Embedding equality and diversity in training programmes - notes of guidance
Background
Staff Development provide training courses, awaydays and specialised training events for University staff. We need to ensure that these training opportunities are fully inclusive and that they reflect the University’s commitment to diversity.
These Guidance Notes are intended for use by both internal and external training providers to ensure that diversity is reflected in any training undertaken at the University.
1. Presentations
When designing training sessions, it is necessary to consider the materials bearing in mind the needs of all the potential participants.
Audio visual materials such as PowerPoint, should follow the recommendations below which have been taken from JISC (Joint Information Services Committee):
General slide content
Use short concise ideas and content, using bullet points and lists where appropriate.
When using bullet points and lists ensure every point is ended with punctuation (e.g. a Full Stop, Semi- Colon or Comma). Ensuring this will enable a screen reader user to distinguish between different ideas. Without the presence of punctuation different ideas will be read as a single sentence, without pausing between concepts.
Write no more on a slide than you would on a postcard. Ensure the text is a minimum size of 24 where possible.
Slide layout design
When creating a presentation it is important to choose an appropriate slide template and not begin with a blank slide. By using one of the provided templates, the headings and associated text are recognised appropriately and all headings will be collated within the outline view. Using the text or content options provided will enable a screen reader user to navigate the content.
Appropriate background colours
One of the most important considerations when creating a Microsoft® PowerPoint is to ensure the colour contrast between the text and background colour is significant enough to enable an audience to easily read the content of the slide, without being distracted by the background.
The colours chosen for the text and slide background should provide adequate contrast; although personal tastes differ dark blue combined with a light cream colour has good legibility.
The environment in which the presentation is being delivered will also affect the readability of material. For example, if presenting in a light room, display dark coloured text on a light coloured background. Conversely, if presenting in a darkened room, ensure the background colour is dark and the text light. If using a dark background ensure the weight of text is increased (e.g. bold)
Appropriate text colour
As important as choosing a background colour is the appropriate use of colour for the text on the slide. It is important to ensure there is a decent contrast between the colour of the text and the colour of the background.
The chosen colour should provide an adequate contrast between the text and background colours. If a dark background colour has been chosen consider increasing the depth of the text by setting it to bold.
Knowing your audience
PowerPoint presentations are likely to be inaccessible to audience with visual impairments. It can be helpful to those people, and to lip-readers, to see any slides in print in advance. Providing handouts in advance in a clear format can often also help people with SpLD (Specific Learning Difficulties) with their note taking, as it can show them new words and concepts and importantly, allow them to focus on listening.
Find out what formats your audience need and be ready to provide large print, Braille, tape and electronic formats. The last are particularly useful (especially text files) as they give flexibility and choice; an impaired person may be able to produce his/her own Braille, large print or sound file.
Accessible presentation techniques
Microsoft® PowerPoint generally involves someone physically delivering a presentation to a group of people. There are a number of tips and techniques which should be used to ensure a presenter is able to engage as many members of the audience as possible. The right delivery will ensure participants gain the most possible out of the presentation.
Face forward at all times when speaking. If notes are being made on a flip chart or whiteboard ensure that any comments are spoken while facing the audience. This is important as there may be a number of lip readers in an audience who need to see the lips move to hear the words.
One of the most important issues to ensure is that all content on a slide is vocalised to the audience. It may be that in a large room the slide information is not readable from the back or a visually impaired participant cannot access the material. Stating 'this slide explains the concept' or 'the graph here is self explanatory' is not acceptable.
If a microphone or audio system is available within a room use it. The microphone may be connected to an induction loop for Hard of Hearing participants. Even in a small room, your voice may not carry as much as you think it does. Check with event organisers whether an audio system is available.
If audio is being used within a presentation, ensure speakers are available to carry the sound, linking them into the Audio-Visual system if necessary. Do not speak over any audio or visual content as the participants may not be able to engage with both aspects equally. Either pause the video or mute the sound.
If animations have been used within a presentation ensure they have finished before you begin speaking. If a complicated slide animation is occurring the participants will be concentrating on this as opposed to anything being said by the presenter.
If the presentation is requires audience participation, ensure any questions or comments are repeated by the presenter. This will enable all participants, including those using an induction loop to engage with the responses.
Good practice in providing alternative outputs to support accessibility
Every learner or user of a Microsoft® PowerPoint presentation is likely to want to access the content in a variety of different ways. A presentation can be converted, exported or printed in a number of different formats, each of which will have their benefits and barriers to different learners.
Printing PowerPoints and handouts - In its simplest form, printing the information contained within a presentation can be very useful for a participant as they do not have to note the slide information as well as any supplementary notes. This section covers the different printing options available for a presentation.
Exporting PowerPoint to Word - All the text and notes can easily be exported to a Microsoft® Word document, which can be exceedingly useful for a screen reader user. This section examines the method of converting a presentation and the necessary steps which should be taken in ensuring the export is as useful as possible.
Saving Presentations in alternative formats - Within Microsoft® PowerPoint, a presentation can be saved in a number of different formats. Each format has its accessibility benefits and barriers, and it will depend on the context as to which format would be most appropriate. This section covers the most common methods of saving a presentation.
2. Content
The legislation1 relating to Equality and Diversity issues makes it clear that it is about promoting positive equality and good relations. It is essential therefore that those involved in training design and delivery ensure that all content, including examples used and case studies are free from bias, stereotypes and prejudice and are inclusive. All content should value and celebrate diversity. Some examples of this would be:
- Use examples of different work patterns and a mixture of external caring commitments in any time management training.
- If discussing personal relationships use non-gender specific names for partners in case studies.
- Harassment and bullying cases where religion/race/sexuality is part of the issue.
- Ensuring that any electronic information is available in alternative formats.
- In customer care training, use examples where the customer does not have English as their first language.
- Be aware of gender used in examples. Use a mix of male and female examples. Use examples with women and underrepresented groups in management roles.
- Be aware of the age regulations, do not use age as a criteria, e.g. for potential or talent selection.
- Be careful of the language used, do not refer to someone’s age or experience.
- Assume that some participants will not be Christian.
3. General considerations
These are some general points that should be followed when designing and delivering a training event:
- All venues used should be fully accessible.
- Handouts should be in a minimum of size 14 point, preferably Arial font, with alternative formats available.
- Unless role specific, training events should be open to all staff.
- Catering arrangements should take account of all dietary needs.
- Alternative start/finish times should be available to take account of different work patterns.
- Discuss ground rules at the beginning for each session e.g. everyone’s contribution valued, mutual respect, confidentiality etc.
- Evaluate each training session at the end to establish strengths and weaknesses of the session as well as progression and ways forward.
- Refer the audience to good practice elsewhere and also to useful references and web links.
1 1975/08 Sex Discrimation Act, 1976/2000 Race Relations Act, 1995 Disability Discrimation Act, 1998 Human Rights Act, 2001 The Special Educational Needs & Disability Act (SENDA), 2003 Employment Equality (Sexual Orientation) Regulations, 2003 Employment Equality (Religion or Belief) Regulations, 2004 The Gender Recognition Act, 2004 The Civil Partnership Act, 2005 The Employment Equality (Sex Discrimation) Regulations, 2005 The Disability Discrimination Act (DED), 2006 Employment Equality (Age) Regulations, 2006 The Equality Act (GED), 2006 Racial and Religious Hatred Act