done better if the instructor has prepared themselves by means of a job breakdown sheet. This demonstration should point to the need for a job breakdown. The Trainer is particularly interested in whether the leader demonstrates and explains the job clearly, and whether the learner performs it correctly and explains what they are doing.

Having members understand the purpose and value of a job breakdown (and how to make one) is the heart of good job instruction. Steps 2 and 3 of “How to Instruct” cannot be used effectively unless the instructor has organized their thinking by means of a breakdown. In Step 2 they can’t “tell, show, and illustrate one Important Step at a time” unless they recall the “Important Steps” in sequence. They can’t “stress Key Points” unless they know the “Key Points.” They can’t link the “Reasons Why” to the “Key Points” unless they remember them. (Don’t rely on memory.) In Step 3 the learner can’t explain the key points unless the instructor has put them over in Step 2. The instructor can’t pull the Key Points and Reasons Why from the learner unless they both know them.

Remember the only training point you want to get out of this demonstration is that preparation is necessary. If demonstration is good, get assurance from instructor that they had planned or practiced it.

Do you have any suggestions to help other trainers with this lesson? Contact me so I can add your insights. — Mark.Tesla2@gmail.com

~ Trainer’s Content to Deliver ~

INSTRUCTING DEMONSTRATION (without breakdown)

  • Allow 15 minutes for this segment

Now we are going to put the 4 steps of “How to Instruct” to work.

This instructing demonstration is not expected to be perfect — it is put on to bring out some fundamental points to be discussed at this session.

( name of person presenting) , which of your jobs that you supervise did you bring in for demonstration?

Did this need show up on your time table?

Will one of you who do not know how to do this job help by serving as learner?

  • Select learner.

Will the rest of you take your “How to Instruct” cards and note how nearly this sample job instruction follows the correct procedure?

KEEP CLEARLY IN MIND WHAT YOU ARE LOOKING FOR:

  • You are seeking to have members prove to themselves that instruction on the job can only be done properly when instructors get ready to instruct. The sole purpose of this demonstration is to sell the need and necessity that supervisors do definite planning before instructing.

Look for these points, in particular, during the demonstration:

In Step 1:

  • Was the instructor’s attitude toward the person constructive?
  • Don’t look for anything more in Step 1 at this stage of the program. It isn’t the point you are trying to emphasize.

In Step 2:

  • Look for completeness, clearness and orderly presentation.
  • List steps and key points in Step 2 so that key points checked in Step 3 will appear directly opposite them on the page.
  • Use “Trainer’s Job Breakdown and Comment Sheet”.
  • Leave blank spaces where the instruction is not clear or something appears to be omitted.
  • Note places where the instructor “back-tracked,” or brought in new ideas at the “wrong place,” or “jumped about” from one point to another.
  • Step 2 is the most important step to look at to bring out the need for breakdowns.

In Step 3:

  • Look for completeness in checking how nearly the points given the learner followed the points presented by the instructor.
  • List key points in Step 3 opposite those brought out in Step 2, to the extent they can be “matched up” at all.
  • Look for new ideas presented by the instructor in Step 3 that they omitted in Step 2.
  • Look particularly for the key points that were missed, or not stressed, or not checked clearly.
  • Try to find several key points on which the employee was not instructed, so you can stress — “If the Employee Hasn’t Learned, the Instructor Hasn’t Taught.”

In Step 4:

  • Did the instructor designate someone to whom the employee should go for help?
  • Don’t look for more in this step. You are only trying to establish the need for job breakdowns.
  • 35 minutes to here (approximate time into session)


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