During the term teams must present a demonstration of their training skills. The topic can be on any area of training, although a team building presentation is recommended. The following areas should be considered for the 1.5 hour period:

• define the audience and relevant history, culture, norms and events that may affect training strategy; for a more generic training design, describe the audience who may be attracted to such training (estimate time)
• present your design for the training that includes a graphic chart showing the objectives, activities, resources needed (materials, equipment, etc.), estimated time for the activity, and who in the team will present. (estimate time)
• inform your peers on the training technique/activity you will present and what you would like them to attend to-- any specific areas of feedback that would be important to you (estimate time); be sure to demonstrate your knowledge and use of the training skills listed in the rubric below
• present the structured activity over a period of 30-40 minutes
• conduct a discussion demonstrating what participants have learned from the activity (did it meet the training objective(s)
• conduct a discussion and feedback session regarding their perceptions of your training design and presentation-- this should elicit specific and constructive feedback from the audience. This will conclude with the team summarizing what it has learned from the presentation (e.g., what it will keep, what change, and why).

The following rubric will help you ensure that you are prepared for the presentation. This will also be the basis for your performance evaluation on the demonstration.
 

Presentation Component	Unacceptable 0 Points	Acceptable 1 Point	Good 2 Points	Excellent 3 Points
Goals/Objectives: outcomes for training	no stated goals/objectives	poorly stated, vaguely formed outcomes	clearly stated	well formed: specific, measurable, realistic, attainable, stretch, behavioral, concrete
Overview: introduction of presenters, case or problem  and background described, agenda described; informs participants of their role and what is expected	no introduction or overview, background or agenda	introduction of presenters but awkward, sketchy or unclear overview/agenda and background	confident and fluent introduction; clear overview/agenda and background, but could be more complete or polished	confident introduction of roles and contribution; clear purpose, overview, and agenda; relevant & clear background
Style: use effective verbal and nonverbal communication skills (e.g., voice volume, inflection, eye contact, animation, etc.)	poor style (long pauses, reading speech, "Umm..." and other mannerisms, poor eye contact, monotone, etc.)	Either fluent delivery but reading, or awkward delivery but spontaneous	generally good delivery and spontaneity but could improve	Excellent style involving matching verbal and nonverbal style, good projection with inflection, spontaneous speaking
Vocabulary: appropriate and fluent use of terms, concepts, and methods	little or no attempt to include terms, concepts, methods	use of terms, etc., but not well related, sporadic, misused or mispronounced	good use of terms, etc., but still uses jargon or is awkward with use of terms	fluent vocabulary, pronunciation, and use without pretention
Application: appropriate and insightful application of procedures and practices	little or no inclusion of techniques, application, or practices	inaccurate or incomplete use of techniques	generally good application, but lack polish, fluency, or originality	strong application with good fit, rationale, fluency, and originality
Coverage: thorough and balanced in treatment of topic (fit with objectives)	very incomplete, significant gaps, or biased treatment of topic	either thorough but biased, or incomplete and balanced	generally thorough and balanced but awkward, needs more evidence, or better sequencing	thorough coverage of topic per assignment with balanced treatment of perspectives
Instructions: explains reasoning and provides evidence	instructions unclear and reasoning not given	instruction & reasoning given but insufficiently clear	instruction and reasoning clear for some parts of presentation	instruction and reasoning consistent across all activities and presentation
Rationale for design: explains underlying reasons and strategy for sequencing activities	no explanation of rationale	brief but incomplete rationale	complete rationale but not based on or supported by training theory	complete rationale based on training theory
Graphics: attractive & balanced layout, legible font	no graphics (may be appropriate in some cases-- then use NA)	graphics present but poor quality (illegible, inconsistent, , etc.)	well done graphics but too much or too little, and not on key points	well-designed and attractive graphics that simplify or summarize key ideas; original graphics
Use of technology: appropriate and skilled use of equipment (e.g., computer, TV, LCD projector, Internet, etc.)	no use of technology (may be appropriate in some cases--then use NA)	awkward or incorrect use of equipment, untested equipment, no backup	correct use but could be more practiced	smooth, seamless, well practiced use of technology
Pace & amount: pace, flow and delivery speed of training activities per amount to meet objectives	too slow or fast; drags or too much to keep up; important information left over and not covered, or all activities completed too early	better pace but still uncomfortable; presenter stretched to fill time or include everything	consistent pace throughout; information covered to meet all objectives	pace is adjusted based on response of participants; all objectives met with supplemental information provided
Team Roles: team members have equivalent roles	unclear team member roles	clear team roles but unequal contribution	clear roles, equal contribution	clear roles, balanced contribution, good transition between presenters, cross reference each other
Discussion: team is prepared to facilitate discussion and is receptive to feedback	little or no discussion	discussion but without clear organization or purpose	prepared discussion questions	prepared questions on key areas, and responsive to and elicit participant reaction and questions
Involvement: audience engagement	lectures to audience with little interaction or involvement	asks occasional questions	uses structured activity or exercise	spontaneous and lively interaction with task focus, personally involving
Reflection: team can identify what it would do differently to improve	little or no reflection	ask for feedback; some defensiveness	ask for feedback and clarify responses; generally nondefensive	request feedback, clarify responses and link to performance changes; positive & curious