This approach is appropriate where the main purpose is the development of skills.

Skills are developed by repetition of known sequences. If the repetition is paired with guided criticism and praise, the learner will become more skilful. Olympic athletes practise daily. They have coaches assisting their efforts to improve their performance.

The same priciples apply to surgeons, musicians, chess players, golfers as well as to computer operators, office workers, foresters, engineers and conservationists. The experienced supervisor, manager or human resource development professional takes on the coaching role, guiding, assessing and directing activities to improve on the job performance.

The experienced presenter knows that the effectiveness of the demonstration is the key that will lead to learning that is permanent, more easily performed and better integrated into the everyday work skills of the participants.

How does the trainer ensure an effective demonstration?

1. List the equipment needed ( if any ) and check the requirements of the environment for sufficient space, safety features, temperature ranges etc, if applicable. Also determine the physical requirements in terms of the participants, if applicable.

2. Analyse and list each step in the performance of the skill. The sequence and number of steps is essential preparation. During the demonstration use numbers : 1, 2 , 3 , etc or words such as, "Before/ after doing this, check X and Y", "Next ...", "Now we've done X we do Y", and "Finally" ... or "The last thing we do is .... "

3. If the process is lengthy it is preferable to break down the skill into a number of stages. Decide the possible sequences of teaching and practising the sub skills, e.g.

Stage A, practise A, Stage B, practise B, Stage C, practise C, Combine A,B and C and practise the total sequence. OR

Stage A, practise A, Stages A + B, practise A + B, Stages A+ B + C and practise the total sequence.

4. Determine where precautions should be taken because of potential physical danger to the learners or to end receivers or possible physical damage to equipment or surroundings. Remember to highlight or emphasize the precautions and the end result of faulty decisions and carelessness.

5. Ensure that all participants can see, hear and understand the demonstration.

6. Check understanding frequently by:

• Asking individual participants to re-explain a point;
• Have the group or individuals repeat what has been said;
• Having participants identify the next step in a sequence during a redemonstration.

A typical DEMONSTRATION / PRACTICE lesson involves the following steps:

Step 1: Preparation for practice

Step 2: Demonstration (or Recall of the process, if the skill has been taught before)

Step 3: Imitation

Step 4: Practice

Step 5: Assessment

Step 1, Preparation for practice, may involve explaining the reasons why the skill is important, the linking of it to previous skills and experience, an outline of the session's activities and the trainer's expectations of what the participants should be able to do and the level of performance expected at the lesson's end. There may need to be a revision or recall of lesser skills which form the basis of the new skill to be learned.

An athlete would perform some warm up exercises at this stage. A musician would play scales to be flexible, speedy and to tune the instrument.

Step 2 is the Demonstration. Follow the suggestions listed earlier

Step 3 is the Imitation. The demonstration is repeated by one or more participants while the class and trainer study the accuracy of the performance. Any faults should be corrected at this stage.

Step 4. is Practice. The participants are given sufficient time to practice the skill under the supervision of the trainer.

Steps 2, 3 and 4 may be repeated several times if the trainer is presenting a lengthy skill sequence.

Step 5 is Assessment. The results of the practice must be evaluated , corrected and analysed.

If for example. the trainer was teaching accountancy skills, the calculations would be corrected with class assistance, the number of errors in each item would be noted, the types of errors would be noted, the performance of each participant would be recorded and the names of participants performing poorly would be noted so that they could be given remedial assistance in the next practice session before going on to higher level skills.