Comment Sheet for Trainer to Review Demonstrations

JI — Session 2.4

Comment on the Demonstration

~ Trainer’s Hints ~

Use a Trainer’s Demonstration Comment Sheet to watch for and note main errors. This form helps you to organize your thinking about the demonstration.

If the members did not quickly realize that there were gaps in the demonstration, this is the time to bring out the inconsistencies that can be avoided with the Job Breakdown sheet. Make sure that the comments are not personal, just about the process. With very poor demonstrations the Standard Procedure would be too hard on the demonstrator. This is an indicator for the trainer to make sure they quickly engage a coaching session to keep them from falling behind.

Remind them that each member is expected to put on an instruction demonstration and also to serve as a learner. Keep in mind that the purpose of the demonstrations is to develop understanding and skill in the use of the “get ready” points and the “how to instruct” points. Therefore, it will be necessary to repeatedly remind the members to follow the card closely as a demonstration proceeds. There is a tendency for the group members to get so interested in the demonstrations that they forget to observe how the pattern is being used. Learning to use the pattern is the primary objective of the training sessions; the demonstration job is only a vehicle by which the members become familiar with the pattern.

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 ~

COMMENT ON THE DEMONSTRATION

  • Allow 5 minutes for this segment

Have instructor leave equipment at the work bench.

Have instructor and learner return to their seats.

Ask the group to comment on the demonstration.

Don’t expect the comments to be particularly helpful for your purpose.

Bring out the discrepancies, errors, and omissions you have observed which they missed.

Smile as you criticize — always.

Point out that the job was “too big” for one unit, if such was the case.

Bring out any trade or technical terms that were used, but not explained.

Point out lack of orderly presentation.

Ask the “learner” questions on points that were not made clear by the instructor.

Explain again that the instructor was good enough to “give us a picture of how we really instruct on the job.”

Explain that they (the instructors) knew your purpose in advance, and that your comments were solely to bring out the problems and faults in instruction.

They were not directed at the instructor personally.

Thank the instructors for their help.

  • If appropriate ask:

Do you think your instruction would have been better if you had had more time to plan?

Jobs must be “thought through” carefully, before instructing.

We “think” we know a job when we really don’t.

We know it so well that we overlook the points that confuse the learner.

We often know it so well that we don’t plan how to train others.

These weaknesses, unfortunately, are almost universal.

They are typical of most of the instruction in any industry at this very minute.

This demonstration was probably better than the instruction being given throughout industry.

  • Thank instructor again for having helped bring out these points.
  • Conclude with:

We need more than just the four steps to have employees properly understand jobs.

  • 40 minutes to here (approximate time into session)


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