Overview
Rachel from Ask the Chameleon was delivering a workshop for local council businesses on winning tenders and bids.
Her audience included people who’d never touched procurement before, and they needed to grasp complex processes fast.
Rachel had the expertise, but her initial slides were text-heavy bullet points with speaker notes. The information was solid, but it wasn’t going to land with a mixed-experience audience staring at walls of text about procurement thresholds and compliance requirements.
What I created
A complete workshop presentation deck built from scratch, translating Rachel’s bullet-pointed notes into visual explanations.
I set up a series of master templates to keep everything consistent, then created each slide by taking the information from her notes and turning it into visuals that made complex procurement processes immediately understandable.
I also created an editable workshop workbook for participants to use during the session.
Custom diagrams that communicate complex information
Instead of text-heavy slides, I created bespoke infographics for each concept:
Procurement threshold pyramid – showing value tiers from quotes to formal tenders at a glance, with UK Government thresholds clearly highlighted
DPS timeline comparison – illustrating how Dynamic Purchasing Systems differ from traditional frameworks
Framework flow diagram – showing how traditional frameworks connect to dynamic markets with multiple specialist pools
Compliance requirements grid – icon-based layout making seven different compliance areas visually distinct
Strategic design that builds trust
This wasn’t about making things pretty. It was about making sure participants could follow along without overwhelm – whether they’d never tendered before or had years of experience.
By understanding what each piece of information actually meant for the audience, then choosing the right visual format, the slides came back spot-on first time. No endless revision rounds.
The result
Workshop participants could focus on learning procurement strategy instead of decoding dense text. Rachel could focus on teaching instead of explaining what her slides meant. And because the information was structured for comprehension, participants actually retained what they learned.
What Rachel said:
