Crafting Compelling Presentations: A Comprehensive Guide

Abstract

BSBCMM401 Make a presentation[Name]BSBCMM401 Make a presentation[Name] BSBCMM401 Make a presentation [Author] BSBCMM401 Make a presentation [Author] BSBCMM401 Make a presentation Table of Contents Table of Contents3 Unit of Competency6 Performance Criteria7 Foundation Skills8 Assessment Requirements9 Housekeeping Items10 Objectives10 1. Prepare a presentation11 1.1 Plan and document presentation approach and intended outcomes13 Why Present?13 Research the topic and the participants14 Plan an approach for delivery14 Prepare well in advance15 Be an excellent negotiator15 Have a good working knowledge of what they are communicating to the participants15 Inspire the participants to take further action15 Dealing with nerves15 What’s the worst that can happen?16 Activity 1.1.117 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed17 Verbal presentations19 Case Studies19 Role Plays19 Demonstrations19 Group Work or Discussions19 Understanding Participant Characteristics or Special Needs20 Activity 1.2.122 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas23 Activity 1.3.124 Visual25 Auditory25 Kinaesthetic25 Group Discussion or Brainstorming26 Role Plays or Case Studies27 Use of Extra Resources and Demonstrations28 Activity 1.3.229 Activity 1.3.333 Activity 1.3.435 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation36 Activity 1.4.137 1.5 Select techniques to evaluate presentation effectiveness38 Activity 1.5.139 2. Deliver a presentation40 2.1 Explain and discuss desired outcomes of the presentation with the target audience41 Your expectations41 The ground rules41 Their expectations41 Timing42 Rules for questions etc42 2.2 Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas43 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes45 Activity 2.1.1, 2.2.1 and 2.3.146 2.4 Use persuasive communication techniques to secure audience interest47 Activity 2.4.148 Body Language48 Activity 2.4.255 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences56 Activity 2.5.158 Dealing with Questions59 2.6 Summarise key concepts and ideas at strategic points to facilitate participant understanding61 Activity 2.6.163 3. Review the presentation64 3.1 Implement techniques to review the effectiveness of the presentation64 3.2 Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation68 Activity 3.1.1 and 3.2.171 3.3 Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented72 Skills and Knowledge Activity73 Major Activity – An opportunity to revise the unit74 Unit of Competency Application This unit covers the skills and knowledge required to prepare, deliver and review a presentation to a target audience. This unit applies to individuals who may be expected to make presentations for a range of purposes, such as marketing, training and promotions. They contribute well developed communication skills in presenting a range of concepts and ideas. No licensing, legislative or certification requirements apply to this unit at the time of publication. Unit Sector Communication – Interpersonal Communication Performance Criteria Element Elements describe the essential outcomes. Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. Prepare a presentation Plan and document presentation approach and intended outcomes Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas Brief others involved in the presentation on their roles/responsibilities within the presentation Select techniques to evaluate presentation effectiveness Deliver a presentation Explain and discuss desired outcomes of the presentation with the target audience Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes Use persuasive communication techniques to secure audience interest Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences Summarise key concepts and ideas at strategic points to facilitate participant understanding Review the presentation Implement techniques to review the effectiveness of the presentation Seek and discuss reactions to the presentation from participants or from key personnel involved in the presentation Utilise feedback from the audience or from key personnel involved in the presentation to make changes to central ideas presented Foundation Skills This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance. Reading Reviews and analyses documents to identify information relevant to a specific presentation Writing Develops material to convey ideas and information to target audience in an engaging way Oral Communication Presents information using words and non-verbal features appropriate to the audience and context Uses listening and questioning techniques to gather information required to develop or modify presentations Interprets audience reactions and changes words or non-verbal features accordingly Interact with others Selects and uses appropriate conventions and protocols to encourage interaction or to present information Demonstrates sophisticated control over oral, visual and written formats, drawing on a range of communication practices to achieve goals Recognises the need to alter personal communication style in response to the needs or expectations of others Get the work done Takes responsibility for planning, sequencing and prioritising tasks and own workload to achieve outcomes Uses feedback from others, analytical and lateral thinking to review current practices and develop new ideas Uses the main features and functions of digital tools to complete work tasks Assessment Requirements Performance Evidence Evidence of the ability to: Prepare and deliver presentations related to occupation or area of interest which demonstrate the use of: Effective presentation strategies and communication principles Aids and materials to support the presentation Select and implement methods to review the effectiveness of own presentation and document any changes which would improve future presentations. Knowledge Evidence To complete the unit requirements safely and effectively, the individual must: Identify information collection methods that will support review and feedback of presentations Identify regulatory and organisational obligations and requirements relevant to presentations Describe the principles of effective communication Describe the range of presentation aids and materials available to support presentations. Assessment Conditions Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced by individuals using interpersonal communication skills in the workplace and include access to: Equipment, materials and business software packages for making a presentation Business technology Interaction with others. Assessors must satisfy NVR/AQTF assessor requirements Links Companion volumes available from the IBSA website: http://www.ibsa.org.au/companion_volumes - http://www.ibsa.org.au/companion_volumes Housekeeping Items Your trainer will inform you of the following; Where the toilets and fire exits are located, what the emergency procedures are and where the breakout and refreshment areas are. Any rules, for example asking that all mobile phones are set to silent and of any security issues they need to be aware of. What times the breaks will be held and what the smoking policy is. That this is an interactive course and you should ask questions. That 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. Ground rules for participation; Smile Support and encourage other participants When someone is contributing everyone else is quiet Be patient with others who may not be grasping the ideas Be on time Focus discussion on the topic Speak to the trainer if you have any concerns Objectives Discover how to prepare a presentation Learn how to deliver a presentation Understand how to review the presentation Gain the skills and knowledge required for this unit 1. Prepare a presentation 1.1Plan and document presentation approach and intended outcomes 1.2Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas 1.4Brief others involved in the presentation on their roles/responsibilities within the presentation 1.5 Select techniques to evaluate presentation effectiveness 1.1 Plan and document presentation approach and intended outcomes Why Present? Delivering a presentation provides an opportunity for the presenter to share knowledge or impart information to the people who are being presented to. It can be a daunting experience to some, but with careful preparation and a few tricks up your sleeve, it should be a fairly painless procedure. Stephen Covey states that you should “Begin with the end in mind”. This is true for any presentation. By knowing what you want the participants to get out of the presentation, you can then develop the presentation around these objectives. There are a number of different types of client or customer presentations which can include; presentations to a small group of people A presentation to one person (usually the decision maker) A presentation to a large group of people Team presentations – where more than one person is delivering the content Ideally, most presentations should be delivered in an enthusiastic manner. Enthusiasm alone is not enough however. The presenter should also; Research the topic and the participants Plan an approach for delivery Prepare well in advance Be an excellent negotiator Have a good working knowledge of what they are communicating to the participants, and Inspire the participants to take further action Let’s look that the steps outlined above in further detail; Research the topic and the participants A good presenter should always be well versed in the topic they are delivering – that is the basic prerequisite for a good presentation. It is also a good way to ensure nerves are kept under control, and it means there is less likely to go wrong. There may always be a small amount of nervousness when presenting, and it is a good idea to use some of that adrenaline to your advantage to keep the audience motivated and inspired. Knowing the topic is usually achieved by determining who the target group is going to be, then deciding on the intended outcomes based on the group and their needs. Prior to preparing a presentation that is to be delivered to a group of participants however, you should ask yourself the following questions to determine who the participants are; Why have I been asked to do the presentation? What do the participants hope to get out of the presentation? What is their current knowledge on the subject I am presenting? Why are they attending the presentation? How many people are attending? Where is it being held? What equipment and resources will I have access to? What are the backgrounds of the participants? What are their job roles? Would they have already attended something like this in the past? If so, how can I make my presentation different? Plan an approach for delivery When preparing for delivery, some questions that you could ask yourself include; How do I plan on delivering the session? Do I need DVD’s or audio? If so, have I got a back-up in case the equipment doesn’t work? Will I be using PowerPoint slides? What equipment do I need? Will I be talking most of the time? Do I need to prepare handouts? Prepare well in advance You should always be well prepared and well versed on what you will be saying during the presentation. This means you as the presenter can appear more confident and professional, and far more organised (even if sometimes you may not fee so confident). Preparation involves doing your research and understanding the content of your presentation, understanding the target group and what they hope to get out of the presentation you are delivering. Be an excellent negotiator An effective presenter can negotiate so well that everyone wins from the situation. Develop these skills and practice them every day so you can be the best negotiator you can be. You may like to consider doing a negotiation course to improve your skills. Have a good working knowledge of what they are communicating to the participants Not only should you know the content that you plan on communicating to your audience, your actual communication skills should be well developed also. Communicating with others is based on the following; Sharing and communicating our opinions and ideas with others Communicating so that our needs can be met Communicating so that the needs of others can be met Influencing people to take further action Inspire the participants to take further action The participants should walk away from a presentation inspired to take further action. You as the presenter should be relaying back a story to them about your services, yourself or your company, depending on what you the objectives of the presentation are. A successful presentation usually means that when you are finished, the participants have agreed to do something or to take further action. Dealing with nerves Being nervous before a presentation can be a normal situation for most people. You can utilise the nerves and make them work to your advantage by using the adrenalin to make the presentation more inspiring and energetic. However, when your nerves get in the way of the presentation, you need to find some strategies to relax and calm down. “According to most studies, people's number one fear is public speaking. Number two is death. Death is number two. Does that sound right? This means to the average person, if you go to a funeral, you're better off in the casket than doing the eulogy.”  Jerry Seinfeld The 6 P’s of Presenting Prior Preparation and Planning Prevents Poor Performance If you are prepared and have planned the presentation properly, you will deliver a terrific presentation! What’s the worst that can happen? Prepare well in advance, know the subject matter, know the audience, test the equipment, check the venue, have a contingency plan in place, and you will minimise the chance of anything going wrong, or at least you will be able to handle it better if it does. Even if something does go wrong, what is the worst that can happen? Activity 1.1.1 1.2 Choose presentation strategies, format and delivery methods that match the characteristics of the target audience, location, resources and personnel needed We discussed earlier that there are a number of different types of client or customer presentations which include; presentations to a small group of people A presentation to one person (usually the decision maker) A presentation to a large group of people Team presentations – where more than one person is delivering the content Within those different presentations you may be looking at presentations that aim to; Inform others of a new product, service or something else that could be relevant to their needs This type of presentation has a specific aim or intent. The information you want to convey needs to be accurate, reliable and delivered in a manner that the participants will understand. Win a sale or gain new business This type of presentation also has a specific aim or intent. You need to get the trust of the client so that they know they are willing to do business with you, whether it is to win a new sale or get repeat business from an existing client or customer. Provide general Account Management to a client or customer Once you have a regular or ongoing client, you may need to deliver regular presentations to them in an account management capacity. Therefore there may be less pressure as they are already an existing client, but the presentation should be just as professional as if you were delivering it to a potential client or customer. Deliver a one to one presentation for a specific client or prospect Delivering a one to one presentation for a client or prospect will require similar skills to delivering in a group with a few modifications such as questioning techniques, pace change and delivery methods. There are a number of different strategies that can be used in the delivery of a presentation. Some of the strategies include, but are not limited to; Verbal presentations These usually refer to direct speaking engagements where a presenter may talk but there may be little or no interaction from the participants. A verbal presentation may be useful when wanting to showcase a product as an introductory talk or session. Case Studies Case studies within a presentation offer the participants an opportunity to work on real-life scenarios where the participants can relate to the context of a situation. Role Plays Similar to case studies, role plays or simulations have the ability to get the participants actively involved in a situation and offers an opportunity for them to see a real life example of what is expected from them or is being presented to them. It is also a great way to get the participants to know each other, if that is the aim of your presentation. Demonstrations An actual demonstration can constitute the active component of a presentation. This gives the presenter the opportunity to actively demonstrate something in action and gives the participants a chance to be drawn in to an actual situation. Group Work or Discussions Group work and discussions can provide an effective strategy to get participants talking, interacting and sharing ideas and concepts. Participants can get involved and provide their own points of view while listening to and understanding others. When determining which delivery strategy is best for a client group, it is important to undertake research into why they are attending the presentation, what they hope to get out of it and what their current level of knowledge already is. As a presenter, you should also be asking yourself; How much time do I have available for my presentation? How can I ensure I make the best use of the time available to me? What do I want the clients or participants to get out of this presentation? What do I need them to know? What do I want to inspire them to do once they leave the presentation? How can I best achieve this? Will everyone be able to understand the point I am trying to make? Have I got a contingency plan in place in case something goes wrong? If I am demonstrating something, will everyone be able to see it? Have I allowed for questions to be answered? What resources do I need? Is the location suitable to the presentation and the delivery methods and strategies I plan on using? Who else will be involved? Do I need to allocate another presenter? What other stakeholders are involved in the presentation or have a vested interest in the presentation? Understanding Participant Characteristics or Special Needs For successful delivery of any presentation, it is important to understand the specific characteristics of the participants. Finding out about them and their needs will help the presenter to develop a presentation that involves everyone, meets their needs and meets the objectives of the presentation. Adults like to play an active role in their personal development, and if the presentation relates to their personal development, then the more they are involved in the initial phase, the more likely they are to accept and be positive towards the presentation. The presenter should try to find answers to the following questions prior to delivering a presentation, if at all possible: What is the current skill level of the participants? What industry are they working in? Can I use relevant terminology that they will understand? What is their likely level of formal education? What is their motivation for being at my presentation? Do any of them have special needs (eg disabilities, are they from non-English speaking backgrounds, do they have physical limitations?) What are their language, literacy and numeracy levels likely to be at? Are they highly specialised (ie will they get bored if I don’t use the correct terminology?) The participants can be a mixture of any of the below; Existing employees from an organisation People from the same industry but that work in different companies People from a mixed cultural group Participants looking to learn more about a product Participants who want to upgrade their skills People who are unemployed People who want to change jobs People who are very busy and have a lot on their mind Activity 1.2.1 1.3 Select presentation aids, materials and techniques that suit the format and purpose of the presentation, and will enhance audience understanding of key concepts and central ideas You need to repeat something 6 times before it is embedded in the participant’s minds. There are a number of learning principles that apply to adults. These include; Their need to know what they will gain from attending a presentation and will always be tuned in to WII FM – “What’s in it for me?” They have experience that can be shared with the rest of the group They are self-directed in their learning They will often need to feel included and valued by participating in case studies, role plays, discussions and other activities where they can refer back to their own previous experience They will feel resistance if they believe they are being imposed or forced to accept ideas or concepts They will almost always be relating past experiences to current experiences Therefore you will need to be aware of these when you are putting together a presentation. A presentation can sometimes provide less opportunity for interaction from the participants than a training session will, so these adult learning principles should be taken into consideration at all times when putting together a presentation. Another consideration will be adult learning styles. There are various schools of thought on different learning styles. Three of the most popular were discussed considerably by Richard Bandler and John Grinder in their Neuro Linguistic Programming (NLP) theories. The theories focused around how people communicate both internally and externally and how the senses impact these communication styles. As a result, they concluded that adults have three main learning styles and tend to have a preference for one or more of the senses for learning. Activity 1.3.1 The three main learning styles as identified by Bandler and Grinder are; Visual Visual learners like to see what is going on around them. They use words such as “see, appear, look, imagine” and talk less than other learners. They don’t like to listen for too long and like to see posters, graphs, handouts, booklets and variety in colours, clear layouts and a lot of white space. Auditory Auditory learners like to hear what is going on, rather than read. They like to hear lectures, stories, audio material including music, they like to get involved in discussions and enjoy variety in tone and pitch of voices. Kinaesthetic Kinaesthetic learners like to do things. They don’t enjoy reading very much and like games and practicing what they are taught. They enjoy team activities, demonstrations, practical exercises, role plays and case studies where they can get involved, move around and be active. Keep in mind both the learning styles and the learning principles we have identified earlier when putting together a presentation. Your presentation is important to you. Think of your presentation as your ‘bag of tricks’. Bring out the ones you need when you need them to counteract objectives, doubt or concerns. Have a few up your sleeve just in case, and don’t give too many of them away at once. To make the presentation more interesting, there are a number of techniques that can be utilised to enhance the understanding of key concepts and ideas by the participants. These include; Group discussions or brainstorming Role plays or case studies Use of extra resources or demonstrations Group Discussion or Brainstorming Group work or brainstorming in groups is usually one of the favourites used by presenters if they are trying to get the participants involved and working together to achieve a common goal. The presenter should keep in mind that group discussion can work well as it can be modified to get the participants further involved and working together as a group. The use of structured exercises can promote discussion and are self directed therefore creating self discovery in the participants. They can provide a powerful method to influence understanding of the concepts and ideas presented and will work well if used correctly with the participants. Advantages Disadvantages The participants can easily express their ideas One or two participants can dominate the discussion It promotes a bit more interest Some of the quieter participants may not want get involved Can be contextualised easily Discussion can often move away from the desired topic The participants can support each other in their learning Group discussion and brainstorming can be time consuming Provides a change of focus away from the presenter and allows the participants to focus on each other and work together There could be personality clashes in the group causing some participants to withdraw The participants are able to apply previous knowledge and experience and understand how it relates directly back to the discussion Some participants may argue which could create a negative environment Role Plays or Case Studies This is a good opportunity for the participants to practice new skills by applying conceptualised ideas within a role play or case study situation. These activities consist of the participant having to analyse a situation that describes a problem. Advantages Disadvantages Both the participants and the presenter can observe skills being utilised Some participants can be too quiet to fully participate Participants are encouraged to think on their feet, giving them a good opportunity to provide input and direction into the discussion As with group discussions and brainstorming, role plays can be dominated by louder personalities, causing the quieter ones to be more withdrawn Role plays and case studies give a ‘real life’ feel to the presentation that extends and tests understanding of the concepts presented If more than one role play is taking place at once, it can become difficult for the presenter to focus on each one individually It allows the participants to practice in an experimental environment without repercussions and demonstrates how things happen with consequences They can get out of control if not watched correctly Sessions can become active and meaningful Can be time consuming to prepare Participants can feel as though they are working on real problems If a case study or role play lacks substance some participants will become bored Use of Extra Resources and Demonstrations Extra resources include training aids such as visual aids, handouts, workbooks, equipment and other methods used to convey a message. Note: Training ‘aids’ are just that. You are the presentation, not the aids or resources you use. Participants are more likely to retain information when visual aids or added resources are included in a presentation. The participants actually expect some reinforcement to the presentation therefore including resources is almost a given. The presenter should keep in mind what they are trying to achieve by having these resources on hand. Some resources can actually reinforce the verbal message and help participants to retain information, and others are there more for entertainment and to add pace to the session. The presenter should be mindful of not attempting to clutter too much information into resources such as handouts or Powerpoint presentations. Demonstrations can be useful and will resonate best with learners that are kinesthetic. They will also provide an opportunity to put into practice what the learners already know and can be useful when the outcome can be complicated or confusing. Advantages Disadvantages Visual aids can be used to demonstrate and illustrate material or skills Material can be out of date They can provide accurate information Over-copying can result in poor quality They often prompt discussion If using a data projector it can be difficult for all the participants to see They can be referred to later and used during the participants own time Can result in passive learning – the participants may not be taking in any information They can assist with the kinesthetic and visual participants A trainer may rely too heavily on the resources and create less interaction with the group Use of equipment for demonstrations can break up the learning environment The printer may not have the material ready on time, the equipment may not work correctly. A great presenter should try to incorporate the following into their presentation; A dynamic opener First impressions are important. You only have a few seconds to make that first impression that will ‘make or break’ you. Make it a good one. The way you start the presentation will determine whether or not the participants will be receptive to you, or choose to tune out from your presentation. Use a good opening hook to get the attention of the participants and attempt to identify with them as soon as possible. Make sure you tell them what you are planning on telling them during the opener so they know why they are there. Activity 1.3.2 Some of the best dynamic openers can incorporate any of, or a combination of, the following; Skits Stories Case studies Humour Games A bold statement Shocking statistics A movie / audio clip Brain teasers Play an inspiring speech Silence (as a demonstration) Using a guest speaker Tell a relevant news story Take bets Have a human treasure hunt (find someone in the group who...) Have a list of fun questions for the group to answer A solid body and content The body of your presentation should then reinforce what you told the participants during the opener. You have their attention – now keep it. Tell them that you understand their problem. Explain how your product can help them to find the solution they have been looking for. Tell them you feel their pain. Tell them what you came to tell them. Identify with them and their situation and show them not only that you can help them but how you can help them. Tell them what you are going to tell them Tell them Tell them what you have told them A closing statement that compels them to act You wowed the participants during the opener. You kept them enthralled during the body. Now to finish with a closing statement that achieves what you came here to do – you want them to act. You can provide a closing statement at the end of your presentation or at the end of each chunk or segment of learning. The closing statement requires a call to action. What do you want the participants to do as a result of your presentation? Challenge them by telling them what you want them to do. Do you want an attitude change? Do you want them to place an order? Do you want them to choose you as their new vendor? Do you simply want them to remember the last piece of information you gave them? Whatever the reason, compel them to act, or make it memorable so they remember you and your presentation. Activity 1.3.3 Some suggestions for great closing statements include; Provide topics for review A quick quiz A short film Talk about personal experiences Draw up a visual chart or mind map Case study Feedback form Stretch or another physical activity Action items Open ended questions Lucky prize draw Tell them a story Homework What next? Statistics Activity 1.3.4 1.4 Brief others involved in the presentation on their roles/responsibilities within the presentation There are often a number of people involved in putting together a presentation. It is not just the presenter that gets involved, but also many people that are working behind the scenes to ensure it is a smooth running and successful event. Some other people and the roles they can play in putting a presentation together include; Guest speakers A guest speaker may also be speaking or delivering part of a presentation Admin staff Admin staff may be responsible for putting together training material, handouts, resources, guest list, invites, booking the venue or other information you need for the presentation Venue staff If the presentation will be delivered off site you will need to liaise with venue staff on room set up, catering, timing, numbers, parking etc Management The presentation may need to be approved by management or other stakeholders Participant Representatives The people who are co-ordinating the participants and their attendance may also need to be consulted. For example, it could be one representative from a company that has requested you present to all their sales staff on a new solution or demonstrate your product to them When presenting to a large or a small group of people, if possible, the presenter should attempt to check the facilities the day before to ensure everything has been set up correctly. The equipment should be checked to ensure it is working well. The layout should be checked, the venue staff should know the catering requirements and any resources or equipment needed should be taken to the venue well ahead of time. The presenter should go over their notes, make the they know the material well and go over the actual presentation as often as possible to make sure they know it inside and out. Remember - you can never be over-prepared for a presentation. “The most important single ingredient in the formula of success is knowing how to get along with people.” Theodore Roosevelt Activity 1.4.1 1.5 Select techniques to evaluate presentation effectiveness It is imperative for the presenter to evaluate each presentation they deliver. One obvious way to evaluate how effective a presentation was, is to get direct participant feedback. If you got the sale, then you clearly will know if the presentation was a success. However, if you were not actually trying to sell a product, it may not be so easy to tell how well the presentation was. It is not always possible to get that kind of immediate feedback as often you will be delivering different types of presentations for different reasons. Some ways in which you can evaluate a presentation include; Feedback sheets from the participants – this includes pre-written comment sheets and general ad hoc comments from the participants Written comments – includes unsolicited comments from participants Surveys and questionnaires – this can be done straight after or a short time after the presentation Focus group interviews – these can be conducted in groups of participants with target questions Friends and family – ask a family member or friend to sit in on the presentation and give you constructive and honest feedback Getting feedback on your presentation is very important as you can use the information in a constructive manner to refine the next one. The presenter should also utilise the opportunity to self- reflect after a presentation and think about the following; What worked well? What didn’t work well? Was the timing adequate? What areas will I need to improve on for next time? What other comments can I think about relating to the presentation? Activity 1.5.1 2. Deliver a presentation 2.1Explain and discuss desired outcomes of the presentation with the target audience 2.2Use presentation aids, materials and examples to support target audience understanding of key concepts and central ideas 2.3 Monitor non-verbal and verbal communication of participants to promote attainment of presentation outcomes 2.4Use persuasive communication techniques to secure audience interest 2.5 Provide opportunities for participants to seek clarification on central ideas and concepts, and adjust the presentation to meet participant needs and preferences 2.6Summarise key concepts and ideas at strategic points to facilitate participant understanding 2.1 Explain and discuss desired outcomes of the presentation with the target audience The desired outcomes of any presentation should be discussed with the participants prior to their attendance. It is important that they know and understand why they are expected to attend the presentation and so that they can determine what is in it for them. You can do this by providing a set of outcomes that they are expected to achieve from attending the session, or an outline of what they will walk away with after they attend. Some ways in which you can do this include; Via telephone Via email Via postal mail You will also need to let the participants know the outcomes of the session at the beginning of the session. During this time, you should talk to them about the following; Your expectations The ground rules Their expectations Timing – eg break times, finish times etc Rules for questions etc Your expectations You as a presenter should let them know what you expect from them during the session. This minimises the chances for anything going...