In Part 1, I shared some ideas for recording in the classroom. In this blog, I’ll talk about play back.
Role Play
Learners need to see how they did soon after performing a role play, so I like to leave the participants who performed the role play in a separate viewing room after they finish recording to give them the opportunity to play back their performance. Provide a job aid or checklist of things to look for so they have a framework to assess their performance. If each participant has had an opportunity to play each role, there may be a few short videos to watch. Have the small group watch each video together, and provide feedback to each other. Before they retire to the viewing room, be sure to encourage them to exchange balanced feedback, beginning with what went well and then exploring opportunities for change. This small group environment typically provides safe, yet honest, feedback.
Task Assessment
It’s important for participants to see a task performed properly in the classroom before having the opportunity to practice. Conducting a proper demonstration requires the right equipment, timing, execution, etc. These variables may not be constant in a classroom environment. With that in mind, playing a pre-recorded demo may be the best way to go. Video technology can help you take advantage of close-ups, freeze live action, and even add text to the screen to support the demo. When introducing this presentation technique, simply introduce the topic, and then invite the group to watch the demo. You have the option to pause for questions during the demo, or you can ask that the group hold questions until the demo is complete. You can always play it a second time if needed. That is much easier than having to reset all of your equipment so you can repeat a live demo. The other advantage to a pre-recorded demo is the fact that it is consistent. No matter who teaches the class, you can be sure that each group of participants will see the same demo handled the same way. That consistency supports the credibility of your training.
It’s also important for each participant to observe their own work objectively. After performing his or her role play, each participant could conduct a self critique using a job aid or checklist. Self-correction provides a very safe environment for feedback. Ensure that the playback method is easy to operate and can take place in a private setting. If the materials are available to help each individual as they self-critique their performance, there is no need to play the video for the entire class.
Object Lesson
After recording an object lesson, play back the video to highlight your points. In this situation, the video is played for the entire group. I’d suggest that you cover one key point, and then have the group watch a segment of the video to see that point come to life. If you are planning to cover three major areas, consider recording three segments so that one recording can be used for each area to be covered. This type of play back can be a great springboard into a large group discussion on the topic as well.
Timing also makes a difference. Consider recording right after lunch, and then playing these videos back later in the afternoon. To make the play back even more enjoyable, serve up some popcorn or other movie snacks to drive home the movie theme.
When used appropriately, video can provide an interesting variety of presentation and feedback methods in the classroom.
Jim
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Recording in the Classroom is a very helpful tool for improvement in job performance when you return to your job. It also serves as a job-aid for the Trainer and participants. Action Plans after review is compulsory if areas are identified. Through this medium one can become efficient and maintain efficiency.