Where most learning happens.
WHY IT MATTERS MOST
Most capability is built doing the work, not in a room.
WHAT MAKES IT EFFECTIVE
Someone competent demonstrating The learner doing it Immediate feedback Repetition until it is reliable
WHAT THE SEQUENCE SHOULD BE
Explain what and why Demonstrate, at normal pace Demonstrate again, slowly, explaining each step Have them do it while explaining Have them do it alone Check
WHY HAVING THEM EXPLAIN WHILE DOING
It reveals whether they understand or are copying.
WHAT TO AVOID
Demonstrating once and leaving them Explaining without demonstrating Correcting everything at once
WHY NOT EVERYTHING AT ONCE
People can only absorb a limited amount, and excessive correction discourages.
WHAT TO CORRECT FIRST
Anything unsafe, immediately.
WHAT TO CORRECT NEXT
Whatever affects the result most.
WHAT TO LET PASS INITIALLY
Minor differences in method that produce the same outcome.
WHY
Insisting on your exact technique is not training.
WHO SHOULD TRAIN
Someone who does the work well and can explain it.
WHY BOTH
The best performer is not always able to teach.
WHAT TO GIVE THE TRAINER
Time, and recognition that it is part of their work.
WHY
Training squeezed between tasks is done badly.
WHAT TO ESTABLISH
That the learner may ask questions without appearing incapable.
