An effective presentation can be one of the most rewarding aspects of the training and learning experience. The goal of a presentation is to help a variety of learners, each with a unique learning style, gain new knowledge and integrate that knowledge with their clinical experience and practice. The trainer able keep learners engaged with an exciting, dynamic delivery—using a variety of learning techniques—is more likely to be successful in helping learners reach course objectives. Through effective presentations, the trainer manages and facilitates the progression of learners from basic understanding of concepts to their application to practice.
At its most basic, a presentation simply presents information to the learner, who may be able to memorize and repeat what is said, without completely understanding the new concepts and how they apply to her/his role as a health care provider. Guiding the learner toward a broader consideration of new information, encouraging analysis of how it fits with his or her current knowledge and values, is the higher purpose of a presentation. This is how knowledge is transferred to practice.
Keep in mind the full range of facilitation skills discussed in Chapter 2, as they are especially important during presentations—when learners (particularly in traditional classroom settings) have a tendency to get bored or lose focus. Here are some of the facilitation skills/tips that are particularly important for presentations.
Throughout the presentation, never forget that your focus is the learner.
When presenting, make eye contact with all the learners, not just a few of them. Scan the room frequently to ensure that certain that everyone is paying attention. This keeps them focused on you as well.
Visual aids are especially important during presentations, but be careful not to pay more attention to them than the learners—and always face the group. Examples:
– If showing a computer slide presentation, position your monitor so that you can see the information without turning your back on the learners (to face the projection screen). Similarly, be particularly careful to avoid focusing on the group and not the screen if using a laser pointer.
Use visual aids (or trainer’s notes) as a reminder of content, rather than an exact script to be followed—reading them word-for-word during the presentation will not only keep you focused on the materials, but will also bore the learners.
Keep presentations interesting by building-in small or large group activities, such
as discussions, case studies or short games. Also, rather than thinking of presentations as a one-way action (i.e., the trainer providing learners with new information), ask questions and provide feedback frequently to make the presentations more interactive. These activities/actions are important to help the learners absorb the information (by reinforcing key points), assess their understanding and maintain energy.
Another way to help maintain energy is to move around the room. Moving helps to
ensure that you are not consistently blocking the view of any learners. It also provides cues that can reinforce and discourage certain behaviors, For example, y by moving toward learners who ask or respond to a question, you show interest in what they are saying and appreciation for their participation. By moving toward learners who might be distracted (e.g., engaged in a side conversation), you are making a gentle but very effective request that they pay attention. The only caution is not to move around so much that it becomes a distraction.
Keep in mind that presentations should be no longer than 45 minutes. No one can
really pay attention longer than that; learners will lose attention after a certain amount of time, no matter how important the topic.
Also, it is important to respect time limits. This is often difficult for new trainers to do, so it is especially important you consistently model this behavior. Keeping on time sets a precedent, allowing you to expect/request that learners do so as well. And remember that you can always use the reference materials as a back up: if need be, learners can read them later if you have had to reduce or omit content because of time constraints.
Use your time and other resources wisely. If it is important, then spend time on it. If it is not important, or the content is already well understood, do not bore the group by discussing/repeating unneeded information. For example, if the pre-course knowledge assessment revealed that the group understood counseling prior to surgical contraception, you can move through those slides quickly—perhaps asking a few “checking questions” and move on. Your time is better spent on slides covering topics that the assessment showed were not so well understood. Learners will benefit more as well.
Training Perspectives: Transferring Information … and Attitudes
Remember: You are modeling behavior the entire time that you are presenting to or interacting with learners. This means that the attitude with which you regard the topic being presented or discussed (e.g., through your tone of voice, facial expressions and gestures, how much time you spend on it) will influence learners’ attitudes toward it as well. Therefore, you should be mindful, for example, of what you emphasize or de-emphasize. When you spend a lot of time on something, learners will tend to regard it as important, just as they may dismiss something that you spend little time on as unimportant.
Whether presenting or conducting group learning activities, as presented in the next section, keep in mind the principles of group process (fully discussed in Chapter 2) to keep learners focused and on track. Exhibit 5-1 provides a helpful summary of both positive and negative behaviors that the trainer should watch for and suggests steps the trainer can take when undesirable behavior occurs.
Clinical Training Skills (CTS) for Health Care Providers
DESIRED BEHAVIOR
EXAMPLES OF UNDESIRABLE
BEHAVIORS
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When learners speak, other group members listen and respond appropriately.
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Learners are aware of how communication is happening in the group.
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Learners interrupt one another or the trainer.
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Group members do not listen to one another.
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Learners look at the floor when they talk.
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Learners carry on side conversations.
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The trainer asks group members what they notice about how they are communicating: “Do you see any patterns or themes in the way people are communicating?”
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When there are side conversations, the trainer moves toward the people involved, or asks the learner who is trying to speak to the group: “What does it feel like when you are speaking and others are talking at the same time?”
Discussion is structured so that everyone can participate.
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Some learners dominate discussion.
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A few learners are uncomfortable talking in a group.
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The trainer talks too much.
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When dominant members want to contribute, the trainer says, “Let’s hear from some other people.”
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The trainer is sensitive in drawing out the learners.
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The trainer monitors the amount of time s/he is speaking; self- awareness is the key.
Members accept group goals and are willing to work toward them. There is competition between individuals or subgroups working on a task. The trainer calls the group’s attention to the effects of competition, and explains to them that some degree of competitiveness can be helpful to the group interaction. The trainer tells the group, “There are enough rewards for everyone and enough time for all to complete the tasks.”
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Group members are friendly with one another and feel free to express themselves and share personal feelings. Group members are formal in their interactions. Atmosphere is tense.
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The trainer asks the group, “What is the atmosphere in the group right now?” If the group is silent, the trainer describes the group atmosphere and asks for comments from learners.
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If the atmosphere is tense, the trainer starts a discussion about the effect of tension on the group. If tension is the result of unresolved conflict, discuss the issue and resolve it, or agree to disagree.
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The group has developed a consensus about how to work together.
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Learners arrive late.
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Learners talk at the same time.
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Sessions do not end on time.
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Feedback is insincere.
Discuss norms on the first morning. When norms are not honored, the trainer must discuss this issue with the group. The trainer can bring to the front of the room the flipchart page about norms that was created on the first day, and ask the group members whether they are still committed to following the norms or if they want to change them.
The trainer respects the learners and speaks to them as colleagues, and the learners respect the trainer.
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The trainer speaks to the learners in a condescending way.
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The trainer is not comfortable in a leadership role.
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The trainer discourages discussion that disagrees with her/his opinion. The trainer has to take responsibility for her/his own behavior. When there are two or more trainers, they need to give one another feedback. If training alone, the trainer arranges to be observed by a more experienced trainer who will provide feedback. In either case, the trainer being observed will have to make clear to the observer in what areas s/he believes she needs feedback.