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Series of webinars "Regional Dialogues on SDG 4". Webinar 3: Educational Innovation: Teaching Practice and Digital Learning

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This webinar will also feature a discussion with experts on how educational innovation in teaching practice and digital learning supports the processes of recovery, reactivation, and transformation in education.

Additionally, the event will share experiences from various countries in the region on implementing innovations in teaching practice and digital learning.

The webinar will be held as part of the regional dialogues on Sustainable Development Goal 4 (SDG 4).

Thursday, 29th August

• 11:00 to 13:00, Santiago
• 17:00 to 19:00, CET (Central European Time)
• 12:00 to 14:00, Buenos Aires, Brasilia, and Montevideo
• 11:00 to 13:00, La Paz, Asunción, Havana, Santo Domingo, and Caracas
• 10:00 to 12:00, Bogotá, Quito, Lima, and Panama City
• 09:00 to 11:00, San José, San Salvador, Mexico City, Guatemala City, Tegucigalpa, and Managua

Join the Webinar

YouTube (in Spanish), UNESCO Santiago channel:   https://youtube.com/live/aCVsPQPkMlU?feature=share

Zoom (interpretation to English): https://unesco-org.zoom.us/j/81893132179?pwd=55AcLEB0beX67mFbbFWfApN6fQ6qyX.1    Código de acceso:  086331

Detailed agenda

11:00 – 11:05 (5 min)

Greeting and welcome

Valtencir Mendes, Head of Education at UNESCO Santiago

11:05 – 11:20 (15 min)

Progress of the Regional Teaching Strategy for Latin America and the Caribbean (RTE 2024-2030)

Denisse Gelber, Consultant UNESCO Santiago

11:20 – 11:35 (15 min)

Present results of the Diagnostic of Educational Innovation in Latin America and the Caribbean

Amparo Naranjo Grijalva, UNESCO Education Specialist Santiago

Ana María Raad B., Director of the Reimagina Foundation 

11:35 – 12:05 (30 min)

Panel discussion: Educational innovation

• Pedagogical Innovations Approach: Montserrat Creamer, Former Minister of Education of Ecuador 
• Digital Skills Development Approach for Teachers, Nicole Bella, UNESCO Kingston Education Specialist.
• Focus on consolidating innovation processes: María Florencia Ripani, Director of the CEIBAL Foundation.

Moderator: Ramón Iriarte, UNESCO Santiago Education Specialist 

12:05 – 12:10 (5 min)

Interaction with participants

Share 3 words that define what educational innovation means to you!

Moderator:  Michelle Ferreira Brito, Consultant UNESCO Santiago  

12:10 – 12:55 (45 min)

Panel on educational innovation experiences: teaching practice and digital learning

"From commitment to action": How is innovation being integrated into teaching practices and digital learning in your country’s educational systems?

• Jamaica: Winsome Gordon, Chief Executive Officer in Teaching Council, Jamaica.
• Honduras:  José Álvaro López Gámez, general director of Educational Technological Innovation.
• Peru:   Marisol Molina Salas, Director of Teacher Training in Service (DIFODS).
• St: Maarten: Sharleen Dickenson, Lead Implementation Manager of the Student Information Systems (SIS) and Learning Management Systems (LMS) for Division Public Education St. Maarten.
• Uruguay:   Pablo Pages, Head of the Department of Local and Global Digital Citizenship.

Each country has 8 to 10 minutes of presentation

Moderator:  Jerónima Sandino,  Consultant UNESCO Santiago 

12:55 – 13:00 (5 min)

Closing words

Ernesto Fernández Polcuch, Director of the UNESCO Regional Office in Montevideo

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Related items

• Educational innovations
• Region: Latin America and the Caribbean
• UNESCO Office in Santiago and Regional Bureau for Education
• SDG: SDG 4 - Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
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This article is related to the United Nation’s Sustainable Development Goals .

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• Open access
• Published: 31 August 2024

Effects of pecha kucha presentation pedagogy on nursing students’ presentation skills: a quasi-experimental study in Tanzania

• Setberth Jonas Haramba 1 ,
• Walter C. Millanzi 1 &
• Saada A. Seif 2  

BMC Medical Education volume  24 , Article number:  952 ( 2024 ) Cite this article

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Introduction

Ineffective and non-interactive learning among nursing students limits opportunities for students’ classroom presentation skills, creativity, and innovation upon completion of their classroom learning activities. Pecha Kucha presentation is the new promising pedagogy that engages students in learning and improves students’ speaking skills and other survival skills. It involves the use of 20 slides, each covering 20 seconds of its presentation. The current study examined the effect of Pecha Kucha’s presentation pedagogy on presentation skills among nursing students in Tanzania.

The aim of this study was to establish comparative nursing student’s presentation skills between exposure to the traditional PowerPoint presentations and Pecha Kucha presentations.

The study employed an uncontrolled quasi-experimental design (pre-post) using a quantitative research approach among 230 randomly selected nursing students at the respective training institution. An interviewer-administered structured questionnaire adopted from previous studies to measure presentation skills between June and July 2023 was used. The study involved the training of research assistants, pre-assessment of presentation skills, training of participants, assigning topics to participants, classroom presentations, and post-intervention assessment. A linear regression analysis model was used to determine the effect of the intervention on nursing students’ presentation skills using Statistical Package for Social Solution (SPSS) version 26, set at a 95% confidence interval and 5% significance level.

Findings revealed that 63 (70.87%) participants were aged ≤ 23 years, of which 151 (65.65%) and 189 (82.17%) of them were males and undergraduate students, respectively. Post-test findings showed a significant mean score change in participants’ presentation skills between baseline (M = 4.07 ± SD = 0.56) and end-line (M = 4.54 ± SD = 0.59) that accounted for 0.4717 ± 0.7793; p  < .0001(95%CI) presentation skills mean score change with a medium effect size of 0.78. An increase in participants’ knowledge of Pecha Kucha presentation was associated with a 0.0239 ( p  < .0001) increase in presentation skills.

Pecha Kucha presentations have a significant effect on nursing students’ presentation skills as they enhance inquiry and mastery of their learning content before classroom presentations. The pedagogical approach appeared to enhance nursing students’ confidence during the classroom presentation. Therefore, there is a need to incorporate Pecha Kucha presentation pedagogy into nursing curricula and nursing education at large to promote student-centered teaching and learning activities and the development of survival skills.

Trial registration

It was not applicable as it was a quasi-experimental study.

Peer Review reports

The nursing students need to have different skills acquired during the learning process in order to enable them to provide quality nursing care and management in the society [ 1 ]. The referred nursing care and management practices include identifying, analyzing, synthesizing, and effective communication within and between healthcare professionals [ 1 ]. Given an increasing global economy and international competition for jobs and opportunities, the current traditional classroom learning methods are insufficient to meet such 21st - century challenges and demands [ 2 ]. The integration of presentation skills, creativity, innovation, collaboration, information, and media literacy skills helps to overcome the noted challenges among students [ 2 , 3 , 4 ]. The skills in question constitute the survival skills that help the students not only for career development and success but also for their personal, social and public quality of life as they enable students to overcome 21st challenges upon graduation [ 2 ].

To enhance the nursing students’ participation in learning, stimulating their presentation skills, critical thinking, creativity, and innovation, a combination of teaching and learning pedagogy should be employed [ 5 , 6 , 7 , 8 ]. Among others, classroom presentations, group discussions, problem-based learning, demonstrations, reflection, and role-play are commonly used for those purposes [ 5 ]. However, ineffective and non-interactive learning which contribute to limited presentation skills, creativity, and innovation, have been reported by several scholars [ 9 , 10 , 11 ]. For example, poor use and design of student PowerPoint presentations led to confusing graphics due to the many texts in the slides and the reading of about 80 slides [ 12 , 13 , 14 ]. Indeed, such non-interactive learning becomes boring and tiresome among the learners, and it is usually evidenced by glazing eyes, long yawning, occasional snoring, the use of a phone and frequent trips to the bathroom [ 12 , 14 ].

With an increasing number of nursing students in higher education institutions in Tanzania, the students’ traditional presentation pedagogy is insufficient to stimulate their presentation skills. They limit nursing student innovation, creativity, critical thinking, and meaningful learning in an attempt to solve health challenges [ 15 , 16 ].These hinder nursing students ability to communicate effectively by being able to demonstrate their knowledge and mastery of learning content [ 17 , 18 ]. Furthermore, it affects their future careers by not being able to demonstrate and express their expertise clearly in a variety of workplace settings, such as being able to present at scientific conferences, participating in job interviews, giving clinic case reports, handover reports, and giving feedback to clients [ 17 , 18 , 19 ].

Pecha Kucha presentation is a new promising approach for students’ learning in the classroom context as it motivates learners’ self-directed and collaborative learning, learner creativity, and presentation skills [ 20 , 21 , 22 ]. It encourages students to read more materials, enhances cooperative learning among learners, and is interesting and enjoyable among students [ 23 ].

Pecha Kucha presentation originated from the Japanese word “ chit chat , ” which represents the fast-paced presentation used in different fields, including teaching, marketing, advertising, and designing [ 24 , 25 , 26 ]. It involves 20 slides, where each slide covers 20 s, thus making a total of 6 min and 40 s for the whole presentation [ 22 ]. For effective learning through Pecha Kucha presentations, the design and format of the presentation should be meaningfully limited to 20 slides and targeted at 20 s for each slide, rich in content of the presented topic using high-quality images or pictures attuned to the content knowledge and message to be delivered to the target audiences [ 14 , 16 ]. Each slide should contain a primordial message with well-balanced information. In other words, the message should be simple in the sense that each slide should contain only one concept or idea with neither too much nor too little information, thus making it easy to be grasped by the audience [ 14 , 17 , 19 ].

The “true spirit” of Pecha Kucha is that it mostly consists of powerful images and meaningful specific text rather than the text that is being read by the presenter from the slides, an image, and short phrases that should communicate the core idea while the speaker offers well-rehearsed and elaborated comments [ 22 , 28 ]. The presenter should master the subject matter and incorporate the necessary information from classwork [ 14 , 20 ]. The audience’s engagement in learning by paying attention and actively listening to the Pecha Kucha presentation was higher compared with that in traditional PowerPoint presentations [ 29 ]. The creativity and collaboration during designing and selecting the appropriate images and contents, rehearsal before the presentation, and discussion after each presentation made students satisfied by enjoying Pecha Kucha presentations compared with traditional presentations [ 21 , 22 ]. Time management and students’ self-regulation were found to be significant through the Pecha Kucha presentation among the students and teachers or instructors who could appropriately plan the time for classroom instruction [ 22 , 23 ].

However, little is known about Pecha Kucha presentation in nursing education in Sub-Saharan African countries, including Tanzania, since there is insufficient evidence for the research(s) that have been published on the description of its effects on enhancing students’ presentation skills. Thus, this study assessed the effect of Pecha Kucha’s presentation pedagogy on enhancing presentation skills among nursing students. In particular, the study largely focused on nursing students’ presentation skills during the preparation and presentation of the students’ assignments, project works, case reports, or field reports.

The study answered the null hypothesis H 0  = H 1, which hypothesized that there is no significant difference in nursing students’ classroom presentation skills scores between the baseline and end-line assessments. The association between nursing students’ presentation skills and participants’ sociodemographic characteristics was formulated and analyzed before and after the intervention. This study forms the basis for developing new presentation pedagogy among nursing students in order to stimulate effective learning and the development of presentation skills during the teaching and learning process and the acquisition of 21st - century skills, which are characterized by an increased competitive knowledge-based society due to changing nature and technological eruptions.

The current study also forms the basis for re-defining classroom practices in an attempt to enhance and transform nursing students’ learning experiences. This will cultivate the production of graduates nurses who will share their expertise and practical skills in the health care team by attending scientific conferences, clinical case presentations, and job interviews in the global health market. To achieve this, the study determined the baseline and end-line nursing students’ presentation skills during the preparation and presentation of classroom assignments using the traditional PowerPoint presentation and Pecha Kucha presentation format.

Methods and materials

This study was conducted in health training institutions in Tanzania. Tanzania has a total of 47 registered public and private universities and university colleges that offer health programs ranging from certificate to doctorate degrees [ 24 , 25 ]. A total of seven [ 7 ] out of 47 universities offer a bachelor of science in nursing, and four [ 4 ] universities offer master’s to doctorate degree programs in nursing and midwifery sciences [ 24 , 26 ]. To enhance the representation of nursing students in Tanzania, this study was conducted in Dodoma Municipal Council, which is one of Tanzania’s 30 administrative regions [ 33 ]. Dodoma Region has two [ 2 ] universities that offer nursing programs at diploma and degree levels [ 34 ]. The referred universities host a large number of nursing students compared to the other five [ 5 ] universities in Tanzania, with traditional students’ presentation approaches predominating nursing students’ teaching and learning processes [ 7 , 32 , 35 ].

The two universities under study include the University of Dodoma and St. John’s University of Tanzania, which are located in Dodoma Urban District. The University of Dodoma is a public university that provides 142 training programs at the diploma, bachelor degree, and master’s degree levels with about 28,225 undergraduate students and 724 postgraduate students [ 26 , 27 ]. The University of Dodoma also has 1,031 nursing students pursuing a Bachelor of Science in Nursing and 335 nursing students pursuing a Diploma in Nursing in the academic year 2022–2023 [ 33 ]. The St. John’s University of Tanzania is a non-profit private university that is legally connected with the Christian-Anglican Church [ 36 ]. It has student enrollment ranging from 5000 to 5999 and it provides training programs leading to higher education degrees in a variety of fields, including diplomas, bachelor degrees, and master’s degrees [ 37 ]. It hosts 766 nursing students pursuing a Bachelor of Science in Nursing and 113 nursing students pursuing a Diploma in Nursing in the academic year 2022–2023 [ 30 , 31 ].

Study design and approach

An uncontrolled quasi-experimental design with a quantitative research approach was used to establish quantifiable data on the participants’ socio-demographic profiles and outcome variables under study. The design involved pre- and post-tests to determine the effects of the intervention on the aforementioned outcome variable. The design involved three phases, namely the baseline data collection process (pre-test via a cross-sectional survey), implementation of the intervention (process), and end-line assessment (post-test), as shown in Fig.  1 [ 7 ].

A flow pattern of study design and approach

Target population

The study involved nursing students pursuing a Diploma in nursing and a bachelor of science in nursing in Tanzania. The population was highly expected to demonstrate competences and mastery of different survival and life skills in order to enable them to work independent at various levels of health facilities within and outside Tanzania. This cohort of undergraduate nursing students also involved adult learners who can set goals, develop strategies to achieve their goals, and hence achieve positive professional behavioral outcomes [ 7 ]. Moreover, as per annual data, the average number of graduate nursing students ranges from 3,500 to 4,000 from all colleges and universities in the country [ 38 ].

Study population

The study involved first- and third-year nursing students pursuing a Diploma in Nursing and first-, second-, and third-year nursing students pursuing a Bachelor of Science in Nursing at the University of Dodoma. The population had a large number of enrolled undergraduate nursing students, thus making it an ideal population for intervention, and it approximately served as a good representation of the universities offering nursing programs [ 11 , 29 ].

Inclusion criteria

The study included male and female nursing students pursuing a Diploma in nursing and a bachelor of science in nursing at the University of Dodoma. The referred students included those who were registered at the University of Dodoma during the time of study. Such students live on or off campus, and they were not exposed to PK training despite having regular classroom attendance. This enhanced enrollment of adequate study samples from each study program, monitoring of study intervention, and easy control of con-founders.

Exclusion criteria

All students recruited in the study were assessed at baseline, exposed to a training package and obtained their post-intervention learning experience. None of the study participants, who either dropped out of the study or failed to meet the recruitment criteria.

Sample size determination

A quasi-experimental study on Pecha Kucha as an alternative to traditional PowerPoint presentations at Worcester University, United States of America, reported significant student engagement during Pecha Kucha presentations compared with traditional PowerPoint presentations [ 29 ]. The mean score for the classroom with the traditional PowerPoint presentation was 2.63, while the mean score for the Pecha Kucha presentation was 4.08. This study adopted the formula that was used to calculate the required sample size for an uncontrolled quasi-experimental study among pre-scholars [ 39 ]. The formula is stated as:

Where: Zα was set at 1.96 from the normal distribution table.

Zβ was set at 0.80 power of the study.

Mean zero (π0) was the mean score of audiences’ engagement in using PowerPoint presentation = 2.63.

Mean one (π1) was the mean score of audience’s engagement in using Pecha Kucha presentation = 4.08.

Sampling technique

Given the availability of higher-training institutions in the study area that offer undergraduate nursing programs, a simple random sampling technique was used, whereby two cards, one labelled “University of Dodoma” and the other being labelled “St. Johns University of Tanzania,” were prepared and put in the first pot. The other two cards, one labelled “yes” to represent the study setting and the other being labelled “No” to represent the absence of study setting, were put in the second pot. Two research assistants were asked to select a card from each pot, and consequently, the University of Dodoma was selected as the study setting.

To obtain the target population, the study employed purposive sampling techniques to select the school of nursing and public health at the University of Dodoma. Upon arriving at the School of Nursing and Public Health of the University of Dodoma, the convenience sampling technique was employed to obtain the number of classes for undergraduate nursing students pursuing a Diploma in Nursing and a Bachelor of Science in Nursing. The study sample comprised the students who were available at the time of study. A total of five [ 5 ] classes of Diploma in Nursing first-, second-, and third-years and Bachelor of Science in Nursing first-, second-, and third-years were obtained.

To establish the representation for a minimum sample from each class, the number of students by sex was obtained from each classroom list using the proportionate stratified sampling technique (sample size/population size× stratum size) as recommended by scholars [ 40 ]. To recruit the required sample size from each class by gender, a simple random sampling technique through the lottery method was employed to obtain the required sample size from each stratum. During this phase, the student lists by gender from each class were obtained, and cards with code numbers, which were mixed with empty cards depending on the strata size, were allocated for each class and strata. Both labeled and empty cards were put into different pots, which were labeled appropriately by their class and strata names. Upon arriving at the specific classroom and after the introduction, the research assistant asked each nursing student to pick one card from the respective strata pot. Those who selected cards with code numbers were recruited in the study with their code numbers as their participation identity numbers. The process continued for each class until the required sample size was obtained.

To ensure the effective participation of nursing students in the study, the research assistant worked hand in hand with the facilitators and lecturers of the respective classrooms, the head of the department, and class representatives. The importance, advantages, and disadvantages of participating in the study were given to study participants during the recruitment process in order to create awareness and remove possible fears. During the intervention, study participants were also given pens and notebooks in an attempt to enable them to take notes. Moreover, the bites were provided during the training sessions. The number of participants from each classroom and the sampling process are shown in Fig.  2 [ 7 ].

Flow pattern of participants sampling procedures

Data collection tools

The study adapted and modified the students’ questionnaire on presentation skills from scholars [ 20 , 23 , 26 , 27 , 28 , 29 ]. The modification involved rephrasing the question statement, breaking down items into specific questions, deleting repeated items that were found to measure the same variables, and improving language to meet the literacy level and cultural norms of study participants.

The data collection tool consisted of 68 question items that assessed the socio-demographic characteristics of the study participants and 33 question items rated on a five-point Likert scale, which ranges from 5 = strongly agree, 4 = agree, 3 = not sure, 2 = disagree, and 1 = strongly disagree. The referred tool was used to assess the students’ skills during the preparation and presentation of the assignments using the traditional PowerPoint presentation and Pecha Kucha presentation formats.

The students’ assessment specifically focused on the students’ ability to prepare the presentation content, master the learning content, share presentation materials, and communicate their understanding to audiences in the classroom context.

Validity and reliability of research instruments

Validity of the research instrument refers to whether the instrument measures the behaviors or qualities that are intended to be measured, and it is a measure of how well the measuring instrument performs its function [ 41 ]. The structured questionnaire, which intends to assess the participants’ presentation skills was validated for face and content validity. The principal investigator initially adapted the question items for different domains of students’ learning when preparing and presenting their assignment in the classroom.

The items were shared and discussed by two [ 2 ] educationists, two [ 2 ] research experts, one [ 1 ] statistician, and supervisors in order to ensure clarity, appropriateness, adequacy, and coverage of the presentation skills using Pecha Kucha presentation format. The content validity test was used until the saturation of experts’ opinions and inputs was achieved. The inter-observer rating scale on a five-point Likert scale ranging from 5-points = very relevant to 1-point = not relevant was also used.

The process involved addition, input deletion, correction, and editing for relevance, appropriateness, and scope of the content for the study participants. Some of the question items were broken down into more specific questions, and new domains evolved. Other question items that were found to measure the same variables were also deleted to ease the data collection and analysis. Moreover, the grammar and language issues were improved for clarity based on the literacy level of the study participants.

Reliability of the research instruments refers to the ability of the research instruments or tools to provide similar and consistent results when applied at different times and circumstances [ 41 ]. This study adapted the tools and question items used by different scholars to assess the impact of PKP on student learning [ 12 , 15 , 18 ].

To ensure the reliability of the tools, a pilot study was conducted in one of the nursing training institutions in order to assess the complexity, readability, clarity, completeness, length, and duration of the tool. Ambiguous and difficult (left unanswered) items were modified or deleted based on the consensus that was reached with the consulted experts and supervisor before subjecting the questionnaires to a pre-test.

The study involved 10% of undergraduate nursing students from an independent geographical location for a pilot study. The findings from the pilot study were subjected to explanatory factor analysis (Set a ≥ 0.3) and scale analysis in order to determine the internal consistency of the tools using the Cronbach alpha of ≥ 0.7, which was considered reliable [ 42 , 43 , 44 ]. Furthermore, after the data collection, the scale analysis was computed in an attempt to assess their internal consistency using SPPSS version 26, whereby the Cronbach alpha for question items that assessed the participants’ presentation skills was 0.965.

Data collection method

The study used the researcher-administered questionnaire to collect the participants’ socio-demographic information, co-related factors, and presentation skills as nursing students prepare and present their assignments in the classroom. This enhanced the clarity and participants’ understanding of all question items before providing the appropriate responses. The data were collected by the research assistants in the classroom with the study participants sitting distantly to ensure privacy, confidentiality, and the quality of the information that was provided by the research participants. The research assistant guided and led the study participants to answer the questions and fill in information in the questionnaire for each section, domain, and question item. The research assistant also collected the baseline information (pre-test) before the intervention, which was then compared with the post-intervention information. This was done in the first week of June 2023, after training and orientation of the research assistant on the data collection tools and recruitment of the study participants.

Using the researcher-administered questionnaire, the research assistant also collected the participants’ information related to presentation skills as they prepared and presented their given assignments after the intervention during the second week of July 2023. The participants submitted their presentations to the principle investigator and research assistant to assess the organization, visual appeal and creativity, content knowledge, and adherence to Pecha Kucha presentation requirements. Furthermore, the evaluation of the participants’ ability to share and communicate the given assignment was observed in the classroom presentation using the Pecha Kucha presentation format.

Definitions of variables

Pecha kucha presentation.

It refers to a specific style of presentation whereby the presenter delivers the content using 20 slides that are dominated by images, pictures, tables, or figures. Each slide is displayed for 20 s, thus making a total of 400 s (6 min and 40 s) for the whole presentation.

Presentation skills in this study

This involved students’ ability to plan, prepare, master learning content, create presentation materials, and share them with peers or the audience in the classroom. They constitute the learning activities that stimulate creativity, innovation, critical thinking, and problem-solving skills.

Measurement of pecha kucha preparation and presentation skills

The students’ presentation skills were measured using the four [ 4 ] learning domains. The first domain constituted the students’ ability to plan and prepare the presentation content. It consisted of 17 question items that assessed the students’ ability to gather and select information, search for specific content to be presented in the classroom, find out the learning content from different resources, and search for literature materials for the preparation of the assignment using traditional PowerPoint presentations and Pecha Kucha formats. It also aimed to ascertain a deeper understanding of the contents or topic, learning ownership and motivation to learn the topics with clear understanding and the ability to identify the relevant audience, segregate, and remove unnecessary contents using the Pecha Kucha format.

The second domain constituted the students’ mastery of learning during the preparation and presentation of their assignment before the audience in the classroom. It consisted of six [ 6 ] question items that measured the students’ ability to read several times, rehearse before the classroom presentation, and practice the assignment and presentation harder. It also measures the students’ ability to evaluate the selected information and content before their actual presentation and make revisions to the selected information and content before the presentation using the Pecha Kucha format.

The third domain constituted the students’ ability to prepare the presentation materials. It consisted of six [ 6 ] question items that measured the students’ ability to organize the information and contents, prepare the classroom presentation, revise and edit presentation resources, materials, and contents, and think about the audience and classroom design. The fourth domain constituted the students’ ability to share their learning. It consisted of four [ 4 ] question items that measured the students’ ability to communicate their learning with the audience, present a new understanding to the audience, transfer the learning to the audience, and answer the questions about the topic or assignment given. The variable was measured using a 5-point Likert scale. The average scores were computed for each domain, and an overall mean score was calculated across all domains. Additionally, an encompassing skills score was derived from the cumulative scores of all four domains, thus providing a comprehensive evaluation of the overall skills level.

Implementation of intervention

The implementation of the study involved the training of research assistants, sampling of the study participants, setting of the venue, pre-assessment of the students’ presentation skills using traditional PowerPoint presentations, training and demonstration of Pecha Kucha presentations to study participants, and assigning the topics to study participants. The implementation of the study also involved the participants’ submission of their assignments to the Principal Investigator for evaluation, the participants’ presentation of their assigned topic using the Pecha Kucha format, post-intervention assessment of the students’ presentation skills, data analysis, and reporting [ 7 ]. The intervention involved Principal Investigator and two [ 2 ] trained research assistants. The intervention in question was based on the concept of multimedia theory of cognitive learning (MTCL) for enhancing effective leaning in 21st century.

Training of research assistants

Two research assistants were trained with regard to the principles, characteristics, and format of Pecha Kucha presentations using the curriculum from the official Pecha Kucha website. Also, research assistants were oriented to the data collection tools and methods in an attempt to guarantee the relevancy and appropriate collection of the participants’ information.

Schedule and duration of training among research assistants

The PI prepared the training schedule and venue after negotiation and consensus with the research assistants. Moreover, the Principle Investigator trained the research assistants to assess the learning, learn how to collect the data using the questionnaire, and maintain the privacy and confidentiality of the study participants.

Descriptions of interventions

The intervention was conducted among the nursing students at the University of Dodoma, which is located in Dodoma Region, Tanzania Mainland, after obtaining their consent. The participants were trained regarding the concepts, principles, and characteristics of Pecha Kucha presentations and how to prepare and present their assignments using the Pecha Kucha presentation format. The study participants were also trained regarding the advantages and disadvantages of Pecha Kucha presentations. The training was accompanied by one example of an ideal Pecha Kucha presentation on the concepts of pressure ulcers. The teaching methods included lecturing, brainstorming, and small group discussion. After the training session, the evaluation was conducted to assess the participants’ understanding of the Pecha Kucha conceptualization, its characteristics, and its principles.

Each participant was given a topic as an assignment from the fundamentals of nursing, medical nursing, surgical nursing, community health nursing, mental health nursing, emergency critical care, pediatric, reproductive, and child health, midwifery, communicable diseases, non-communicable diseases, orthopedics and cross-cutting issues in nursing as recommended by scholars [ 21 , 38 ]. The study participants were given 14 days for preparation, rehearsal of their presentation using the Pecha Kucha presentation format, and submission of the prepared slides to the research assistant and principle investigator for evaluation and arrangement before the actual classroom presentation. The evaluation of the participants’ assignments involved the number of slides, quality of images used, number of words, organization of content and messages to be delivered, slide transition, duration of presentation, flow, and organization of slides.

Afterwards, each participant was given 6 min and 40 s for the presentation and 5 min to 10 min for answering the questions on the topic presented as raised by other participants. An average of 4 participants obtained the opportunity to present their assignments in the classroom every hour. After the completion of all presentations, the research assistants assessed the participant’s presentation skills using the researcher-administered questionnaire. The collected data were entered in SPSS version 26 and analyzed in an attempt to compare the mean score of participants’ presentation skills with the baseline mean score. The intervention sessions were conducted in the selected classrooms, which were able to accommodate all participants at the time that was arranged by the participant’s coordinators, institution administrators, and subject facilitators of the University of Dodoma, as described in Table  1 [ 7 ].

Evaluation of intervention

During the classroom presentation, there were 5 to 10 min for classroom discussion and reflection on the content presented, which was guided by the research assistant. During this time, the participants were given the opportunity to ask the questions, get clarification from the presenter, and provide their opinion on how the instructional messages were presented, content coverage, areas of strength and weakness for improvement, and academic growth. After the completion of the presentation sessions, the research assistant provided the questionnaire to participants in order to determine their presentation skills during the preparation of their assignments and classroom presentations using the Pecha Kucha presentation format.

Data analysis

The findings from this study were analyzed using the Statistical Package for Social Science (SPSS) computer software program version 26. The percentages, frequencies, frequency distributions, means, standard deviations, skewness, and kurtosis were calculated, and the results were presented using the figures, tables, and graphs. The mean score analysis was computed, and descriptive statistical analysis was used to analyze the demographic information of the participants in an attempt to determine the frequencies, percentages, and mean scores of their distributions. A paired sample t-test was used to compare the mean score differences of the presentation skills within the groups before and after the intervention. The mean score differences were determined based on the baseline scores against the post-intervention scores in order to establish any change in terms of presentation skills among the study participants.

The association between the Pecha Kucha presentation and the development of participants’ presentation skills was established using linear regression analysis set at a 95% confidence interval and 5% (≤ 0.05) significance level in an attempt to accept or reject the null hypothesis.

However, N-1 dummy variables were formed for the categorical independent variables so as to run the linear regression for the factors associated with the presentation skills. The linear regression equation with dummy variables is presented as follows:

Β 0 is the intercept.

Β 1 , Β 2 , …. Β k-1 are the coefficients which correspond to the dummy variables representing the levels of X 1 .

Β k is the coefficient which corresponds to the dummy variable representing the levels of X 2 .

Β k+1 is the coefficient which corresponds to the continuous predictor X 3 .

X 1,1 , X 1,2 ,……. X 1,k-1 are the dummy variables corresponding to the different levels of X 1 .

ε represents the error term.

The coefficients B1, B2… Bk indicate the change in the expected value of Y for each category relative to the reference category. If the Beta estimate is positive for the categorical or dummy variables, it means that the corresponding covariate has a positive impact on the outcome variable compared to reference category. However, if the beta estimate is positive for the case of continuous covariates, it means that the corresponding covariate has direct proportion effect on the outcome variables.

The distribution of the outcome variables was approximately normally distributed since the normality of the data is one of the requirements for parametric analysis. A paired t test was performed to compare the presentation skills of nursing students before and after the intervention.

Social-demographic characteristics of the study participants

The study involved a total of 230 nursing students, of whom 151 (65.65%) were male and the rest were female. The mean age of study participants was 23.03 ± 2.69, with the minimum age being 19 and the maximum age being 37. The total of 163 (70.87%) students, which comprised a large proportion of respondents, were aged less than or equal to 23, 215 (93.48%) participants were living on campus, and 216 (93.91) participants were exposed to social media.

A large number of study participants (82.17%) were pursuing a bachelor of Science in Nursing, with the majority being first-year students (30.87%). The total of 213 (92.61%) study participants had Form Six education as their entry qualification, with 176 (76.52%) participants being the product of public secondary schools and interested in the nursing profession. Lastly, the total of 121 (52.61%) study participants had never been exposed to any presentation training; 215 (93.48%) students had access to individual classroom presentations; and 227 (98.70%) study participants had access to group presentations during their learning process. The detailed findings for the participants’ social demographic information are indicated in Table  2 [ 46 ].

Baseline nursing students’ presentation skills using traditional powerPoint presentations

The current study assessed the participant’s presentation skills when preparing and presenting the materials before the audience using traditional PowerPoint presentations. The study revealed that the overall mean score of the participants’ presentation skills was 4.07 ± 0.56, including a mean score of 3.98 ± 0.62 for the participants’ presentation skills during the preparation of presentation content before the classroom presentation and a mean score of 4.18 ± 0.78 for the participants’ mastery of learning content before the classroom presentation. Moreover, the study revealed a mean score of 4.07 ± 0.71 for participants’ ability to prepare presentation materials for classroom presentations and a mean score of 4.04 ± 0.76 for participants’ ability to share the presentation materials in the classroom, as indicated in Table  3 [ 46 ].

Factors Associated with participants’ presentation skills through traditional powerPoint presentation

The current study revealed that the participants’ study program has a significant effect on their presentation skills, whereby being the bachelor of science in nursing was associated with a 0.37561 (P value < 0.027) increase in the participants’ presentation skills.The year of study also had significant effects on the participants’ presentation skills, whereby being a second-year bachelor student was associated with a 0.34771 (P value < 0.0022) increase in the participants’ presentation skills compared to first-year bachelor students and diploma students. Depending on loans as a source of student income retards presentation skills by 0.24663 (P value < 0.0272) compared to those who do not depend on loans as the source of income. Furthermore, exposure to individual presentations has significant effects on the participants’ presentation skills, whereby obtaining an opportunity for individual presentations was associated with a 0.33732 (P value 0.0272) increase in presentation skills through traditional PowerPoint presentations as shown in Table  4 [ 46 ].

Nursing student presentation skills through pecha kucha presentations

The current study assessed the participant’s presentation skills when preparing and presenting the materials before the audience using Pecha Kucha presentations. The study revealed that the overall mean score and standard deviation of participants’ presentation skills using the Pecha Kucha presentation format were 4.54 ± 0.59, including a mean score of 4.49 ± 0.66 for participant’s presentation skills during preparation of the content before classroom presentation and a mean score of 4.58 ± 0.65 for participants’ mastery of learning content before classroom presentation. Moreover, the study revealed a mean score of 4.58 ± 0.67 for participants ability to prepare the presentation materials for classroom presentation and a mean score of 4.51 ± 0.72 for participants ability to share the presentation materials in the classroom using Pecha Kucha presentation format as indicated in Table  5 [ 46 ].

Comparing Mean scores of participants’ presentation skills between traditional PowerPoint presentation and pecha kucha Presentation

The current study computed a paired t-test to compare and determine the mean change, effect size, and significance associated with the participants’ presentation skills when using the traditional PowerPoint presentation and Pecha Kucha presentation formats. The study revealed that the mean score of the participants’ presentation skills through the Pecha Kucha presentation was 4.54 ± 0.59 (p value < 0.0001) compared to the mean score of 4.07 ± 0.56 for the participants’ presentation skills using the traditional power point presentation with an effect change of 0.78. With regard to the presentation skills during the preparation of presentation content before the classroom presentation, the mean score was 4.49 ± 0.66 using the Pecha Kucha presentation compared to the mean score of 3.98 ± 0.62 for the traditional PowerPoint presentation. Its mean change was 0.51 ± 0.84 ( p  < .0001) with an effect size of 0.61.

Regarding the participants’ mastery of learning content before the classroom presentation, the mean score was 4.58 ± 0.65 when using the Pecha Kucha presentation format, compared to the mean score of 4.18 ± 0.78 when using the traditional power point presentation. Its mean change was 0.40 ± 0.27 ( p  < .0001) with an effect size of 1.48. Regarding the ability of the participants to prepare the presentation materials for classroom presentations, the mean score was 4.58 ± 0.67 when using the Pecha Kucha presentation format, compared to 4.07 ± 0.71 when using the traditional PowerPoint presentation. Its mean change was 0.51 ± 0.96 ( p  < .0001) with an effect size of 0.53.

Regarding the participants’ presentation skills when sharing the presentation material in the classroom, the mean score was 4.51 ± 0.72 when using the Pecha Kucha presentation format, compared to 4.04 ± 0.76 when using the traditional PowerPoint presentations. Its mean change was 0.47 ± 0.10, with a large effect size of 4.7. Therefore, Pecha Kucha presentation pedagogy has a significant effect on the participants’ presentation skills than the traditional PowerPoint presentation as shown in Table  6 [ 46 ].

Factors associated with presentation skills among nursing students through pecha kucha presentation

The current study revealed that the participant’s presentation skills using the Pecha Kucha presentation format were significantly associated with knowledge of the Pecha Kucha presentation format, whereby increase in knowledge was associated with a 0.0239 ( p  < .0001) increase in presentation skills. Moreover, the current study revealed that the presentation through the Pecha Kucha presentation format was not influenced by the year of study, whereby being a second-year student could retard the presentation skills by 0.23093 (p 0.039) compared to a traditional PowerPoint presentation. Other factors are shown in Table  7 [ 46 ].

Social-demographic characteristics profiles of participants

The proportion of male participants was larger than the proportion of female participants in the current study. This was attributable to the distribution of sex across the nursing students at the university understudy, whose number of male nursing students enrolled was higher than female students. This demonstrates the high rate of male nursing students’ enrolment in higher training institutions to pursue nursing and midwifery education programs. Different from the previous years, the nursing training institutions were predominantly comprised of female students and female nurses in different settings. This significant increase in male nursing students’ enrollment in nursing training institutions predicts a significant increase in the male nursing workforce in the future in different settings.

These findings on Pecha Kucha as an alternative to PowerPoint presentations in Massachusetts, where the proportion of female participants was large as compared to male participants, are different from the experimental study among English language students [ 29 ]. The referred findings are different from the results of the randomized control study among the nursing students in Anakara, Turkey, where a large proportion of participants were female nursing students [ 47 ]. This difference in participants’ sex may be associated with the difference in socio-cultural beliefs of the study settings, country’s socio-economic status, which influence the participants to join the nursing profession on the basis of securing employment easily, an opportunity abroad, or pressure from peers and parents. Nevertheless, such differences account for the decreased stereotypes towards male nurses in the community and the better performance of male students in science subjects compared to female students in the country.

The mean age of the study participants was predominantly young adults with advanced secondary education. Their ages reflect adherence to national education policy by considering the appropriate age of enrollment of the pupils in primary and secondary schools, which comprise the industries for students at higher training institutions. This age range of the participants in the current study suits the cognitive capability expected from the participants in order to demonstrate different survival and life skills by being able to set learning goals and develop strategies to achieve their goals according to Jean Piaget’s theory of cognitive learning [ 41 , 42 ].

Similar age groups were noted in the study among nursing students in a randomized control study in Anakara Turkey where the average age was 19.05 ± 0.2 [ 47 ]. A similar age group was also found in a randomized control study among liberal arts students in Anakara, Turkey, on differences in instructor, presenter, and audience ratings of Pecha Kucha presentations and traditional student presentations where the ages of the participants ranged between 19 and 22 years [ 49 ].

Lastly, a large proportion of the study participants had the opportunity for individual and group presentations in the classroom despite having not been exposed to any presentation training before. This implies that the teaching and learning process in a nursing education program is participatory and student-centered, thus giving the students the opportunity to interact with learning contents, peers, experts, webpages, and other learning resources to become knowledgeable. These findings fit with the principle that guides and facilitates the student’s learning from peers and teachers according to the constructivism theory of learning by Lev Vygotsky [ 48 ].

Effects of pecha kucha presentation pedagogy on participants’ presentation skills

The participants’ presentation skills were higher for Pecha Kucha presentations compared with traditional PowerPoint presentations. This display of the Pecha Kucha presentation style enables the nursing students to prepare the learning content, master their learning content before classroom presentations, create good presentation materials and present the materials, before the audience in the classroom. This finding was similar to that at Padang State University, Indonesia, among first-year English and literature students whereby the Pecha Kucha Presentation format helped the students improve their skills in presentation [ 20 ]. Pecha Kucha was also found to facilitate careful selection of the topic, organization and outlining of the students’ ideas, selection of appropriate images, preparation of presentations, rehearsing, and delivery of the presentations before the audience in a qualitative study among English language students at the Private University of Manila, Philippines [ 23 ].

The current study found that Pecha Kucha presentations enable the students to perform literature searches from different webpages, journals, and books in an attempt to identify specific contents during the preparation of the classroom presentations more than traditional PowerPoint presentations. This is triggered by the ability of the presentation format to force the students to filter relevant and specific information to be included in the presentation and search for appropriate images, pictures, or figures to be presented before the audience. Pecha Kucha presentations were found to increase the ability to perform literature searches before classroom presentations compared to traditional PowerPoint presentations in an experimental study among English language students at Worcester State University [ 29 ].

The current study revealed that Pecha Kucha presentations enable the students to create a well-structured classroom presentation effectively by designing 20 meaningful and content-rich slides containing 20 images, pictures, or figures and a transitional flow of 20 s for each slide, more than the traditional PowerPoint presentation with an unlimited number of slides containing bullets with many texts or words. Similarly, in a cross-sectional study of medical students in India, Pecha Kucha presentations were found to help undergraduate first-year medical students learn how to organize knowledge in a sequential fashion [ 26 ].

The current study revealed that Pecha Kucha presentations enhance sound mastery of the learning contents and presentation materials before the classroom presentation compared with traditional PowerPoint presentations. This is hastened by the fact that there is no slide reading during the classroom Pecha Kucha presentation, thus forcing students to read several times, rehearse, and practice harder the presentation contents and materials before the classroom presentation. Pecha Kucha presentation needed first year English and literature students to practice a lot before their classroom presentation in a descriptive qualitative study at Padang State University-Indonesia [ 20 ].

The current study revealed that the participants became more confident in answering the questions about the topic during the classroom presentation using the Pecha Kucha presentation style than during the classroom presentation using the tradition PowerPoint presentation. This is precipitated by the mastery level of the presentation contents and materials through rehearsal, re-reading, and material synthesis before the classroom presentations. Moreover, Pecha Kucha was found to significantly increase the students’ confidence during classroom presentation and preparation in a qualitative study among English language students at the Private University of Manila, Philippines [ 23 ].

Hence, there was enough evidence to reject the null hypothesis in that there was no significant difference in nursing students’ presentation skills between the baseline and end line. The Pecha Kucha presentation format has a significant effect on nursing student’s classroom presentation skills as it enables them to prepare the learning content, have good mastery of the learning contents, create presentation materials, and confidently share their learning with the audience in the classroom.

The current study’s findings complement the available pieces of evidence on the effects of Pecha Kucha presentations on the students’ learning and development of survival life skills in the 21st century. Pecha kucha presentations have more significant effects on the students’ presentation skills compared with traditional PowerPoint presentations. It enables the students to select the topic carefully, organize and outline the presentation ideas, select appropriate images, create presentations, rehearse the presentations, and deliver them confidently before an audience. It also enables the students to select and organize the learning contents for classroom presentations more than traditional PowerPoint presentations.

Pecha Kucha presentations enhance the mastery of learning content by encouraging the students to read the content several times, rehearse, and practice hard before the actual classroom presentation. It increases the students’ ability to perform literature searches before the classroom presentation compared to a traditional PowerPoint presentation. Pecha Kucha presentations enable the students to create well-structured classroom presentations more effectively compared to traditional PowerPoint presentations. Furthermore, Pecha Kucha presentations make the students confident during the presentation of their assignments and project works before the audience and during answering the questions.

Lastly, Pecha Kucha presentations enhance creativity among the students by providing the opportunity for them to decide on the learning content to be presented. Specifically, they are able to select the learning content, appropriate images, pictures, or figures, organize and structure the presentation slides into a meaningful and transitional flow of ideas, rehearse and practice individually before the actual classroom presentation.

Strength of the study

This study has addressed the pedagogical gap in nursing training and education by providing new insights on the innovative students’ presentation format that engages students actively in their learning to bring about meaningful and effective students’ learning. It has also managed to recruit, asses, and provide intended intervention to 230 nursing students without dropout.

Study limitation

The current study has pointed out some of the strengths of the PechaKucha presentations on the students’ presentation skills over the traditional students’ presentations. However, the study had the following limitations: It involved one group of nursing students from one of the public training institutions in Tanzania. The use of one university may obscure the interpretation of the effects of the size of the intervention on the outcome variables of interest, thus limiting the generalization of the study findings to all training institutions in Tanzania. Therefore, the findings from this study need to be interpreted by considering this limitation. The use of one group of nursing students from one university to explore their learning experience through different presentation formats may also limit the generalization of the study findings to all nursing students in the country. The limited generalization may be attributed to differences in socio-demographic characteristics, learning environments, and teaching and learning approaches. Therefore, the findings from this study need to be interpreted by considering this limitation.

Suggestions for future research

The future research should try to overcome the current study limitations and shortcomings and extend the areas assessed by the study to different study settings and different characteristics of nursing students in Tanzania as follows: To test rigorously the effects of Pecha Kucha presentations in enhancing the nursing students’ learning, the future studies should involve nursing students’ different health training institutions rather than one training institution. Future studies should better use the control students by randomly allocating the nursing students or training institutions in the intervention group or control group in order to assess the students’ learning experiences through the use of Pecha Kucha presentations and PowerPoint presentations consecutively. Lastly, future studies should focus on nursing students’ mastery of content knowledge and students’ classroom performance through the use of the Pecha Kucha presentation format in the teaching and learning process.

Data availability

The datasets generated and analyzed by this study can be obtained from the corresponding author on reasonable request through [email protected] & [email protected].

Abbreviations

Doctor (PhD)

Multimedia Theory of Cognitive Learning

National Council for Technical and Vocational Education and Training

Principle Investigator

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Statistical Package for Social Sciences

Tanzania Commission for Universities

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Acknowledgements

The supervisors at the University of Dodoma, statisticians, my employer, family members, research assistants and postgraduate colleagues are acknowledged for their support in an attempt to facilitate the development and completion of this manuscript.

The source of funds to conduct this study was the registrar, Tanzania Nursing and Midwifery Council (TNMC) who is the employer of the corresponding author. The funds helped the author in developing the protocol, printing the questionnaires, and facilitating communication during the data collection and data analysis and manuscript preparation.

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S.J.H: conceptualization, proposal development, data collection, data entry, data cleaning and analysis, writing the original draft of the manuscript W.C.M: Conceptualization, supervision, review, and editing of the proposal, and the final manuscript S.S.A: Conceptualization, supervision, review, and editing of the proposal and the final manuscript.

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All methods were carried out under the relevant guidelines and regulations. Since the study involved the manipulation of human behaviors and practices and the exploration of human internal learning experiences, there was a pressing need to obtain ethical clearance and permission from the University of Dodoma (UDOM) Institution of Research Review Ethics Committee (IRREC) in order to conduct this study. The written informed consents were obtained from all the participants, after explaining to them the purpose, the importance of participating in the study, the significance of the study findings to students’ learning, and confidentiality and privacy of the information that will be provided. The nursing students who participated in this study benefited from the knowledge of the Pecha Kucha presentation format and how to prepare and present their assignments using the Pecha Kucha presentation format.

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Haramba, S.J., Millanzi, W.C. & Seif, S.A. Effects of pecha kucha presentation pedagogy on nursing students’ presentation skills: a quasi-experimental study in Tanzania. BMC Med Educ 24 , 952 (2024). https://doi.org/10.1186/s12909-024-05920-2

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DOI : https://doi.org/10.1186/s12909-024-05920-2

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This is a complete set of five double lessons in one powerpoint. There are 84 slides in total with varied activities keep students’ attention. It has learning objectives, starters, main activities, and summaries. Skills required for Paper 2 are also included, and all questions have answers. I’ve added relevant past paper questions with mark schemes.

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Theme 3: Economic Development Section 3.1: Development Part A: Use indicators to assess the level of development Part B: Identify and explain inequalities between and within countries Part C: Classify production into different sectors, making links to level of development Part D: Case Study of a TNC - Nike Part E: Globalisation

Case Studies required for 3.1 • A transnational corporation and its global links - Nike

These resources are for iGCSE specifications 0460 and 0978

Books which support this resource:

Complete Geography for Cambridge iGCSE and O Level. 2nd Edition. Oxford University Press. ISBN: 978-0198424956.

Cambridge iGCSE and O level Geography Coursebook. 2nd Edition. Cambridge University Press. ISBN:9781108339186.

Watch this space for other resources. I have full schemes of work for Cambridge iGCSE geography. COMING SOON!

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iGCSE Geography - Cambridge 0460 / 0978 - Theme 3: Economic Development - Full scheme of work with model answers, case studies

This is a **complete unit of work** for the Year 11 students completing their Cambridge iGCSE geography course. There are 7 sets of resources for each of the sections within Theme 3: Economic Development. I have followed the specification carefully and all lessons are complete with suitable **case studies**, plus relevant **exam questions with mark schemes.** Each resource has learning objectives, starters, main activities, and summaries. Questions have **model answers** to save teacher time and to make peer/self marking easier. **Skills** required for **Paper 2** are embedded, which means there is more time for revision and less time spent on Paper 2 practise before the exam season begins. **Theme 3: Economic Development** 3.1: Development 3.2 Food Production 3.3 Industry 3.4 Tourism 3.5 Energy 3.6 Water 3.7 Environmental Risks of Economic Development Books which support these teaching resources: Complete Geography for Cambridge iGCSE and O Level. 2nd Edition. Oxford University Press. ISBN: 978-0198424956. Cambridge iGCSE and O level Geography Coursebook. 2nd Edition. Cambridge University Press. ISBN:9781108339186. *Watch this space for other resources. I have full schemes of work for Cambridge iGCSE geography. COMING SOON!*

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10 Presentation Ideas for Learning & Development Teams

Many learning and development presentation topics are standard across companies : leadership development, cultural competency and diversity appreciation, sexual harassment prevention, and onboarding. If you’re looking to expand your offerings, here are some presentation ideas to consider.

Training Topic Presentation Ideas

1. professional communication.

Different generations have different norms regarding what’s appropriate when communicating in a professional environment. Standards also vary by industry, company, and mode of communication. A primer on your company’s expected standards of written, email , text, and verbal communication will help get everyone on the same page. Address the basics but also touch on points like whether proper punctuation is expected in texts if emojis are appropriate in emails, and what fonts are ideal for your digital signature.

2. Giving and Receiving Feedback

Whether it’s a manager who regularly does performance evaluations or a new team member coming up on their 90-day review , every employee needs to know how to give and receive feedback appropriately.

3. Emotional Intelligence

Emotional intelligence is the ability to identify and regulate one’s emotions and to recognize and respond appropriately to the emotions in others. An emotionally intelligent staff naturally cultivates a healthy workplace environment. Presentation ideas around this topic include self-assessments to identify one’s level of emotional intelligence and exercises to improve it.

4. Public Speaking

Even if a job doesn’t technically involve public speaking, nearly every employee could benefit from public speaking skills. Whether it’s speaking up to present an idea in a staff meeting, making a sales pitch to a small group of executives, or giving an end-of-year team status report, speaking confidently in public is an important skill.

5. The Intergenerational Workplace

There are many ages represented in most workplaces, each with its own set of norms, expectations, values, and assumptions. Most employees need a little help to view employees of a different generation as an asset rather than a liability, so HR presentations focused on navigating the intergenerational workplace can be very helpful.

6. Customer Service

Everyone needs customer service skills, even if they’re not dealing directly with customers. Help employees understand who their “customer” is (even if it’s an internal team) and how they can demonstrate top-notch customer service in every interpersonal encounter.

7. Digital Literacy

No matter how tech-savvy an employee is, there’s always room for improvement. Presentation ideas include screen-capture tutorials of a software or technology tool using a presentation maker, social media training, or email management. 

Grit is a modern buzzword, but most people don’t have a clear understanding of what it means. Presentation ideas to encourage grit in your employees include goal-setting, perseverance, internal motivation, and re-framing failures for a positive purpose.

9. Change in the Workplace

Change is hard. It’s hard if you’re the one trying to initiate it, and it’s hard if you find yourself the “victim” of it. HR presentations on workplace change can help make the process smoother and more successful for everyone involved.

10. Influencing the Workplace Culture

Even if an employee isn’t a manager, they affect the overall workplace culture. Conduct presentations on being a positive influence, recognizing toxic employees, and how to cultivate a workplace environment that’s healthy and enjoyable for everyone.

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5 Steps to Create a Learning and Development Presentation

Learning and development: why is it an essential investment for your business.

A skilled, informed employee base is the beating heart of any successful business. Utilizing an effective learning and development strategy is the underlying secret to a successful team from day 1. You’ve probably heard the quote of the CFO asking the CEO “What happens if we train our employees and they leave?” to which the CEO responds ” what. happens if we don’t train our employees and they stay?” Although it’s funny, effective training is a necessary component of a functioning company. Without an effective training program, it’s unlikely that employees will be successful at their jobs, meet company expectations, or stay in their role past their initial year. On average it costs a company between $15,000 and $20,000 to hire an employee once all costs are factored in. Yet companies spend very little on training. This means that one of the largest unforeseen costs a company incurs could be due to a lack of employee training programs.

One comment that will often get brought up is that ” we should continue to training employees the way we always have.” This often means sitting a new employee next to a veteran to use their experience as a guide to learn the job. Although this may seem cost-efficient on the surface, the. true costs can pile up. These types of “watch what I do” training programs diminish the capacity of the person doing the training, can pass on bad and often unintentional habits, and are not scalable across geographic regions or during times of rapid hiring. This can be amplified by the simple fact that you are hiring for that role because there is an excess of work and all current employees are saturated, to begin with.

Learning and Development: What are the benefits and Why should I care?

To thrive in the long-term, an organization needs a strong human capital. Similar to any sports team, your business needs a veteran employee who has years of industry experience and knowledge. It needs the employee who has been. with company 5+ years and is being groomed by the company to eventually replace the veterans. Last but not least, to continue to scale, a company needs a source of new employees who will be developed into productive members of the team. With each of these employee groups there the investment an effective training programs will vary, but so will the trade-off. As an employee developed their knowledge and skills, the training they require will lessen over time. It may seem as though a cost-effective solution would be to hire industry experts who come to you already trained. Unfortunately, the trade-off is that those employee types require a higher salary, may still need some training and are more willing to jump to another company if the offer is right. This keeps leading us back to the need for an effective training program.

So aside from needing an employee training program, what are the long term benefits to the company?

• If creates a scalable system to onboard and training employees
• It reduced the demand caused by training on the company leaders
• A training program once developed is scalable to employees across different locations
• A training program can provide feedback on employees so you can see who your leaders are
• A training program can help new employees become productive faster
• A training program help increase employee retention

A learning and development program is how your business can invest in the quality of your workforce. With training tactics and established goals, this program can guide the growth of your workers in the future. At the foundation of every learning and development program, is a training curriculum broken down into a series of Learning and Development Presentations. Let’s jump into the 5 steps that you can use to create effective training programs that are able to fill a new employee with the knowledge they need to help build your company. After all, a training program comprised of little more than HR policies handbook is going to struggle to capture employees’ attention

Step 1: Create a Learning and Development Strategy

A learning and development strategy is a crucial component of any business, as it specifies the goals and requirements for the workers under your umbrella. It specifies the skills and abilities that your workforce needs to have to promote the success of your business. When push comes to shove, your business’ learning and development strategy can have a major impact on the current operations – and future growth.

To establish a Learning and Development strategy, ask these key questions:

• What are the training needs employee need to know in order to excel at their job?
• How can my employees maintain and build their skills over time?
• How can I engage my employees to inspire them to do their best work?
• How can I build a sense of community among my employees to promote retention?
• How can I build cohesion between all employees in the company?

By detailing your strategy in your learning and development plan, you’ll give your employees a complete understanding of the business’s workforce goals.

Create Knowledge Paths

Once you’ve mapped out the skills each employee needs to obtain, the first step in creating a knowledge path or learning journey for each role. By organizing the subjects that require the least amount of context at the beginning, and gradually increasing complexity as the journey progresses, also you may find that there will be some overlap in the training between roles early on. This is fantastic because it allows you to a program that may be foundational to multiple roles. An example of a program that would be applicable to multiple roles and should be delivered early on in an employee’s knowledge path is the story of your company. Developing a course that helps all employees understand your company, the value it adds to its customers, is often the first step in developing an amazing Learning and Development program. Examples of courses that would be more role-specific and come later in a knowledge path would be procedure-based courses such as software training.

Step 2: Identify Your Subject Matter Experts

The next step in developing your learning and development strategy is to identify the employees who are your subject matter experts (often referred to as SMEs). Subject Matter Experts are also often your veteran employees who are filled with industry and company knowledge. They may have done a great deal of employee training through the old training methods of “watch what I do.” It’s essential to include these employees in your employee training plan because if the information that they possess does not get recorded, their retirement can mean that years of information become lost to time.

Share your training needs with your Subject Matter Experts. They will be able to help you develop a program that is well rounded. They may even have already developed some employee training components that you can use. Ask your Subject Matter Experts to collect all of the training resources they have developed over the years and assign one of the skills identified in your employee training knowledge paths.

This approach will help you audit and also use the training documents you already have available saving you time while starting to bring your previously detailed Learning and Development strategy to life.

As you start to identify program resources you may want to use them to create a variety of different employee training formats. Here are a few different formats and the reasons why you might choose them:

• Classroom Training and workshops (face to face or over web conference) – These allow the employee to ask questions, meet leaders throughout the organization, and allow your facilitators to get employee feedback. These ar great for courses that may be shared among multiple employee roles
• Online or Elearning – This type of training is great for topics like processes, procedures. Think about anything topic where a youtube video might have helped you to learn a skill. Companies can achieve the same type of skill development through e-learning with the benefit of real-time analytics and reporting.
• One-on-one coaching – allows coaches to set up a mentorship opportunity and provide a safe environment to start practicing skills
• Articles, memos, newsletters , and other written materials – Great for updates to existing procedures or strategies

Alone and in combination, these Learning and Development formats can enhance your training program with the information and guidance needed to evolve and improve employee performance. Regardless of the learning and development format, be sure to clearly outline each approach, telling workers what to expect and how to prepare.

Step 3: Make an Effective Plan to fill Training Gaps

With a clear Learning and Development strategy and approach, and also your Subject Matter Experts help, it’s time to determine the training gaps that need to be developed. A Learning and Development plan is an ongoing effort that many companies will commit to in order to take the steps necessary to implement an effective plan. In the same sense, companies realize that even though they use their Subject Matter Experts to help them develop the content, the development of a learning management system and all the courses needed to build an organization-wide plan may require some outside help. The content for each course will need to come from inside your organization, but where possible aligning your company with an agency experienced in developing Learning and Development strategies such as PresentationGeeks can help provide you with the additional expertise and development support you need to jump-start your program. One of the first steps that you will want to take before choosing a partner to work with is to find out if they have had experience working with an organization to create a training strategy from the ground up. Learn about the challenges and also the successes they’ve had so that you can use that experience.

Just like the leader of a warrior clan heading into battle, it’s important to create your training plan with high expectations. Use your training program to set the bar for your new employees and also raise the bar for existing employees. You need to know exactly why your employees should perform these training activities and how, in doing so, they’ll strengthen your organization as a whole.

Keeping in mind that the organization of your syllabus is as important as its content. Keep the progression reasonable and don’t overwhelm your team with too much information at once. Learning is a life long activity just as the development of a learning and development program, is a process that companies make a commitment to.

Step 4: Launch your training programs

When companies launch their training programs they have rarely gotten to this point without reaching out for some help. By partnering with the right team time and also money can be saved and stress is reduced. Companies that make the choice to go it on their own can get overwhelmed and limit their chance to make a considerable step forward.

Include a variety of resources in your learning and development program is a great way to create a diverse and engaging training program. Be sure to make these resources available so that your existing employees from across the entire organization can access them easily. This is a great way to get feedback about the way things are actually happening versus how you “think” they are happening. If a course is idealistic, but not realistic the information that your new employees learn will quickly become unraveled as they start to take their seats and your existing workforce teaches them about “the way we actually do things.” Plus, knowing that these resources are at their disposal will give all employees greater confidence as they reinforce the information that they have already learned.

Although you should expect high standards for your business training plan, when looking at all the information you need to depart to newer employees, it may seem like you are never going to be ready to get started. Don’t let this overwhelm you. Start by creating courses that contain information applicable to all new employees, and also find an agency to partner with that can help build your business a customized course template and develop a visual style that is as highly engaging as the content you need to deliver.

As you start to deliver the information you’ve developed to your employees, you will notice that at first, it feels like a drop in the bucket. But just as a pebble in the ocean creates a ripple, as your program reaches more and more people, this tidal wave of information will start to inundate your workforce. Of the first 4 steps, we’ve discussed each one comes with an investment in your time and resources, but finally, this implementation step will start to show you a return on your investment. Even if your entire training program consists of general information that goes out to all new employees, now at least you’ve developed a consistent message, that can be shared with your entire employee base so that they can learn it, understand it, and share it. In fact at PresentationGeeks we recommend this as a starting point.

Q. What does running a marathon, climbing Mount Everest, and building a Learning and Development Program have in common?

A. They all start with the first step, and also a professional can help you accomplish your end goal.

Step 5: Evaluate each of the steps in your training program to make sure they are effective.

Similar to any initiative, your learning and development program should have a feedback system so that you can understand whether you are meeting your goals. How many of your newly trained employees retain the information for one month, six months, and even a year later? What do the employees think about the program? Was the information beneficial to their development as employees? Are the hiring managers noticing that the training is helpful? Are there other areas that you feel more information could be developed?

These are the kind of metrics and business’s will use to reaffirm their investment in training. The analysis will be different for each program depending on its objectives, but this type of information is the final piece of the puzzle. Although this is our 5 step all five steps create a loop. The type of metrics you want to achieve are often determined before developing the program. If there are some pain points that are leading you towards a program, these are good starting points. Write down all the pain points your business faces when it comes to training new employees, and then develop a plan that is used to instructional opportunities that will help drive these results. This is likely not the first article or even social media post you’ve read about a training model or program.

When you speak to your customer base, you may find that it’s something that they are looking into as well. We encourage as much discussion on this topic as is needed to clarify the goals of your program.

• What areas of your business do your customers feel training would be beneficial?
• What areas of your business do your customers feel you are excelling at?
• What areas of your business do your customers find that your competitors are excelling at?

A customer that knows you are actively working to improve your business and drive better results will help them see you as a good partner. Thanks to a conversation about your Learning Program, you may find that it helps to build stronger customer relationships in addition to learners out of your employees. Don’t forget to include your entire employee base in your plan. Conduct interviews with the veterans and ask them what topics they would like training on. An employee that is learning is an employee who is engaged at their job, and working hard to improves their performance.

A Final Word

A boring, lackluster learning and development program isn’t going to spark excitement and motivation among your workers. Your learning and development courses should have them inspired by their own potential and the skills that will soon be cultivated. Without thoughtful content organization, a cohesive theme, and appealing visual aids, you’ll find your audience’s engagement slipping mid-course.

Combat a lack of engagement with a modern, attractive, and well-designed presentation design . Coordinate the color scheme and font with your brand’s “look”. Offer digestible and relatable statistics. Don’t bloat your slides with information; instead package each slide with a compact, absorbable amount of content.

Dedicated to keeping your workforce cohesive, competitive, and conversant with new developments in your industry, a solid learning and development program corresponds with reliable progress in the business. Here, you’ve learned how to build a learning and development program from the ground up. From the underlying strategy to the delivery of invaluable information, this should spark your employees’ interest in the process of learning and maintaining new skills.

Author:  Ryan

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The essential components of a successful L&D strategy

Over the past decade, the global workforce has been continually evolving because of a number of factors. An increasingly competitive business landscape, rising complexity, and the digital revolution are reshaping the mix of employees. Meanwhile, persistent uncertainty, a multigenerational workforce, and a shorter shelf life for knowledge have placed a premium on reskilling and upskilling. The shift to a digital, knowledge-based economy means that a vibrant workforce is more important than ever: research suggests that a very significant percentage of market capitalization in public companies is based on intangible assets—skilled employees, exceptional leaders, and knowledge. 1 Intangible Asset Market Value Study, Ocean Tomo.

Learning and development—From evolution to revolution

We began in 2014 by surveying 1,500 executives about capability building. In 2016, we added 120 L&D leaders at 91 organizations to our database, gathering information on their traditional training strategies and aspirations for future programs. We also interviewed 15 chief learning officers or L&D heads at major companies.

Historically, the L&D function has been relatively successful in helping employees build skills and perform well in their existing roles. The main focus of L&D has been on upskilling. However, the pace of change continues to accelerate; McKinsey research estimates that as many as 800 million jobs could be displaced by automation by 2030.

Employee roles are expected to continue evolving, and a large number of people will need to learn new skills to remain employable. Unsurprisingly, our research confirmed our initial hypothesis: corporate learning must undergo revolutionary changes over the next few years to keep pace with constant technological advances. In addition to updating training content, companies must increase their focus on blended-learning solutions, which combine digital learning, fieldwork, and highly immersive classroom sessions. With the growth of user-friendly digital-learning platforms, employees will take more ownership of their professional development, logging in to take courses when the need arises rather than waiting for a scheduled classroom session.

Such innovations will require companies to devote more resources to training: our survey revealed that 60 percent of respondents plan to increase L&D spending over the next few years, and 66 percent want to boost the number of employee-training hours. As they commit more time and money, companies must ensure that the transformation of the L&D function proceeds smoothly.

All of these trends have elevated the importance of the learning-and-development (L&D) function. We undertook several phases of research to understand trends and current priorities in L&D (see sidebar, “Learning and development—From evolution to revolution”). Our efforts highlighted how the L&D function is adapting to meet the changing needs of organizations, as well as the growing levels of investment in professional development.

To get the most out of investments in training programs and curriculum development, L&D leaders must embrace a broader role within the organization and formulate an ambitious vision for the function. An essential component of this effort is a comprehensive, coordinated strategy that engages the organization and encourages collaboration. The ACADEMIES© framework, which consists of nine dimensions of L&D, can help to strengthen the function and position it to serve the organization more effectively.

The strategic role of L&D

One of L&D’s primary responsibilities is to manage the development of people—and to do so in a way that supports other key business priorities. L&D’s strategic role spans five areas (Exhibit 1). 2 Nick van Dam, 25 Best Practices in Learning & Talent Development , second edition, Raleigh, NC: Lulu Publishing, 2008.

• Attract and retain talent. Traditionally, learning focused solely on improving productivity. Today, learning also contributes to employability. Over the past several decades, employment has shifted from staying with the same company for a lifetime to a model where workers are being retained only as long as they can add value to an enterprise. Workers are now in charge of their personal and professional growth and development—one reason that people list “opportunities for learning and development” among the top criteria for joining an organization. Conversely, a lack of L&D is one of the key reasons people cite for leaving a company.
• Develop people capabilities. Human capital requires ongoing investments in L&D to retain its value. When knowledge becomes outdated or forgotten—a more rapid occurrence today—the value of human capital declines and needs to be supplemented by new learning and relevant work experiences. 3 Gary S. Becker, “Investment in human capital: A theoretical analysis,” Journal of Political Economy , 1962, Volume 70, Number 5, Part 2, pp. 9–49, jstor.org. Companies that make investments in the next generation of leaders are seeing an impressive return. Research indicates that companies in the top quartile of leadership outperform other organizations by nearly two times on earnings before interest, taxes, depreciation, and amortization (EBITDA). Moreover, companies that invest in developing leaders during significant transformations are 2.4 times more likely to hit their performance targets . 4 “ Economic Conditions Snapshot, June 2009: McKinsey Global Survey results ,” June 2009.
• Create a values-based culture. As the workforce in many companies becomes increasingly virtual and globally dispersed, L&D can help to build a values-based culture and a sense of community. In particular, millennials are particularly interested in working for values-based, sustainable enterprises that contribute to the welfare of society.
• Build an employer brand. An organization’s brand is one of its most important assets and conveys a great deal about the company’s success in the market, financial strengths, position in the industry, and products and services. Investments in L&D can help to enhance company’s brand and boost its reputation as an “employer of choice.” As large segments of the workforce prepare to retire, employers must work harder to compete for a shrinking talent pool. To do so, they must communicate their brand strength explicitly through an employer value proposition.
• Motivate and engage employees. The most important way to engage employees is to provide them with opportunities to learn and develop new competencies. Research suggests that lifelong learning contributes to happiness. 5 John Coleman, “Lifelong learning is good for your health, your wallet, and your social life,” Harvard Business Review , February 7, 2017, hbr.org. When highly engaged employees are challenged and given the skills to grow and develop within their chosen career path, they are more likely to be energized by new opportunities at work and satisfied with their current organization.

The L&D function in transition

Over the years, we have identified and field-tested nine dimensions that contribute to a strong L&D function. We combined these dimensions to create the ACADEMIES framework, which covers all aspects of L&D functions, from setting aspirations to measuring impact (Exhibit 2). Although many companies regularly execute on several dimensions of this framework, our recent research found that only a few companies are fully mature in all dimensions.

1. Alignment with business strategy

One of an L&D executive’s primary tasks is to develop and shape a learning strategy based on the company’s business and talent strategies. The learning strategy seeks to support professional development and build capabilities across the company, on time, and in a cost-effective manner. In addition, the learning strategy can enhance the company culture and encourage employees to live the company’s values.

For many organizations, the L&D function supports the implementation of the business strategy. For example, if one of the business strategies is a digital transformation, L&D will focus on building the necessary people capabilities to make that possible.

Every business leader would agree that L&D must align with a company’s overall priorities. Yet research has found that many L&D functions fall short on this dimension. Only 40 percent of companies say that their learning strategy is aligned with business goals. 6 Human Capital Management Excellence Conference 2018, Brandon Hall Group. For 60 percent, then, learning has no explicit connection to the company’s strategic objectives. L&D functions may be out of sync with the business because of outdated approaches or because budgets have been based on priorities from previous years rather than today’s imperatives, such as a digital transformation.

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To be effective, L&D must take a hard look at employee capabilities and determine which are most essential to support the execution of the company’s business strategy. L&D leaders should reevaluate this alignment on a yearly basis to ensure they are creating a people-capability agenda that truly reflects business priorities and strategic objectives.

2. Co-ownership between business units and HR

With new tools and technologies constantly emerging, companies must become more agile, ready to adapt their business processes and practices. L&D functions must likewise be prepared to rapidly launch capability-building programs—for example, if new business needs suddenly arise or staff members require immediate training on new technologies such as cloud-based collaboration tools.

L&D functions can enhance their partnership with business leaders by establishing a governance structure in which leadership from both groups share responsibility for defining, prioritizing, designing, and securing funds for capability-building programs. Under this governance model, a company’s chief experience officer (CXO), senior executives, and business-unit heads will develop the people-capability agenda for segments of the enterprise and ensure that it aligns with the company’s overall strategic goals. Top business executives will also help firmly embed the learning function and all L&D initiatives in the organizational culture. The involvement of senior leadership enables full commitment to the L&D function’s longer-term vision.

3. Assessment of capability gaps and estimated value

After companies identify their business priorities, they must verify that their employees can deliver on them—a task that may be more difficult than it sounds. Some companies make no effort to assess employee capabilities, while others do so only at a high level. Conversations with L&D, HR, and senior executives suggest that many companies are ineffective or indifferent at assessing capability gaps, especially when it comes to senior leaders and midlevel managers.

The most effective companies take a deliberate, systematic approach to capability assessment. At the heart of this process is a comprehensive competency or capability model based on the organization’s strategic direction. For example, a key competency for a segment of an e-commerce company’s workforce could be “deep expertise in big data and predictive analytics.”

After identifying the most essential capabilities for various functions or job descriptions, companies should then assess how employees rate in each of these areas. L&D interventions should seek to close these capability gaps.

4. Design of learning journeys

Most corporate learning is delivered through a combination of digital-learning formats and in-person sessions. While our research indicates that immersive L&D experiences in the classroom still have immense value, leaders have told us that they are incredibly busy “from eight to late,” which does not give them a lot of time to sit in a classroom. Furthermore, many said that they prefer to develop and practice new skills and behaviors in a “safe environment,” where they don’t have to worry about public failures that might affect their career paths.

Traditional L&D programs consisted of several days of classroom learning with no follow-up sessions, even though people tend to forget what they have learned without regular reinforcement. As a result, many L&D functions are moving away from stand-alone programs by designing learning journeys—continuous learning opportunities that take place over a period of time and include L&D interventions such as fieldwork, pre- and post-classroom digital learning, social learning, on-the-job coaching and mentoring, and short workshops. The main objectives of a learning journey are to help people develop the required new competencies in the most effective and efficient way and to support the transfer of learning to the job.

5. Execution and scale-up

An established L&D agenda consists of a number of strategic initiatives that support capability building and are aligned with business goals, such as helping leaders develop high-performing teams or roll out safety training. The successful execution of L&D initiatives on time and on budget is critical to build and sustain support from business leaders.

L&D functions often face an overload of initiatives and insufficient funding. L&D leadership needs to maintain an ongoing discussion with business leaders about initiatives and priorities to ensure the requisite resources and support.

Many new L&D initiatives are initially targeted to a limited audience. A successful execution of a small pilot, such as an online orientation program for a specific audience, can lead to an even bigger impact once the program is rolled out to the entire enterprise. The program’s cost per person declines as companies benefit from economies of scale.

6. Measurement of impact on business performance

A learning strategy’s execution and impact should be measured using key performance indicators (KPIs). The first indicator looks at business excellence: how closely aligned all L&D initiatives and investments are with business priorities. The second KPI looks at learning excellence: whether learning interventions change people’s behavior and performance. Last, an operational-excellence KPI measures how well investments and resources in the corporate academy are used.

Accurate measurement is not simple, and many organizations still rely on traditional impact metrics such as learning-program satisfaction and completion scores. But high-performing organizations focus on outcomes-based metrics such as impact on individual performance, employee engagement, team effectiveness, and business-process improvement.

We have identified several lenses for articulating and measuring learning impact:

• Strategic alignment: How effectively does the learning strategy support the organization’s priorities?
• Capabilities: How well does the L&D function help colleagues build the mind-sets, skills, and expertise they need most? This impact can be measured by assessing people’s capability gaps against a comprehensive competency framework.
• Organizational health: To what extent does learning strengthen the overall health and DNA of the organization? Relevant dimensions of the McKinsey Organizational Health Index can provide a baseline.
• Individual peak performance: Beyond raw capabilities, how well does the L&D function help colleagues achieve maximum impact in their role while maintaining a healthy work-life balance?

Access to big data provides L&D functions with more opportunities to assess and predict the business impact of their interventions.

7. Integration of L&D interventions into HR processes

Just as L&D corporate-learning activities need to be aligned with the business, they should also be an integral part of the HR agenda. L&D has an important role to play in recruitment, onboarding, performance management, promotion, workforce, and succession planning. Our research shows that at best, many L&D functions have only loose connections to annual performance reviews and lack a structured approach and follow-up to performance-management practices.

L&D leadership must understand major HR management practices and processes and collaborate closely with HR leaders. The best L&D functions use consolidated development feedback from performance reviews as input for their capability-building agenda. A growing number of companies are replacing annual performance appraisals with frequent, in-the-moment feedback. 7 HCM outlook 2018 , Brandon Hall Group. This is another area in which the L&D function can help managers build skills to provide development feedback effectively.

Elevating Learning & Development: Insights and Practical Guidance from the Field

Another example is onboarding. Companies that have developed high-impact onboarding processes score better on employee engagement and satisfaction and lose fewer new hires. 8 HCM outlook 2018 , Brandon Hall Group. The L&D function can play a critical role in onboarding—for example, by helping people build the skills to be successful in their role, providing new hires with access to digital-learning technologies, and connecting them with other new hires and mentors.

8. Enabling of the 70:20:10 learning framework

Many L&D functions embrace a framework known as “70:20:10,” in which 70 percent of learning takes place on the job, 20 percent through interaction and collaboration, and 10 percent through formal-learning interventions such as classroom training and digital curricula. These percentages are general guidelines and vary by industry and organization. L&D functions have traditionally focused on the formal-learning component.

Today, L&D leaders must design and implement interventions that support informal learning, including coaching and mentoring, on-the-job instruction, apprenticeships, leadership shadowing, action-based learning, on-demand access to digital learning, and lunch-and-learn sessions. Social technologies play a growing role in connecting experts and creating and sharing knowledge.

9. Systems and learning technology applications

The most significant enablers for just-in-time learning are technology platforms and applications. Examples include next-generation learning-management systems, virtual classrooms, mobile-learning apps, embedded performance-support systems, polling software, learning-video platforms, learning-assessment and -measurement platforms, massive open online courses (MOOCs), and small private online courses (SPOCs), to name just a few.

The learning-technology industry has moved entirely to cloud-based platforms, which provide L&D functions with unlimited opportunities to plug and unplug systems and access the latest functionality without having to go through lengthy and expensive implementations of an on-premises system. L&D leaders must make sure that learning technologies fit into an overall system architecture that includes functionality to support the entire talent cycle, including recruitment, onboarding, performance management, L&D, real-time feedback tools, career management, succession planning, and rewards and recognition.

L&D leaders are increasingly aware of the challenges created by the fourth industrial revolution (technologies that are connecting the physical and digital worlds), but few have implemented large-scale transformation programs. Instead, most are slowly adapting their strategy and curricula as needed. However, with technology advancing at an ever-accelerating pace, L&D leaders can delay no longer: human capital is more important than ever and will be the primary factor in sustaining competitive advantage over the next few years.

The leaders of L&D functions need to revolutionize their approach by creating a learning strategy that aligns with business strategy and by identifying and enabling the capabilities needed to achieve success. This approach will result in robust curricula that employ every relevant and available learning method and technology. The most effective companies will invest in innovative L&D programs, remain flexible and agile, and build the human talent needed to master the digital age.

These changes entail some risk, and perhaps some trial and error, but the rewards are great.

A version of this chapter was published in TvOO Magazine in September 2016. It is also included in Elevating Learning & Development: Insights and Practical Guidance from the Field , August 2018.

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Jacqueline Brassey is director of Enduring Priorities Learning in McKinsey’s Amsterdam office, where Nick van Dam is an alumnus and senior adviser to the firm as well as professor and chief of the IE University (Madrid) Center for Learning Innovation; Lisa Christensen is a senior learning expert in the San Francisco office.

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Let your organization reach its full potential by educating its employees the vital strategy of Learning and Development. Simply use this professionally drafted PowerPoint template and provide productive information to your audience.

It is important for every organization to keep developing in the right way in order to make the most of its resources. This is exactly where the Learning and Development strategy plays a vital role. It defines how a firm should develop its assets like human resources, technology, skills, capability, and more to meet its business objective.

It involves components like coaching, skill training, employee assessment, leadership management, etc. To make it work, different learning cycles and development models have been introduced. We have discussed most of them in this set as well.

Who can use this template?

Since this concept is a universal one, professionals belonging to every domain can use it. If you wish to make your colleagues and audience familiar with this subject, then you can simply take the assistance of this editable set. It can help business analysts, strategists, project managers, and head of departments as well. Educators, subject matter experts, and consultants can also use this set to draft an informative slideshow on the subject.

It consists of:

The set consists of a diverse range of illustrations regarding the subject that will let you cover it in an extensive manner.

You can easily cover the basics of the topic, its core values, different stages, learning culture, and other vital topics.

Let your audience know about the overall learning and development process with these dedicated PPT slides. It can also be used to discuss the major components of the model as well.

Besides creating an L&D Strategy, you can also discus several other known models like ADDIE, KOLB’s learning cycle, and more.

How to use it?

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Learning & Development

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Learning and Development is a term used to describe everything a business does to encourage professional development among its employees. Training courses, development programs, online learning, development activities – as well as much more – all fall under the bracket of Learning and Development.

In large companies, Learning and Development is usually highly structured. Much of the time, there will be a full Human Resources team in charge of implementing the Learning and Development strategy.

Alternatively, there might even be a designated Learning and Development team made up of specialist Learning Officers who work full time on identifying specific training needs and then arranging the right learning opportunity or development process to suit.

The Learning & Development opportunities offered to team members are likely to be much more formal than at smaller companies. That could mean training programs delivered by specialist training providers, or access to online courses.

Larger companies also usually have more layers of senior management. For that reason, many of them will invest in management training tailored to business leaders and senior managers to help them develop new skills that are specific to their leadership role.

In smaller businesses, the Learning & Development strategy is often a little more constrained by the available budget. Those companies are also less likely to have a fully-fledged Human Resources department, so responsibility might fall to an Operations Manager or someone in a similar role.

Giving your team members access to development opportunities allows them to learn new skills. In a small company, great team members are your competitive advantage. They are the cutting edge that you can use to take on bigger companies with their larger budgets.

Strong employee engagement has other benefits too. Having highly engaged team members is also linked to good employee retention rates – so not only will your people work more effectively, but they will also stick around longer too. In corporate-speak, this might be called talent management or talent development – but in a nutshell, it is about making sure your best people stay in the room.

This template will primarily be useful to HR managers. You can use this template when developing an employee training plan or development plan to ensure that the company has an adequate talent pool.

Business trainers can use this template when preparing a curriculum for their courses. For example, you can specify which next courses you will need to take in order to gain the necessary knowledge to qualify for a higher position.

Learning & Development is a professional and modern template that contains six stylish and fully editable slides. If necessary, you can change all elements of the slide in accordance with your corporate requirements. This template will be useful for HR managers, business coaches, heads of companies and departments. The Learning & Development template will seamlessly complement your presentations and will be a great addition to your collection of professional presentations.

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Home Blog Education How to Create and Deliver Training Presentations That Make an Impact

How to Create and Deliver Training Presentations That Make an Impact

Blended learning and hybrid workplaces have improved how employees train and optimize their work output. Corporate training is now a rich combination of in-person group sessions, live online lessons, and SCORM courses that employees can follow at their own pace. 

Are your training presentations up to the challenge?

Learning & Development strategists, HR, and performance management managers take note. In this guide, we’ll show you how to create a training deck from start to finish . Plus, some template examples and optimization tips for creating training presentations that make learning more effective.

What is a Training Presentation?

A training presentation is a set of slides created to teach a skill or increase knowledge of a topic. They’re used in training and development strategies in companies worldwide. Across the slides in a training presentation, employees learn essential information and skills to do their jobs better and grow in their careers.

Types of Training Presentations

Training presentations form part of all L&D initiatives in an HR department. They have one of two purposes; to train employees for the job at the present moment and to train them for growth and the future. 

Training for the job instructs employees on how to carry out their assigned tasks and responsibilities . The skills they learn follow guidelines from the company’s brand, processes, and structure.

Examples include:

• On-the-job training
• Practice simulations
• Orientation
• Skillbuilding 

To train for growth , employees are given resources to increase their capabilities, like learning new technology or methodology. They learn skills that will help their career future, preparing them for a promotion within the company or for changing teams laterally in a new role.

Growth training includes topics like:

• Soft skills
• New technology
• New processes or methodologies
• Job rotation
• Personal development
• Career expansion

Why Are Training Presentations Important?

High-quality training and development initiatives in a corporate setting offer many benefits. Three of the most relevant are employee buy-in and retention, company culture, and professional development.

Employee Buy-in and Retention

When training presentations are achieved at a high standard, team members in People Management, Human Resources, Learning & Development, and DEI feel confident and proud of their work in training fellow employees. 

They accompany employees along training paths, so it’s better if they’re invested in what they’re sharing. For a solid brand identity —and clear company culture—thorough training helps with buy-in straight out of the gate with an onboarding strategy. Then continues with regular training initiatives that lead to retention, satisfaction and loyalty.

Company Culture 

The role of company culture in an organization has a lot of weight towards brand equity. But a strong culture doesn’t happen overnight; it’s instilled in the employees’ minds through team-building activities, motivational seminars, and equitable training in all aspects of work.

Company culture flows through the ongoing interaction between trainers and trainees. Group sessions and training days help build relationships between teams and employees. Feeling invested is a trait developed through the right type of training. 

Professional Development

High-quality training for professional development is essential in every organization. On-the-job training for daily tasks is only part of the puzzle; employees also need to train for growth.

In-company training for professional development includes training for higher—or lateral—positions. Offering training for the future not only heightens professional development for individual employees but also carves a strong culture.

How to Create a Training Presentation

Let’s create a training deck together. We’ll use a case study to guide us along.

You and your L&D team at an IT Company are preparing a company-wide training session about the SCRUM framework before implementing it in more aspects of the business. The Training presentation is titled “Understanding the SCRUM Framework. Agilizing our productivity, together.” Sessions will be blended/hybrid to accommodate both in-office and remote employees. There will be a camera recording the instructor, and remote employees will see the presentation and the video of the instructor talking side by side on their screen.

1. Plan and prepare

Planning and strategizing are as important in training as in other business areas. Your training presentation already has a purpose, company-wide training about the SCRUM framework. But if you aren’t sure what employees need to learn to increase productivity and employee satisfaction, you’ll have to do some research. 

Figuring out your people’s learning and development needs takes some work. Are you using a performance management system? What does the reporting reveal? Where are employees failing to set goals? How can training presentations help? 

Analyze the reports, and you’ll see where they’re lacking. Plan upskilling strategies around those topics. With a clear objective, start preparing the training, presentation, and conversation points for group sessions. 

Put together a lesson plan covering the main characteristics of your presentation. Use it as a foundational reference during the production of the training presentation slides .

2. Create a basic structure 

Creating a structure for a training presentation is a critical step before designing slides or even writing the content. Training presentations with a set structure are more impactful than ones without. 

Following a structure makes the transference of knowledge much simpler. Write an outline that follows that structure. Do it on a document or use a visual tool like a storyboard to overview the full presentation deck .

The main structure for any training presentation has three parts; beginning, middle, and end. Yes, it’s that simple.

• Start with an agenda slide that covers the contents of the training presentation and builds a framework of what to expect out of this training program. Follow by listing the syllabus for the course and required learning material that will be accessible, and where students should download/access such content.
• Inform learners that at the end of the presentation, they will have all the basic and practical knowledge to understand and begin working with a SCRUM framework. 
• Explain (if necessary) what they need as a prerequisite to get the most out of the training.
• Any instructions they need to follow during the session, such as how to approach practical exercises or instructions for deliverables expected. 
• Share all supplemental material through links they can download or access from. This should also include any book chapter mentioned, video resources, photos, etc. Cloud-based storage accessible from the Company’s intranet tends to suit all needs.

• Throughout the meatiest slides of the presentation, teach them about the SCRUM framework. Then share how their team will use it to agile production and work in general.
• Use visual training techniques to explain themes and topics clearly.
• Create interactive moments for learners to imprint information. 
• Incorporate a variety of teaching formats to cover all learning styles; video, text, images, infographics, interactive activities, etc.

• Craft a few slides summarizing what they learned using a highlights list.
• Have learners take a quiz to test their knowledge and offer results that include the right answers to the questions they got wrong.
• Share references to supplemental material where learners can get more information on the topic.

The Middle Structure

In the middle is where most of the magic happens. A training presentation is much like a lecture in its purpose. Therefore, using teaching and lecture techniques in your presentations can only be a good idea.

Here are six lecture structures that you can apply to the middle of your presentation. For the SCRUM Framework training, we’ll use the first example .

• Start with what students can be expected to know to what students don’t know.  
• Proceed from reality to abstract ideas, theories, and principles.
• Begin with generalizations and continue with particular examples and applications.
• Open with simple ideas and round them up with complex ones
• Start sharing common misconceptions and then explain the truth.
• Go from a whole view to a detailed view. 

3. Gather resources

Organize all the content you’ll need for the presentation in a folder on the cloud or your team’s content library. Browse the SlideModel template collection, where you’ll find plenty of slides, full decks, and cut & copy elements to include in your training deck. For the slides to describe the SCRUM framework, we used this 3D PPT template of how the parts of the framework are interconnected.

Resource checklist for any training presentation:

• All visuals, videos, and PowerPoint slides add value to the training. 
• Case studies and examples support your points.
• Your company has the appropriate licenses to use the resources that are included in the final design.
• All references, citations and attributions are gathered for inclusion in the training documentation. 
• Your templates are from Slidemodel. 

4. Design the slides

Now, it’s time to put it all together and design the slides. Get all your resources ready, a list of all the templates you’ll use, and start a new project on PowerPoint.

Have your outline and/or storyboard open and start designing slides. Start with the cover and then follow the structure you decided on. Work your way through to the end and add a quiz. Here are some instructional presentation design best practices to help you along.

• Create visual unity and balance by choosing a color theme and font pairing that supports the brand message and purpose of the training.
• Mind the flow between slides from beginning to end. Use subtle transitions that don’t distract from the learning.
• Use a table of contents, section dividers, and interactive slide menus for easier navigation.
• Ensure each slide has a focal point and a visual hierarchy between all other elements.

All training material emulates the company brand, its values and vision. As marketing material follows visual and messaging brand guidelines, so should internal development content. 

Rather than mix & match slide templates, you can try a really fast method to create an entire training presentation by stating its topic, checking the suggested content, and selecting the desired slide design. This is possible thanks to the SlideModel’s AI Presentation Maker .

5 Training Presentation Slide Examples

Are you looking for inspiration to create a training presentation? SlideModel has numerous designs suitable for explaining, visually dissecting, and analyzing the material. Likewise, you’ll find templates that help L&D strategists communicate with instructors during the planning phase and beyond. 

Here are five templates that can help with your training presentation design.

Employee Onboarding

First, this multi-slide ppt template for training is an employee onboarding presentation . Use it to cover all characteristics of a corporate onboarding process. Slides include;

• Pre-boarding
• Training Activities
• Onboarding Roadmap
• Title & closing slides

Managerial Grid

The Blake & Mouton managerial grid is a great way to explain and analyze the different types of management based on production concerns and people concerns. Production concerns are characterized by tasks, and people are concerned with relationships. 

Matrix Grids can be used for other purposes as well. Like stakeholder engagement , talent analysis , and content marketing.

Multichapter Presentation

Does your training content span long chunks of information? Separate it into digestible sections and create a multichapter training presentation. If it still feels very long, separate each chapter into a lesson of a comprehensive digital course. This multichapter presentation template will help you either way. Plus, it will add considerable visual value to the deck as a whole.

SWOT Analysis

Teaching the SWOT Analysis process is best achieved with a “start big and continue into the details” presentation structure. This 5-slide template starts with the main idea and then delves deeper into each section. A visual structure like this also works for any concept that needs explanatory simplification. Simply separate the main concept into four parts and create a further slide for each.

5Cs of Customer Service

Nothing exudes versatility as much as infographics. This template has one function, to describe and analyze the 5Cs of customer service . Nevertheless, you get six visually different infographic compositions for the same topic in one template. How else can your content be separated into five sections with the same first letter? This—all words with the same first letter—is a mnemonic technique that will help your learners absorb and retain information.

How to Deliver Your Training Presentation

How will you deliver the training presentation to your learners? Depending on the company culture and working model, your training presentation will appear in any of the following scenarios.

1. As visual support to your In-person group training session.

The in-person group training session is the most common—until the pandemic changed many things. Your training presentation is the visual support during the event. 

Here are some tips for delivering a presentation during a group training session.

• Practice your ability to talk to a group. Notice your voice inflections or lack thereof. Practice the lesson with the training slides to support your spoken or activity-based teaching material.
• Remember that presenting a business presentation and teaching with a training presentation aren’t the same. If you’re new to in-person group training, research to learn and practice instruction skills.
• While training, maintain constant interaction with the learners. Ask them questions, and let them ask you questions. Invite anyone interested to join the online whiteboard for notetaking and mind-mapping the lesson.

2. As Part of a Live Online Session for Hybrid Teams.

Online, blended learning is quickly becoming popular with L&D teams. But how does it work? And why is it so special?

When you have hybrid teams with some employees in-office, others at home, and even more in other parts of the world, you need training solutions that work for everyone.

For the SCRUM training, we’d do the following:

• Prepare the training presentation slide deck.
• Organize a space for the in-person group and plan the event.
• Set up a camera to record the lesson or training session.
• Invite all employees to the session and offer them options of attendance; in-person, online, and live, watching the event recording.
• Get set up to stream the session live. You can use a webinar tool like Streamyard or the one inside your LMS platform. Someone might need to help so you can concentrate on the training rather than the technical tasks.
• Stream the lesson live and record it. On Chromecast , choose to use the split screen. One side shows the video of you teaching, and the other is the training presentation you prepared.
• Send the recording to the employees that didn’t attend in person or live online.

3. As a lesson in a digital course

Your training presentation can be its own course or part of a bigger one. In a comprehensive multi-lesson course, each section has its training presentation or a combination of presentations and other material. Use e-learning tools like SCORM and xAPI to create courses learners can do at their own pace, which you can keep track of. 

Create your SCORM and xAPI courses with PowerPoint, SlideModel, and the iSpring PPT plugin . Once finished, upload it all to your LMS platform and enroll employees to learn.

What’s the difference between SCORM and xAPI? The visual below has all the answers.

Read our guide on how to create an online course for detailed instructions and tips to make your course stand out.

3. As a PDF document

Delivering a training presentation as a PDF document shouldn’t be your first choice, but consider it for those employees that prefer learning that way. The same training presentation you create for in-person training, online learning or hybrid sessions can be downloaded as a PDF and shared via email or through the learning portal.

Takeaways for how to create successful PowerPoint Training Presentations

Optimize your training presentations to be as efficient as possible using instructional design techniques from the pros. Start with your trusty authoring combination of PowerPoint and SlideModel, and add an iSpring design plugin to complete the toolkit. Follow the steps in the sections above and then some.

Implement Interactivity 

Add interactivity to your training presentations to make them more engaging while touching on more learning styles. Interactivity can be as simple as a navigation menu between slides, dialogue simulations, and quick in-slide quizzes. Use xAPI and an LMS to create interactive training presentations for any topic.

After discussing the importance of interactivity, take a look at our 5-topic training presentation template showcased in the following video. With a tabbed menu, this training PPT template is ideal for presenting the agenda of your training session and delivering it in a streamlined manner. Each tab can represent a unique topic or module, making it easier for your audience to follow along and understand the progression of your training. The slide layout not only enhances visual appeal, making it more engaging than traditional slides, but also promotes organized content delivery.

Animated presentation templates, such as the one shown, are an effective way to captivate your audience and make the learning experience more memorable. This kind of animations add an element of surprise and engagement that static slides might lack. When paired with interactive elements mentioned earlier, such training templates can transform your training presentations into immersive learning experiences.

Add In-Slide Video

Hybrid learning and online learning have a wide berth of possibilities. One is in-slide video recordings of you—the training presenter—talking to the audience on the other side of the screen. 

This is especially practical for digital training presentations that never had an in-person session and instead are all done online. Use tools like Loom and Camtasia to record yourself speaking as you flip through the training slides, then download the Loom video . Then share the final video output on your company’s learning platform.

Offer Supplemental Material

Regardless of how you deliver your training deck, it’s always a good idea to offer supplemental material for the learner. Let’s look at some ideas:

• If you deliver the training presentation as a video with much narration, offer a PDF transcript for download. 
• On an LMS platform, add printable PDF worksheets and further reading material.
• Before or during an in-person session, give handouts and worksheets.
• In a hybrid webinar, share links to online games that help reinforce the topic.
• In any scenario, offer further resources for self-paced learning.

Incorporate Gamification

One of the best teaching techniques for turning training presentations from meh to memorable is gamification. Using games and game-like visual qualities helps learners capture and retain information better. Gamification techniques like badges, challenges, and competition elevate the learner’s feeling of happiness and contentment. They enjoy the process more and therefore learn more effectively.

Cover Multiple Platforms

Reach all employees where they are by creating and delivering versatile training presentations that are viewable on any device, from wall projectors to mobile phones. Create interconnectivity between them with downloads, digital whiteboards for notetaking, online chatrooms, handouts, etc.  

Don’t forget also to follow accessibility standards. For example, closed caption subtitles on videos and e-reader-compatible text. 

Share Questionnaires And Surveys At The End

Do you agree with the business notion that nothing in business is worth it unless you can track it? If so, then your training presentations must have a callback. Shortly after the learner has attended, watched, or listened to your training presentation, send them a short survey to gauge their satisfaction. Combine this with testing and quizzing results, and over a short time; you’ll have a good grasp on the effectiveness of your training.

Give a Certificate of Completion

Offer your learners a certificate of completion. As its name indicates, a certificate is essential for certifying that a person has taken your course. Create a visual certificate that you can send as a pdf in an email. Include all the necessary information for the learner to mention the completed course on their LinkedIn profile.

In less than three thousand words, you learned why training presentations are important for business, how to create and deliver them, plus tips on how to make your training presentations amazing.

Your L&D team and all your trained employees will benefit from optimized training presentations that use SlideModel templates for PowerPoint and Google Slides. Support your learners with visuals and instructional infographics. Start downloading educational templates today.

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Learning And Development Presentation Slides

Learning and development, commonly known as training and development, represents the cornerstone of personal and professional growth, facilitating the acquisition of new skills, knowledge expansion, and the cultivation of adaptability and excellence in an ever-evolving world. This universal pursuit of learning agility and personal enhancement extends across various industries, exemplified in HR training and development efforts within the corporate sphere. It underscores the belief in lifelong learning, where each acquired skill and lesson contributes to individuals' personal and career growth, enriching their lives. The learning and development PowerPoint template, designed for professionals, trainers, HR personnel, and educators, empowers users to create engaging presentations on this crucial topic. Featuring fully editable slides, it simplifies the process and enhances clarity, making it an invaluable asset for workshops, seminars, and corporate training sessions. Presenters stand to benefit from heightened audience engagement, comprehensive insights into learning and development concepts, and the flexibility to tailor content to specific needs. Encourage your audience to leverage this template's potential to deliver insightful presentations that foster a culture of continuous learning and personal growth, both professionally and personally.

Features of the templates:

• 100% customizable slides and easy to download.
• Slides are available in different nodes & colors.
• The slide contains 16:9 and 4:3 formats.
• Easy to change the colors of the slide quickly.
• Highly compatible with PowerPoint and Google Slides.
• Well-crafted template with an instant download facility.
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Organizations that are proactive about expanding employees’ knowledge and skills build a capable workforce equipped to overcome challenges and achieve success. That is why employee learning and development is such a vital function of every company.

This guide is a go-to resource for all you need to know about learning and development.

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What is learning and development?

What is the difference between learning and development?

What is the difference between learning and training?

Why is learning and development important?

• Attracting and retaining employees : People want to work for organizations where they can lean into their present and future interests. They have come to expect employers to offer career-enhancing growth and development. According to a Gallup survey , 65% of workers evaluate job opportunities based on the availability of employer-provided upskilling.  In addition, a TalentLMS survey showed that 76% of employees are more likely to stay with a company that provides ongoing learning and development opportunities. 
• Boosting employee experience and engagement : Employees gain confidence in their performance and feel inspired to take more initiative and pursue their career aspirations. This translates to higher morale, job satisfaction, and engagement.
• Promoting DEIB : An inclusive and equitable work environment where employees of all backgrounds have access to growth opportunities is at the forefront of most organization’s cultural aspirations. Actively integrating DEIB into L&D strategies promotes a sense of belonging and contributes to an engaged, innovative workforce.
• Bridging skills gaps : Organizations must keep pace with technological advancements and frequent shifts in business concepts. This means equipping employees to face new challenges. Reskilling and upskilling individuals for specialized technical roles and developing their soft skills prepares the workforce to adapt, foster innovation, and meet the organization’s future labor needs.
• Empowering future leaders : Providing learning and development opportunities results in well-trained and educated employees who can take on new responsibilities and leadership roles. Many organizations create their own management training programs that offer employees a tangible prospect for making their career aspirations a reality. For example, the American retail membership warehouse chain Sam’s Club has a five-week learning program called Manager Quality (MQ). Its content brings customized career development to all levels of associates. It begins with a week of values-based decision-making to develop the attributes of the company’s leadership expectations. MQ’s framework has four pillars that teach foundational concepts that apply to all Sam Club roles. 
• Enhanced reputation as an employer : With so many people looking for growth opportunities in their jobs, fulfilling their desires for expanding career opportunities is a must for improving your employer brand . Employers that offer robust L&D have an advantage over others in the competition for top talent.  Multinational fast food restaurant chain McDonald’s offers L&D benefits to attract and retain workers in an industry plagued by a labor shortage. Even part-time workers are eligible for tuition assistance after 90 days of employment. McDonald’s Archways to Opportunity program has a variety of channels for employee growth and learning. This includes a career development app that provides on-demand, personalized professional guidance and learning that employees can access from anywhere.

Learning and development methods

• 70% of learning comes from informal, work-based learning. This takes place during new tasks, challenging assignments, and through supervisor feedback and ‘water-cooler’ conversations with peers
• 20% of learning comes from developmental relationships. Employees experience social learning through interactions with peers and mentors
• 10% of learning comes from traditional coursework and training in a formal, educational setting.
• Formal learning in a classroom setting : This method is goal-oriented and instructor-led with limited learner interaction. It is typically a group situation and can take place in person or online. Examples include lectures, classes, and seminars.
• Informal learning : Informal learning is organic, unstructured, and more self-directed. It takes place on the job through tasks, feedback, co-worker interactions, and through individual study. Examples include conversations, online forums, and reading books or doing research.
• Experiential learning : This trial-and-error approach allows people to try doing something, observe the results, and then gain understanding from the experience. Examples include apprenticeships, internships, virtual or real-world simulation exercises, and scenario-based role-playing.
• Performance coaching to inspire employees to realize their full potential by honing their current abilities and learning new skills. Police Now, an independent charitable social enterprise that recruits police officers in England and Wales, has a very hands-on approach to performance coaching. Its year-long Frontline Leadership Programme includes one-on-one coaching to guide participants through each training module and work through any knowledge or skills gaps. 
• Peer coaching is where two or more colleagues team up to share ideas, learn from one another, build skills, or collaborate to solve work problems.
• AI-based coaching leverages artificial intelligence to provide coaches with insight, augment coaching efforts, or exclusively do the coaching.
• Establishing a coaching culture builds trust and connection with employees and empowers them to improve themselves and their performance to impact the company’s success.
• Mentorship programs that are sponsored by the organization provide structure and resources for mentoring relationships.
• Peer mentoring takes place between two co-workers who are at the same or similar level in the organization but have different degrees of experience. The more experienced one shares their knowledge and offers encouragement to the less experienced one.
• Reverse mentoring is when junior employees share their knowledge and expertise with their superiors to help them overcome a shortfall in a particular area, such as digital skills.
• Micro-mentoring occurs in one-time or temporary settings and is focused on short-term objectives for a specific project, topic, or skill.
• Job shadowing lets employees observe a more experienced colleague as they perform their duties. Implementing a job shadowing program is a way to offer employees exposure to other roles and new career opportunities.
• Skill building : Skill building involves helping employees acquire new skills. The purpose is to fill the organization’s skills gaps so it can achieve business goals and remain competitive. Examples of skill-building activities include new product training, customer service role-playing, and problem-solving games.
• Targeted training : Targeted training is another method for closing skills gaps. It combines formal and informal learning to meet individual learning needs. By pinpointing the most needed skills, organizations can distribute training resources efficiently. Just about any method can be used for this type of learning.
• Cross-training : Cross-training entails teaching an employee how to handle another employee’s role. When employees are cross-trained, they expand their skill set and understanding of the company’s operations. They can also cover for absent employees and pitch in when extra help is needed to distribute the workload.
• Remote training : Remote training takes place online and is for employees who are not working from the same location. It can be held either at a set time with employees participating from different places (synchronously) or accessed on demand (asynchronously). Examples include webinars, online courses, and pre-recorded video lessons.
• New employee training : New employee training is the part of the onboarding process that teaches new hires how to do and be productive in their jobs. It’s customized to each role and can involve areas of instruction such as customer service techniques, how to use software, or how to operate equipment. 

Examples of L&D programs

• Orientation and onboarding : The job orientation and onboarding journey helps all new employees settle into their new organization and role, often equipping them with specific knowledge, training, and equipment to do their job. 
• Technical skills development : Certain roles require technical skills, which can be improved through training and education. For example, software engineers might receive training on specific software applications or take a course to improve their coding abilities. As technology rapidly evolves, keeping technical skills updated requires regular training.
• Soft skills development : Soft skills are personality traits, behaviors, and interpersonal skills people use to interact with others at work and are essential for cooperation and harmony between peers. While they are less tangible than hard skills, they can still be developed. A LinkedIn survey reported that 92% of talent professionals believe soft skills are equally or more important than hard skills when it comes to hiring the right person for a role. 
• Product and services training : Customer and client-facing roles require strong knowledge of the product or service offering. As products and services are updated and new lines are rolled out over time, regular training helps ensure that everyone has a good grasp of the unique selling proposition (USP) and benefits and can communicate these to the customer. 
• Safety training : Health and safety training is not only essential for keeping your employees safe and healthy at work, but sometimes it’s also required by law (these laws differ depending on the location in question). Some roles – such as an administrative office position – require basic safety training, while others – such as a builder using complex and dangerous machinery on-site – require more specific learning programs. 

How to create a learning and development strategy

1. Align your L&D strategy with the business strategy

• The skills your employees have and which skills are crucial to supporting business priorities
• What your business has to offer and its competitive advantage
• What your customers need and how those needs may evolve
• Shifts that may affect the organization, such as technological developments, economic uncertainty, competition, and business growth or decline
• Whether the organization is agile and prepared to adapt to known and unforeseen changes.

2. Collaborate with business leaders

3. assess employee capabilities and identify skills gaps , 4. design learning journeys.

• What tools must you be capable of using for your job?
• What helps you be the most productive?
• Which learning experiences work best for you? 
• How could your learning experience be improved?

5. Plan the implementation of L&D initiatives

• Articulate the purpose of the initiative
• Perform a SWOT analysis to determine which learning program is best
• Establish a well-defined budget that includes all costs associated with running the program
• Provide detailed information on the program’s benefits and ROI. Describe how they align with business goals and objectives
• Conduct a trial run with pilot classes to discover any weaknesses and make adjustments.

6. Track performance

• Training completion rate: How many employees enrolled in and then completed the training. 
• Assessment pass rate: The number of employees who passed the training.
• Training dropout rate: The percentage of employees who did not complete the training.

7. Analyze effectiveness and make adjustments

• Did the learning strategies reinforce the organization’s priorities and goals?
• Were skills gaps addressed to improve employee performance?
• Has employee engagement, morale, and retention improved?
• Are business processes more efficient?
• Is the company culture healthier? 
• Were L&D budgets and resources distributed effectively?

Learning and development KPIs

• Employee productivity rate : The value that employees generate within a specific period – ( Total output ÷ Total input)
• Revenue growth : The increase in revenue over a set timeframe – ( Current period revenue – Previous period revenue) ÷ Previous revenue
• Net profit margin : The percentage of revenue that is profit – ((Operating income – Expenses – Interest – Taxes) / Revenue) x 100 

How to measure ROI in learning and development

1. kirkpatrick model of training evaluation.

• Participation rates
• Completion rates
• Net promoter score
• Pre- and post-training assessments
• Performance review data
• Peer reviews
• Productivity
• Customer satisfaction
• Employee retention
• Work quality 

2. Phillips model of training evaluation

3. impact study.

Learning and development terms to know

• A nalyze: Identify the problem to be solved
• D esign: Create an outline and prototype/storyboard for the learning intervention
• D evelop: Use the prototype/storyboard to create the training
• I mplement: Deliver the training
• E valuate: Assess the initial training program using observations and data from post-training assessments.
• Employee development plan : An employee development plan is a strategy for developing an individual’s knowledge and skills to equip them for current and future roles. The plan incorporates the needs of both the employee and the organization.
• Leadership development plan : A leadership development plan is a personalized, long-term strategy for helping an individual acquire the leadership competencies they must have to become a manager or leader in the organization.
• Learning agility : Learning agility is a mindset of being open to learning and accepting new concepts and strategies for better adaptation to change. It has been described as “the ability to learn, unlearn, and relearn.”
• Organizational learning : Organizational learning is the process of promoting and facilitating learning within an organization to help it thrive through improving productivity, profitability, and competitive advantage. It’s focused on knowledge creation, knowledge retention, and knowledge transfer.
• Professional development plan : A professional development plan is an action plan for an individual to progress in their career. It involves setting the goals they want to achieve and identifying which skills and experience they have, which they should gain, and the steps to get them where they want to be. This differs from an employee development plan because it is focused primarily on the individual’s goals and not necessarily the organization’s.
• Reskilling : Reskilling is the process of acquiringk new skills or training in a different field or discipline to adapt to changing job requirements or to transition into a new role. It’s a proactive approach to workforce planning and meeting future skills needs.
• Skills gap analysis : A skills gap analysis is a tool for assessing the disparity between a workforce’s existing capabilities and what the organization currently needs and will require in the future. The results of the analysis are used to design appropriate learning interventions.
• Talent development : Talent development is about amplifying employees’ existing skills and identifying new competencies and opportunities for them. The goal is to help employees grow so they can better serve the organization’s effort to achieve business goals.
• Training evaluation : Training evaluation is the process of analyzing the effects and effectiveness of a training program. It entails assessing whether the program meets its objectives, as well as collecting feedback to gain insight for making improvements.
• Training needs analysis : A training needs analysis identifies the variance between the desired knowledge, skills, and abilities and what the workforce actually possesses. It pinpoints what kind of training is needed and which employees need it. This tool is used when a lack of skills appears to be the cause of a business problem.
• Upskilling : Upskilling is an intentional process of enhancing and expanding employees’ skills to improve performance in their current role, enable them to progress within the organization, and adapt to evolving workplace demands. It supports the organization’s ability to adapt to upcoming changes.

Learning and development jobs

Learning and development specialist

• Coordinating with different departments to identify training needs
• Assembling data and producing reports on training status and needs
• Designing training content and participant materials
• Conducting training sessions and workshops while creating a learning-conducive environment.
• How do you make sure training and participant materials are relevant and beneficial?
• Tell me about a time when you had to create a training program for a subject you were unfamiliar with.
• Explain your process for measuring the success and impact of a training program.

Learning and development manager

• Creating learning strategies and programs in line with organizational objectives
• Assessing learning and development plans and making improvements
• Managing the L&D budget and negotiating contracts with external training providers
• Hiring and managing L&D staff.
• Tell me about a successful training strategy you implemented and why it was effective.
• How do you stay on top of the latest research and trends in L&D?
• What is your background and experience in creating training materials?
• Explain your management style and how you motivate staff.

Training specialist

• Identifying training needs by conducting skills gap analyses and collaborating with stakeholders
• Building training programs and determining the standards and benchmarks for evaluating them
• Preparing teaching plans and instructional materials
• Ensuring training efforts align with organizational goals.
• Explain how your background and related experience equip you to succeed as a training specialist
• Describe how you would plan an effective soft skill training on critical thinking
• What type of employee L&D do you think should be outsourced?

Learning and development skills

• Instructional design: A defined process driven by learning theories and models for constructing efficient, effective learning experiences. It helps L&D professionals systematically identify the learning objectives and strategies and create presentations, instructional materials, assessments, and interactions that enhance learner engagement. Three widely used instructional design models are the ADDIE model , Bloom’s Taxonomy model, and Merrill’s Principles of Instruction.
• Facilitation skills : The definition of the word facilitate is “to make (something) easier.” Facilitation skills in L&D pertain to successfully guiding learners through a training program and achieving the intended outcomes. A good facilitator will incorporate tools, activities, and discussions that present the material in a comprehensible and engaging manner.
• Adult learning : Adult learning theory acknowledges that adults do not learn in the same way that children do. Adults prefer to be informed of why they need to learn a new concept to start with. They also absorb information better with less instruction and more hands-on experience. L&D professionals understand adult learning techniques and use the appropriate methods for strengthening training outcomes.
• LMS experience : Learning management systems (LMS) are digital platforms that automate the administration, delivery, tracking, and reporting of corporate learning and development. Due to their efficiency, most organizations use some type of LMS. L&D professionals must be comfortable operating LMS software and understand how to make the best use of it.
• Project management : Project management is about overseeing the process of delivering something of value. Administering L&D is the same idea. L&D professionals must be able to collaborate and communicate with multiple stakeholders, organize documentation and materials through various drafts, and problem-solve complex challenges to keep projects on track.

Learning and development trends

1. microlearning, 2. ai and personalization of the learning experience.

• Algorithms that generate personalized learning paths by analyzing employees’ learning history, performance, and preferences.
• Learning systems that offer support or more challenging material according to each learner’s needs.
• Data analysis that predicts which learners may struggle and can recommend interventions.

3. Soft skills training 

4. building a culture of continuous learning, 5. generative ai and digital skills development, learning and development certification.

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10 Tips for creating an effective training presentation

Creating a training presentation is not a simple task. Unlike your usual PowerPoints, a training deck should convey work-related information in a way that keeps your team engaged and creates a positive learning experience. Quite a challenge, if you ask me - especially in online environments.

That’s why today I’ve got a little help from the 24Slides presentation designers . They work on thousands of eLearning slides for companies every month, so they pretty much know what it takes to create an impressive training deck.

By the end of this post, you’ll have learned:

• What exactly a training presentation is
• The benefits of corporate training
• 10 training presentation tips you can execute right now

Let’s begin!

What's a Training Presentation?

A training presentation is a corporate learning material that helps build the right skills employees require to perform their jobs. For optimal results, ideal training presentations showcase the specialized knowledge in well-structured, easy-to-read slides, and encourage active participation during the whole learning experience.

To give you an idea, common training presentation topics include company policies, safety and health at work, cybersecurity, industrial processes , and more.

Why Should Businesses Provide Employee Training?

Employee training is a business investment, and as such, it’s normal for higher-ups to question whether some corporate learning and development activities are needed. However, as Henry Ford said, “ The only thing worse than training your employees and having them leave is not training them and having them stay! ”

And if that’s not enough reason, here are some long-term benefits you can list to show the value of employee training in your organization:

• Training sessions leverage new employees’ productivity faster
• Employee training reduces the chances of errors and accidents on the job.
• Well-trained employees need less supervision, which translates into more time for managers to dedicate to their own tasks.
• Learning and development activities help increase employee retention and job satisfaction.
• Constant employee training makes it easier to identify the team’s weaknesses and creates improvement opportunities for the whole organization.

Now that we understand why staff training is important, let’s see how to create a good training presentation.

Top Tips for Creating an Effective Training Presentation

What we commonly call “effective presentation” is the right balance of two elements: the content you provide and how you deliver it. The first part is on your expertise and every piece of information you can share. But the second part is where the real magic happens .

How do you convey your knowledge? How can you make the online learning experience one to remember? Well, a lot relies on the way you present that information. In this section, we’re going to cover both sides through 10 training presentation tips:

#1 Showcase the knowledge of your company’s experts

Internal expertise is a top learning resource many companies fail to see. Just think about how much your sales head or finances specialist can say about the best practices and workflows from their respective areas. Or the industry trends and developments they experience in their day-to-day activities. You don’t need to look outside the office when you already have expert sources that can provide you with valuable know-how for your training slides.

And don’t curb to technical topics. If the training is on leadership or negotiation skills, why don’t you invite a project manager or sales rep to talk about their experiences? This is a fantastic way to recognize employees as experts and promote team engagement at the same time.

#2 Use your visuals wisely

Visual content is ideal to catch your audience’s attention in a matter of seconds. Plus, studies confirm that visuals help process information faster and facilitate learning . However, this doesn’t mean we should plaster graphics and illustrations all over our slides. Instead, use your visuals strategically only for what’s relevant.

It’s like highlighting a textbook. A mark signals the main idea from the hundreds of words in every chapter. But what’s the point if you’re going to highlight the entire page? It would lose its whole purpose!

As Benny Prasetyo, Design manager from 24Slides , says:

So keep that in mind. Your images, icons, and other graphics are not merely decorative devices. They tell people where to look and have the power to amplify your key messages.

#3 Appeal to different learning styles

According to the VARK model , there are four main learning styles: visual, auditory, reading/writing, and kinesthetic. And people tend to prefer one or two modalities over others. The good thing is that you can appeal to the four of them within your training PowerPoint presentation. Here’s how:

• For visual learners, maps, flow charts, and process diagrams are the way to go. They respond better to all these devices that explain something graphically instead of words.

• Auditory learners make the most out of synchronous training because they learn by hearing and discussing ideas. However, you can also adapt your PowerPoint materials to them. Think about adding audio files or linking to podcasts that further expand the main topic. Another great way to appeal to aural or auditory learners is using a conversational style in your slides, so they can read your PPT as if you were talking directly to them.
• People who process information through reading and writing will appreciate text-based explanations and assignments. Lists, quotations, and case studies are ideal for this type of learner.

• For the kinesthetic modality, you can showcase personal experiences or feature practical exercises that allow students to apply what they’ve learned. We’ll talk more about this kind of content in the following sections. But bear in mind that kinesthetic learners are “tactile” and prefer to assimilate new information by exploring it in the real world.

To sum this point up, add elements in your presentation that respond to the four learning styles, and you’ll get an immersive and more dynamic training session.

#4 Keep it real

Want to make your corporate training relevant to your team?

Include scenarios from real situations - extra points if these examples come from their actual work. Here’s the thing: People are more perceptive to things that make an impact on their lives. So, if you connect your session to what they go through in their daily tasks, you’re adding emotion and making your training 10x more relatable.

Ideally, your presentation gives solutions to an issue the business has identified. In this case, you need to explore a little: What has changed or happened in the company that employees require training? How’s the day-to-day of the areas involved? What’s the ideal scenario the company expects?

Now, use your findings to integrate realistic situations as examples or exercises that show trainees the value of your session. The key to an engaged and motivated audience is to keep things real.

#5 Make use of storytelling

Effective training is more than informative sessions. The real objective is to spur change. You want to take employees from point A to point B in their development, and one of the most powerful tools to inspire action is storytelling.

In a few words, storytelling is the art of using a story to communicate something. It might not sound like a big deal, but stories speak to the emotional side of humans, and that’s how you can start building a connection that makes every session memorable.

Some ways the 24Slides designers help incorporate storytelling into training presentations is through comics, animated slides, and PowerPoint illustrations.

If you’re keen to challenge the status quo in your team, check out these 7 storytelling techniques to create a compelling training deck.

#6 Take every chance to engage with your audience

Getting active participants during online training is like finding the saint grail nowadays. With muted mics and off-cameras, sometimes you don't even know if someone is listening on the other side. But hang in there.

In this section, I will show you some interactive elements you can use to boost your audience engagement.

Usually, the host would end the presentation with an “Any Questions?” slide, but what about you asking the questions? Inquiry your audience’s minds and create open questions for anyone to share their opinions. This is a good old trick with the potential to spark great-in-class discussions. You can even transform it into a gamified experience with slides like the one you see above.

Online audience engagement tools such as Slido , Mentimeter , or Kahoot make it super easy to create interactive quizzes and polls. The cool thing about them is that they give you a presentation code, which allows your audience to send their answers and see the team's results in real-time.

But if you prefer a more traditional approach, there are PowerPoint slides that can do the trick too. Take this multiple-choice quiz template as an example. It comes with a wide array of designs to hold your participants’ attention while assessing their knowledge. You just need to insert questions and alternatives regarding your topic, and voilá!

Self-assessment activities are a great way to engage with your audience - even when you’re not there to guide them! Here’s a creative quiz template in PowerPoint you can use to add fill-in-the-blank exercises, short-answer questions, and multiple-choice tests to your training deck.

#7 Brand your corporate training deck

Considering that training presentations talk to one of the company’s most important stakeholders (the employees), it should be a no-brainer to keep them on-brand.

But it’s more than giving a professional look to your slides. Adding the company’s brand to training materials shows your team that you care. You’re making the same effort to deliver a polished product to them as the company does to the customers. And that speaks volumes!

Plus, keeping visual consistency across all materials helps your team become familiar with the brand and reinforce that they’re part of the company's activities.

We’ve got a whole article on why branding is essential in presentations , but at this point, it’s clear that spending some time on the aspect of your slides provides more benefits to the business than not. So, remember to inject the brand’s identity into your training decks.

#8 Close with summary slides

How often have you seen participants more worried about taking notes from your slides than actually following your speech? This is a common situation in learning scenarios, and it’s not because your participants don’t care about what you’re saying. Quite the contrary, they want to take it all in.

And you can make their learning experience easier by simply adding summary slides . These final slides contain the key points from your lesson and help viewers retain the essentials.

This way, you ship away your participants’ worry of missing something important, and you get another chance to reinforce your main messages. Everybody wins!

#9 Make your presentation accessible

“Accessibility” is a term that has gained popularity in the last few years, and it refers to the practice of ensuring people with disabilities can access the same information fully and independently as people without disabilities. This is extremely important in eLearning because you want everyone in the organization to benefit from your lessons.

For instance, employees with hearing difficulties might have a hard time watching an instructional video with no captions. Likewise, participants with visibility issues might need an easy-to-read font size in the slides or color contrast in your presentation visuals.

If you want to start now, PowerPoint has an accessibility checker that gives you a detailed report on what you can do to improve your slides. To activate it, follow this route: File tab > Information > Check for issues (next to Inspect Document) > Check Accessibility

You might be surprised by all the details we take for granted, but they make a huge difference to people with different abilities.

#10 Don’t Underestimate The Power of Your Presentation Design

All these good practices confirm that a good design can enhance any corporate learning experience. It helps your employees better comprehend information. It signals the importance of each item in your slides and how they should be read. A good design provides structure and visual flow. And the list can go on, but I prefer you see for yourself.

Damilka Rojas, Design manager at 24Slides , gives us expert input on the right design approach for effective training presentations:

Plus, many training slides are stand-alone materials with the task of conveying information without a live instructor. That’s when you can rely on a good design to deliver a coherent interpretation of your lessons.

Upgrade your training presentations today!

Now, it’s time to put these training presentation tips into practice. Whether you apply one or all of them together, I’m sure you’ll see a marked difference in your new slides. But if you have several presentations to upgrade or designing in PowerPoint is not exactly the most productive way to spend your time, let the 24Slides team handle it for you !

Our expert designers can create stunning slides to draw your audience’s attention while keeping the professional look your training decks deserve. They provide presentation design support to some of the biggest companies worldwide , so rest assured your slides will be in good hands. Ready to take your presentations to the next level?

Create professional presentations online

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