Instructional Presentation Guidelines

INSTRUCTIONAL PRESENTATION GUIDELINES
CONTENTS
MODULE ONE: INTRODUCTION TO THE GUIDE ....................................... 1-1 MODULE TWO: DELIVERY TIPS.................................................................. 2-1
Module Objectives ....................................................................................................2Ge!e"#l Delive"$ Ti%s ............................................................................................... 2S%e#&i!' to I!(o")....................................................................................................2-2
Delive"$ s&ills* Sel( #ssess)e!t ........................................................................................... 2-2 Delive"$ st$le* Pe"so!#l i!ve!to"$ ........................................................................................ 2-2 +!o, $ou" #udie!ce ............................................................................................................. 2--
S%e#&i!' to Pe"su#de............................................................................................... 2-. I!st"uctio!#l Delive"$ Tec/!i0ues ............................................................................. 2-.

Lectu"e.................................................................................................................................. 2-1 Discussio! ............................................................................................................................ 2-1 De)o!st"#tio! ...................................................................................................................... 2-2 Role %l#$............................................................................................................................... 2-2 G"ou% #ctivit$........................................................................................................................ 2-2 3"#i!sto")i!' ....................................................................................................................... 2-4 5uestio!s ............................................................................................................................. 2-4 6eedb#c& .............................................................................................................................. 2-7 T"#!sitio! .............................................................................................................................. 2-7 Deb"ie(i!' ............................................................................................................................. 2-7 Su))#"$ .............................................................................................................................. 2-7
Delive"$ P"#ctice Guideli!es ................................................................................... 2Good T"#i!i!' P"#ctices ......................................................................................... 29#!dli!' Di((icult 5uestio!s E((ectivel$ ................................................................... 2De#li!' ,it/ 9ostile P#"tici%#!ts ............................................................................. 2-
8 2 2 -
MODULE THREE:
USING VISUAL AIDS EFFECTIVELY............................. 3-1
Module Objectives ....................................................................................................-Co))o!l$ Used :isu#l Aids ..................................................................................... -P"ese!t#tio! slides ............................................................................................................... -T/e ,/itebo#"d ..................................................................................................................... -6li%c/#"ts .............................................................................................................................. -:ideo;D:D ............................................................................................................................ --2
Guideli!es (o" P"e%#"i!' :isu#l Aids .........................................................................--2

Guideli!e Guideli!e Guideli!e Guideli!e Guideli!e Guideli!e * 2* -* <* .* 1* P"e%#"e $ou" visu#l #ids i! #dv#!ce ................................................................ --+ee% $ou" visu#l #ids si)%le ........................................................................... --M#&e su"e visu#l #ids #"e l#"'e e!ou'/ (o" t/e %#"tici%#!ts to see ................ --Use (o!ts t/#t #"e e#s$ to "e#d ........................................................................ --< Use # li)ited !u)be" o( (o!ts .......................................................................... --< Use colo" e((ectivel$ ......................................................................................... --<
Ti%s (o" P"ese!ti!' :isu#l Aids ................................................................................. --<

To% Te! list o! usi!' visu#l #ids e((ectivel$ ......................................................................... --< I)%o"t#!t 0uestio!s to #!s,e" be(o"e usi!' visu#l #ids ...................................................... --.
MODULE FOUR:
ADULT LEARNING STYLES ............................................ 4-1
Module Objectives ....................................................................................................<So)e Ge!e"#li=#tio!s #bout Adult Le#"!i!' ............................................................. <Adult Le#"!i!' P"e(e"e!ces....................................................................................... <I!(o")#tio! P"ocessi!' St$les o( Adult Le#"!e"s ....................................................... <-2
INSTRUCTIONAL PRESENTATION GUIDELINES :isu#l le#"!e"s ...................................................................................................................... <-2 Audito"$ le#"!e"s .................................................................................................................. <-2 +i!est/etic;t#ctu#l le#"!e"s .................................................................................................. <-2
Ti%s (o" Motiv#ti!' t/e Adult Le#"!e" ........................................................................ <-2
MODULE ONE:
INTRODUCTION TO THE GUIDE
This guide is designed to provide general information and guidelines on presenting training to adult learners. It is a useful on-the-job tool that will help you to become a more effective instructor. This guide is organized by module. Each module provides information about a component of effective instructional presentation. The modules include tips and guidelines on delivery, guidelines on preparing and presenting visual aids, and general information on adult learning styles. The role of trainer as facilitator requires a balancing of many tas s and objectives resulting in a valuable, meaningful, and relevant training e!perience for the learner. The trainer is the point person from which the integration of well designed training content and effective delivery results in demonstrated and measurable learning gains such as enhanced wor place performance, acquisition of new s ills, modification of behavior, or change in attitudes. This guide will assist you with achieving these gains. "n effective facilitator does the following# Establishes and clarifies learning goals and learner e!pectations. $ses open ended questions to provo e thin ing, stimulate recall, challenge beliefs, confront opinions, draw implications, and promote conclusions. $nderstands that adults have something real to lose in the classroom% their egos are on the line when they are as ed to demonstrate a new behavior or s ill in front of their peers. &alances the many factors, within an allotted period, that constitute an effective learning event such as 'resentation of new material (ebate (iscussion )uestion and answer *haring relevant e!periences (evelops a learning environment that draws on participant e!periences, protects minority opinions, eeps disagreements civil, ma es connections among varied opinions and ideas, and reminds the group of the variety of possible solutions to any problem or issue. $ses descriptive feedbac and reinforces participants for their contributions and accomplishments. +aintains control, but guides learning without lecturing and telling. &ecomes less of an advocate and more of an orchestrator to guide learning. $ses action plans, accountability strategies, and follow up after training to increase the li elihood that the training received is transferred to the wor place. $nderstands his or her own learning style and how personal learning preferences affect presentation of material and unconsciously blind the facilitator to the perceptual and processing preferences of those being trained. This guide will provide you with tips and guidelines to address many of these characteristics.
MODULE TWO:
Modu ! O"#!$%&'!(
DELIVERY TIPS
$pon completion of this module, you will be able to# (etermine your personal delivery style by considering personality, learning preferences, body awareness, self perceptions, role preferences, emotions, and values and beliefs. Identify the steps necessary to prepare an effective, informative presentation. (escribe the importance of verbal, vocal, and visual elements for ma ing an effective, informative presentation. Identify the elements of effective, persuasive presentations. (etermine an effective personal style for persuasive presentations. Identify a variety of techniques to help deal with predictable audience questions. (etermine the best personal strategy to employ to answer questions, maintain a smooth presentation flow, and maintain an appropriate audience rapport. Identify broad categories of hostile participants and determine successful strategies to deal with these challenging individuals.
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"rrive early to familiarize yourself with the room setup and seating. Test any equipment you might be using ,atch participants arrive so they become familiar strangers before your delivery. -isualize your success. &e confident% you are the e!pert when it comes to this material. Know your material. There is not shortcut for adequate presentation.
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS
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'resenting to inform others of a process, product, system, or business case or plan is the most common type of presentation in the wor place. This section reviews the tips and techniques to enhance s ills to deliver information, data, or nowledge to different audiences or groups of people in a clear, concise, and accurate manner.
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The following tool is designed to help you assess your level of competency in instructional presentation and delivery s ills. .or each s ill, chec your level of competency based on your self assessment. S.& /ecturing /eading a discussion (emonstrating a procedure or process .acilitating a video0(-( presentation .acilitating a group activity $sing open ended questions 1iving feedbac /istening "nswering questions Transitioning content (ebriefing *ummarizing (ealing with conflict S%*!)/%2 N!!d( d!'! o-1!)% A d!'! o-1!)% -*&o*&%,
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'laying to your strengths and downplaying your limitations as a presenter are critical for success. The following questions are a few of the many self diagnosing questions you might want to consider to better understand your attitudes and values relative to presenting and facilitation groups for learning. 2. 3ow would you describe your personality style4 introverted e!troverted structured fle!ible
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS 5. 3ow do you learn best4 listening doing doing 6. ,hat perceptions do you thin you evo e in others4 supportive interested nowledgeable respectful patronizing aloof 7. ,hat role do you prefer when wor ing with groups4 directive facilitating prefer to let others tal and guide the discussion 8. ,hat emotion commonly occurs when you are wor ing with others4 calm even consistent up and down angry e!cited 9. ,hat values and beliefs shape your interactions with others4 integrity honesty success independence interdependence hard wor
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:*cope out; is critical to presentation success. The more you can learn about your group before you begin your presentation the better. ,hile you may want to now many things about the people to whom you are presenting, there are three main things you should understand about the training they are about to receive#
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS Their needs ,hy are they there4 Is this a mandatory assignment4 ,hat are they giving up to be there4 Is their boss in the group4 Their attitudes "re they accepting, s eptical, or indifferent about the training4 Their nowledge <elevant wor e!perience4 <elevant prior training4 <elevant prior education4 3!, ! !1!)%( %o +), !00!$%&'! -*!(!)%+%&o) *imilar to business writing, effective presentations should be direct, concise, and simple. "dditionally, there are three ey elements to any effective presentation# verbal, vocal, and visual. Each deserves practice and preparation to be able to present effectively to a group. V!*"+ =the words you use to e!press a thought "chieve participant attention Enumerating Emphasizing <epeating <estating .ocusing &ridging )uestioning0engaging +a e sure your language is# (irect $nderstandable Cargon free Vo$+ =how you sound to the participants@ *pea conversationally. *pea loud enough for everyone in the group to hear you. This seems elementary, but it is not always the case. (o not mumble. *entence drop off is an issue for many presenters. It distracts from an otherwise fine presentation. (o not repeat yourself too much. Dne repetition to emphasize a particular point is acceptable. -ary the pitch and pacing of your voice% a monotone voice tends to frustrate participants. "ppropriate Bon-distracting 1rammatically correct :The first point is >; :The most important factor is >; :This should reduce costs by five percent, five percent, if >; :"nother way to loo at this is >; :?ompare totals for and ; =while pointing to visual aid@
:,eAve discussed e!amples. Bow letAs use one real product.; :3ow large of a problem is this for your organization4;
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS "void verbalized pauses such as :uh; or :you now;, which can also drive an otherwise receptive group to distraction. V&(u+ =how you appear to the group@ Try to achieve eye contact with as many people as you can. (ivide the room into quarters for large groups. +ove your gaze from quarter to quarter as you present to provide eye contact with as many people as possible. -ary your facial e!pressions with the content of your material. 'eople will naturally focus on your facial e!pressions while you are presenting. $se gestures to emphasize and reinforce statements. 3owever, do not over gesture. *tand with a rela!ed posture. +ove into the audience. 'hysical pro!imity helps engage the participants in the learning. Engage all parts of the group by moving in the room from side to side and front to bac .
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Influencing a group to a cause of action or to adoption of an idea, process, or product adds comple!ity to any standard informative presentation. Audience adoption is the measurement of your ability as a presenter to persuade. This is accomplished by building the right chemistry between you and a particular group of individuals. "lthough it is difficult to quantify, your ability to motivate a group of individuals to some form of action can be nurtured and developed. +oving a group to action or acceptance goes beyond the recitation of facts and data. The energy, credibility, and strategies employed by the effective presenter when see ing to persuade a group are important factors beyond how the spea er loo s and sounds. The following delivery tips can assist you when you are see ing to persuade a group of individuals# &e yourself. ,or with your own personal style. If jo e telling is not your style, then do not tell jo es. /i ewise, story telling is not for everyone. &e natural and authentic. E!periment with different motivational0persuasive techniques with participants. (iscard those techniques that do not wor , and hone the ones that do wor . .ind a trusted colleague to give you honest and direct feedbac after every presentation, if possible. It is vital that you now which persuasive techniques wor for you with which audiences. ?onsider the formality of the situation, the e!perience levels of your audience, and any political or tactical factors as you see and find the common ground you need to ta e your audience to the destination you have planned for them.
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This section describes various instructional delivery methods you might use in your presentations. The methods are in no particular sequence or order of importance. Tips and things you should avoid are included for each method.
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D!0&)&%&o) Dne-way organized presentation of information T&-( ?onvey meaning with non-verbal communication. "s and respond to questions to gauge audience understanding. +onitor learner behavior continually. $se a variety of devices =humor, anecdotes, and stories@ to build in brea s for learners. 'rovide regular learning objectives summaries as pulse chec s to gauge retention and comprehension. T2&)/( %o +'o&d $sing jargon, terms, slang, or acronyms without defining them 1etting off trac $sing distracting gestures while presenting *itting down while presenting *tanding behind equipment while addressing the group
D&($u((&o)
D!0&)&%&o) " directed two-way conversation between instructor and learners T&-( $se open-ended questions to encourage learner dialog and participation. "c nowledge and be receptive to all learner contributions. "ttempt to involve all learners in the discussion, whenever possible. Dffer all learners the opportunity to e!press their feelings or opinions. T2&)/( %o +'o&d "llowing the discussion to get off trac "llowing one or two participants to dominate the conversation <unning over time limits "llowing learners to participate in side bar conversations "llowing conflicts among learners to derail the discussion "llowing personality clashes among learners to derail the discussion
D!1o)(%*+%&o)
D!0&)&%&o) Instructors verbally e!plain and perform a tas , procedure, or process by effectively integrating verbal and visual elements (emonstration steps# 2. Instructor e!plains as participant listens. 5. Instructor demonstrates as participant observes. 'articipant e!plains as instructor listens. 'articipant performs as instructor observes. T&-( ?apture learnersA attention immediately. 'resent steps of the demonstration one at a time. .ocus the demonstration on the important aspects of each step. ?reate a mental image of the s ill the learners are going to acquire. T2&)/( %o +'o&d <ushing through the process "ssuming everyone equally understands the demonstration
6. 7.
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D!0&)&%&o) /earners reenact performance solutions T&-( Eeep role play e!planations and instructions to a minimum. ?oncentrate on the interpersonal factors of the role play. Intervene only when absolutely necessary to clarify participant roles and responsibilities. (ebrief the role play thoroughly when finished to help learners understand the developed concepts. T2&)/( %o +'o&d Interfering with the role play $sing unrealistic or overly complicated scenarios
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D!0&)&%&o) " training activity that utilizes the input and resources of a group of participants to accomplish a tas T&-( E!plain the purpose of the activity. *et ground rule and timing. ?hec for participant understanding of directions. ?irculate among groups during the activity to provide clarity if requested. "nnounce time :pulse chec s; so learners can best gauge their remaining time for tas completion. 3onor agreed upon time limits. (ebrief following conclusion of the activity. T2&)/( %o +'o&d 3aving one or two people dominate the group
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D!0&)&%&o) " creative technique to generate as many ideas as possible around a specified topic T&-( <eview the general topic and purpose of the brainstorming session. *et a time limit. *elect a recorder to capture ideas. Invite everyone to call out ideas. Encourage all ideas to be e!pressed. <ecord all ideas. <emind learners to be open to everyoneAs ideas. ?ombine and build upon ideas already generated. End session when ideas are e!hausted or time limit is reached. "nalyze and prioritize ideas. T2&)/( %o +'o&d Evaluating ideas as they are generated (ebriefing inadequately to analyze and prioritize the brainstormed ideas
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D!0&)&%&o) ,ell timed, well phrased questions that can get participantsA attention, indle their curiosity, and focus their thin ing on ey points T&-( Open ended questions Dpen ended questions have no one correct answer. They generally require a narrative response. This type of question encourages participants to analyze or use judgment. $se open ended questions to do the following# *timulate discussion. Encourage participants to draw on personal e!periences. E!plore application of course material to their wor situations. Closed ended questions ?losed ended questions usually have a limited number of correct answers. Typically, they require a yes0no answer, a specific name, date, number, or place. $se open ended questions to do the following# .ocus on specific topics. ?hec on understanding of content. Test for consensus. T2&)/( %o +'o&d .ailing to give learners adequate time to develop and deliver an anwser .ailing to as appropriate follow up questions to probe for learner understanding
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D!0&)&%&o) The process where an instructor provides responses to learners to indicate whether learning objectives are being mastered T&-( &e specific. &e timely. .ocus on learner behaviors. /isten to responses. Dffer alternatives. T2&)/( %o +'o&d <ushing through feedbac in order to move on to the learning topic
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D!0&)&%&o) +ar s content areas following the completion of a learning activity, objective, or module T&-( <ecap the topic just concluded. Identify the ne!t learning topic. *et learner e!pectations for the ne!t learning module. T2&)/( %o +'o&d 'roviding vague, unclear summaries and ne!t steps .ailing to be e!plicit ="dult learners want to now where they are headed.@
D!"*&!0&)/
D!0&)&%&o) "n opportunity for reflection on ey learning of the activity when bringing the learning unit to a close )uestions are as ed to lead a brief discussion following an activity. T&-( "s learners to describe the following as related to the learning activity# their thoughts their feelings what happened how it will apply bac on the job how it applies in real life situations <ecord learner responses to provide a quic learning summary for the group. T2&)/( %o +'o&d <ushing through a debrief .ailing to record participantsA debriefing responses to provide one last summary
Su11+*,
D!0&)&%&o) " review of ey learning points before closing a topic and moving on to the ne!t learning topic or module T&-( "ddress the course learning objectives. "s learners for their questions. <eview content covered in the learning module. 3ighlight and record ey learning points. T2&)/( %o +'o&d .ailing to provide learning summary in an effort to :save time; .ailing to record ey summary learning points as a visual reminder of learning objectives
D! &'!*, P*+$%&$! Gu&d! &)!(

This section provides guidelines to help you become a more effective presenter P*+$%&$! &eing clear and to the point 6!2+'&o*( %o u(! E!pressing oneself clearly, directly, and concisely in easily understandable language 6!2+'&o*( %o +'o&d Tending to ramble on &eing disorganized in oneAs thoughts &eing li ely to confuse participants "ppearing nervous and ill at ease
*eeming comfortable wor ing with groups +aintaining a challenging but comfortable pace for learning 3elping participants build upon each otherAs ideas
"ppearing poised, self-confident, and rela!ed in body language, breathing, and vocal modulation *tructuring activities to elicit ma!imum involvement /istening carefully to participants *howing enthusiasm for participantsA contributions &eing resourceful in forming relationships among participantsA ideas 1enerating enthusiasm through gestures, facial e!pressions, language, timing, and humor "ppreciating participantsA contributions ?apturing participantsA comments concisely and accurately *howing patience, empathy, and intelligence through body language and vocal e!pression $sing eye contact to build rapport and get participants involved &eing able to ta e center stage, or letting others do so as appropriate 3andling group dynamics to direct the flow of discussion toward learning objectives *howing poise, patience, enthusiasm, empathy, clarity, and belief in participantsA ability to grow *howing respect in use of language according to gender or ethnic composition of group
Bot gearing approach to individuals in particular group *howing a lac of enthusiasm and understanding for participantsA contributions $ndervaluing the benefits of teamwor *howing little energy, curiosity, interest, or involvement in the discussion &eing selective or judgmental in recording comments ,riting comments inaccurately or illegibly Interrupting *howing irritation, impatience, or a consistent lac of understanding "voiding direct eye contact or scanning faces superficially +oving in a distracting or obstructing way that hinders the management of learning process /ac ing direction over group progress *howing little organization or clear objectives &eing unresponsive to group dynamics .ailing to vary pace or energy "ppearing tired or unenthusiastic $sing language that offends or e!cludes certain participants +a ing racial or se!ist slurs, jo es, or comments
Eeeping class discussions lively with good questions $sing flip charts effectively to capture participantsA comments
(emonstrating the ability to listen
+aintaining eye contact with individuals in a group +aintaining focus and control by effective body positioning +anaging discussions to bring out ey points
(emonstrating effective use of energy to motivate participants
$sing appropriate language
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS P*+$%&$! *pea ing in easily understandable language 6!2+'&o*( %o u(! -arying language to address different learning styles =visual, auditory, inesthetic@ and bac grounds of participants *howing intelligence, clarity, and comfortable familiarity with course conte!t 1iving presentations that are focused and easily comprehensible $sing animated gestures, posture, e!pressions, and tone of voice to highlight ey points and motivate participants *howing patience, empathy, perceptiveness, and willingness to help *howing nowledge of subject matter (emonstrating facility in managing course activities *howing perceptiveness, empathy, and self confidence in difficult situations 'resenting course activities so that they build on or contribute to one another &eing enthusiastic, positive, and appreciative of participantsA efforts *howing appreciation for participantsA contributions or bac grounds *howing perceptiveness for participantsA unique problems and directing course materials toward them Establishing a sense of direction and closure by previews and summaries for each unit, day, and course E!pressing instructions clearly and concisely &eing able to clear up misunderstandings 6!2+'&o*( %o +'o&d .ailing to address different learning styles .ailing to adapt language to the participantsA level 'resenting ideas that are not well formulated or e!pressed 1iving presentations that lac unity or logic
1iving well organized presentations
$sing body language =gestures, posture@ and voice modulation to enhance delivery
&eing rigid and monotonous in voice and body $sing poor posture, nervous gestures, or irritating vocal patterns *howing only superficial concern for participants &eing seemingly unwilling to give any e!tra help *howing little confidence or clarity regarding subject matter or course activities Ignoring difficulties or handling them superficially /ac ing cohesiveness and sense of direction or purpose in presentation of course .ailing to ac nowledge participantsA wor &eing sarcastic or critical of participantsA achievements *eeming narrow minded, prejudiced, or disinterested in the participantsA resources *eeming insensitive to organizational conte!t of participants Treating units or activities individually
&eing supportive and helpful to participants
(emonstrating nowledge about the courseAs process and content
(ealing effectively with difficult situations 3elping participants see the relationships among various course activities 1iving positive feedbac on the groupAs progress
<especting participantsA e!periences and perceptions 3elping participants see the programAs relevance to their jobs
E!plaining the purpose and mechanics of e!ercises
1iving clear instructions
*howing lac of preparation, organization, or understanding of directions
Good T*+&)&)/ P*+$%&$!(

This section provides practices to help you become an effective instructor. P*+$%&$! '"TIEB?E "**I*T"B?E EF'E<IEB?E +DTI-"TIDB /I-E/I3DD( (E'EB(EB?E ?DB.I(EB?E EBD,/E(1E"&/E <E*'E?T (E+DB*T<"TIDB (<I-EB '<D.E**IDB"/ <E,"<(IB1 C2+*+$%!*&(%&$ " good instructor is patient with the participants. "fter all, they are there to learn " good instructor is always willing to help participants where needed so they reach their goals. " good instructor share e!perience and methods with the participants. " good instructor motivates the participants to learn. " good instructor realizes that the participants are the instructorAs livelihood and treats them the way the instructor wants to be treated. " good instructor recognizes that early in the course participants will have a great deal of dependence on the instructor. " good instructor is doing everything possible to build confidence of the participants. " good instructor prepares for class so that material shared is related to the goals. " good instructor respects the participantsA e!periences and helps them build and learn from those e!periences. " good instructor recognizes the importance of demonstrating performance-based tas s and frequently facilitates this activity. " good instructor is very professional in presentation and communication. " good instructor recognizes how rewarding dealing effectively with participants can be.
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/earners will always have questions for you. Gou can prepare ahead of time to deal with the tough questions that you now will come your way. In addition, it is important to manage questions so that you provide enough information to satisfy the questioner while staying on trac to accomplish what you need to complete in the time available. This requires practice beyond simply being prepared. This section provides techniques for handling difficult questions. "nnounce at the beginning of the session how you want questions handled% hold until finished or ta en in turn as they occur. &oth strategies have advantages and disadvantages. Ta ing questions in turn. This helps maintain participant interest and can be used effectively to maintain active participant engagement. ?onversely, this can also bog down the presentation and play havoc with timeframes and deadlines. 3olding questions until the end. This allows greater presenter control of the proceedings. *ome questions that might have been as ed during the session get answered by the presenter, which saves time for other discussions. If questions are held until the end, presenter-learner interaction can be hurt by turning the learning into a lecture. "s a result, this can inadvertently encourage greater learner passivity.
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS "nticipate categories of questions, and have prepared :stoc ; answers in mind. 'araphrase the question bac to the questioner to be sure you understand the question before you answer it, and to ma e sure everyone has heard the question. 'ause to thin about your answer before replying. "ny participant will give you a few seconds before answering% all eyes will truly be on you to answer the question. "nswer as concisely as you can. /ong answers tend to play havoc with time schedules. <elate your answer to ey points in your presentation for learning reinforcement whenever you can. +a e sure you remember to answer questions deferred until later. *ay you do not now the answer if you do not now it. Indicate that you will find the answer and get bac to the questioner. There is the temptation for the presenter to assume the role of e!pert, regardless of whether it is deserved. It is fine not to now everything% just ma e sure you get bac to the questioner with the answer. *pea to the entire group, not to the questioner only, when answering a question. " good answer to a question gives you the chance to review, summarize, and reinforce a critical learning point for the group. This cannot happen often enough.
D!+ &)/ 4&%2 Ho(%& ! P+*%&$&-+)%(

This section provides techniques for handling difficult situations that might occur while you are presenting. Every presenter will encounter difficult participants who will challenge everything that is said. There will be some learners that are openly hostile simply because of mandatory attendance. These challenges are seldom personal attac s on the presenter, and should not be ta en as such. It helps to ease the an!iety associated with dealing with a hostile participant if you anticipate that these challenges or objections will happen. "lthough presentation preparation and practice is vital, your ability to thin on your feet and deal with challenges immediately may mean the difference between a successful presentation and an unsuccessful presentation. T2&)/( %o *!1!1"!* &) /!)!*+ +"ou% 2o(%& ! -+*%&$&-+)%( (o not argue with them. Gou cannot win. Try to answer their questions succinctly, and then move on. Eeep your focus, and try to move the majority of the participants down the path you wish to ta e them. Dn rare occasions, you may have to resort to an :us versus them; strategy if the situation appears headed for trouble. C2+ !)/! The participant who : nows it all; The participant nows the job and does not want to be told how to do it R!1!d, "s others in the group for their opinions on the participantAs statement. E!plain that the participant is just the individual you are loo ing for, that the meeting is to e!change ideas and points of view for the benefit of all, and that the individualAs e!perience will be valuable to all. ?all on that individual directly by name to answer a question, to e!press an opinion, or to recount an e!perience.
The participant whose mind is on something else
INSTRUCTIONAL PRESENTATION GUIDELINES* DELI:ER> TIPS C2+ !)/! The participant who attempts to get your opinion rather that give own opinion The participant who carries personal animosity R!1!d, Toss the participantAs question bac to the group. Then, as the participant, :does that answer your question4 (o you agree4; If the animosity is toward another member of the group, then avoid discussion between the two. Toss the ball to some other member. "droitly interrupt the individual with a comment of the need to move on given the available time. If the participant tries again, recognize someone else in the room. 'olitely attempt to divert attention from the tal er to other participants. "void direct criticism, sarcasm, and ridicule. $se other direct methods such as analyzing a similar case without ma ing any personal references.
The participant who tal s too much
The participant who is in error, but whom other participants refuse to correct out of respect
MODULE THREE: USING VISUAL AIDS EFFECTIVELY

This section focuses on the commonly used visual aids, and their associated advantages and disadvantages. It also provides you with ey tips on how to prepare visual aids and how to present them effectively. -isual aids are a vital portion of presentations. Eighty percent of what people remember is presented visually. Therefore, the more effectively we use visual aids in a presentation, the successful the outcome will be. Eey benefits of using visual aids are that they# 'rovide clarity to ma e your message clearer to the group. 'rovide interest to help ma e the presentation more appealing to the group. 'rovide an outline of the presentation. "ssist the spea er in maintaining control of the group. 3ighlight the spea erAs main points and increase the groups retention of the materials being presented.
Modu ! O"#!$%&'!(
$pon completion of this module, you will be able to# (escribe the different inds of visual aids commonly used in presentations. (iscuss the guidelines for preparing visual aids. (escribe how to use visual aids effectively.
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This section provides an overview of the types of visual aids you might use in presentations and basic guidelines on how to use each one effectively.
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"lthough +icrosoft 'ower'oint is the most widely used presentation software application, these guidelines are generic in nature and are applicable to any presentation software. The guidelines are geared toward optimizing clean design of slides, not toward creating content. P*!(!)%+%&o) ( &d! %&-( Eeep it simple. (o not complicate the slides so that they overshadow the message of your presentation. 3ave a visual theme, and avoid using templates included with the presentation software. It is li ely your audience has seen them. /imit bullet points and te!t. /imit transitions and builds% that is, animation. $se high-quality graphics, including photographs. "void using 'ower'oint ?lip "rt or other cartoon-li e line art. $se appropriate color and color contrast. +a e sure the slides are visually appealing and easy to read. ?reate informative headers and footers.
INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS E66ECTI:EL> ?hoose your fonts well. +a e sure the te!t on the slides is large enough to be seen from the bac of the room. $se charts appropriately. $se video or audio as appropriate. *pend time in the slide sorter to see the logical flow of your presentation. Edit your slides for correctness.
T2! 42&%!"o+*d
The whiteboard is a convenient and effective visual aid that permits contrast, implies action, and helps the participants to ta e notes. Gou can get contrast on the whiteboard by using various color mar ers to develop flowcharts, graphs, etc. In addition, the whiteboard can be used to list items, stress points, draw illusions, and solve problems. E00!$%&'! u(! o0 %2! 42&%!"o+*d 1ive e!amples. 'resent directions. 'resent information the participant needs to write down. Introduce content. *ummarize content. W2&%!"o+*d %&-( 'rint. $se dry erase mar ers. $se multiple colors to record and emphasize information. "void light colored mar ers such as yellow or pin . Eeep lettering and visuals simple. Tal to the group. W2&%!"o+*d do8( +)d do)8%( (o use a pointer for reference, once you have finished writing. (o write legibly and clearly so that all participants can read the whiteboard. (o write as much of your material on the whiteboard as you can before the presentation so that you are not turned away from the group. (o erase the whiteboard immediately after your point is made to minimize distraction. (onAt use flipchart mar ers on whiteboards. (onAt tal to the group while you write on the whiteboard unless it is absolutely necessary. If you must write and tal , raise your voice and tal over your shoulder.
F &-$2+*%(
.lipcharts are helpful in illustrating an important point during your presentation. .ollow these basic guidelines to be effective when using flipcharts.
INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS E66ECTI:EL> E00!$%&'! u(! o0 %2! 0 &-$2+*%( ?ollect ideas0brainstorm. 'resent steps of a process. (isplay concepts continuously. Introduce content. 1ive e!amples with illustrations. *ummarize concepts. 'resent information the participants need to write down. F &-$2+*% do8( +)d do)8%( (o use bright color mar ers only, and save red for emphasis. (o prepare flipcharts in advance, when possible. (o print large and neat. (o condense your information. (o eliminate unnecessary words or figures. (o design and place your material so that participants in the bac of the room can read it easily. (o remove or conceal flipcharts as soon as you have finished using them to minimize distraction. (onAt display your information on the flipchart until you are ready to use it. (onAt use light colors li e yellow or pin . (onAt use flipchart mar ers on whiteboards. (onAt use more than si! or seven words per line. (onAt use more than ten lines per flipchart page0sheet.
V&d!o9DVD
-ideos and (-(s can be e!tremely effective visual aids. They are most beneficial when they are prepared carefully and integrated s illfully into the presentation. V&d!o9DVD %&-( Test the equipment before the presentation to see that it is wor ing, and to ensure that the image is aimed at the screen correctly. 'osition the screen off to one side so that the group will have an unobstructed view. +a e sure the video0(-( is cued to the appropriate content area. ?hec the volume. <eview the video0(-( before the presentation.
Gu&d! &)!( 0o* P*!-+*&)/ V&(u+ A&d(

,hether you are creating visual aids by computer or by hand, you will need to follow some general guidelines to ma e sure they are appealing visually. -isual aids can enhance a presentation significantly if they are designed and used appropriately. This section provides some guidelines you can use to prepare effective visual aids.
INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS E66ECTI:EL>
Gu&d! &)! 1: P*!-+*! ,ou* '&(u+ +d'+)$!
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It is very important to prepare your visual aids well ahead of the presentation, whether they are simple or hard. This gives you the time you need to develop creative and attractive aids that will help enhance your presentation. In addition, you can use them while practicing your presentation. Gou should feel comfortable with the visual aids and the associated equipment, and be able to handle them with ease before you ma e your presentation.
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Gour visual aids should be simple, clear, and to the point. It is important that you limit each aid to a manageable amount of information and graphics. Gour audience will not read aids that have too much te!t and too many graphics. If this occurs, your concept will get lost :in the noise.; Include in your visual aid only what you need to ma e your point. <emember that the average visual aid is on display from 6H to 7H seconds during a presentation. This time is not long enough for the participants to interpret a highly complicated graph or drawing.
Gu&d! &)! 3: M+.! (u*! '&(u+ +&d( +*! +*/! !)ou/2 0o* %2! -+*%&$&-+)%( %o (!! Dften, spea ers will design visual aids with type size that is too small for the entire audience to read.
,hen designing a visual aid, it is important to eep in mind the size of the room in which you will be spea ing. The following general tips will help you ensure your visual aids are clear and easy to read# (o not write too small if you need to illustrate a graph, chart, or diagram by hand. The recommended size for these types of visual aids is 5 feet ! 6 feet in size. $se dar in and an e!tra wide ma er so your writing can be seen from the bac of the room. (o not ever ma e the comment, :I now some of you canAt see this but>; +a e sure everyone can see your visual aids so that there is no need to e!plain yourself. (o not use all capital letters. " long string of capital letters is harder to read than normal te!t. <eserve all caps for titles or words that need special emphasis. (o use 65 to 69 point font size for te!t headings, 57 to 5I point font size for subtitles, and 2I to 5H point font size for other te!t such as te!t on diagrams and illustrations. The following figure depicts these font sizes in relation to 25-point font size.
69 point
65 point
5I point
57 point
5H point
2I point
INSTRUCTIONAL PRESENTATION USING :ISUAL AIDS 25 GUIDELINES* point E66ECTI:EL>
Gu&d! &)! 4: U(! 0o)%( %2+% +*! !+(, %o *!+d

?omputers come with a large variety of fonts =typeface@ that can be used to enhance documents or presentations. "lthough using a variety of fonts can be fun, some decorative fonts are ineffective on visual aids displayed on screen. The following figure depicts some fonts to use and some fonts to avoid. E00!$%&'! 0o)%( A"i#l Times Bew <oman Ce!tu"$ Got/ic &oo "ntigua Old English Text Script I)!00!$%&'! 0o)%(
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*ome variety of fonts can be appealing, but you need to be careful using too many different types on one visual aid. (o use the same fonts consistently throughout your presentation. (o not use more than two different fonts on a single visual aid. .or instance, you could use "rial for headings and Times Bew <oman for te!t.
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?olor ma es visual aids appealing to participants and enhances your presentation. ,hen used effectively, color increases recognition by JIK and increases comprehension by J6K. The following provides additional tips regarding the use of color# (o use light te!t on dar bac ground, and dar te!t on light bac ground. +a e sure enough contrast e!ists between the bac ground and the te!t so the participants can see everything clearly. (o not use colors that do not wor well together. "n e!ample would be to use red and green together. 'eople that are colorblind will be unable to differentiate between the two colors. +any shades of blue and green are also hard to read together. (o not use too many colors on a visual aid. ?olors on charts and graphs should be used consistently and for functional reasons.
T&-( 0o* P*!(!)%&)/ V&(u+ A&d(

This section contains items to consider as you use visual aids during your presentation.
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2. Ensure that the visual aids never become more important than the presenter. 5. (isplay visual aids where the audience can see them. 6. $se the visual aids correctly and appropriately. 7. (isplay visual aids only when you are discussion them. 8. Tal to the audience, not to your visual aids. 9. E!plain each visual aid clearly. J. 'ractice using your visual aids so they are integrated smoothly into your presentation. I. +aintain eye contact with your audience when using the visual aids. L. "void passing out visual aids among your audience during your presentation. 2H. +a e sure the visual aids are easy to handle and use.
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This section describes five issues that are important to understand before you use visual aids in any presentation. 7u!(%&o) 1: C+) %2! -+*%&$&-+)% $ !+* , (!! %2! '&(u+ (< *ome of the methods for ensuring that visuals can be seen clearly are as follows# ?hec the room in which the presentation will be made ahead of time to decide where and how you will display your visual aids. 'lace the visual so that everyone in the audience can have direct eye contact with it. Gou can chec to see if each participant will have the proper eye contact by sitting in various locations before your presentation. +a e sure your visuals are clear and the participants can read them quic ly. ?omple! visuals are hard to see and cannot be read from the bac of the room. <efrain from displaying electronic visual aids that are very small unless they can be enlarged through a model, photograph, or video or film. <efrain from distributing a small object or handouts for the participants to pass around during your presentation. This will create a large distraction that could ruin the presentation because individuals will be paying more attention to the visual aid than to you. &y the time the materials are passed around the room, some of the participants may have lost trac of what you are saying and doing. 7u!(%&o) 2: C+) %2! '&(u+ +&d( "! !+(& , 2+)d !d< The use of visual aids should not distract the participants. To ensure proper use of the visual aids, consider the following techniques# 'repare your visuals in advance and practice using them. It is important to run through your presentation several times to ma e sure your visual aids cause minimum distraction. <ehearsing only in your head will not prepare you properly for the presentation. 'ractice using the equipment you are going to use until you feel comfortable. +a e sure you can troubleshoot the equipment if it malfunctions. In addition, ma e sure the equipment is plugged in ahead of time and test it to ensure it wor s. (o numerous dry runs before the presentation, especially if the visuals are comple! =such as a multimedia show@. 'ractice your timing and the gestures you will ma e when using the visual aids. 7u!(%&o) 3: C+) ,ou -*!(!)% %2! 1+%!*&+ 4&%2ou% *! ,&)/ o) '&(u+ +&d(< -isual aids are a great way to enhance your presentation% however, they do not ma e the presentation. "s presenter, you are responsible for nowing your material without totally relying on the visual aids. The following guidelines will help you to present the material effectively and confidently# (o not rely heavily on visual aids to ma e your presentation. (o not overload your presentation with visual aids, but do not use too few. Enow the material you are going to present. Gou never now when equipment might brea down. If you rely too heavily on your visual aids, you will be in an uncomfortable situation.
INSTRUCTIONAL PRESENTATION GUIDELINES* USING :ISUAL AIDS E66ECTI:EL> 7u!(%&o) 4: W& ,ou* u(! o0 %2! '&(u+ +&d d!%*+$% 0*o1 %2! -*!(!)%+%&o)< Bo matter how great your visual aids are, it is your responsibility to use them correctly if they are to be effective in the presentation. The following guidelines will help you use your visual aids correctly# *how only one visual aid at any given time. <emove the visual aid when you have finished with it. " visual aid left up after its use in the presentation ends distracts the participants from the presenter. *pea to the group always, and not to your visual aids. Tal ing to your aid reduces your effectiveness considerably. In addition, it reduces the groupAs ability to hear you. &y eeping eye contact with your audience, you will be able to pic up feedbac about how the visual aid and your e!planation of it are coming across. 7u!(%&o) :: A*! %2! '&(u+ +&d( $*!+%&'! 4&%2ou% "!&)/ d&(%*+$%&)/< The following guidelines will help you determine when a visual aid is creative and when it may be distracting# The visual aid must be related to the presentationAs content. ?reating a visual where it is not needed distracts the participants from the presentation and the presenter. The timing of when the visual aid is shown is important. In general, it is best to provide a verbal transition to the visual before revealing it. It is important to e!plain and translate your visual aids to the participants so they understand them. .or e!ample, if you are showing a flipchart or a diagram of something, you need to ta e time to e!plain each piece so that the participants have a clear understanding of its purpose. *pell out the meaning of charts, graphs, diagrams, etc. Interpret statistics and percentages. (o not pass over the visual aid quic ly by saying, :as you can see>;
MODULE FOUR:
ADULT LEARNING STYLES
This module contains general information regarding adult learning styles. "dult learners e!hibit definite preferred learning styles and traits which need to be address in any effective instructional intervention. "dult learners tend to favor instructional programs that are problem centered and personalized to allow for the integration for real world e!periences with new nowledge or information.
Modu ! O"#!$%&'!(
$pon completion of this module, you will be able to# Identify and describe effective adult learning strategies. $se a variety of diagnostic techniques to assess preferred adult participant learning styles.
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.or most adults, learning is not its own reward. "dults typically operate from the principle of ,hatAs in it .or +e =,II.+@. 'rior e!perience with formal education tends to determine adult learner attitudes towards training and education. If an adult learner li ed school and performed well, the learner will tend to enjoy and value training e!periences. The converse is equally true. 'reoccupation with personal or wor related events outside the classroom will negatively affect adult learner in-class performance. "dults need to have learning e!pectation clearly identified before they ta e on course content.
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"s adults mature, they tend to prefer self directed learning over group learning e!periences. "dult learners tend to as the following question. ,hat is the cheapest, easiest, and fastest way for me to learn to do that4 "dult learning is problem centered% they tend to spea with more than ten colleagues when confronted with a problem to solve. /ecture only courses tend to place adults in a conte!t that results in a loss of personal control of their learning. "dult learners often cite reading or spea ing with a respected colleague as being preferable to group learning e!periences. "dult learners frequently cite long lectures, sitting too long, and the absence of practice opportunities as negatives to learning. "dults tend to be competency based learners. They favor learning a new s ill or acquiring nowledge that can be applied pragmatically to their immediate circumstances, as opposed to learning something new that lac s application to their wor lives. "dults need to be able to integrate new ideas with what they now already if training is to be effective. "dults learners integrate slowly information that conflicts sharply with what is already held to be true, thus forcing some sort of reevaluation of old material. This ma es learner feedbac critical to gaining acceptance of new ideas or processes. &ecause many adults find error ma ing upsetting, they will ta e fewer ris s while learning.
INSTRUCTIONAL PRESENTATION GUIDELINES* ADULT LEARNING ST>LES "dults tend to prefer single concept, single theory courses that focus on applying the concept being learned to relevant wor place problems. ,ell conceived training should promote information integration for the adult learner. "dults need to be able to integrate it with what they already now to remember and use the new information. +ost adult learners prefer straightforward :how to; content. "dult life0wor e!periences need to be incorporated into training, whenever possible. .or adult learners, it is vital that they can transfer learning to practical wor applications. /earning for learning sa e is not a primary motivation for most people.
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The average training group will consist of three types of learners# visual learners =6HK - 7HK@, auditory learners =5HK - 6HK@, and inesthetic0tactual learners =6HK - 8HK@. "dult learners tend to process information either globally or analytically. "bout 9HK of all adults are global processors. They prefer to see an overview first, and then assimilate the pieces to create their own big picture. "ppro!imately 6HK of all adults are analytic processors. They prefer to see the pieces first, conduct some analysis, and then assemble their own big picture. The remaining 2HK of all adults combine these two information processing framewor s. +ost training design and delivery tends to focus on analytic processors.
V&(u+ !+*)!*(
-isual learning is instructor focused. -isual learners# /earn best through the sense of sight. ,ill be attentive to still pictures, diagrams, and s etches. 'refer learning through demonstrations and video instruction
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"uditory learning is instructor focused. "uditory learners# /earn best through the sense of hearing. 'refer learning by listening to lectures. +ay be more actively involved in discussions.
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Einesthetic0tactual learning is learner focused. Einesthetic0tactual learners# /earn best through the sense of touch. 'refer learning when actively involved through application e!ercises using tools and materials. +ay become distracted or tired if required to sit through long lectures or discussions. Enjoy physical movement and activities, if related to content.
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$se active training formats whenever possible. &uild fun into the training whenever possible. $se a variety of approaches because the group of participants may process information and learn in different ways.
INSTRUCTIONAL PRESENTATION GUIDELINES* ADULT LEARNING ST>LES 'rovide plenty of social interaction. It is counterproductive to put participants into groups and then isolate them as they learn. .acilitate the sharing of learner e!pertise and relevant life0wor e!periences whenever possible. "dult learners usually have much to share% therefore, well orchestrated connections between their e!periences and the training they are receiving will enhance the training e!perience. 'resent one idea at a time to help adult learners organize and integrate information. *ummarize frequently to facilitate retention and recall. 'ace the training so that learners can master one element before moving on to the ne!t one. Establish a safe environment for learning. Bot nowing the answer must be deftly handled because adult learners do not want to appear ignorant to their fellow participants. Encourage positive measurement% that is, measure positives not negatives. Ensure an early success. 'rovide sufficient practice. Tie training to real wor outputs whenever possible.

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INSTRUCTIONAL PRESENTATION GUIDELINES