of newspaper clippings, excerpts from reports, etc. for this purpose. 5. Make practical recommendations (h) Prepare well in advance of presentation – know your subject. (i) Allow participants to use their written materials – for example, make them look up standards in the Compilation of International Instruments and have them read them out to the class (this teaches them how to find the rules by themselves when the course is finished and they have returned to their duty stations). Materials that are not opened during the course will probably never be opened. By the end of a course, each participant’s copy of the Compilation should show clear signs of wear, with folded pages, bent bindings and marked text. (j) Be honest. (k) Facilitate participation by individuals who tend not to speak up. Draw them out with direct questions and then acknowledge the value of their comments. Pay particular attention to ensuring equal participation by women and members of minority groups, who may be accustomed to discrimination in their professional setting. A discussion dominated by males, or by the dominant group in the society or professional group, will be less satisfactory for women and members of minority groups and cannot succeed in convincing (by example) other members of the audience of the importance of non-discrimination in their own work. (l) Do not let discriminatory, intolerant, racist or sexist remarks pass without comment. Address them as you would any other issue encountered during the discussion – calmly, tactfully, directly, and substantively. Point out the relevant standards, explain why they are important for the effective, legal and humane performance of the target group’s work, and the role they play in fostering professionalism within that group. Be prepared in advance to counter myths and stereotypes with facts. Remember that the goals of the trainer include the improvement of knowledge, skills and attitudes, and that the latter, albeit the most difficult, is often also the most important. Remember that the audience needs to know how the standards are supposed to be applied in their everyday work as well as in situations they may some day encounter themselves. Develop recommendations based on the points contained in the “Practice” section of the session outline but elaborated and highlighted to take into account the needs of the audience and conditions prevailing in the jurisdiction. 6. Address attitudes as well as knowledge (what is important, why it is important for the audience and how they can use that knowledge for their betterment) Having exposed the audience to the relevant standards and practice, you must explain how and why present attitudes and behaviour must change. Emphasize why it is important for, and in the interest of, the target audience to respect the standards and follow the practice. 12. Tips for making presentations A few basic pointers to keep in mind: (a) Make eye contact with participants. (b) Encourage questions and discussion. (c) Do not read from your notes – be conversational and natural, speaking in a forceful and animated voice. No matter how interesting the material, a monotone presentation, or one that cannot be heard, will dash any hopes for an engaged audience. (d) Watch the time – test your presentation against a clock beforehand, and keep a clock or watch in view during the actual presentation. (e) Move around – do not present from your chair. When responding to a question, approach the person who asked it. If someone seems inattentive, approach and speak directly to the person concerned. (f) Use visual aids. Transparencies and charts should be simple, in point form, and should not contain too much information. If you must include detailed information to reinforce presentations, do it on a hand-out and review the basic points of the hand-out with the trainees. Provide participants with copies of visual aids for later study and review. Lastly, speak to the participants, not to the board or chart. (m) Structure your presentation. The old basics are best in this regard – every presentation should have an introduction, a body, a conclusion and a summation of major points. (n) (g) Do not criticize – correct, explain and encourage. 10 If you are confronted with a question to which you are not prepared to respond, refer to one of the other presenters, to the audience or to the materials (having participants look it up), or, alternatively, offer to provide the answer later (and be sure to follow up as promised).