Phase 2: Presentation/Demonstration

The second step of the Four-Step Coaching Method is Presentation/Demonstration.

During this step you will:

• Present the coaching content.
• Demonstrate the task.
• Verify that the employee understands the task.

Present the Coaching Content

Keep in mind that the key points of your presentation and demonstration are based on the goals of the coaching outline. Begin by telling the employee goals for the session. If they know where you are leading them, they are likely to follow.

There are several techniques you can follow that will make your presentation more effective.

Follow a Logical Sequence: Explain the procedure in a step-by-step manner. Begin with the first thing to do, followed by the second, and so on.

Be Clear and Concise: Get to the point and cut anything that is unnecessary. The less you say, the less the employee will have to remember.

Explain the Reasons “Why”: Explain why it is best to perform the task a certain way. This will keep learners from developing unhealthy habits.

Stress Key Points: Provide key points to ensure that the employee focuses on learning the job.

Avoid Jargon and Buzz Words: Keep your presentation simple and to the point. Too many terms will confuse the employee.

Speak at a Moderate Speed: Avoid speaking too slowly – you may offend the employee. On the other hand, if you speak too quickly, the employee may not be able to understand an idea before you move on to the next one.

Make Frequent Eye Contact: Look at your employee often during the presentation. Maintain eye contact for three to five seconds before you look away. The expressions in the employee’s eyes will offer clues as to how well they understand what you are saying.

Be Enthusiastic: Demonstrate your interest in the topic. If the employee appears bored, they may be reflecting the message that you are sending them. Enthusiasm is contagious, and the participants will catch on.

Demonstrate the Task

Researchers estimate that people remember only 20 percent of what they hear but up to 50 percent of what they see and hear. So, it makes sense that you should demonstrate the task. Demonstration could also entail arranging for workplace/task exposure.

Here are several techniques that will make your demonstration more effective:

Use Manageable Sections: Demonstrate the task one step at a time. Presenting the whole task at one time will cause confusion and will overload the trainee with too much information. Break the task down in chunks/components and arrange for development/exposure on one part at a time.

Demonstrate Next at a Slower Speed: Although you may have done the job one hundred times, it is the first time for the trainee. A slower speed will enable the trainee to learn the task and grasp the details.

Use Real Materials, Props or Cut-Away’s: Whenever possible, create real experiences during the demonstration. If this is not possible, obtain or develop a prop/simulation. The more realistic the demonstration, the easier it is for the trainee to complete the try-out step.

Check That Employees Understand the Task

Even if you present and show a task the same way every time you train, it is unlikely that all employees will respond in the same manner. Some will learn quicker than others, some will have more questions.

Despite your best efforts, may never quite understand the task. Always verify the employee understands of the task before you move to the try-out step in the coaching process.

There are three ways you can test a employee’s understanding:

Ask for Questions: At points throughout the coaching, ask employees, “What questions do you have?” With this request, you are showing that questions are part of the coaching process. Employees are more likely to ask their own questions once they realise it is expected. Your request may be answered with a “No”, if you ask, “Do you have any questions?” Employees may not want to admit they have questions, because they are afraid it will show they are incapable of understanding the task. It also could mean they are confused. You also can “prime” them by saying, “One of the questions I’m often asked is…”, then answering the question yourself.

Keep the questions short and to the point. Your goal is to verify understanding while reinforcing what the employees are learning. Usually, you will need only two or three questions to figure out what the employees have learned. This allows the employees to develop the confidence that they are making progress and that they are learning the task.

Try to avoid questions that can be answered with a simple “Yes” or “No”, as these answers give little insight into what the employees have learned.

Ask open-ended questions that begin with words such as what, why, how, when, or where. For example, “Where would you store the oily rags after cleaning the equipment?”

Have Employees Repeat Instructions or Process Steps: Focus on relevant points that must be followed to perform the task properly. Do not ask them to repeat the entire process. Tell them that you are asking them to repeat instructions or process steps because you are concerned about how well you communicated the message. You could say, “Just to be sure I was clear, tell me how you should…” This approach keeps the employees from feeling threatened and allows them to respond with brief answers.

If the employees repeat the instructions/process steps correctly, respond, “Good. I’m glad my instructions were clear.” If they have difficulty, correct them in a constructive manner: “I may have forgotten to mention that…” As the coach, you must assume responsibility for the accuracy of the communication.