The Presentation Delivery: Training Package

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Abstract

The present training package is about presentations delivery. The training package reveals the major objectives of the session concerning the preparation for the presentation delivery. The session will last for 90 minutes and it includes introduction, two topics, two activities, assessment and conclusion. It will also cover the following:

the necessary materials and techniques to be used.
the general layout of the session.
tasks to be done and topics to be discussed.
assessment activities aimed at evaluating trainees’ progress.

Location

The room should be quite large as the class will consist of about 10 people (Mitchell 2009).
Toilet facilities.
Access to power supplies.

Layout

Tables can be arranged in two rows as it will enable participants to interact freely. This arrangement will also enable the trainer and the trainees to move around freely. This is quite important as the trainees will need to participate in self-management activities.
Table for trainer.
Table for data projector (if necessary).

Equipment

Tables.
Laptop.
Screen.
Data projector.
Whiteboard.
Notebooks.
Pens.

Materials

Hand-outs, which include:
Introduction
Course outline and course objectives
Assessment Requirements
Description of major stages of getting ready for a presentation
List of equipment needed for a presentation

Special Actions before Session

Maximum 10 participants per session (Mitchell 2009). In this way quite a lot of employees will acquire the necessary knowledge. At the same time, the trainer will be able to assess the progress of each participant and participants will be able to interact more freely (Mitchell 2009).
Make sure that employees are provided with the outline of the course before the session. The trainees will be able to think over possible questions to be discussed during the session (Moskowitz 2008).

Course Design

The present course was designed for adult learners. Therefore, it is essential that the trainer:

Uses phased approach which is very important as learners should obtain the necessary information by certain portions (Barbazette 2007). This will enable them to acquire the necessary skills more effectively.
It is also important to mention the objectives of the session as it will encourage trainees to work harder. Admittedly, adult learners are more attentive and cooperative when they are aware of the major objectives (CDR Associates 2007).
It is important to create an atmosphere which contributes to harmonious relationships between the trainer and the trainees (Maton and Moore 2010).
It is also important to make use of such activities as role playing, problem solving and discussions (CDR Associates 2007).
The trainees should also practice acquired knowledge and skills (CDR Associates 2007).

Introduction

The introduction is a very important part of the session since it:

Sets the necessary atmosphere in the class (Delahaye & Smith 1998);
Outlines the major objectives of the session (CDR Associates 2007);
Encourages trainees to actively participate in activities to gain the necessary knowledge (Maton and Moore 2010). The trainees can also think over possible issues to discuss during the session. For instance, after introducing the outline of the session and its majors, it can be helpful to encourage trainees to ask some questions. Therefore, the session can be even more effective, as it will meet the needs of a particular group of employees.

The trainer can say the following:

All people, present here, often face the need to deliver some presentations on a variety of issues. Of course, we are all professionals here and we know what to include in our presentations. Nonetheless, the process of getting ready for the presentation is crucial. You know that something can go wrong and your presentation can become a failure. How to avoid this misfortune?

According to Bradbury (2006) the success of your presentation depends on the proper preparation. It is not only about making good PowerPoint presentations or practices in front of a mirror. It is also important to make sure that your audience will obtain the necessary materials, the data projector will be operating properly, your PowerPoint presentation is available, the whiteboard is ready, etc.

Basically, this is what we are going to learn during this session. We will learn to properly get ready for your presentations. You will learn to ensure everything is OK before you start delivering your presentations. This will save you from unnecessary stresses as nothing will go wrong if you make everything right. Of course, this will make you even more successful at your work places.

Assessment

The trainees are expected to demonstrate their skills. In the first place, the trainees will be able to check whether the equipment is available, they should also make sure that all the necessary materials are available. Finally, they should be able to give out the necessary materials. Each trainee will be assessed at the end of the session, so there should be certain time for this activity (Moskowitz 2008).

First, trainees will comment upon performance of each other. Secondly, it is necessary to hand out checklists where the trainees will report on their own competence. Basically, there will be three types of assessment: peer assessment, self-assessment and trainer’s assessment. Self-assessment will show whether trainees are confident enough to use the newly acquired skills. As far as peer-assessment is concerned, during the discussion the trainer will be able to observe whether trainees grasp the necessary information properly. The checklists can be as follows:

Checklist
- Trainee Trainer
- Equipment availability
- Materials availability
- Materials distribution
Tick if you are sure you are (trainee is) competent.
Cross if you feel you are not (trainee is not) competent and need(s) some training.

Conclusion

The present session plan will help the trainer to run the session (Delahaye & Smith 1998). It will remind of the techniques to be used, questions to be asked and addressed to. It will also help to time the activities and not to forget some points or materials. The training package can be helpful when evaluating the trainer’s work and it will also help to assess the effectiveness of the course.

Session Plan

Program Title	Presentations	Session Title	Getting Ready for a Presentation	Total Time	60 minutes
Objectives	To teach and practice major stages of getting ready for a presentation delivery. Trainees will be able to check equipment availability; Trainees will be able to check materials availability; Trainees will be able to properly distribute materials.
Visual Aids	Laptop Screen Data projector Hand-outs
Special Actions before Session	Maximum 10 participants per session Make sure that employees are provided with the outline of the course before the session.

Time	Modus Operandi	Main Points	Details
		Introduction
0 min	Welcome	Overview	90 min session
		WH7S	Emergency exits Toilets Sockets, switch, equipment
		Interest and motivate	Fun Benefits
	Hand-outs	Preview	Objectives Session structure Assessment Trainees can ask their questions
		Body
5 min	Discussion	Icebreaker	Ask trainees to comment upon the most interesting/boring topic of a presentation they ever heard or delivered
10 min	Questions	Discussion of the stages	Possible questions: How do you get ready for your presentation delivery before the meeting? Have you ever checked facilities? Do you think it is important? Have you ever had some technical problems while delivering a presentation? Do you think you could prevent them?
15 min	PowerPoint Hand-outs Whiteboard (if necessary)	Topic 1 The major technical problems that can occur	Introduce the most common technical problems that can occur: Pictures Diagrams and tables Most important data are also in hand-outs
	Questions	Check understanding	Ask trainers to enumerate common problems that appear during presentation delivery
25 min	PowerPoint Hand-outs Whiteboard (if necessary)	Topic 2 How to prevent these problems	Introduce the way to get ready for a presentation delivery: Pictures Diagrams and tables Most important data are also in hand-outs Discuss how to check the availability of materials and equipment Discuss how to distribute materials
	Questions	Check understanding	Ask trainees about the most effective strategies to get ready for a presentation delivery
40 min	Hand-outs Discussion Laptop	Activity 1– Self-management (Practice)	Trainees are divided into three groups Each group is given a task to get ready for a presentation delivery on a particular topic Trainees are invited to take the necessary materials for their presentation (the materials are on the trainer’s table; there are several sets of materials grouped in accordance with a topic – the cover page of each set contains some information on the content of the hand-out). Trainees should choose the right hand-outs on the basis of the topic given. The groups have specific time to check whether the laptop contains the necessary PowerPoint presentation. One representative of a group goes to the laptop to check. Each of the representatives has about two minutes to check whether everything is fine. Each group divides the hand-outs provided into several piles (they demonstrate their ability to distribute the necessary materials) 15 minutes to do the task Trainer observes the performance of each trainee. Trainer walks around and can ask questions.
55 min	Questions	Check understanding and evaluate	It is possible to ask trainees: Was the task difficult? What was the most difficult part? Do you have any questions?
60 min	Hand-outs Discussion Laptop Notebooks	Activity 2– Self-management (Practice)	Trainees are regrouped. The task is similar to the previous one, but the groups are not working simultaneously. Each group is getting ready for a presentation delivery using the acquired skills. The group distributes materials among the other students and trainer. Other students evaluate the performance of the group making notes. 20 minutes to do the task
80 min	Discussion	Check understanding and evaluate	Discuss the strengths and weaknesses of each group’s performance. Were there any mistakes? Were there some interesting strategies? Provide feedback
85 min	Objectives	Conclusion	Conclude the session Review objectives Review the skills trained Thank participants for their hard work
89 min	Checklists	Assessment	Trainees complete checklists Trainer completes the checklists

Selected References

Barbazette, J 2007, Managing the training function for bottom-line results: tools, models, and best practices, John Wiley & Sons San Francisco, CA.

Bradbury, A 2006, Successful presentation skills, Kogan Page Publishers, London.

CDR Associates 2007, Conflict Resolution for Managers and Leaders, Participants Workbook: The CDR Associates Training Package, John Wiley & Sons San Francisco, CA.

Delahaye, BL & Smith, BJ 1998, How to be an effective trainer, 3rd edn, John Wiley & Sons, New York, NY.

Maton, K & Moore, R 2010, Social realism, knowledge and the sociology of education: coalitions of the mind, Continuum International Publishing Group, London.

Mitchell, C 2009, A short course in international business ethics [electronic resource]: combining ethics and profits in global business, World Trade Press, Petaluma, CA.

Moskowitz, M 2008, A Practical Guide to Training and Development: Assess, Design, Deliver, and Evaluate, John Wiley & Sons San Francisco, CA.

Assessment task feedback sheet – Item 1

Student Name:

Student Number:

	Marks Available	Marks Awarded
Learning objective(s)	3
The first section – supporting information	4
The second section – detailed running sheet	8
Assessment activity	3
Presentation, including referencing, formatting, layout and grammar	2
TOTAL	20 marks

Overall comments:

Improvement Areas:

For Markers Only:
Signature: Date: 24/11/2011

Presentations: Getting Ready for a Presentation.

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