Presentation Skills Instructor Guide
TABLE OF CONTENTS Preface ..............................................................................................................................................5 What is Courseware? ................................................................................................................................ 5 How Do I Customize My Course? .............................................................................................................. 5 Materials Required ................................................................................................................................... 7 Maximizing Your Training Power .............................................................................................................. 7 Module One: Getting Started .............................................................................................................9 Housekeeping Items.................................................................................................................................. 9 The Parking Lot ....................................................................................................................................... 10 Workshop Objectives .............................................................................................................................. 10 Pre-Assignment Review .......................................................................................................................... 11 Action Plans and Evaluation Forms ........................................................................................................ 11 Module Two: Creating the Program .................................................................................................. 12 Performing a Needs Analysis .................................................................................................................. 12 Writing the Basic Outline ........................................................................................................................ 14 Researching, Writing, and Editing .......................................................................................................... 14 Module Two: Case Study......................................................................................................................... 16 Module Two: Review Questions.............................................................................................................. 17 Module Three: Choosing Your Delivery Methods .............................................................................. 19 Basic Methods......................................................................................................................................... 19 Advanced Methods ................................................................................................................................. 21 Basic Criteria to Consider ........................................................................................................................ 23 Module Three: Case Study ...................................................................................................................... 25 Module Three: Review Questions ........................................................................................................... 26
Module Four: Verbal Communication Skills....................................................................................... 29 Listening and Hearing: They Aren’t the Same Thing .............................................................................. 29 Asking Questions .................................................................................................................................... 31 Communicating with Power ................................................................................................................... 33 Module Four: Case Study ........................................................................................................................ 35 Module Four: Review Questions ............................................................................................................. 36 Module Five: Non-Verbal Communication Skills ................................................................................ 38 Body Language ....................................................................................................................................... 38 Gestures .................................................................................................................................................. 40 The Signals You Send to Others .............................................................................................................. 41 It’s Not What You Say, It’s How You Say It ............................................................................................. 43 Module Five: Case Study ......................................................................................................................... 44 Module Five: Review Questions .............................................................................................................. 45 Module Six: Overcoming Nervousness .............................................................................................. 47 Preparing Mentally ................................................................................................................................. 47 Physical Relaxation Techniques .............................................................................................................. 49 Appearing Confident in Front of the Crowd ............................................................................................ 51 Module Six: Case Study ........................................................................................................................... 52 Module Six: Review Questions ................................................................................................................ 53 Module Seven: Creating Fantastic Flip Charts .................................................................................... 55 Required Tools ........................................................................................................................................ 55 The Advantages of Pre-Writing .............................................................................................................. 55 Using Colors Appropriately ..................................................................................................................... 56 Creating a Plan B .................................................................................................................................... 57 Module Seven: Case Study ...................................................................................................................... 59 Module Seven: Review Questions ........................................................................................................... 60
Module Eight: Creating Compelling PowerPoint Presentations .......................................................... 62 Required Tools ........................................................................................................................................ 62 Tips and Tricks ........................................................................................................................................ 63 Creating a Plan B .................................................................................................................................... 64 Module Eight: Case Study ....................................................................................................................... 66 Module Eight: Review Questions ............................................................................................................ 67 Module Nine: Wow ‘Em with the Whiteboard................................................................................... 69 Traditional and Electronic Whiteboards ................................................................................................. 69 Using Colors Appropriately ..................................................................................................................... 70 Creating a Plan B .................................................................................................................................... 70 Module Nine: Case Study ........................................................................................................................ 72 Module Nine: Review Questions ............................................................................................................. 73 Module Ten: Vibrant Videos and Amazing Audio............................................................................... 75 Required Tools ........................................................................................................................................ 75 Tips and Tricks ........................................................................................................................................ 76 Creating a Plan B .................................................................................................................................... 77 Module Ten: Case Study ......................................................................................................................... 78 Module Ten: Review Questions .............................................................................................................. 79 Module Eleven: Pumping it Up a Notch............................................................................................. 81 Make Them Laugh a Little ...................................................................................................................... 81 Ask Them a Question .............................................................................................................................. 83 Encouraging Discussion .......................................................................................................................... 83 Dealing with Questions ........................................................................................................................... 84 Module Eleven: Case Study ..................................................................................................................... 86 Module Eleven: Review Questions .......................................................................................................... 87 Module Twelve: Wrapping Up .......................................................................................................... 89
Words from the Wise .............................................................................................................................. 89 Gaining Closure on the Parking Lot ........................................................................................................ 89 Action Plans and Evaluations.................................................................................................................. 89
Learning is a treasure that will follow its owner everywhere. Chinese Proverb Preface What is Courseware? Welcome to Courseware.com, a completely new training experience! Our courseware packages offer you top-quality training materials that are customizable, user-friendly, educational, and fun. We provide your materials, materials for the student, PowerPoint slides, and a takehome reference sheet for the student. You simply need to prepare and train! Best of all, our courseware packages are created in Microsoft Office and can be opened using any version of Word and PowerPoint. (Most other word processing and presentation programs support these formats, too.) This means that you can customize the content, add your logo, change the color scheme, and easily print and e-mail training materials.
How Do I Customize My Course? Customizing your course is easy. To edit text, just click and type as you would with any document. This is particularly convenient if you want to add customized statistics for your region, special examples for your participants’ industry, or additional information. You can, of course, also use all of your word processor’s other features, including text formatting and editing tools (such as cutting and pasting). To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
Page 5
If you want to change the way text looks, you can format any piece of text any way you want. However, to make it easy, we have used styles so that you can update all the text at once. If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting. In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will then produce the Modify Style options window where you can set your preferred style options. For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would do:
Now, we can change our formatting and it will apply to all the headings in the document. For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by Courseware.com.
Page 6
Materials Required All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard or chalkboard instead.) We recommend that each participant have a copy of the Training Manual, and that you review each module before training to ensure you have any special materials required. Worksheets and handouts are included within a separate activities folder and can be reproduced and used where indicated. If you would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead of having individual worksheets. We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power We have just one more thing for you before you get started. Our company is built for trainers, by trainers, so we thought we would share some of our tips with you, to help you create an engaging, unforgettable experience for your participants.
Page 7
Make it customized. By tailoring each course to your participants, you will find that your results will increase a thousand-fold. o
Use examples, case studies, and stories that are relevant to the group.
o
Identify whether your participants are strangers or whether they work together. Tailor your approach appropriately.
o
Different people learn in different ways, so use different types of activities to balance it all out. (For example, some people learn by reading, while others learn by talking about it, while still others need a hands-on approach. For more information, we suggest Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large group discussions, and mini-lectures. 
Make it relevant. Participants are much more receptive to learning if they understand why they are learning it and how they can apply it in their daily lives. Most importantly, they want to know how it will benefit them and make their lives easier. Take every opportunity to tie what you are teaching back to real life.

Keep an open mind. Many trainers find that they learn something each time they teach a workshop. If you go into a training session with that attitude, you will find that there can be an amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it, and make the most of it in your workshops.
And now, time for the training!
Page 8
Coming together is a beginning; keeping together is progress; working together is success. John D. Rockefeller Module One: Getting Started Welcome to the Presentation Skills workshop. This program can benefit anyone who presents; a trainer, a meeting facilitator, speaker, or seminar discussion leader. No matter which role you are assuming, this workshop will help you become more efficient and proficient with the skills of providing information to others.
Housekeeping Items Take a few moments to cover basic housekeeping items.
If you need an opening or a way to introduce the participants to each other, utilize the Icebreakers folder to begin or between breaks during the day.
Let participants know where they can find washrooms, break facilities, and fire exits.
Ask participants to turn off their cell phones or at least turn them to vibrate. If they must take a call, request that they do it outside.
Take this time to encourage the group to ask questions and make this an interactive workshop.
Write the words Respect, Confidentiality, and Practice on a piece of flip chart paper and tape it to the wall. Explain to participants that in order to get the most out of this workshop, we must all work together, listen to each other, explore new ideas, and make mistakes. After all, that’s how we learn!
Page 9
The Parking Lot Explain the concept of The Parking Lot to participants.
The Parking Lot is a visible place where you will “park” ideas that arise which are not on the agenda, may be off topic, or are better addressed outside of the program.
At the end of the session, we will review parked ideas and follow up, or make suggestions for your own investigation when you are back at work.
Suggestions for the trainer: 1. If you are working with a large group of participants, you may wish to nominate a recorder to park items as you are facilitating. 2. It’s a good idea to note the name of the contributor along with the parked item. 3. Items noted on the parking lot can be useful to you later as you plan future training sessions.
Workshop Objectives Research has consistently demonstrated that when clear goals are associated with learning, the learning occurs more easily and rapidly. With that in mind, let’s review our goals for today. By the end of this workshop, you should be able to:
Perform a needs analysis and prepare an outline
Select presentation delivery methods
Practice verbal and non-verbal communication skills
Knock down nervousness
Develop and use flip charts with color
Create targeted PowerPoint presentations
Utilize white boarding for reinforcement
Describe how video and audio enhance a presentation and list criteria for determining what types to use
Enrich the learning experience with humor, questions, and discussion.
Page 10
Pre-Assignment Review The purpose of the Pre-Assignment is to get participants thinking about their current set of Presentation Skills. You will also find a Pre-Assignment handout in the Activities folder. List five qualities that you feel are needed to give a good presentation? 1. ______________________________________________________________________________ 2. ______________________________________________________________________________ 3. ______________________________________________________________________________ 4. ______________________________________________________________________________ 5. ______________________________________________________________________________
Action Plans and Evaluation Forms Explain the action plan to participants: During this course, you will be adding ideas to your personal action plan. The plan uses the SMART system. This means that your goals must be Specific, Measurable, Attainable, Realistic, and Timely. Pass out the participant action plans and evaluation handouts, available in the activities folder. Ask participants to add information throughout the day as they learn new things and have ideas about how to incorporate the concepts being discussed into their work or personal lives.
Page 11
It takes three weeks to prepare a good impromptu speech. Mark Twain Module Two: Creating the Program We will look at the beginning steps to follow when creating a plan to improve your Presentation Skills. The first thing to look at is to perform a Needs Analysis. This will help you to understand your audience and provide you with the answers to a few basic questions. A basic outline and some minor research would then be utilized to help create the basic program that will assist you in developing greater Presentation Skills.
Performing a Needs Analysis A needs analysis measures what skills employees have -- and what they need. It indicates how to deliver the right training at the right time. The results answer the following questions: 1. What is the audience with the problem or need for change? 2. What tasks and subtasks does an expert perform to complete a work process? 3. What gaps exist between experts, average, and poor performers of a work process? 4. How do we translate the needs into objectives to promote a strong learning outcome? The method can be simple; observation, careful note taking, and asking questions work.
Question Audience?
Methods Interview key stakeholders and listen to their concerns about the problem. Define who needs help to overcome the problem.
Page 12
Identify and describe the audience and the work. Tasks?
Observe the work being done by recognized experts. Take careful notes and ask questions where needed. Document the proper performance of the work tasks.
Gaps?
Observe other workers doing the tasks. Compare results with the performance of experts. Document identified skill gaps.
Outcome?
Develop a complete list of tasks for performing the work completely and correctly.
Example: Although the call center reps are empowered to assist customers, several are not solving callers’ product problems. Instead, they are passing them on to the Escalation Desk, creating a bottleneck -- and unhappy customers. The needs analysis identified a task called “Resolve customer complaints”. Some of its subtasks are:
Answer call
Listen to customer’s problem
Express empathy for the trouble
Open a new support ticket
Resolve complaint per the list of allowable resolutions
Document resolution in the call notes
Close support ticket.
Page 13
Writing the Basic Outline To develop the outline, group the tasks that fit together logically, and create headings that reflect the goal of the subtasks.
Handling a Call o
Answer call
o
Listen to customer’s problem
o
Express empathy for the trouble
o
Open a new support ticket
o
Resolve the complaint per the list of allowable resolutions
Documenting Call Resolution o
Document the resolution in the call notes
o
Close support ticket
Add headings for an introduction and workshop objectives at the beginning -- and a wrap-up and evaluation at the end, and your basic outline is complete.
Researching, Writing, and Editing Researching: The needs analysis has likely produced much of the supporting content required to build the program. However, if information gaps exist, return to your expert performers (also termed subject matter experts) and ask questions. Writing: If you’re using a word processor, create a template so your material is consistent from the beginning. Assign a preliminary time length to each module based on the total time available for the presentation. (You’ll validate it later.) When writing, aim for brevity. The more you say, the less the audience remembers. Make sure to validate your finalized content before you move on to editing. Editing: As you edit, write for the ear, not for the eyes. Make sure sentences are twenty words or less and only convey one thought. Use simple, familiar words. Make sure that you have provided the definitions of any terms important to the learning experience. Try to spice up your module titles.
Page 14
Estimated Time
25 minutes To combine subtasks into groups for presentation
Topic Objective To practice editing a program module Paint a Picture Topic Summary
A needs analysis was performed and tasks were documented. The exercise asks participants to create and edit a course outline with module headings.
Materials Required
Worksheet: Paint a Picture
Planning Checklist
None Divide participants into groups of 3 or 4 and give everyone the worksheet. As listed on the handout, instruct each to: 1) Group the tasks that fit together logically
Recommended Activity
2) Write headings for each group 3) Add opening and closing modules for the presentation 4) Edit the headings and subtasks to provide some “zing” Reconvene the large group. Ask the large group to:
Discuss their observations about how the needs analysis helped their ability to develop a program
Share situations from their own job roles where a needs analysis could be useful for developing a presentation
Activity Debrief
What are the main purposes of a needs analysis? Review Questions Remind participants to consider adding an item to their action plan.
Page 15
Module Two: Case Study Ben sat down with Audrey in his office. “So, you told me that when a few select staff members tried to use the new medical records system, there were significant problems.” Audrey sighed. “Yes. Despite the use of online tutorials, the staff still finds the system difficult to use.” She said, “An office-wide training could help speed up competence.” Ben said, “First, I think we need to do a needs analysis, to make sure that this training will be as effective as possible.” Ben took Audrey through a list of questions regarding the audience’s problem that needed to be solved; the tasks and subtasks an expert would need to complete, the gaps between different workers, and translated the needs into objectives to ensure a strong learning outcome. The training was a success and the office was ready in time for the roll-out of the new system.
Page 16
Module Two: Review Questions 1. What purpose does a Needs Analysis serve? a) Validates your finalized content before you move on to editing. b) Helps you to understand your audience and provides you with the answers to a few basic questions. c) Resolves the gaps that are found in experts, average, and poor performers. d) Designates where to add headings for an introduction and completes workshop objectives. 2. What does a Needs Analysis measure? a) b) c) d)
The cost and benefits of a project. Only the poor performers in a work process. What skills employees have and what they need. What will need to be researched, written, and edited?
3. Which question would not be answered by the results of a Needs Analysis? a) b) c) d)
What module titles are needed for a memorable opening? What is the audience with the problem or need for change? What tasks and subtasks does an expert perform to complete a work process? What gaps exist between experts, average, and poor performers of a work process?
4. In the simple method of a Needs Analysis, which action is part of the process? a) b) c) d)
Answering questions Supervising the process Delegating tasks and subtasks Both A & B
5. What would grouping the tasks that fit together logically and creating headings that reflect the goal of the subtasks help develop? a) b) c) d)
The research The outline The editing The writing
6. Where should you add headings for an introduction and workshop objectives in an outline? a) b) c) d) Page 17
On the cover The end The middle The beginning
7. When researching, if information gaps exist, what should be done next? a) b) c) d)
Go back to the supporting content required to build the program. Create a template so your material is consistent from the beginning. Return to your expert performers and ask questions. Edit out that section, as you do not have the information required.
8. When writing, what should you aim for? a) b) c) d)
Levity Brevity Length Word count
9. What is the final step before moving onto editing? a) b) c) d)
Create a template so your material is consistent. Return to your expert performers and ask questions. Assign a preliminary time length to each module. Make sure to validate your finalized content.
10. Which statement is good advice when editing? a) b) c) d)
Page 18
Write for the eyes, not the ear. Make sure sentences are thirty words or less and only convey two thoughts. Keep your module titles standard and basic. Use simple, familiar words.
I never teach my pupils; I only attempt to provide the conditions in which they can learn. Albert Einstein Module Three: Choosing Your Delivery Methods Now it's time to determine what methods you will use to deliver your presentation. We will be beginning by covering basic delivery methods. Once we have a good foundation and grasp on the basic methods we will delve into more advanced methods.
Basic Methods Lecture: If you must lecture occasionally, use strategies to make the delivery more interactive. Discussion: A discussion facilitated by the presenter can be rich in interactivity. Small Group learning experiences: A small group experience provides direction toward specific learning goals, and provides a high degree of participant involvement.
Dyads (Groups of 2). Using pairs provides unlimited options for simple interactive experiences. You can say, “Turn to the person on your right and…” Using dyads manages the attention span, the extent of influence, and the focus of the goal. The learning experience is relatively intimate.
Triads (Groups of 3). Trios expand the focus and experience opportunities. A measure of intimacy is still retained, but multiple viewpoints can be contributed. Triads are useful for producing definitions, establishing priorities, or providing an ongoing support system.
Page 19
Case Study: The case study method is the presentation of detailed information about a particular situation, often problem solving. Case studies can be very creative exercises, and they are well-suited for small groups. Here are six guidelines for developing a case study: 1. Determine the principle you wish to have the case emphasize 2. Establish a situation that demonstrates the principle 3. Develop appropriate symptoms 4. Develop the characters 5. Write the case 6. Provide questions to guide the learners as they process the case study to solve a problem.
Estimated Time
25 minutes To provide practice managing a small group exercise
Topic Objective
To provide practice using the case study method To encourage the transfer of case study skills to participants’ own presentation toolkit back on the job Capitalizing on Case Studies
Topic Summary
This exercise allows participants to try their hand at working through a case study to solve a problem and then, using provided guidelines, asks them to craft their own case study
Materials Required
Worksheet: Capitalizing on Case Studies
Planning Checklist
Make flip chart paper available should the participants wish to use it in the exercise. Divide participants into triads.
Recommended Activity
Activity Debrief
Instruct the groups to use the information provided in the handout to create their own case study, along with questions that could be used with the process Ask participants to discuss what they found effective about the case study method in a small group. Using the provided guidelines for building a case study, what was their
Page 20
experience in constructing their own? How would the use of the case study be helpful at your job? Review Questions
What are four basic delivery methods you can use in a presentation?
Advanced Methods After you feel comfortable with basic delivery methods, you can begin to explore some of the more challenging ways to present and facilitate learning experiences. Role play: Role playing allows participants to act out a behavioral role. This exercise -- done with small groups or the large group -- allows members to expand their awareness of varying points of view, and provides an experiential learning opportunity. A role play can be used in several ways; to solve a participant problem, clarify or sharpen an issue, or demonstrate a skill approach to a task. Importantly, it gives people an opportunity to practice a skill or approach in a safe environment and use the experience later on the job. Here are several tips for managing a role play exercises:
Obtain volunteers, rather than making assignments
Use role play later in the training session, when participants know each other better
Select low-threat situations, such as a work group holding a staff meeting.
Problem solving: Problem solving experiences are increasingly popular in training presentations because they allow participants to gain “real world” experience that often provides direct transfer back to the job. There are three phases to a problem solving exercise: 1. Defining the problem and generating data about it 2. Generating potential solutions 3. Selecting an implementing a solution.
Page 21
Below are several of the many proven methods that are available to help participants with each phase.
Phase Defining the problem and generating data about it
Generating potential solutions
Selecting and implementing a solution
Page 22
Method
Description
Pareto Analysis
Vilfredo Pareto, a mathematician and economist coined the “80/20” rule. A Pareto Analysis allows you to group and analyze data for a problem such as defects in a model of kitchen faucet.
Force Field Analysis
Kurt Lewin defined driving forces and restraining forces that influence the solution to a problem.
Brainstorming
Brainstorming allows a group to generate a large volume of ideas about a problem, or potential solutions. Later, the results must be condensed to a workable number of ideas, typically through grouping, and then voted on.
The Delphi Technique
Originally used by the RAND corporation, the Delphi technique allows the anonymous generating of ideas which are then filtered.
Ranking
Participants rank options on a given scale, with or without criteria.
The Journalist’s Six Questions
Use “who, what, when, where, why and how” questions to generate data.
Basic Criteria to Consider A training presentation may use any combination of delivery methods as long as the net result is to achieve learning outcomes -- and consider organizational requirements and constraints. The four-step process below will help you select the best training delivery options to meet your training needs. 1. List all possible learning methodologies that could be used to achieve the session objectives 2. Identify possible delivery options for the learning methodologies 3. Identify the organizational, presenter, facility, and resource parameters and their impact on the delivery options. 4. Recommend your delivery strategies. At a bank, the outcome of the process might look like this:
Objective
Delivery Strategy
Expansion/Notes
List the five key customer support principles at the bank
Lecture only the principles, using the flip chart or PowerPoint for emphasis, and then add interactivity
Find a lead-off story
Demonstrate a performance problem with a customer support team in a bank
Role play
Use triads
Generate ideas for improving customer support service
Brainstorming
Develop a group problem-solving exercise to provide follow-up practice
Find extra space Procure additional flip charts for groups
Estimated Time
20 minutes
Topic Objective
To utilize the ground rules of brainstorming while generating ideas to support the solution to a challenge or problem Brainstorming
Topic Summary
Page 23
The group will generate ideas to solve a problem without regard to their quality and without judgment.
Write the ground rules on the flip chart:
Planning Checklist
Ideas and responses are accepted and recorded without comment.
Evaluation and judgment of the responses are deferred until after the brainstorming is finished.
Quantity is more important than quality of ideas.
All responses are of equal merit during the exercise.
One response can be used legitimately as a trigger for other responses.
Put a paper clip on each table, draw a paperclip on the flip chart, or project on a PowerPoint slide. Enlist a volunteer from the group to serve as recorder. Go over the ground rules. Tell the group that they have two minutes to suggest all the ways they can think of for using a paperclip. Recommended Activity When time is up, allow the group to reflect on all the creative ideas. Ask participants to share their observations about the process and the volume of ideas that they generated. Back at work, participants can invite smaller groups to work on the same brainstorming topic and compare results, possibly leading to more diverse suggestions.
Delivery Tips
Another alternative is written brainstorming; write several different but related issues on separate flip charts and place them around the walls of the room. Ask everyone to write suggestions. Participants may work on the sheets in any order and return to them as necessary. Extension: A next step after brainstorming is to lasso or cluster ideas. That is, participants group together or circle similar ideas for further analysis. Why is brainstorming a valuable tool in the presenter's toolkit?
Review Question
For what types of situations is brainstorming best suited? Remind participants to consider adding an item to their action plan.
Page 24
Module Three: Case Study Fatima finished the first hour and a half of her presentation. When the training broke for a quick fifteen minutes, she reflected. During the training, she’d noticed that some of the participants seemed sluggish and unfocused. When everyone returned to their seats, Fatima spoke to the audience with fresh enthusiasm. “Our next segment of the training deals with the notorious subject of customer complaints. I know that there’s a wealth of experience in this room already. So I want you to turn to the person next to you, and I want the two of you to each share a time when you received a customer complaint and how you dealt with it.” Fatima watched the participants become involved in their discussions. The room re-energized and the training became more interactive and more successful.
Page 25
Module Three: Review Questions 1. If you must lecture occasionally, which strategies should be used? a) b) c) d)
Strategies that keep the objectives and information vague. Strategies that make the delivery less interactive. Strategies that make the delivery more interactive. Strategies that don’t fill the allotted time for the lecture.
2. What method provides direction toward specific learning goals and a high degree of participant involvement? a) b) c) d)
Small Group Experience Lecture Discussion Research
3. Which statement is not true about using dyads in a small group experience? a) b) c) d)
Pairs provide unlimited options for simple interactive experiences. Using dyads manages the attention span. Using dyads manages the extent of influence and the focus of the goal. The learning experience is relatively detached.
4. What are triads useful for? a) b) c) d)
Producing definitions and establishing priorities. Decreasing the focus and experience opportunities. A measure of intimacy is still retained, but a single viewpoint can be contributed. Removing an ongoing support system.
5. What is the definition of a case study? a) An educational talk to an audience, especially to students in a university or college. b) The action or process of talking about something, typically in order to reach a decision or to exchange ideas. c) The presentation of detailed information about a particular situation, often problem solving. d) Work done by a group in collaboration. 6. Which are case studies suited for? a) b) c) d) Page 26
Large groups Small groups Groups of twenty or more All of the above
7. Which statement is not true of role plays in presentations? a) b) c) d) 8.
A role-play can be used to solve a participant problem. Role-plays can be used in small groups but not a large group. Role-plays give people an opportunity to practice a skill. A role-play allows members to expand their awareness of varying points of view.
Why are problem solving exercises becoming increasingly popular in training presentations? a) Because problem solving exercises cover the basic delivery methods. b) Because they are useful for producing definitions, establishing priorities, or providing an ongoing support system. c) Because problem solving exercises allow participants to act out a behavioral role. d) Because they allow participants to gain “real world� experience that often provides direct transfer back to the job.
9.
Which is not a phase during a problem solving exercise? a) b) c) d)
Defining the problem and generating data about it. Develop the characters. Generating potential solutions. Selecting and implementing a solution.
10. What is the net result a presentation must meet? a) b) c) d)
Page 27
Learning outcomes are achieved. Organizational requirements and constraints are considered. Possible delivery options for the learning methodologies are identified. Both a and b.
END OF FREE PREVIEW FULL WORKSHOP AVAILABLE EXCLUSIVELY AT:
Page 28