16

Demonstrating What You Teach

A picture is worth a thousand words.

——Fredrick Barnard

When you want to teach someone a new ability, it’s seldom enough to simply tell them what to do. Even the most specific wording can be misunderstood. Edward Thorndike, the noted educational psychologist, found that the five hundred most frequently used words in the English language have an average of twenty-four separate and distinct meanings. So, when you tell someone how to do something, there can be plenty of room for misunderstanding. This is especially the case when teaching someone how to do a complex skill or a familiar behavior in a more proficient way. Skills are concrete but words are abstract. A good demonstration—since it is concrete—tends to clear up misunderstandings that remain from the useful but the more abstract Tell How. Think of a demonstration as a movie of the desired performance.

An additional benefit of a well-done demonstration is that it highlights the viability of the course content since participants can see that what’s being taught works.

Trainers Must Be Competent at Doing What They Teach

A number of research studies by Robert Carkhuff and other behavioral scientists found that trainees rarely surpass the skill proficiency of their teachers in the subject matter being taught.¹ A good Tell How is a plus, but in and of itself, it’s usually insufficient for teaching someone a skill. If the teacher isn’t sufficiently capable at actually doing what’s being taught, the pupil’s skill development will be stunted. It’s unfortunate that few train-the-trainer programs for skill development courses are designed to foster sufficient skill development for the trainer to do proficient live demos or use the skill well in the workshop or in their civilian life. Responsibility for becoming adept with the course skills often rests squarely on the trainer’s shoulders. One option is for the trainer to find someone who can do the skill well, enlist him as a coach, and then practice the skill until capable of doing an effective demonstration, and when applicable, of using the skill effectively in daily life.

In dynamic training, a demonstration generally precedes a practice as diagrammed below. The demonstration’s main purpose is to provide a roadmap of what participants are to do in the practice, which follows immediately after it. Demonstrations are sometimes called “demos” and are also referred to as “behavioral modeling.”

Chapter 3 described a six-component process for skill-building instruction:

Involve Tell How Demonstrate Practice Feedback Apply

Chapter 4 showed how to cover all the bases efficiently when opening a workshop. Chapter 5 discussed using activities to connect participants to the content and to one another. Chapter 6 showed you how to maximize learnings by skillful debriefing. Now its showtime, and this chapter teaches you how to excel when you demonstrate how to do the ability that you are teaching.

Develop a Sequence of Demonstrations

When teaching any fairly demanding skill, a sequence of three cycles of the middle four components of the skill-building process is usually required. Of course, the Tell How that precedes each of the demos is geared to the level of the skill that’s required for the particular practice. In the third cycle, the Tell How and Show How components are printed in gray to indicate that in some workshops where participants are learning exceptionally well, these steps often can be greatly compressed or even eliminated.

Figure 16-1. Three cycles through the relevant components of the skill building process are usually required to learn a somewhat complex skill.

The Benefits and the Drawbacks of Video Demonstrations

It’s often desirable to use a video example for the first demonstration. Video demos have a lot going for them—especially for the initial demo. They’re predictable; you know that the skill user will be in top form. The length of the demo is predetermined. The brief video provides a change from the teaching modality you’ve been using. You can zoom in and out to emphasize something that’s a key to success in doing what you are teaching. Instructive captions or voiceover can be used to drive home a key point. You also have useful options in playback mode; you can freeze frame, fast forward, or replay a key part.

There are, however, some downsides to video demos. Although the methods or skills being demonstrated may be relevant to what’s being taught it’s unlikely that the actors will be depicting the type of industry the participants are in or the viewers’ vocational profile. Participants may question the viability of the script. They’re aware that neither the script writer nor the producer would allow the skill user to fail in what’s intended to be a positive demonstration. Furthermore, video demos lack the dynamic, engaging quality of a live demonstration. Despite these drawbacks, video demos can be incredibly useful training tools.

A point that most trainers would probably agree on is that many training videos are far from a perfect fit for the age, vocational profile, or other attributes of the group viewing it. So a disclaimer typically is useful for heading off criticisms that participants are apt to make that would consume workshop time and add little or nothing to learning the skill being taught. (Refer back to Chapter 11.)

The Benefits of Live Demonstrations

Live demos avoid most of the disadvantages of video demos. And, as you’ll see later in this chapter, informal live demonstrations are especially useful for addressing issues raised by participants. Live demos sometimes generate suspense, as participants wonder whether the trainer will be able to achieve the desired outcome. And live demos have the additional benefit of showcasing the trainer’s mastery of the skill, which adds to her credibility.

The biggest challenge of live demos is their unpredictability. In all likelihood the trainer’s demo partner will be a volunteer from the group. Our experience has been that you often get a fairly good volunteer, but every once in a while a volunteer plays the role ineptly and doesn’t give you much to work with. Occasionally, a volunteer will be “harder than life”—playing the role in a much more difficult manner than one would expect to encounter in the real world.

Despite these potential problems, we love live demos. When you’ve mastered the skills of dynamic training and the material of the course you are teaching, you’ll be able to handle virtually any harder-than-life situations that skeptical participants bring up. In fact, these challenging situations add interest and energy to the workshop. And your ability to handle these difficult interactions will strengthen participants’ motivation to master what you are teaching.

When Possible, Use Both Video and Live Demonstrations

When teaching a major skill, it’s often advisable to use a video demo first because of its predictability—you know the skill will be demonstrated effectively as well as some of the other advantages mentioned earlier. Later, when participants are more knowledgeable about and competent in using the skills, they’ll undoubtedly get more out of live demonstrations. And the likelihood of a live demo being much more credible is a significant additional benefit.

Tips for Leading Video Demonstrations

It’s essential that the video equipment be ready and that the trainer can operate the system. It’s usually best to begin by playing the whole demonstration, so participants get an overview of what they will be doing. Stopping and starting makes the viewing disjointed, and viewers are unlikely to see how the whole demonstration hangs together. So, before beginning the video, ask people to hold their questions. Then play the video.

Depending on the situation, you may decide to replay the video in whole or in part. Sometimes it’s useful to stop in places that are especially important for succeeding in the upcoming practice or that were of particular interest or concern to the participants.

Planning Live Demonstrations

Live demonstrations, in contrast to video demonstrations, can be used for the following:

• Using an interpersonal skill

• Operating a piece of equipment/using materials

Planning a Live Demonstration of Using an Interpersonal Skill

In a live demonstration of an interpersonal skill you don’t know exactly how the receiver of the skills is going to respond, so it’s not possible to do a step-by-step plan of the demonstration, as is appropriate when preparing to do demonstrate how to operate a piece of equipment.

The first step in preparing to do a live demonstration of an interpersonal skill is to achieve excellence in performing the skill. If you are demonstrating the skill of listening, you need to be able to use the body language of listening and reflect the essence of the message in a conversational manner. If you demonstrate handling a complaint, you must be able to defuse the customer’s negative feelings to the extent that effective problem solving can be done. When the demo is on giving feedback, the trainer needs to be able to use objective, behavioral descriptions and handle any defensive responses that may be triggered.

Live interpersonal skills demonstrations have a spontaneous, even risky element that tends to heighten the interest of participants. When done well, they’re often among the highlights of a workshop. To help guide your preparation for this type of demo, you’ll find a sample Interpersonal Skills Demonstration Worksheet in Appendix I.

Planning a Live Demonstration of Operating a Piece of Equipment

Detailed planning of the body of an equipment demonstration (step 6 below) will go a long way toward assuring success. In the planning stage, actually do the demonstration and write the steps as you proceed.

Regarding the written steps, do the demonstration again and edit the written directions for clarity and brevity. Once you’re clear on the steps, practice the demo until its second nature to you.

How to Do Effective Demonstrations

Following these steps will help you effectively demonstrate what you are teaching:

1. Introduce the demonstration.

2. Give the directions.

3. Ask for a volunteer or volunteers (when needed).

4. Mention the specific things to watch for and/or listen for.

5. Use a disclaimer (when appropriate).

6. Do the demonstration.

7. Debrief the demonstration.

8. Conclude the demonstration.

1. Introduce the Demonstration

The introduction to a demonstration is similar to the introduction to leading an activity, which was discussed in Chapter 5:

• Transition in: link the component that was just covered (usually a Tell How) with the upcoming demonstration.

• State the purpose: explain that this demo models the ability that was described in the Tell How and shows what they will be doing in their upcoming practice.

• Preview: briefly preview what the demo will cover.

2. Give the Directions

When giving directions, start by setting the stage. Describe the following:

• What the situation is

• The role you’ll be taking

• The role the other person will be taking

• If equipment and/or materials are involved, explain what they are and how they’ll be used.

3. Ask for a Volunteer (or Volunteers)

If one or more volunteers are needed, first describe exactly what they will be asked to do. Then ask for volunteers. People may be slow to volunteer, especially at the beginning of a workshop. Don’t try to rush the situation. Sometimes it’s useful to repeat what the volunteers will do in the demo and invite again. Wait. Expect someone to volunteer. Be patient.

4. Mention Specific Things to Watch for and/or Listen for

Set the stage:

• The situation

• The people

• Moments of special importance. This often is a very brief reference to points that were made in the Tell How. In a video demo, these may highlight crucial moments in the film.

Some trainers like to use Observer worksheets. Observer’s Worksheets are developed by the trainer to fit each unique demonstration. The worksheet indicates specific parts of the demonstration that participants can look for to get the most out of observing a demonstration. If you are using observer’s worksheets, distribute them now. You should start developing the worksheets when you are planning the demonstration. That way you can easily match the items on the worksheet with the material that you’ll be teaching.

5. Use a Disclaimer

Using a disclaimer generally is an important part of leading a demonstration—and it’s one that’s often omitted. While disclaimers are important in many parts of a workshop, they’re especially important prior to viewing most demonstrations. A demo can’t show every problem that’s likely to come up in the situation portrayed, and participants typically can raise a number of potential problems that were not addressed in the demonstration. And live demonstrations rarely are completely flawless. So rely on disclaimers to create more realistic expectations.

A disclaimer relating to a demo might sound like this:

With an effective disclaimer, the trainer can head off much irrelevant discussion that might otherwise occur and keep the focus on what participants need to watch and/or listen for to be well prepared for the coming practice.

6. Do the Demonstration

All the time you’ve spent preparing your presentations, practicing their delivery, and developing the skills needed to do demonstrations have brought you to this moment of actually doing the demonstration. When done well, this can be an “Aha” moment for learners. All your efforts prior to this will have been worth it when you see participants’ reactions:

“Yeah, I get it now.”

“I can see how this skill will be really useful.”

7. Debrief the Demonstration

Ask questions that prompt participants to react to what they’ve seen and heard. Respond with a reflection of what was said, or simply say, “Thank you.” For more information on debriefing refer to Chapter 6.

8. Conclude the Demonstration

To wrap up the demo, briefly review the steps of the demonstration and perhaps mention a highlight or two if there were some standout moments. Then transition to what’s next on the agenda. Bridging to the next part of the workshop avoids the disjointed endings and beginnings that people experience in workshops that lack smooth transitions.

What to Do if No One Volunteers to Participate

This issue comes up a lot in Train the Trainer workshops. However, in dynamic workshops lack of volunteers has not been an issue because of the highly participative workshop designs. While we’ve never had the experience of no one volunteering, it probably could happen. And it’s wise to be prepared for that possibility.

In the unlikely event that no one volunteers, here’s a way of responding to the situation:

• Manage your mindset. Remind yourself that you’ve mastered the skills of dynamic training and therefore have the skills to handle the situation. And whenever a trainer manages a difficult workshop situation effectively both she and what she is teaching gain increased credibility.

• If you think the demonstration is crucial to learning the ability you are teaching, consider doing the demo solo—taking both roles yourself.

A listening skills demo without the needed volunteer could be done as follows: The trainer arranges two chairs facing each other and says, “Since no one is ready to volunteer yet, I’ll play both roles, the role of the participant and the role of the trainer. The participant has chosen to talk about a problem she’s having at work.”

The trainer sits in the participant’s chair and begins: “I’m now sitting in the participant’s chair. When I role play myself, I’ll sit in that chair [pointing], which is the trainer’s chair. Speaking now as the participant, I say, ‘It gets harder and harder to keep my team motivated at work because of all the downsizing. When people see their friends leaving, one after another, they begin to wonder if they’ll be next and if so why are they breaking their backs working so hard for a company that doesn’t value them.’”

The trainer moves to the trainer’s chair and reflects, “You can sense their discouragement.”

The trainer moves to the participant’s chair and says, “Yeah, I know where they’re coming from, and, frankly, I feel a little like that myself.”

The trainer moves to the trainer’s chair and reflects, “You understand because you share some of those feelings.”

The trainer moves to the participant’s chair and replies, “You’ve got that right.”

The trainer then steps out of the demonstration saying, “I’ll cut the demo here.” She debriefs the demonstration with the group and transitions to giving directions for the practice.

Assess the Learning Climate of the Workshop

If you ask for volunteers and no one offers to be part of the demonstration, you probably should begin to wonder about the learning climate you’ve established and increase your efforts to build a safe and supportive environment in which volunteering won’t be perceived as too risky.

Guidelines for Doing Negative Demonstrations

Sometimes it’s useful to compare the behavior that’s being taught with less desirable behaviors that are commonly employed. Negative demonstrations can be used to contrast the undesirable effects of people’s typical ways of behaving with the benefits obtained from using the course skills in the same situation.

When a negative demonstration is used, it should

• depict a frequently made mistake or a recurring problem in participants’ efforts to master what’s being taught,

• follow a positive demonstration, and

• repeat the exact situation that was depicted in the positive demo (but without using the skills that were used in the positive demonstration).

When doing negative demonstrations, many trainers are tempted to overplay the negative behaviors since doing so often brings laughs. While that may provide a few minutes of fun for everyone, it defeats the purpose of the negative demo, which is to provide a fair, objective, and realistic example of a commonplace but less desirable alternative to what you are teaching. Steer clear of the tendency to overdo negative demonstrations.

Informal Demonstrations

Two types of informal demonstrations contribute significantly to participant learning:

• Responding to a how-to question

• Walking the talk

Responding to a How-to Question

An important use of informal demonstrations in a workshop occurs when responding to participants’ how-to questions. Chapter 13 discussed how to respond to this type of question with a mini-demonstration rather than by giving a strictly verbal answer. Another option is to respond with a succinct Tell How followed by a brief Show How.

Walking the Talk

Walking the talk is behaving and generally living in line with what you are teaching. The research is clear: when teachers don’t proficiently practice what they teach, the training they lead will be mediocre at best and at worst a waste of the participants’ time and the organization’s money.

Walking the talk occurs when the trainer uses the skills and abilities being taught when he’s not in the Show How component of a workshop. If listening is being taught, the trainer needs to listen effectively whenever he interacts with participants. If the course teaches setting objectives, the course objectives should be written in the same objective-setting format that’s taught in the course. If the course teaches decision making, the trainer’s decisions in the classroom should embody as much of what is being taught that is pertinent to the course. In other words the trainer “walks the talk”—in all facets of the workshop as well as in his “civilian” life. As St. Jerome counseled his fellow fourth-century Christians, “Do not let your deeds belie your words, lest when you speak in church someone may say to himself, ‘Why do you not practice what you preach?’”

Like everyone else, trainers are human; we have feet of clay. So we are not going to perfectly embody what we teach. But when a trainer doesn’t walk the talk reasonably well, he or she is soon recognized as a phony and what’s being taught will be seriously undermined if not totally negated.