AboutLeo Lingham Expertise Questions include managing work situation, managing work relations,
managing your boss, personal problems, career planning, career
development, training, coaching, counseling etc
Experience 18 years working managerial experience covering business planning,
strategic planning, management services, personnel administration etc
plus
24 years of management consulting in business planning, strategic planning, human resources development, training, business coaching,
etc
Expert: Leo Lingham Date: 4/3/2008 Subject: Workplace
Question What are some of the technologies (web enabled and offline) one can use to manage performance?
Answer DEEPTI,
HERE ARE SOME USEFUL MATERIAL.
REGARDS
LEO LINGHAM
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The question of what to use and how to choose is an excellent one. The below given list will help you answer this question by identifying the advantages and limitations of each type of visual, as well as the development techniques required in preparing each. By looking at these pros and cons, you can more easily decide what will work best for your presentation.
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ELECTRONIC WHITE BOARDS, with color markers.
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Flip Charts
Flip charts are quick, inexpensive visual aids for briefing small groups. The charts, felt-tip markers and graphic materials are readily available, and with a modest ability at lettering, the presenters can compose the desired visual aid in-house.
Flip Charts:
Help the speaker proceed through the material
Convey information
Provide the audience with something to look at in addition to the speaker
Can be prepared prior to, as well as during, the presentation
Demonstrate that the speaker has given thought to his or her remarks
Can be used to record audience questions and comments
Can be converted to slides
Limitations:
May require the use of graphics talent
Are not suitable for use in a large audience setting
May be difficult to transport
When Developing Flip Charts:
Each sheet of paper should contain one idea, sketch, or theme.
Words, charts, diagrams, and other symbols must be penned in a large enough size to be seen by people farthest from the speaker.
In general, make each letter at least 1/32" high for each foot of distance from the material. For example, a 1-inch letter is legible from 32 feet, and a 2-inch letter from 64 feet. Divide the distance from the back of the room to the visual by 32 to determine the minimum size of letters.
Use block lettering, since it is easiest to read. Use all capital letters, and do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color works well and is not distracting.
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Overhead Transparencies
Overhead transparencies are useful for audience settings of 20 to 50 people and can be produced quickly, easily, and inexpensively. Any camera-ready artwork, whether word charts, illustrations, or diagrams can be made into transparencies using standard office paper copiers.
Most manufacturers of paper copiers offer clear and colored acetate sheets that run through copying machines like paper, but transfer a black image into acetate for use as overhead transparencies.
The standard transparency size is 8=" x 11''. The only piece of hardware required is an overhead transparency projector.
Overlay transparencies provide a good cumulative presentation.
Speaker can use an overhead projector with significant light in the room, thereby enabling the speaker to maintain eye contact with the audience.
Limitations:
The projected image size is sometimes too small to be seen from the back of a large room.
Often, the image does not sit square on the screen, as the head of the projector is tilted to increase the size of the image.
It is difficult to write on the transparency while it is on the projector.
Sometimes the projector head gets in the audience's way.
Some speakers feel captive to the machine, because they must change each transparency by hand.
When Developing Overhead Transparencies:
To add color, simply cut a piece of colored acetate gel, available at art stores, to the shape and dimensions needed to highlight a particular part of a transparency. The second (or third) color is taped to the edges of the transparency with clear tape, or glued over an area with clear invisible adhesive such as spray adhesive.
Permanent and/or water-soluble ink color marker pens are available for use in hand-coloring parts of an overhead transparency.
Overhead transparencies can be developed during a presentation by marking on acetate sheets with water-soluble or permanent transparency pens. The same approach can be used to add information to existing transparencies. In both cases, a damp tissue can be used to wipe information off a transparency that has been marked with water-soluble ink.
When removing a transparency from the machine during the presentation, slide the next immediately underneath it to achieve a smooth transition. Don't leave the screen blank with the light on.
A 45-degree angle to the audience is the most effective location for an overhead projector and screen. This provides for the least obstructed view. Ideally, set the projector on a table lower than the surrounding tables or platforms to make it less imposing.
Transparencies with too much information - especially typed pages designed for a printed piece and transferred to acetate - are confusing. Keep transparencies simple.
When typing words for transparencies, use bold typing elements such as HELVETICA and capitalize.
Consider making use of a laser printer that can produce good quality transparencies in a variety of bold type styles. These printers, coupled with desktop or portable personal computers are widely available, and prices have dropped significantly. The quality of type and variety of type styles make this a superior option when compared with transparencies done on an office typewriter. If resources permit, color printers are also available.
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Posters
Posters are prepared graphic devices that can be made of a variety of materials and media - photographs, diagrams, graphs, word messages, or a combination of these. Posters work best in smaller audience sizes.
Posters are permanent and portable.
Posters can be simple or very elaborate.
Posters can be used alone or in a series to tell a story.
Limitations:
Posters tend to contain too much detail.
Transporting them can be difficult.
The more elaborate posters require extensive preparation and can be quite costly.
When preparing posters:
Each poster should contain one message or theme.
Words, charts, diagrams, and other symbols must be penned in a large enough size to be seen by everyone in the room.
Use all capital letters, and do not slant or italicize letters.
Use and vary the color. Also, check from a distance to make sure the color works well and is not distracting.
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35 Millimeter Slides
35 mm slides enliven a presentation for virtually any size audience. They can project a professional image, are relatively inexpensive to produce, and if necessary, can be produced quickly.
Slides have high credibility with audiences because viewers looking at photographic slides taken in the field often feel that seeing is believing.
The only hardware required is a slide projector and a screen. Slide programs are easy to package in slide trays.
Changes in slides or in their sequencing can be done rapidly to meet changing conditions or audiences.
Limitations:
Slides cannot be made using a photocopying machine. Therefore, they require more time and money to produce than overhead transparencies.
The lights must be dimmed more for slides than for overhead transparencies.
Slides require a great deal of preparation and rehearsal.
When Developing a Slide Presentation:
Use the outline or text of your talk to note places for appropriate visuals.
The best slide programs often mix field photographs with slides of charts, graphs, and other supporting images.
Catalog and categorize slides, and place a date, location, and other relevant information on each slide.
Vendors can make word slides and illustrations by computer, though they tend to be costly.
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Audio-Slide Show
Audio-slide shows are self-contained programs having pre-recorded sound tracks that are coordinated with slides by use of electronic synchronizers. The recording tape includes electronic signals that activate a connected slide projector so that an image appears simultaneously with the appropriate voice message, music or sound effects. Audio-slide programs can serve audiences ranging from a handful to a couple of hundred people.
For a fraction of the cost of films, audio-slide programs can achieve many of the same program needs.
They can impart considerable information because color and a wide array of audio-techniques and visual images can be used.
If multiple projectors are used with dissolve units that allow images to "fold" into one another, even a sense of movement can be created.
They usually can be produces in-house, equipment is accessible, and they offer a presenter the flexibility of changing slides to meet the needs of specific audiences.
Limitations:
Time must be allotted for developing script, sound-track, title and credit slides, visuals, and for production.
Each presentation requires securing and assembling proper equipment synchronizer, tape recorder, projector(s), screen(s).
Good maintenance must be given to slides so that a warped slide doesn't malfunction and throw off an entire presentation.
When Developing a Program:
Identify all components to the program and possible resources to assist in developing these components (e.g., photo lab, recording studio, slide library, graphic artists, a person who has prepared similar programs).
Make an initial contact with resource personnel to see what services they can provide, time frames and their scheduling requirements.
Develop a tentative production schedule.
Prepare a script or a story board and carry this script with you.
Photograph or borrow slides of scenes that emphasize your points. Also, gather charts, drawings, books, or other resource materials pertinent to the subject which may be photographed or reproduced graphically as slides.
Keep images to one message per frame.
Test-run the slide-tape show with enough time to replace slides that are unclear.
Secure permission to use commercial or otherwise copyrighted music or material.
Keep credit slides to a minimum and use simple design for clarity.
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Videotape
Videotape electronically carries both a picture and a sound track. Its features of sound, movement, vivid image, color, and variety hold an audience's attention the way film does. Videotape can be used to program an entire presentation, or to support a speaker's remarks by highlighting certain topics.
Limitations:
Videotape productions can be expensive to create and require experienced production teams.
In large meetings, the audience may not be able to see the monitor. (If resources permit, video projectors are available.)
When Developing Videotape:
Practicing with the equipment by filming, as well as showing, is the best way to overcome hesitancies about its use.
To cover the basics if you are brand new to video use, budget yourself a one hour session with an experienced video producer, whether amateur or professional. University extension programs and the local cable T.V. station are good places to check for a no-cost session. Discuss your ideas. Your budget will determine whether you should tape on your own or have a professional make the videotape.
Composing and editing a 15-minute video production can easily consume dozens of hours whether you do all of the work or contract to have part of it done. In order for this kind of investment to pay off, it usually means that the final product should be viewed by a large audience or multiple audiences. Consider the facilities available before choosing to use videotape.
TESTING THE DESIGN OF YOUR PRESENTATION
When you have prepared the visuals you want to use in your presentation, you must practice using them. Do a practice run in full, preferably with someone you know well and with someone you do not know well. Alternatively, use a video or audio tape recorder, or a mirror.
If you are making a group presentation, do a complete practice run in full. A practice run will ensure that each presentation builds on the previous one and that all the points are covered. These colleagues can also provide valuable feedback. The tips below will help you make the most out of your practice runs:
Seek feedback at the point when you have your material well organized but not committed to memory. This will enable any needed changes to be incorporated easily.
This feedback should include an evaluation of the presentation's length, logic, clarity, and interest level; the speaker's rate of delivery, voice level, and conversational pattern; and the usefulness of the visual aids.
Once you are satisfied with the content of your presentation, make sure that the technical supports are in place or lined up:
Check with the meeting organizer to make sure the equipment you need will be there.
If at all possible, arrive at the location of your presentation an hour early to check your equipment and room arrangements. Practice using your visuals with the equipment provided. Make sure that you know where the on/off switch is and make arrangements to have the lights dimmed, if necessary.
Rehearsal is a fundamental step in developing and refining effective presentations. Practicing your presentation and working closely with the meeting organizer to secure the necessary technical supports will assist you in making a smooth performance.
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INTERACTIVE MULTIMEDIA
interactive multimedia is the creation and use of new media for training and e-learning, including the issues of different authoring styles, the choice of platform and the questions the trainer is likely to have to resolve with their IT department, such as the bandwidth available on the organisation's intranet, the multimedia capability of the desktop PCs, CD-ROM or DVD drives, the browser and the use of a learning management system.
IIII
Multimedia training involves becoming proficient in several different types of media. Multimedia generally refers to the use of several different types of media to deliver information.
These types of media are audio, still images, graphics, motion picture, text and animation. Multimedia is most often associated with computers and the internet. Multimedia training therefore, is primarily computer based.
eUsing Multimedia Training
The key to success with multimedia training is to take advantage of the flexibility it offers. Training can be conducted in one-on-one sessions, in small groups, or in the classroom depending upon the needs of the agency. The following are some suggestions for conducting training in all three situations, based on experience .
One-on-one sessions
One-on-one sessions allow the user to maximize the effectiveness of multimedia training. The officer logs on to the system using an individual password and interacts with the material. In the First Aid/CPR course, for example, the material may be tailored to an individual's needs with a pre-quiz. Checkmarks are placed to help the officer navigate through the training and track his or her progress. When the officer leaves without having finished, the computer automatically places a "bookmark," enabling the student to resume at the place where he or she previously stopped. The courses have exercises to allow one to practice what has been taught; such exercises can be repeated as often as necessary. Final quizzes test mastery of the material. When an officer successfully meets the passing criteria, this is shown in Manager's Edge.
Working one-on-one with the computer has proven successful when the multimedia training system can be left in an open training environment and the officer can sign on and train at any time. An alternative is to control access and schedule officers for training at certain times or to give officers a certain amount of time to finish a block of training.
Small group sessions
Small group sessions offer a different dynamic. Using multimedia in this form can be very beneficial to learning. A small group of officers (two to four) use the system together; however, only one response is put into the computer. This stimulates discussion about issues raised in various lessons and a review of the agency's policy. After the training is completed, the individual officers can review material and take the quizzes to judge mastery of the content.
Classroom sessions
Because all the required content is contained in a multimedia course, the presenter can concentrate on expanding the training with an expert's point of view and an explanation of local policy. Classroom discussion can be stimulated when the group must decide on one response or the next step in a procedure. If desired, officers can take quizzes individually on the computer in order to evaluate each student's learning.
For use in a classroom, the multimedia system is usually attached to a LCD projector or a large-screen television.
INTERACTIVE MEDIA AND E-LEARNING ARE EXTREMELY POWERFUL AND
FLEXIBLE TOOLS FOR TRAINING.
BLENDED LEARNING, WHEN MULTIMEDIA ARE BLENDED WITH
LIVE TRAINING SEEM TO BE PROVING MORE SUCCESSFUL.
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SUMMARY
Evaluation plays a recurring theme. You must evaluate the appropriateness of the visual aids. You must evaluate how best to prepare them. You must evaluate their effectiveness in your practice run. Adding the visual dimension to a presentation is key to ensuring the presentation's overall success and evaluation plays an important role in choosing and effectively using visual aids.
Training sessions should be designed so that sufficient time is allocated to not only present the information but also to allow for questions and review of materials as needed. The trainer needs to provide an environment in which participants feel sufficiently comfortable in order to ask questions and make comments. Asking questions and discussing aspects of a training program can clarify information and reinforce important learning objectives.
The training information presented must be understood by the employee; otherwise the training will not be effective. Therefore, TRAINERS must include training material that is appropriate in content and vocabulary to the educational, literacy and language background of employees. This will ensure that all employees, regardless of their cultural or education background will receive adequate training on how to eliminate or minimize their occupational exposure.
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