STANDARDS & PRACTICES.

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Presentation Skills are an integral part of human interaction. They are essential when developing an argument, discussing a point of view, analyzing facts or describing data.They are skills that can be taught, practiced and developed. As such, they form an essential part of any training or educational life-long programme.

Practices

  • Presentation Skills aim to improve the communication techniques of the speaker 
  • The teaching practices allow for and foster the development of Presentation Skills 
  • The attitudes and attributes of individual speakers are taken into account. 
    • The presentation goals of individual speakers are taken into account. 
    • The styles and abilities of individual speakers are taken into account. 
    • Speakers are provided with feedback that reflects their own presentation goals. 

    There is sufficient time to review, design and practice the necessary steps for each subset of Presentation Skills.

    Practices

    • The Presentation Skills programme is based upon clearly defined techniques.
    • Each Presentation Skills subset of techniques is preceded by  a coordination meeting where goals are set and practice procedures are identified.
    • Presentation Skills teaching, practice and development procedures are reviewed and adjusted regularly.
      • Milestones regarding the specific Presentation Skills subsets are set.

      Human and material resources are specified and allocated to the Presentation Skills programme.

      Practices

      • Human resources regarding the Presentation Skills programme are identified and duties are allocated.
      • Material resources regarding the Presentation Skills programme are identified and made available.
      • Trainee Speakers are identified and their needs are matched to appropriate Presentation Skills subsets.
        • Time and spatial requirements are identified and allocated within the overall training programme.
        •  
          • Clerical support needs are identified and relevant provisions are made for trainers and trainees.

          The Presentation Skills programme is directly linked to performance indicators relevant to each speaker’s interests and role.

          Practices

          • Presentation Skills trainees are supported by experienced staff.
          • There are systems in place that guarantee the availability and dissemination of necessary Presentation Skills information and training materials.
          • All members of staff are aware of the need to support the work of Presentation Skills trainers and trainees directly or indirectly.
            • All members of staff are aware of how their role and contribution facilitates the effectiveness of the Presentation Skills programme.
              • Performance indicators are used to monitor the effectiveness of the Presentation Skills programme in terms of quantity and quality.
                • The Presentation Skills team assesses the progress and effectiveness of the training programme periodically.

                Initial and continuous training is provided to all Presentation Skills trainers and trainee speakers regarding the value of the programme, participant involvement and benefits.

                Practices

                • All participants are aware of the different kinds of Presentation Skills available.
                • All participants are aware of the rationale behind the kind of Presentation Skills adopted for different purposes.
                • All participants are aware of the qualities of a good presenter.
                  • All participants receive initial or remedial training at the beginning of each Presentation Skills programme cycle.
                  • All Presentation Skills trainers and trainees  are briefed about the importance, the specific aims and the expected benefits of the programme. 
                  • Documents are available that outline the rationale, the aims and the benefits of the Presentation Skills programme.

                  The Presentation Skills programme structure and processes are documented, participant roles and responsibilities are defined, procedures are detailed and outlined.

                  Practices

                  • There is a clearly defined structure of a managing team, trainer coordinators and trainers responsible for running the programme.
                  • There is a clearly defined syllabus and training meeting times are accordingly allocated.  
                  • Report documents are produced to record the progress of the trainees according to specific performance indicators and assessment procedures.  
                    • Training and support manuals are available for reference and consultation for both trainers and trainees.
                      • Report documents are produced to guarantee that the syllabus and training are followed.

                      Performance indicators are used to assess the Presentation Skills programme progress as well as trainer and trainee performance.

                      Practices

                      • The frequency and length of Presentation Skills training meetings is recorded.
                      • The frequency and length of trainer presentations are recorded.
                      • Trainer and trainee comments are recorded and analysed.
                        • Presentation Skills Trainer’s individual needs and goals are identified, set and recorded.
                          • Progress towards these goals is monitored and recorded systematically and periodically.

                          Feedback is encouraged from both trainers and trainees and provided to all stakeholders. Adjustments to the Presentation Skills programme are made and reports are prepared and circulated to all to guarantee the sustainability and effectiveness of the programme.

                          Practices

                          • There are regular procedures to receive feedback from Presentation Skills programme trainers and trainees.
                          • There are regular procedures available to provide feedback to programme trainers and trainees.
                          • Feedback is evaluated regularly and adjustments to the Presentation Skills programme (syllabus, training meetings, training materials and assessment) are made as necessary.
                            • Regular evaluation and assessment reports are circulated to Presentation Skills programme coordinators and trainers as well as trainees.
                            "Adapted from Seven Fatal Flaws in Mentoring Programs – and How to Avoid Them, Ann Rolfe, Mentoring Works, retrieved on June 29th, 2012 from www.mentoring-works.com".