Ashley Chiasson, M.Ed

Following on the coat tails of last week’s discussion of Tell, Show, Do, I figured I would share another training tip I learned during my tenure at Starbucks: Sandwiching. And no – I’m not talking about the process of making a killer Peanut Butter and Jelly.

Sandwiching?

Sandwiching is a fun training term that is related to professional development and training. The premise is that when providing feedback to someone, you sandwich the constructive criticism between two positives.

This method is effective with regard to providing feedback because it gives the recipient relevant compliments on a task, with a small constructive criticism of the task – something for them to improve on in the future. It lessens the blow of the critique, which can be critical, especially if you work with some very sensitive souls.

The important thing with this method is that all points must be relevant. Below, I’ll illustrate a bad sandwiching conversation and a good sandwiching conversation.

Bad Sandwiching

Supervisor: Hey, Becky! I just thought I would tell you that your new polo shirt fits you really well, but you suck at making lattes. Great hairstyle – did you just get it cut?!

This is an example of bad sandwiching because all points are not relevant to the constructive criticism. The positives are superfluous. Nice compliments, but a terrible training strategy.

Good Sandwiching

Supervisor: Hey, Becky! Your milk aeration is on point! Although, when you make your lattes, could you please hold the foam back with a spoon or give the milk time to separate from the foam? Otherwise your lattes will be too light and will be closer to a cappuccino – more foam than milk. You did also do really well keeping steaming your milk to the appropriate temperature.

This is an example of good sandwiching because all points are relevant to the constructive criticism.

Good sandwiching conversations may take a bit longer to have, but that’s because they aren’t superfluous. They have the goal of hitting three relevant points, all providing feedback related to the task at hand, in this case, making a latte.

Back when I was working through my undergraduate degree, I managed a busy Starbucks. It was an incredible experience because it allowed me to foster some of my longest standing friendships, and I had a pretty friggin’ amazing staff.

With management comes training. This was one of my first tastes of training and professional development (of others), and I take some of the principles used in this corporate training experience with me as I move throughout my current role and even my life.

One such training principle that Starbucks introduced me to is: Tell, Show, Do.

Tell, Show, Do?

The idea behind tell, show, do is exactly how it sounds. You begin your training experience by telling the trainee what they will learn. You then show them what they will learn. Finally, you let the trainee try their hand at whatever it is you’re training them to do.

As a kinaesthetic learner, especially when it comes to procedural training, I found this training method extremely effective.

Great. Now I know what you’re talking about, but how would this type of training look?

You know how Starbucks comes out with new drinks every now and again, or even re-introduces old favourites (hey, Pumpkin Spice Latte, amiright?)? Well, every time there’s a new product launch, an old drink is reintroduced, or a recipe changes, a whole training requirement comes down the pipeline. Each employee needs to complete the training, regardless of time spent at the company or proficiency.

Scenario: A new employee is learning to make a latte.

• Step 1 – Explain to the trainee that they will be learning to make a latte, that the recipe card is located in x location, and explain the procedure for making the latte.
• Step 2 – You, as the trainer, make a latte, explaining each of the steps as you make the latte. Steps will align with the recipe card.
• Step 3 – Finally, you let the trainee make a latte, in accordance with the recipe card specifications.

Once the training session is completed, the trainer will assess the training and will provide constructive feedback to the trainee. Such feedback will allow the trainee to improve their performance on the next attempt. Ahead of the next attempt, the trainer should use Tell, Show, Do as they emphasize elements of the training where the trainee missed the mark. This feedback should also help the trainee improve performance in their next attempt.

Stay tuned next week for another training tip I learned at Starbucks and continue to bring with me!

(Complete discretion: Part of me has wanted to use this image in a post for many moons…so I loosely related it to PLAR, implying that the aliens previously filled that individual’s brain with knowledge…#sorrynotsorry.)

Prior Learning Assessment and Recognition (PLAR)

PLAR involves acknowledging relevant life experiences as credit against a pre-determined set of standards. Think of PLAR as a way of becoming exempt from an exam in high school. You demonstrate your competencies, and if the demonstration is strong enough (usually graded), you are fast tracked to the next course.

We often see PLAR in on-the-job roles, where someone may not have the perceived necessary academic qualifications for a certain position, but their previous work experience has been considered acceptable to warrant a career position for that individual.

 Why is PLAR important?

• As an individual, it can help you identify skills and knowledge that may be relevant for application to future positions.
• It allows institutions and workplaces to set a benchmark for your knowledge and skills as they relate to their organization.
• Is efficient when it comes to identify training gaps and filling those gaps instead of delivering unnecessary training – this identification is often paired with training needs analysis.