15 Presenter Trainers Guide ENG 2014 06

Trainer’s Guide

Presenter Trainers’ Presenter Trainers’ Guide

Presenter The JCI Effective Presentation Course Version 2014-06

JCI Recommended Course i

Presenter Trainers’ Presenter Trainers’ Guide JCI Vision

Course Summary

“To be the leading global network of young active citizens.”

Presenter is is designed for a JCI members who want expand their presentation skills in order to make better project reports and intervene during local meetings. This course focuses on the concepts of creating and delivering an effective presentation utilizing visual aids and strong delivery methods with a mind towards understanding the audience.

JCI Mission “To provide development opportunities that empower young people to create positive change.” About JCI JCI is a membership-based nonprofit organization of young active citizens ages 18 to 40 in more than 100 countries who are dedicated to creating positive change in their communities. Each JCI member shares the belief that in order to create lasting positive change, we must improve ourselves and the world around us. JCI members take ownership of their communities by identifying problems and creating targeted solutions to create impact.

During the course, participants will participate in several presentation activities; create and deliver a presentation; participate in activities that demonstrate the process to create an effective presentation and explore opportunities to enhance presentation self-confidence. Presenter is is a full day course divided in these modules and is required to attend JCI Trainer I . Program Module Module Module Module Module Module

1 2 3 4 5 6

– Opening – Presentation Types – Audience – Audience Analysis – Presentation Content – Effective Delivery – Presentations

Room setup: Classroom or dinner style. © Copyright by JCI: All rights reserved. This publication is for the exclusive use of the trainers conducting the JCI Recommended Course and can only be reproduced for this purpose. All JCI Recommended Courses must be organized online and all participants must individually register online to qualify for the manual and to be certified as graduates from the course. This publication or parts of it may not be translated in any other language without the express permission of the JCI Secretary General. Published by Junior Chamber International (JCI), Inc. 15645 Olive Boulevard – Chesterfield, MO 63017, U.S.A. Tel: +1 (636) 449 3100 – Fax: +1 (636) 449 3107 Toll free (from USA only): 1 800 905 5499 E-Mail: [email protected] [email protected] - Website: www.jci.cc. 2

Criteria to attend this course This course can only be attended by active JCI members and to graduate, the participant must pass the online knowledge test and fill the trainer evaluation. The course must be organized online and have all participants registered online. Criteria to become Trainer of this course •

•

Be an active JCI member or past member for at least six months. Have graduated from this course, JCI Achieve and Achieve and JCI Impact.

Changes and updates Check for changes from previous versions at the end of this document.

Presenter Trainers’ Presenter Trainers’ Guide NUMBER OF PARTICIPANTS AND REGISTRATIONS The JCI Presenter course course is designed for local JCI members and includes discussions and teamwork. It is suggested that the course should be conducted with a minimum of 6 and a maximum of 20 participants. If more people are interested, it is suggested that another course be organized. The online course tools only allow 20 registrations. ONLINE REGISTRATIONS All participants must regist er for the course on JCI’s web site to have the course recorded in t heir personal database. This happens automatically when the trainer completes the Course Final Report online. This is how the process works: 1.

The registration forms will automatically be e-mailed to the trainer listed on the course organization form, the course organizer (the person who placed the course online) and the participant receives a registration confirmation.

2.

At the course, the trainer must ensure that all participants are registered. Onsite registrations are possible if the course organizer sets the registration deadline for the date of the day of the course. Registrations will close at midnight GMT of the day of the course. If the Course Organizer set the closing day before the day of the course, it can be edited and changed by the same course organizer.

3.

Any registered participant who cannot attend the course should cancel cancel the registration to allow others to take the place. If a registered participant is not present at the beginning of the course and did not cancel the registration, the trainer can cancel the registration on the day of the course, when the Course Report page is available. Registrations cancelled by the trainer will be recorded in the participant’s database as No Show and can be subject to penalties if repeated.

4.

The cancellation by the trainer of participants (No Show) who are not at the course at the starting time will allow others who are qualified to register, provided that the participant to be cancelled by the trainer is not present in the facility where the course is being held and others are waiting for the place in the course.

5.

Each course has a maximum established in the database and if the limit set for the course is smaller, the course organizer can edit and increase the maximum allowed up to the limit established for this course.

6.

The trainer must make all efforts to ensure all participants are registered before the course starts. Those who are not registered must register before the course or at the first break. For courses where a previous qualification is required the Trainer cannot accept any participant who is not registered.

7.

If for some reason a participant cannot register for a course that doesn’t require previous qualification, the trainer can allow the participation to attend the course if the maximum number is not reached provided that the participant is informed that the course will not show in the record and no graduating will be granted or issued. In this case, the name(s) of the participant(s) not registered must be added to the Observations text box on the online Course Final Report. The graduation will not be recorded electronically and the person will not be graduated from the course. CERTIFICATES

Since the graduation is recorded in the participant’s database, JCI is not giving certificates as proof of graduation. THE ROLE OF THE TRAINER The trainer is responsible for overseeing the entire course and must ensure that the modules are delivered according to the Trainers Guide, that the course objectives are achieved and that participants receive the highest possible level of training. Here are the main responsibilities of the Trainer: 1.

Coordinate the program with the course organizer. Check organizer. Check logistic arrangements and what the organizers will Presenter – – General Information

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Presenter Trainers’ Presenter Trainers’ Guide provide and what the trainer must bring. 2.

Be responsible for overseeing all logistical considerations. At considerations. At the course location, check the room and logistics the day before the course or a few hours before the starting time. If anything needs to be changed, you have plenty of time. When participants arrive, the course room should be ready and the course must start on time.

3.

Ensure everyone is registered. At registered. At the beginning of the course, check if everyone is registered and conduct a roll call to see if everyone is present. If you have Internet, you can check the list online. If not, it is wise to save the list in a MS Excel format and have it available for the roll call.

4.

Be responsible for respecting the JCI Training standards and the overall objective of the course. Of course. Of course, to do this you must know what the overall objectives of the course are, but the trainer must also maintain the standards and ensure the course is delivered in the correct way and achieves the proposed objectives. THE TRAINERS’ TOOLS

The trainers should ensure that all materials requested in each module and all charts or room arrangements are ready before participants arrive. Also ensure that the Trainers Guide and slides are the latest version (check online for the latest versions a few days before the course or even on the day of the course) because important changes may have happened. 1.

Trainer’s notes: The instructions for the trainer are explained in detail, including instructions for activities, the text for your lecture and the audio visual aids to be used. In order to present a standardized training worldwide, the trainer's notes should be followed and all exercises completed as suggested. The trainer can, however, use his or her own ideas, experience and background to improve the presentation. a) On the first page of each session, there is a list of the visual aids and equipment needed for that module, the PowerPoint™ slides, the handouts, references you should read, the objectives of the module and the main points. b) After that, the notes clearly explain the module and indicating which PowerPoint™ slide to use. The headings and main points appear in bold blue letters. The titles for activities and visual aids appear in bold red letters. The instructions for the trainer appear in normal black letters. The text for your lecture appears in Italics. • •

• •

2.

PowerPoint™ slides: A slides: A set of PowerPoint™ slides has been created to enhance and illustrate your presentation. The subjects for slides have been carefully selected to highlight the key points and specific areas that call for reinforcement. All slides have special animations that must be considered and practiced: a) A blue arrow will appear on the bottom right of each slide when animations are over and and the slide will change with the next mouse click. b) Some slides have time counters and they work like this: When the text needed to explain the task on the slide is shown entirely on the slide, the blue arrow on the right bottom corner will show meaning that the slide is completed and will change on the next click but in the time counter case, when the trainer clicks the mouse the total time allowed for the exercise or teamwork will show up and start the countdown. The last 5 seconds will gradually change to red. Do not click not click the mouse after the countdown has started because it will finish the count and will show the end of the time. MEALS DURING THE COURSE

Because of the work during lunch, meals should be light and preferably served close to the training room.

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Presenter – – General Information

Presenter Trainers’ Presenter Trainers’ Guide COMPLETING THE FINAL COURSE REPORT Participants who attended the entire course must be recorded as Attended, Attended, the ones who attended only part of the Registered and those who did not attend must be recorded as No Show. Show. Only the ones course must be recorded as Registered and marked as Attended will Attended will be able to access and complete the course evaluation and knowledge test. If there are major recommendations from the course, record them in the report and also send them to [email protected] [email protected].. A. Go to MY JCI and JCI and then to TRAINING and then to MY COURSES. COURSES . A B. After the day of the course a A yellow bar will show that the report is available. available . C. Click on the course name to open the report page. PAGE, D. On the REPORT PAGE, click on Trainer Report. Report . E. When the list of registered B attendees shows, mark each one according to this criteria: a. Mark Attended those who participated in the C course. b. Mark No show those who did not show up for the course. c. Mark Registered those D who attended only part of the course. d. If the course is full, at E the beginning mark No show those who are absent and Save Status. It will open places for those participants who are F present but could not register. G F. After marking participants Attended, No show or Registered, Registered , SAVE the status. You can always make changes on the status and save again. G. After you made the last changes and Saved Status, Status, you can Close the Report. After Report. After you closed the report, no more changes can be made. You have five days after the day of the course to finish the report. GIVING FEEDBACK Feedback should be given in a positive and constructive manner. It is suggested to use the sandwich method, consisting of one specific criticism "sandwiched" between two specific positive comments. The criticism must only relate to a major area of improvement for the participant, not focus on minor or not important details.


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Presenter Trainers’ Presenter Trainers’ Guide THE INSIGHT OF THE PRESENTATIONS Read the insight and purpose of each presentation before starting the course and be sure you understand each one. Starting from the second presentation, trainers will start giving feedback to participants on aspects related to their presentations, such as posture, gesture, visual contact with audience, voice intonation, etc. Presentation 1: Participants will talk for the first time standing close to their comfort zone (chair zone (chair and table) and the subject is as easy as it can be and no structure is needed. Time is not strictly enforced and speakers are not stopped exactly at the end of 2 minutes. Presentation 2: Now they will feel some discomfort by standing in front of front of the class and the presentation needs some structure. The topic is still easy but now they will have a time limit, which will be easy to fill. Time is not strictly enforced and speakers are not stopped exactly at the end of 2 minutes, but should receive a signal when the 2 minutes are over. Presentation 3: Only a few will make a presentation here and it will be the only time they work in teams to teams to prepare a presentation. Now a formal structure formal structure is required according to the different presentation types. Time will be an issue. Because the 1 minute time cannot fit all information, they need to decide what is important according to each type. Presentation 4: Now each presentation needs to be adapted to different audiences. audiences . Pairs of participants will present the same topic but to different audiences and discussion will follow how well they adapted the presentation to the audience. Presentation 5: This presentation will show the difference in timing when one knows the topic or not. It will be compared to presentation 2 and time pressure will be an important factor. Most participants will not be able to use the 2 minutes and most will divert from the topic and lose the audience and the purpose of the presentation. The lesson to be learned is that the presenter needs to master the topic to make a good presentation. Presentation 6: This is the last presentation before their individual and final presentations and not every participant will come to the stage, but the ones who come will demonstrate the skills and performance required from a presenter. The trainer must ensure that each presentation is followed by feedback, not on the presenter, but on the topics: Presentation space, posture, gestures, and eye contact . Presentation 7: Final presentation where each participant will show how much was learned and how much progress was achieved during the course. Participants will be evaluated individually by the trainer team. TIME CONTROL FOR PRESENTATIONS Each presentation has a time established for a reason and the Trainer must record time on all presentations, so the time can be compared how much time was used in presentation 2 (the 2 minutes were not strictly enforced and most people passed the 2 minutes) and presentation 5 (the unknown subject, where most people will not even use 30 seconds without changing the subject). By analyzing the time each person used in the different presentations the trainer can comment on the concept of time during a presentation: When we know the subject time flies and when we don’t know the subject, time seems to stay still and never come to the end of our presentation. To record the time of each participant and each presentation the Trainer can use the MS Excel file with the list of participants exported from the course webpage or report page; and in the columns after “Country” write the following in the next columns: Presentation 1, 2, 3, 4, 5, 6, 7 and then just record the time in the row of each participant. With these records you will know who did the Presentations 3, 4, 5 and 6 which are for some participants and then you can call the ones who did not do the “volunteer” presentation yet. firstname John

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lastname Smith

email

country CONGO

Pres. 1

Pres. 2

Pres. 3


Pres. 4

Pres. 5

Pres. 6

Pres 7

Presenter Trainers’ Presenter Trainers’ Guide THE USE OF THE JCI LOCAL ACTION GUIDES JCI Training makes mandatory that participants use the JCI Local Action Guides as research material for the presentations in Presenter for for the following reasons: 1.

If the topic is left open for the participants to choose, many presentations and courses will be based on already prepared presentations and courses. If participants just copy something already prepared, such as a presentation they made before or a course they are already conducting, there will be no learning during the courses.

2.

The JCI Local Action Guides content should be common knowledge for all participants and an easy topic to develop. The use also makes more people aware of the JCI Action Guide content and the presentations and courses can be immediately applied at the local level. Many members have not seen the JCI Local Action Guides and this is an opportunity to have a greater understanding of the knowledge contained on the JCI website.


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Presenter Trainers’ Presenter Trainers’ Guide Room arrangement and logistics for the Presenter course It is important that the chairs be comfortable because participants will be seated in this course for long hours. Trainers must have access to Internet and power for the laptops. the laptops. There must be water available for available for participants and trainers all times. Number of chairs required: Maximum 20, depending on the number of registrations online. Here is the required room setup:

• • • •

Screen Flip chart, paper and markers

JCI Vision, Mission and Values banner

Table for laptop and projector with power outlets Table with five (5) five (5) comfortable chairs

Table with five (5) five (5) comfortable chairs



Exit/entrance door must be on the back of the room

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Module 1 30 minutes

Opening

SUMMARY

The opening ceremony sets the tone of the learning experience. If effectively executed, the ceremony impresses upon the participants the importance of the learning activity and the gravity of their commitment. It lends credibility to the course, and instills in students a higher level of confidence in the course, the trainers and the participants themselves.

CONCEPT

During the Opening Session all participants will have the opportunity to speak about themselves from the place they are seating. The difficulty will gradually increase as the course goes on and they learn new presentation skills.

OBJECTIVES

At the end of this session, par ticipants should: 1. Feel welcome and know each other. 2. Understand the expectations and objectives of the course. 3. Know all small details and logistics of the course. 4. Have gained experience from the first presentation to the group.

MAIN POINTS

1.

Opening: The Opening Ceremony will motivate students to learn as much as they can from this experience and to become trainers in their local and national organizations.

2.

Course Objectives: At Objectives: At the beginning it is im portant to establish the expectations the participants have from the course and help them to the accomplish course objectives.

EQUIPMENT

LCD projector and screen Laptop computer Flip chart and markers

MATERIALS

Presenter Power Presenter Power Point™ Presenter Manual Presenter Manual

REFERENCES REFERENCES

None

Presenter , Module 1 – Opening – Opening – 30 minutes

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Presenter Trainers’ Presenter Trainers’ Guide PREPARATION FOR THE COURSE Logistics: The best way to conduct this course is by dividing participants in teams of 4 to 7 people in round tables. If the room does not have tables, seat participants in teams by grouping their chairs so they can easily work in group discussions or teamwork. Banners: Place the course banner outside the door (at least until the course starts) to indicate where the course will be held and to promote JCI to other users of the facility. Place the Vision, Mission & Values banner inside the room beside the screen, on the opposite side of the flip chart. Starting time: JCI Official or Recommended Courses must start on the scheduled time on the online registration form. form . !

!

!

The Trainer may start after the scheduled time when the majority of the participants are not in the room because of some acceptable reason, such as unexpected traffic delays, flight delays, etc. If the course must start late, the participants already in the room must be informed and must agree with the delay. If they don’t agree, the Trainer must start the course. If you start late, keep the participants who are in the room on time busy by conducting some discussion about the course topic, asking some questions, etc. This will give the ones who arrived on time some recognition and maybe some extra knowledge and most importantly, importantly, it will give the ones who arrived late some feeling that they missed something. The next time they probably will be at the course on time.

If the organizers or Local or National officers want to welcome participants (in courses with participants from other Local Organizations or countries) the Trainer will invite the host officer to welcome everyone. Registrations The Trainer must check if participants are registered as they enter the training room. If there are seats available and people want to register onsite, they can do it if the Trainer accepts, but the new participants must register online to ensure they qualify to attend this course. Welcome Welcome all participants and introduce yourself and deliver a short welcome speech to inspire and urge people to participate, share knowledge and experience and have an open mind during the discussion of new ideas and experiences.

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Presenter Trainers’ Presenter Trainers’ Guide 1.

OPENING

Although JCI Presenter is is mandatory to attend JCI Trainer I , it is not aimed only at those planning to build a trainer career. As a leader you need to be able to communicate well. To communicate well, you need to master the art of effective presentation. Presentation 1

Self Introduction Purpose: These Purpose: These are basic introductions just to get participants talking immediately about something they are very familiar with: Themselves. Even if all participants know each other the trainer must run this activity to get participants to talk for the first time during the course. Ask each participant to stand up and move a bit from the chair and table. Ask them to tell the audience the following:

• •

•

• •

Name National and Local Organization (If all are from the same place, change it to place of birth) How long a JCI member Profession Something you learned in JCI

Time: There is no specific time for this presentation but if you have 20 participants in the class the time limit should be from 30 to 45 seconds. seconds . Try to politely stop any participant who starts talking too much on personal achievements or stories that have no relation to the purpose of the selfintroduction. 3.

COURSE OBJECTIVES AND OUTCOME

Course Objectives: Explain the course objectives: What participants should be able to do after the course. •

•

At the end of the course parti cipants will know and be able to use di fferent presentation techniques, prepare att ractive and effective presentations and present convincing project reports at the local JCI meetings. The skills and experience of the course will also help participants to be more confident to express their opinions during the local organization meetings.

Note to the Trainer: Explain and ensure that the participants are aware that: •

•

•

This course is not aimed to teach the preparation of long presentations or conferences This course course is not a trainer’s course. Trainers must also be careful not to confuse presentation skills with training skills. The main goal is to teach JCI members to make presentations or reports in a structured manner and sent the message across without confusing the audience.


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Presenter Trainers’ Presenter Trainers’ Guide Course Outcome: Explain the course outcome: What participants will have done during the course. •

•

At the end of the course each parti cipant will have practiced diff erent types of presentations and will have prepared and presented a presentation. Participants will learn new skills and have the opportunity to practice and receive feedback from other participants and from the trainers.

Course Program: Briefly present the content of the course to give participants an idea of what will happen during the course and what they can expect to learn. Module 1: Opening: All Opening: All participants will speak f or the first time introducing themselves. Module 2: Presentation Types: Participants will learn about the different types of presentations, when to use them and how to prepare them. Module 3: Audience Analysis: Participants will learn to analyze the audience in order to adapt the presentation for best results. Module 4: Presentation Content: The most important Module will present the content of a good presentation. Module 5: Effective Delivery: Here participants will learn the things that make the presentation a success, the delivery. Module 6: Presentations: Each participant will make a short final presentation to the audience and will receive feedback from the Trainer. Keys to course success: Explain in your own words each of the keys to course success: success :

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1.

Be open minded: Keep an open mind and learn from other participants, team members and trainers.

2.

Respect differences: Not everybody thinks the way you do or likes the things you like. Respect other opinions, other ways of doing things, other cultures.

3.

Be responsible: Be on time, be responsible for your own learning (question if you don’t understand), express your views and opinions, and actively participate.

4.

Be positive and supportive: Always supportive: Always look at the bright side of situations. There is always a valid point in every conversation, discussion or opinion. Encourage other participants when needed.

5.

Add value: Bring in your experiences and knowledge.


Presenter Trainers’ Presenter Trainers’ Guide LOGISTICS For the trainer information and in case anyone asks, here are the logistic details. a.

Charts: In Charts: In case charts are used in the course, clarify rules for placing charts on walls. Ensure that the walls accept tape without causing damage to the painting or wall. Use Reusable Adhesive (widely called Bluetak) or any other sort of non-damaging adhesive tape.

b.

All activities inside the training room: All room: All activities and teamwork must be conducted inside the classroom to avoid distracting other people using the same facilities.

c.

Cell phones on silent: Turn silent: Turn off or put cell phones o silent.

d.

Emergency exits: In exits: In case you are in a large building, for safety reasons you must indicate the exit doors in case of an emergency. This is not necessary if you are in a small building where everyone can see exit doors or if this course is a continuation of other courses or events and everyone is already familiar with the venue.

CERTIFICATION a.

Must be registered online: As online: As in all JCI Official Courses, everyone must be registered online in order to be graduated . The graduation from the course will be recorded in the person’s database in case it is needed in the future. Since all records are online, JCI does not issue certificates for attending JCI Official Courses. Anyone that does not register online will not be considered a graduated from the course.

b.

Must participate attend all modules: In modules: In order to graduate must attend all modules and participate in activities and discussions. discussions .

b.

Fill an evaluation form and pass knowledge test: This test: This will help evaluate trainers and measure the learning. These forms are online and graduation will be confirmed when the form is filled and submitted. To pass the knowledge test and graduate, one must have at least 70 percent (70%) of correct answers. Failing the knowledge test will require attending the course again to be able to fill another test. There are no second chances to fill the test. The evaluation is intended to measure the learning during the course and questions can include lessons from discussions and learning activities that are not in the course material. The evaluation and test will be available for 60 days starting days starting 4 days after the trainer closes the course report . report . There will not be any extension of the deadline. deadline .

Course material available online after graduating: The course manual will be available on JCI website to everyone who graduates. graduates. Why do we create presentations?


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Presenter Trainers’ Presenter Trainers’ Guide Ask this question to a few part icipants to get the group thinking about it. Allow a few answers before showing the content of the slide: Most of us have given many presentations in our lives but probably never thought why we do it. The three main reasons are:

NEXT:

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1.

To give information or educate an audience about a specific subject;

2.

To persuade or motivate others to do something you desire;

3.

To stimulate conversation or opinions;

Module 2: Presentation Types



Module 2 90 minutes

Presentation Types

SUMMARY

Participants will now tell the audience about their most memorable experience (still easy, but now they need to mentally create a sequence of what they will say). Trainers should take notes about the presentations in regards to what they have done right or wrong and what they will learn during the course that will affect the quality of the presentation. Then participants will learn the many types of presentations they may have to make in the future and the characteristics of each one. Focus on Project Reports and Presentations about JCI to prospective members or possible sponsors.

CONCEPT

In this Module the participants will do their second presentation, now in front of the class, about their most memorable experience.

OBJECTIVES

At the end of this session, par ticipants should:

MAIN POINTS

1.

Be able to identify the different types of presentations.

2.

Know how prepare the different types of presentations.

1.

Introduction: Introduces the module concept.

2.

Common types of Presentations: There are three most commonly used types of presentations: Project Proposals, Sales and Project Reports.

3.

Summary: A Summary: A summary of the major poi nts of the Module.

EQUIPMENT


MATERIALS


REFERENCES

None

Presenter, Module 2 – Presentation Types – 90 minutes

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INTRODUCTION

During this module participants will learn about the three most important types of presentations they may have to make in their JCI or prof essional career and the characteristics of each presentation. The main focus will be on Project Proposals, Sales and Project Status Reports. Of course, there are many other types of presentations but most will fit in these three categories. Before we go to the content of the module, let’s hear about what participants have to say about their most memorable experience. Presentation 2

My most memorable experience Purpose: This will be the first opportunity for all to do a formal presentation during the course. Each participant must come to the front of the class and deliver the presentation about their most memorable experience. Time: Each person will have 2 minutes for the presentation. Note to the Trainer (do not tell this aspect to the participants): At participants): At this presentation participants must fill the two minutes but minutes but you don’t need to stop them exactly at the 2 minutes. They can go over the time to conclude the thought, but should receive a sign when the 2 minutes are over, to complete the message and end the presentation. This is the second time participants will do a presentation and the level of difficulty increases. Now they still have a known subject but have time limit (although not enforced too much) and it is in front of the audience. Feedback in general (not for any specific participant): Trainers keep notes and will give feedback after all presentations have been done on posture, eye contact and gestures, suggesting gestures, suggesting improvements, but not making any suggestion directly to any person. Each participant should know if the suggestion fits his or her presentation. At this time trainer s should be gentle of feedback but gradually increasing the expectations on aspects already evaluated. Discussion: Discuss the activity by asking a few questions: •

•

•

What difference did you feel between this presentation (in front of the audience) and the first one (staying close to your place)? Did the fact of being far from your comfort zone (your chair and table) affect your flow of thought? Did you feel it difficult to use your hands?

Conclude by making comments about the difficulty people have to think straight when they are the center of attention in front of the audience. Without the table or chair to keep your hands busy, one must develop a strategy for the use of hands that will enhance the message instead of being an obstacle 16


Presenter Trainers’ Presenter Trainers’ Guide to the normal flow of thoughts and a distraction to the audience. 2.

COMMON TYPES OF PRESENTATION

There are many types of presentations people use every day, such as reports, emergency or crisis response presentations, but the most common ones and the ones most of us will face or have to do are: • • •

Project Proposals Sales Project Status reports

Explain the three types of presentations according to the notes below: PROJECT PROPOSALS: To PROPOSALS: To provide necessary information for a decision: Structure: A Structure: A project project proposal should should have this structure: 1.

Introduce the issue: The audience or the target of the proposal must be informed of the nature and purpose of the proposal. If you are asking for sponsorship, state that this is a sponsorship proposal. If it is a partnership or cooperation proposal it must be clear since the very start to avoid misunderstandings and time wasting for you and the audience or target.

2.

State the present situation: Give details of the present situation, what you have or are doing in regards to the proposal, etc.

3.

Describe facts, offer explanations and interpretation: Give details of important facts or figures, such as number of people affected or involved, financial numbers, support received, etc.

4.

Offer recommendations and advantages and propose a solution: Explain the advantages of both parties very clearly to avoid misinterpretations and false expectations that may lead in future conflicts instead of partnerships or cooperation. Present the solution for the situation presented at the beginning with all details and numbers, figures, etc.

5.

Ask for approval: This is the key aspect. Make the formal request for acceptance or approval of the proposal. Remember: The whole presentation is based on the acceptance or approval. If you forget this step, the whole presentation was a waste of time.


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Presenter Trainers’ Presenter Trainers’ Guide SALES: To lead a potential buyer to purchase a product or service Structure: A Structure: A sales presentation should presentation should have this structure: 1.

Get their attention: The first few seconds will determine if the prospect or the audience will give you their attention and most decisions are made in the first seconds of a sales presentation. Start with something that will get their attention to your presentation and to your message, more than your product or service.

2.

Show the need for the product or service: Before promoting your product or service, you must show and convince the audience that there is a need for it. People buy for many reasons and one is to fulfill a need that is not always real, urgent or perceived.

3.

Describe how it will fulfill the needs: Now you describe how your product or service fits in their needs and why they cannot live without it anymore.

4.

Explain the benefits of buying it: Now you explain why it is better to buy your product or service instead of any other solution for the need. Show how they will benefit from it in different aspects, such as finances, time, stress, relieve, happiness, etc.

5.

Offer testimonials from other users: Show how others have benefited by using your product and service. Ensure you have testimonials and they have given you the approval to use it. Testimonial must have names and concrete figures.

6.

Present the proposal: When you see your audience has no objections and is happy with your presentation, go to the fi nal details and present the for mal proposal with costs, deadlines for payment and delivery, etc.

7.

Ask for the closing: This i s the key aspect. Use convincing and leading questions to get the sale. Some people like it when others make the decisions for them to release some guilt. Saying “Thanks for your attention and if you please would sign here, I will get the order shipped right away” will lead the buyer to accept.

PROJECT STATUS REPORTS: To update membership on progress of a project or inform about an activity. As a JCI member you will probably be asked to present many Project reports. Even a short report or delivering a message to a committee or local meeting needs care to ensure it is understood clearly.

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Presenter Trainers’ Presenter Trainers’ Guide Structure: A Structure: A project project status report should should answer these questions:

Teamwork

1.

What: What is the report about? State the name or the identification of the report so the audience can relate to your presentation.

2.

Why: Why are you making this report? Why to this audience and why should they be interested? Explain the reasons why this activity will take place or why this action is bei ng requested.

3.

Who: Who is involved in this activity, action or decision and who should become involved later? Explain who is organizing it and who will benefit from it.

4.

How: Explain how the activity, action or project will be implemented and how the decisions will be made.

5.

How long: How long will it take to implement the activity, action or decision? Explain how long the situation is under planning and when it must be decided. Also state how long it will last, from start to finish.

6.

When: When will it start and when is the audience expected to be there or will become involved?

7

Where: Where will most of the action take place? Give specific details including addresses, phone numbers, contact persons, directions how to get there and where to get more information about the location.

8.

What if: What happens if any of the above changes or something unexpected happens? Give details of plans if the activity, action or event has to change for unexpected reasons or is not approved.

9.

Questions: This is the key aspect . No matter how good your report was, there are always people who want more information or missed parts of your report. A report is only complete if people are totally satisfied and understood what you wanted to inform. Always ask if there are any questions. If you don’t ask, some people may feel ashamed to ask or don’t know that questions can be asked and they will leave with the wrong information.

Prepare a presentation Instructions to the Trainer: Divide participants in 3 teams and ask them to make a presentation based on the text on the slide during the 5 minutes team work preparation time. Explain that this is not a typical slide, but an emergency solution. If copies of the text are handed out, skip the slide. Assign to each team a different type of presentation: • • •

Project Proposal Sales presentation Project status report

Flip chart: Each team must use a flip chart paper as a visual aid for the presentation. This paper will be used after the presentations for the feedback.


19

Presenter Trainers’ Presenter Trainers’ Guide Note to the Trainer: Ensure that each flip chart paper is kept for the Feedback about using Flip Charts. Charts . Purpose: The purpose of this presentation is practice the development of a structure for the presentation. Teams will use the same text but need to prepare different presentations based on the three presentation types. Because of the time limit for the presentation (1 minute) teams must decide what information is important for each type of presentation. This will show the importance of selecting only what is important and relevant for the type of presentation to avoid passing the time limit and not being able to complete the message. Time: 5 minutes for preparation and 1 minute for presentation. Time was reduced to 1 minute because the presentation itself is not the case of evaluation or feedback. All teams will use the same text but the presentations will be different because they need to be adapted according to the type of presentation. Team 1: Project Proposal: Team will present the project to the local board. Team 2: Sales presentation: Team will present the picnic to members and convince them to buy tickets. Team 3: Project status report: Team will present a progress report to the Local Organization on the picnic project. Presentation: One person from the team will make the presentation. Presentation 3

Presentation types and structure Allow each team to conduct the pr esentations and take notes for your feedback on the structure of the presentation not the delivery. Feedback in general (not for any specific participant): Trainers keep notes and will give feedback after all presentations have been done on the presentation format and compare the structure in the manual with the structure on the flip chart of each team, but still not making any suggestion personal. Each participant should know if the suggestion fits his or her presentation. At this time participant s should have adopted the suggested improvement s on posture, eye contact and gestures made after Presentation 2. GROUP FEEDBACK After all presentations conduct a general feedback and comments session from all participants asking some of the questions on the next slides, while showing the flip chart paper used by each team. Ask participants to open the JCI Presenter Manual and check the main characteristics of their presentation while you show the aspects they should have covered and the ones that are not important for the type of presentation they did. Most people get too confused by the amount of information on the fact sheet and want to present everything instead of selection the most important ones. By presenting every aspect from the fact sheet, the presentation becomes too long and passes the allocated time and often the closing cannot be presented.

20


Presenter Trainers’ Presenter Trainers’ Guide While showing the types of presentations on the slide, discuss what the most important facts are for each one in order to accomplish the purpose. Proposal: The presentation should ask should ask for the adoption of the project. Key question: - Was a formal proposal for adoption presented at the end? Suggested facts to be included in the proposal presentation: What? When? Where? How much? Benefits? Formal proposal to adopt the project • • • • • •

Sales: The presentation should ask should ask participants to buy the picnic tickets. tickets . Key question: - Did participants buy picnic tickets? Suggested facts to be included in the Sales presentation: Mind grabber Date? Cost? Benefits? Where and when? Contact information? Close the sale now • • • • • • •

Project status report: The presentation should give should give enough information to members about the about the picnic. Key question: - Was there enough information to clarify what has been done? Suggested facts to be included in the Project Status Report presentation: What? What has been done so far Details on times and entrance Program Dress code Alternative plan and contact inform ation • • • • • •

FEEDBACK ON FLIP CHARTS At this point the trai ner shows each team flip chart paper and gives feedback on the good and bad aspects. These comments will vary in each course depending on the mistakes made. Use the following aspects to comment on flip charts: a.

Easy to read The text must be written in large fonts so the audience can read it. There is no point of writing small fonts if only the trainer can read it. The flip chart is not a cue card for the trainer but a guide for the audience.

• • •


21

Presenter Trainers’ Presenter Trainers’ Guide b. Use of key words Flip charts should help the audience to remember key words and help the presenter in the sequence of the presentation. Writing full sentences will distract the audience because instead of listening to the presenter, they will try to read the flip chart. •

•

c.

In logical order Order of the flip chart must be in line with the order of the presentation The presentation sequence must also be reflected on the chart. The audience will be confused if you have the chart in a different order than the presentation.

• • •

d. Clear handwriting If you don’t have a good handwriting you can use capitals to write. •

e.

Aid for the audience as well as for the presenter? The presenter easily falls in the trap of preparing the chart for his own reference but the chart must be an aid for the audience. audience. If not, the presenter better be using cue cards.

•

Suggest that participants take into account the suggestions when preparing the charts for their own presentations during lunch break. 3.

SUMMARY

At the end of all evaluations and comments, discuss the differences of t he three types of presentations and the purpose of each one. Discuss the different ways of presenting the same text if the purpose of the presentation is different. The most common types of presentations: o

Project Proposal: Goal: Ask for the adoption of adoption of the project.

o

Sales: Goal: Ask for people to buy the the product or proposed subject.

o

Progress or Project Report: Goal: People will understand what what will happen.

NEXT

15 minutes Break

AFTER BREAK

Module 3: Audience Analysis

22



Module 3 45 minutes

Audience Analysis

SUMMARY

During this module participants will learn how to analyze the audience and understand how it impacts the overall presentation.

CONCEPT

It is important for the presenter to know who the audience is and how he can get the best results out of the presentation.

OBJECTIVES

At the end of this session, part icipants will be able to: 1. Analyze the audience. 2. Prepare a presentation that will appeal to different audiences.

MAIN POINTS

1.

Introduction: Introduces the module concept and main idea.

2.

Audience analysis: A analysis: A presenter must know the audience in order to prepare an effective presentation.

3.

Summary: Summarizes the content of the Module.

EQUIPMENT


MATERIALS


REFERENCES

None

Presenter , Module 3 – Audience Analysis – Analysis – 45 minutes

23


INTRODUCTION

Think about a person going to a doctor. A good doctor will never give a diagnosis or prescribe medicine or treatment without examining the patient first. The same principle applies to a presentat ion. “Prescription without diagnosis is malpractice” is the popular saying about doctors. The same applies to presentations. If the presenter does not analyze their audience, he or she could be set up for a bad experience. 2. Discussion

AUDIENCE ANALYSIS

What do you need to know about your audience? Ask the participants to give t heir thoughts and considerations about what t hey need to know about the audience. Audience analysis can be divided in two m ajor aspects: •

•

Audience demographic is the process of gathering and analyzing information about audience members in order for the presenter to adapt his or her message to them. Audience knowledge is how much the audience knows about the subject in order to convey the message to their level of knowledge and understanding.

Now present the details of each aspect and ask the audience how each factor would affect the presentation, as you go down the list. Audience Demographics 1. Age: How old is the audience? This will determine the level of language to be used and references and examples the presenter can use. Examples: For younger audiences the presenter could use some words used by young people, refer to the gadgets used, way of communicating virtually, and use examples of current events or people. For older audiences, more conservative words must be used, family aspects can be part of the presentation and past events and figur es can be used. 2.

Gender: What is the gender of the audience? This will determine the approach and appeal of the presentation. Examples: Men and women in general have different ways of looking at things and the presenter may have to focus on the issues that are relevant if the audience is dominated by one or another gender.

3.

Family: What is the marital status of the audience? This will determine the social appeal of the presentation. Examples: For audiences of single people the approach must be different from audiences of married people of families with children. The priorities and the way of looking at things change when people change their marital status.

24



Culture: What Culture: What is the ethnic or cultural background of the audience? This will determine the approach and examples to be used. Examples: Audiences Examples: Audiences coming from differ ent ethnic groups or cultural and believe background require a different approach from the presenter.

5.

Professions: What Professions: What are the professions and economical level of the audience members? This will determine approach, jargons and level of language. Examples: The presenter must relate the presentation to the audience profession or special language used among t heir peers.

Audience Knowledge •

No knowledge: You will try to convince them to believe in your proposal. Because they have no knowledge, you don’t need to engage in technical terms, just what the subject can do for them. Approach: If Approach: If you are trying to sell computers to an audience who never used them, you must highlight the basic features and how easy it is to use them.

•

Some knowledge: You will ask them to consider your alternative by presenting other options about the subject. Approach: Selling Approach: Selling the same computers to an audience who already uses them on a daily basis, your focus must be on the things people can do with the computer but rarely do.

•

Experts: You will ask them to consider the existence of other alternatives and mostly new facts about the subject. Approach: Here Approach: Here the approach must focus on the fact that the audience knows almost everything about your product but you are offering new options or alternatives to what the audience is used to do until now.

Presentation 4

JCI Presentation to different audiences Purpose: This exercise will expose the need to adapt the presentation to different audiences. Discussion will follow each presentation. Instructions: Randomly invite participants (one by one) to come to the front of the class and ask them to make their presentation about JCI, and on the spot, give them the type of audience to whom they will make the presentation. Order: Keep the opposite audience assignments together for better evaluation on how the presentation must be adapted and changes according to the audience. Time: Each person will have 2 minutes. Feedback and comments: After comments: After each pair of presentati ons is done, ask the following questions to one or two participants. 1.

What was the difference in the two presentations about the same subject?


25


How could it have been done differently?

Feedback in general (not for any specific participant): Again, participant): Again, trainers keep notes and will give feedback after all presentations have been done on the presentation format and on posture, eye contact and gestures . At this time trainer s should already make specific comments on aspects not corrected since the second presentation. Instructions to the Trainer: Select an audience type from the list below and assign 1 and 2 of the same audience type to the first and second participant and 3 and 4 of another audience type to the third and fourth participant and so on. Only call the next person after the previous speaker has finished and then announce the topic on the spot, not giving any time for preparation: !

!

!

!

3.

KNOWLEDGE 1. Audience with no knowledge: Nobody has ever heard about JCI. 2. Audience with knowledge: They knowledge: They have been part of some JCI events. AGE 3. Young audience: Audience audience: Audience is 20 years old on average. audience: Audience is 35 years old on average. 4. Old audience: Audience MARITAL STATUS 5. Single: Audience Single: Audience is made up of single people. 6. Married: Audience Married: Audience is made up of married people. PROFESSIONS 7. Students: Audience Students: Audience is made up students. 8. Business people: Audience people: Audience is well established business people. SUMMARY

•

The aspects of the audience: 1. Demographics 2. Knowledge

•

What did we learn from the presentations? To prepare presentations that appeal to different audience

NEXT

26

Module 4: Presentation Content



Module 4 60 minutes

Presentation Content

SUMMARY

During this Module, participants will learn how to prepare the content of a presentation.

CONCEPT

The way the concepts or facts are arranged in a presentation will determine if the audience understands and thus accepts or rejects the presentation.

OBJECTIVES

At the end of this session, part icipants should: 1. Be able to demonstrate knowledge and skills to prepare the content of the presentation. 3. Explain 3 parts to a presentation. 2. Be able to prepare an effective presentation for the afternoon session.

MAIN POINTS

1.

Introduction: Introduces the concept of the module.

2.

Presentation Content: An Content: An exercise about impromptu presentat ions will show the need of knowledge and content preparation to interest and keep audience’s attention.

3.

Summary: A Summary: A short review of the modul e and its main points.

EQUIPMENT


MATERIALS

Presenter Power Presenter Power Point™ Presenter Manual Presenter Manual JCI Local Action Guides

REFERENCES REFERENCES

None.

Presenter , Module 4 – Presentation Content – Content – 60 minutes

27

Presenter Trainers’ Presenter Trainers’ Guide NOTE TO THE TRAINER: Ensure there are copies of the JCI Action Guides available at the end of this Module for the Presentation task assignments. You can download the JCI Action Guides from JCI’s website www.jci.cc www.jci.cc.. 1.

INTRODUCTION

A good and efficient presentation is not just luck, but the r esult of careful planning, practicing and content sel ection and distribution in the presentation. Although some creativity and last minute adaptations must be foreseen, the core of the presentation must have been researched and planned to ensure the audience understand it, believes in it and agrees with it. Presentation 5

Spontaneous Presentation The time of this presentation must be the same as on Presentation 2 in Module 1 to compare how on that presentation time was short (person knew what to say) and on this one time will be difficult to fill (person has not enough knowledge about the topic to develop a long presentation and adapt it to the audience). Purpose: This exercise will expose the anxiety and the need to carefully develop presentation content. Pressure of time and topic knowledge will be present and later will be compared to the second presentation in Module 1. Instructions: Randomly invite 3 participants (one by one) to come up front (important: they must come to the front of the class to deliver the presentation) and announce the topic they must talk about when they are ready to start speaking. Time: Each person will have 2 minutes (make minutes (make sure you keep ostensive time control, no less and no more time). After you see that the purpose was achieved (showing that people get anxious and start moving away from the topic) you can stop the exercise without having every participant doing the presentation. Select first the ones who did not make the team presentations (presentation 3 on the types of presentations). Make sure you mix the topics (see suggestions below). Do not go on with the exercise for more than 10 minutes. Topics you can use (ask participants to talk about): •

•

•

28

The culture of a country: Places country: Places far from your part of the world and mostly unknown to the audience. Examples: Bahrain, Barbados, Belize, Bhutan, Cambodia, Cape Verde, Chad, Comoros, Djibouti, Guinea-Bissau, Kiribati, Laos, Maldives, Montserrat, Oman, Papua New Guinea, Samoa, Tonga, Vanuatu, Vatican, Yemen. How does it work? Strange work? Strange objects we all know but nobody know how they work. Examples: Thermometer, odometer, microwave, radar, calculator, etc. How was it created? Things created? Things we use but nobody know how they were


Presenter Trainers’ Presenter Trainers’ Guide created, such as electricity, car engine, pencils, etc. Feedback: Again, Feedback: Again, trainers keep notes and wil l give feedback after all presentations have been done on the presentation format and on posture, eye contact and gestures. gestures . At this time trainer s should already make specific comments on aspects not corrected since the second presentation. Discussion: Discuss the questions on the slide by asking the presenters how they felt about it, compared to their second presentation about “my most memorable experience”? Note to the trainer: get the times of participants and ask the questions below to the ones who had big discrepancies between the two presentations. -

Why was this presentation harder?

-

Why was it more difficult to fill the two minutes?

-

-

What was the difference between this and the “most memorable experience” presentation? Do you think you kept the audience’s attention?

Lessons from the Presentations: There are a few lessons we can take from this exercise: 1.

Knowledge: You Knowledge: You must have deep knowledge about the topic if you want the audience to listen.

2.

Content: The Content: The content must be carefully arranged in order to keep the audience’s attention and interest.

3.

Change focus: If focus: If the presenter has not enough knowledge, he or she may get lost in meaningless considerations and missing the real purpose of the presentation.

4.

Audience: Of Audience: Of course, then the audience loses interest about the topic and the presentation. If the audience cannot identify what you are trying to tell them or cannot relate to the topic, you will not get their attention and interest.

2.

PRESENTATION CONTENT

Note to the trainer: The trainer of this module should give personal examples during the explanation of the three parts of a presentation. An effective presentation needs to be well structured in order t o accomplish the purpose and convince the audience.


29

Presenter Trainers’ Presenter Trainers’ Guide The 3 Parts of a Presentation In general, an effective presentation should have the following format: Introduction: Introduction : “Tell them what you are going to tell them.” Body : “Tell them” Conclusion: Conclusion : “Tell them what you told them.” 1.

INTRODUCTION

Refer to slide before on 3 parts to the presentation and state that introduction is the part where you “Tell them what you are going to tell them.” The beginning Your presentation starts the moment your name is called and you approach the stage area, but as a rule of thumb, never start talking until you are on stage. Take your time and acknowledge the audience with your body language and facial expressions. You want to create curiosity with your first sentence and make them interested in what you have to say. Here are some ways to get attention: a.

A mind grabber : Something related to the topic that will shock the audience. Example: At Example: At a new presentation promot ing constant recruitment, asking “What would you do if all members left the Local Organization in one week?”

b.

Statistic : Figures always get the attention. Selecting a strategic number will do it. Example: At Example: At a project status repor t, inform that “80 per cent of members who participate in projects are elected for a leadership position in the next year.”

c.

Facts: Facts: Things that are not well known by the public. Example: At Example: At a presentation promotion the preservation of natural resources, you could say that “if global warming continues at this pace, soon 80% of the beaches in the world will be under water”. Of course, this is not a fact, just a way to get attention.

d.

Dramatization: Dramatization : What would happen if things get worse, etc. Example: At Example: At a presentation to propose m ore recruitment programs, saying that “if we don’t act now, in two years we will not have any member left, besides the Board of Directors” can cause an impact.

e.

30

Worst case scenario: scenario : The situation when everything contributes to a disaster.


Presenter Trainers’ Presenter Trainers’ Guide Example: At Example: At a presentation proposing a comm unity project saying that “if we don’t act fast, by the end of this year nobody besides yourselves will know we exists in this community” may raise some concern. 2.

BODY

Refer to analogy on 3 parts to the presentation and state that introduction is the part where you “Tell them” This is the second part of a presentation and the most important one. The message To deliver the message effectively you have to be a master of verbal communication. The audience should understand your message the way you want them to understand and their response should also be the way you want them to respond. Some tips to effectively communicate verbally are: •

•

•

•

Words: Choose appropriate, familiar and conversational words. Too much of formality will widen the distance between you and the audience. Sentences: Construct and use simple, but effective sentences. Examples: Include examples, illustrations and visual aids if required to enhance and color the speech or presentation. Tone of voice: Avoid voice: Avoid monotone tone of voice. Modulat e your voice to enhance the key parts of the message. Alternate your tone and volume of your voice. For example you may go on a high pitch or lower the pitch for the extra effect. When you lower the voice, the audience listens to it with enhanced receptivity. Also use the power of silence.

Forms of Evidence •

Facts (must be verified) – –

•

Statistics – –

•

Definition: data that demonstrates the validity of your presentation Purpose: summarizes information, demonstrates proof; makes points memorable

Testimonials – –

•

Definition: actual events, dates, times, people involved. Purpose: provides evidence, demonstrates

Definition: firsthand findings, eye-witness accounts, opinions Purpose: provides evidence and aids credibility

Examples (real Examples (real and hypothetical)


31

Presenter Trainers’ Presenter Trainers’ Guide – –

•

Comparisons and contrasts – –

•

–

–

–

Definition: charts, graphs, etc. Purpose: to make a visual point

Narratives (stories, tales, myths, real life stories) – –

3.

Definition: defines new words and concepts Purpose: introduces new concepts

Audio and visual aids –

•

Definition: a description or expository passage Purpose: serves to make a term, concept, process or proposal clear or acceptable

Definitions –

•

Definition: compares something that they know with something they do not know Purpose: contrasts clarify an idea by emphasizing its differences

Explanations –

•

Definition: illustrates, describes, or represents things, can be brief or extended Purpose: aids understanding by making ideas, items or events more concrete; creates interest and makes the presentation dynamic and alive

Definition: story, real or imaginary, short or long, can constitute a small part of presentation or ser ve as basis for speech itself Purpose: generates interest and identification

CONCLUSION

The conclusion of your presentation must wrap up what you said and call for action, close a sale or ask for a decision: decision : “Tell them what you told them.” The closing First impression is the best impression, but the last impression has a lasting impression. The closing of presentation is the most strategic point, because what you say in the end of the presentation is final word and it must ring in the ears of your audience after they leave. The conclusion of your presentation should: • • • • •

32

Summarize or clarify Heighten the interest Establish the appropriate mood Appeal for some action Propose for acceptance or approval



Homework

3.

SUMMARY

•

What did we learn from the presentations? Knowledge about topic, arrange content, don’t move away from topic.

•

Presentation Content: Introduction, body and conclusion

•

Forms of evidence: Include facts, statistics, testimonials, examples, comparisons, explanations, definitions, audio and visual aids, narratives, etc.

Presentation Assignment Preparation: Have all copies of the JCI Local Action Guides ready and randomly assign a one to each participant to be used in the preparation of the presentation. Presentation type: Each participant will create a proposal a proposal style presentation style presentation.. Presentation topic: Each participant must use the content of the JCI Local Action Guide. Task: You will present the content of the JCI Local Action Guide and propose its adoption in a new Local Organization. Audience: The presentation will be made pretending the audience is a new Local Organization whose members don’t have much knowledge about JCI and local Management issues. Time: Each participant will have 3 minutes for the presentation. Working time: Participants can use the time over lunch and a final 30 minutes break after module 5. Resources: Can use flipchart. Use of PowerPoint® is not allowed. The purpose of the presentation is to evaluate the structure and performance, not the skills in preparing slides. No changes in room arrangement allowed. Feedback: Positive and constructive feedback will be given by the Trainer at the end of all presentations.

NEXT

Lunch

AFTER LUNCH

Module 5: Effective Delivery


33


34



Module 5 60 minutes

Effective Delivery

SUMMARY

Effective presentations depend greatly upon the speaking skills of the presenter and good speakers are looked upon as instant good leaders because they can speak to people and convince them. Speeches with a purpose are what everyone wants to listen to.

CONCEPT

In this module participants will learn the correct ways to deliver the presentations they have prepared.

OBJECTIVES

At the end of this session, part icipants will be able to: 1. Define 3 basic qualities of a good presenter. 2. Describe 4 delivery methods. 3. Use appropriate posture, gestures and eye contact, which will enhance presentation 4. Remember tips for delivery

MAIN POINTS

1.

Introduction: Introduces the concept of the Module.

2.

The delivery Methods: Choosing the delivery method is as important as the delivery itself.

3.

Effective Delivery: Presenter space, gestures, posture, voice and visual contact.

4.

Summary: A Summary: A summary of the Module.

EQUIPMENT


MATERIALS


REFERENCES

None

Presenter , Module 5 – Effective Delivery – Delivery – 60 minutes

35

Presenter Trainers’ Presenter Trainers’ Guide IMPORTANT NOTE TO THE TRAINER During this module, it is important that you do not mix the delivery of a presentation with the delivery of a training course. At a training course the trainer may have more freedom to move around, use activities and exaggerate in the voice and body language, but these resources may not be effective in a presentation. 1.

INTRODUCTION

Effective presentations depend greatly of the speaking skills of the presenter. Speaking with a purpose is what everyone wants to listen to. A good presentation requires three basic qualities from the presenter: Attitude, Skills and Knowledge. Your attitude sets attitude sets you apart from the average presenters. The audience expects and wishes you to perform and deliver with confidence. Attitude is all about em pathizing with your audience. Att itude is about being pleasant throughout. Believe in what you are going to say and show enthusiasm about your presentation. Skills project Skills project the presenter’s personality to the audience. The skills of clear speech, the ability to handle questions, the body language, planning the presentation and managing withi n the time prescribed are al l skills that must be mastered by the presenter. Knowledge is as essential as the above two factors. Knowledge about the topic, audience, time and place is success criteria for outstanding presentation. 2.

THE DELIVERY METHODS

The first thing you need to decide when you plan the delivery of your presentation is the delivery m ethod. You should choose one that fit s the audience. There are four main methods: 1.

Reading: Prepared written text to be read by the presenter. There is not much allowance for creativity.

2.

Memory: Memorizing Memory: Memorizing the written text entirely and presenting without reading it. This one is not recommended unless you are a very experienced presenter.

3.

Spontaneous: When Spontaneous: When you have little or no time to prepare. This happens often but this requires good skills and tremendous knowledge about the topic.

4.

Outline: Basic Outline: Basic outline or listing of key points is the most often used. It allows for spontaneity and improvisation as well as prepared outline. The result will often appear that the presentation is natural and professional.

36


Presenter Trainers’ Presenter Trainers’ Guide Visual Aids and Equipment: •

Function: To help listeners process and retain information.

•

Definition: Anything Definition: Anything that enhances a presentation.

•

•

•

Choices: Choice of the equipment and the audio-visual depends upon the place, the availability, the audience and the relevance. Aid, not reason: Visual aids should never be used as the main reason for presentation - only to enhance it . Measurement: The Measurement: The effectiveness of a presenter is never measured by the use of the audio-visuals and the tools. The presenter is the best audio-visual.

Types of Visual Aids: •

Objects and Models: Anything Models: Anything that can serve as an explanation, reference or clarification on the subject.

•

Pictures: Photographs, Pictures: Photographs, drawings, diagrams, maps and posters.

•

Graphics and charts: Must charts: Must be clear and enhance the main point.

•

DVD and video: Requires video: Requires equipment but gives a real example.

•

Multimedia: Combines several media such as sound, video and text.

Types of Resources to use: •

PowerPoint®: Must PowerPoint®: Must use a computer to use PowerPoint®.

•

LCD projector: Projects projector: Projects the PowerPoint® from computer.

•

CD and DVD player: Useful player: Useful to show images or music.

•

Flipcharts: When Flipcharts: When you need to write or collect ideas from members.

•

Chalkboards: New Chalkboards: New electronic boards can save and print the information.

•

Handouts: Additional Handouts: Additional text of facts too long to explain during the presentation.

Tips for PowerPoint®: •

Get trained on it or at least get familiar with it. We cannot teach you all features and tricks of PowerPoint® in this course. A presenter must learn PowerPoi nt® or other presentation sof tware and practice the use in presentations.

•

Keep in mind the location of the presentation. If the room is not dark you may consider using only black letters. Even in dark rooms, when using a very strong projector, the blue, green and other


37

Presenter Trainers’ Presenter Trainers’ Guide colors may not show at all. •

Don’t over use the animation feature. Animations should be used when you want to create an impact or don’t want to show the entire slide because it may distract the audience (they start reading ahead of the presenter and don’t pay attention on what the presenter is saying), but the overuse can be annoying and irritate the audience. Use animations only where they are really needed and create the effect you want.

•

Use a font easy to read (Example: Arial). Don’t be too creative on this aspect. Different fonts may look nice and give a special taste to the slides, but if the audience cannot read them, they miss the purpose.

•

Don’t use too much clip art. Use clip art and images when they help the presentation. Just because you see some images and find them funny does not mean they will help your presentation. If the clip art or image does clearly r eplace the text you wanted to use, eliminate it and use the key words.

•

Use only key words or phrases – NEVER read during your presentation. Do not write the entire presentation on the slides so you can read it. Your ability as a presenter must show that you know the content of the presentation and the slides should be an aid for the audience, not the presenter.

•

Only use full sentences when you are quoting someone. There are occasions when you must use full sentences, for example: Quotations, mission statements, objectives, etc.

Tips for Flip Chart: Note to the trainer: Here you can ask for input from the participants when you cover each aspect of using the Flip Chart. Ask for some examples on what they saw as wrong when people used Flip Charts and the lessons learned from it. This aspect of the presentation was already analyzed at the end of Module 2 when we evaluated the flip charts of the picnic presentations. Here are some of the reasons why or when you should be using a flip chart: •

•

38

Flip chart can be used when the presenter wants the audience see something all times, such as key words, ideas, answers, names, actions, etc. Flip chart presentation is always a good back up in case a projection cannot be used.

•

Or when time limitations need a faster set up.

•

The flip chart presentation must be prepared in advance.


Presenter Trainers’ Presenter Trainers’ Guide •

•

If you write on the flip chart during the presentation the audience may see it as lack of preparation. Only write if you are asking for input for example. Don’t write everything. Use key words.

3.

EFFECTIVE DELIVERY

The content and the visual aids play an important role in the effectiveness of your presentation, but the way you del iver the presentation will determine if the audience accepts and believes on what you are presenting. Researches show that at least half of the effect depends on body language. There are several important considerations that should be noted: •

•

Presentation space – Establish and respect the “public zone.” Posture Adopt a posture showing confidence.

– •

Gestures Act natural using gestures to support your presentation.

– •

•

Eye contact Use the lighthouse principle. – Questions Plan it carefully covering all possibilities.

–

Note to the Trainer: During the explanations of the concepts of effective delivery, the trainers should show how many people do the wrong thing when doing presentations. While you explain each concept, show the wrong way of doing it and ask how they feel about it. A.

PRESENTATION SPACE In a personal conversation people have established their personal their personal space that can change from culture to culture but when you talk to a person and get too close you are invading that person’s personal space and your message will not be well received because of that invasion. The same happens with a presentation but now it is considered as the public zone you should not invade unless invited. A presentation differs from a training course when course when you may walk around the audience because they want to learn something for you and you want to teach them something. In a presentation you are not teaching a new knowledge or skill but presenting a proposal or report you expect the audience will accept but they will not like to be involved in the presentation because that will mean they are accepting it as their own.


39

Presenter Trainers’ Presenter Trainers’ Guide The distance from the audience depends on the size but in general you should not get closer to 2 meters (6 to 8 feet) for small audiences and further away for large audiences. Once you have established your presentation zone and the public the public zone you are ready to deliver your presentation taking special consideration on the aspects explained below. B.

POSTURE Unless your presentation is meant to be done while you are seating, you will probably be standing. Adopt a position that gives you body balance with your weight evenly distributed. A firm posture will also transmit confidence to the public. You can move a few steps but always with a purpose, to show an important aspect on the slide or flip chart or to demonstrate an object or to enhance or highlight an important part or aspect of the presentation. Walking from side to side in front of the audience will be a distraction and soon they will be more interested in your walking than the presentation. Remember that your message is the show, not you. Of course, the same will happen if you don’t move at all. Adopting some natural movements in your presentation will keep the audience interested and alert. Observe other presenters and rehearse your movements until they become a natural part of your presentation. But always maintain an upright position because this will indicate conviction and confidence on your message. Two movements to avoid:

C.

a.

Leaning your body forward: This may be interpreted as an imposition from the presenter to the audience or an invasion of the public zone.

b.

Leaning your body backward: This can be interpreted as a defensive movement or indicating lack of confidence.

GESTURES Gestures can have different meanings depending how and when you use them. In a personal conversation you don’t need to pay attention on what you do with your hands or arms. They are your tool to support your conversation. In a presentation your arms and hands can be a distraction or send the wrong message to the audience. Try to move your arms away from your body and keep your hands open, naturally. Hands can have many meanings depending on the culture. They can show friendliness or be threatening. It would be wise to learn more about these important aspects by reading books about the subject.

40


Presenter Trainers’ Presenter Trainers’ Guide A commonly used way of using your hands and ar ms is the three joints movement:

D.

a.

Moving your wrists: Keeping your arms slightly away from the body and moving only your hands can be used in small audiences and to explain details.

b.

Moving your wrists and elbows: Moving your elbows with your hands can be used for medium size audiences.

a.

Moving your wrists, elbows and shoulders: Moving your hands, elbows and your shoulders should be used for large audiences.

EYE CONTACT How many times have you seen speakers and presenters facing or speaking to the same person during the entire presentation? How did you feel about that? It shows that the person is not prepared to make presentations or is only inter ested in that particular per son. Keeping constant eye contact with the audience serves two purposes: Shows that you are interested in the audience and gives you good feedback on the reaction of your presentation. But it is not as easy at it seems because for many people and cultures, eye contact is an intimate act, maybe compared to touching someone, but the audience is there to hear what you have to say or show. When you constantly look away from the audience you may not only lose their attention but also show lack of knowledge on the subject or that you are not interested in the audience or even worse, you may create a barrier between you and your audience. Here are a few tips for eye contact with the audience: 1.

Identify the people you already know: Unless know: Unless you are making a presentation to an entirely new audience, you will probably have some people you already know. You will feel more comfortable use these people to make eye contact because you know them and they know you. This procedure will make you act naturally and from there you can start making eye contact with other people in the audience. If you don’t know anyone, try to talk to some people who arrive before you start your presentation and get acquainted with them. They will be your “friends” in the audience.

2.

Use the lighthouse principle: A principle: A lighthouse would not serve its purpose if it was illum inating only one spot in the ocean. If you keep looking above the audience’s head they will start wondering what is so interesting on the back wall. Like a lighthouse, keep moving your eyes to cover the entire audience without staring at one person. This will show that you are only interested in that person. Look at people without invading their personal their personal space by moving your eyes and look at everyone without looking directly to a single person. Active and enthusiastic people in the audience can force you


41

Presenter Trainers’ Presenter Trainers’ Guide make more contact with them than others and this can make the others feel left out and ignore your presentation too. 3.

Presentation 6

Imagine the audience divided into three sections: Keep moving your eye contact from left to center and right and then go back again from right to center and to the left. Cover with your eye contact the people in the front as wel l as the people in the back of t he room.

Presentation Rehearsal Note to the Trainer: For these presentations select the participants who did not speak at the Presentations 3, 4 and 5. You may also select some participants who need some practice on the body language aspects but ensure you give them positive feedback if they failed on some aspects. Purpose: These Purpose: These presentations have two purposes: 1.

For the presenters: presenters : The presenters will practice explaining something small (wrist watch) and then something enormous (tower clock) when gestures need to be used. Then one presenter will explain the big bang theory to 5 people where small gestures will probably be used but another presenter will use large gestures to explain the same concept to an audience of 300 people. And the last presentation will force the presenter to look people in the eyes to explain the reason of different eye colors.

2.

For the public: public: The public will see the difference of gestures used to explain a wrist watch (small gestures) and a tower clock (large gestures). The same will occur with the explanation of the big bang theory. The feedback must reinforce these aspects so participants will learn from the presentations.

Randomly call the participants and only give them the topic when they are ready to start the presentation. Time: 30 seconds per person. Topics: Use these topics for these presentations: 1.

Call the first presenter and and ask to explain the following, using small gestures to explain the wrist watches and large gestures to explain the tower clock: -

2.

Call the second presenter and and ask to explain the following, using small gestures to explain the big bang theory to just a few people: -

3.

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Explain the difference between a wrist watch and a tower clock .

Explain to a small audience (5 people) how the “big bang” that created the universe happened.

Call the third presenter and and ask to explain the following, using large gestures to explain the big bang theory to just a very large audience so everyone can see and understand the explanation with the help of gestures:


Presenter Trainers’ Presenter Trainers’ Guide -

4.

Explain to a large audience (300 people) how the “big bang” that created the universe happened.

Call the fourth presenter and and ask to explain the following. (The topic will force the person to look people in the eyes to see their eye colors): -

Explain why people have different eye colors. colors.

Feedback: Give some positive feedback on the following aspects: 1.

Posture: Did the posture show confidence and were the movements natural?

2.

Gestures: Give feedback on the difference of explaining the same thing to a few people and to a large audience.

3.

Eye contact: Did the presenters make eye contact with everyone?

Ask some participants if they l earned something for the presentati ons or if they have suggestions or experiences with gestures and eye contact. E.

QUESTIONS

There is one more aspect of an effective delivery to be considered, although it may not be used in all presentations: Handling questions. A good presentation can be ruined by a poor question and answer session but a mediocre one can also be saved by a confident final question and answer session. If you have planned and are prepared for a question and answer session, provide the audience with this information so they will not interrupt you every time they have a question. Inform at the beginning if you will have a question and answer session at the end and then ask those who have question during the presentation, to write them down for the question and answer session. The best time for the question and answer session is at the end, just before the closing. To avoid any surprises, prepare your question and answer session carefully, following these steps: a.

After you have finished creating your presentation read through it carefully and note any questions that can be asked by the audience.

b.

For each question, prepare an answer in advance.

c.

Focus on the areas where the presentation has not many details or has controversial issues that can be challenged and prepare the answers.

Answering Questions You may have had a great presentation and would have created a good impact, but a few questions can destabilize all that you have achieved. Handling questions is a very important part and contributes to the ending of a speech or Presenter , Module 5 – Effective Delivery – Delivery – 60 minutes

43

Presenter Trainers’ Presenter Trainers’ Guide presentation colorfully. Presence of mind is vital while answering the question. Therefore: a.

Listen to the question very carefully and repeat or rephrase the question if necessary.

b.

Care should be taken to see that the person who has asked asked is not hurt by your reply.

c.

Thank for the questions asked and see them as an opportunity to reinforce your message.

d.

Answer by speaking clearly and with confidence, otherwise you will be seen as unsure about what you are saying.

e.

Do not let nerves draw you into responding too fast, always think about your answer before you speak and if necessary refer back to your notes in order to answer a question.

f.

If the question requires clarification then ask the questioner to do this, rather than risk answering a question that wasn’t asked.

g.

When answering, always address the entire audience and not just to the questioner.

If you don’t know the answer, say so and promise to find the answer or direct the person to where he or she can f ind it. The audience knows, but m ay not show it, when you are pretending to answer the question by diverting the answer to another aspect. Asking questions Open and closed questions are two types of questions one can use. Open questions allow audience to answer and enable discussions. These questions start with what, why, how, describe, etc. Closed questions can be answered by a “yes” or “no.” These questions may give you facts and can be used to lead audience to the answers the presenter wants to hear and supports the presentation. If you master the art of asking questions you can lead them to the answers you want to hear and that support your presentation. Therefore, you should never ask “Do you agree with my proposal?” because it can lead to a “No” answer and the audience may all follow that lead. Instead, you could ask “Is there anything else I did not cover that you would like to know about the subject?” This will keep the audience on your side and will give you the floor again to answer the question with more positive aspects about the presentation. Never get into an Argument 44


Presenter Trainers’ Presenter Trainers’ Guide You or the audience may see an argument as a way to prove your points but if you, as the presenter, get involved in an argument, there is only one loser, no matter if you win or lose the argument: you lost . Here are some tips for the occasions when an argument is created or may start: a.

Never lose your temper

b.

Be firm but polite

c.

Try to look at the argument from a common ground point of view

See if the argument is of any interest or reflect the opinion of the audience. If it is a personal issue, suggest discussing it after the presentation, in private. If it is a genuine aspect and interests the majority of the audience, suggest you will discuss it after the presentation or that you will consider the aspect and come back in another occasion to discuss it (if time and logistics permit, of course) TIPS FOR PRESENTATIONS •

•

•

•

•

•

Practice: Becoming an excellent presenter takes time so work at it constantly, realizing that it won’t happen overnight. Ask friends to give feedback. Easy words: Choose your words carefully – don’t use words which are difficult to pronounce or utilize in a sentence. Use simple and straight to the point language, even if the topi c is complicated. Keep it simple: People are not expecting an award winning presentation and you are not looking for an award, but getting the message across. Nobody knows what you will tell: No one knows what you are going to tell them until you tell them. If you forgot or missed something, you are the only one that knows about it. If you cannot get back and fix it, forget about it and nobody will ever know. Mistakes: Unless you tell or it is very obvious, most people won’t realize you made a mistake – if you do make a visible mistake admit it and move on. Good is good enough: Nobody is perfect! Leave your auto evaluation for after the presentation. Do not evaluate yourself during it.

4.

SUMMARY

3 basic qualities: Attitude Skills Knowledge • • •

4 ways • • •

of delivering: Manuscript Memory Spontaneous


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Presenter Trainers’ Presenter Trainers’ Guide •

Outline

5 aspects of effective delivery: Public space Posture Gestures Eye contact Questions • • • • •

INSTRUCTIONS FOR THE INDIVIDUAL PRESENTATIONS: After the break, parti cipants will be making a three m inute proposal presentation in front of the class. They will be evaluated by the training team. The topics of the evaluation are: 1.

Style: Was the proposal style structure followed?

2.

Audience: Were the aspects of audience analysis followed?

3.

Content: Did Content: Did the presentation follow the Introduction, Body and Conclusion structure?

4.

Evidence: Was Evidence: Was the presentation supported by forms of evidence?

5.

Aids & Equipment: Did Equipment: Did the presenter use audio-visual aids and how much did it help? How well did the presenter handle the equipment?

6.

Voice: Did the presenter change the tone of voice to emphasize key aspects of the presentation?

7.

Body language: Did the presenter show natural body language?

8.

Contact with audience: Did audience: Did the presenter maintain contact with the audience throughout the entire presentation?

NEXT:

30 Minutes Break

AFTER BREAK

Module 6: Individual Presentations

46



Module 6 120 minutes

Individual Presentations

SUMMARY

Now participants will have the opportunity to show how much they have learned during the course. Each person will make a 3 minute presentation and will receive feedback from the Trainer.

CONCEPT

The trainers will give positive feedback on aspects the participants can enhance by studying or practicing and evaluate how much they have absorbed the concepts of the course.

OBJECTIVES

At the end of this session, part icipants should: 1. Be able to deliver an efficient presentation. 2. Know how to use the skills for a good presentation.

MAIN POINTS

1.

Individual Presentations: Each participant will make the 3 minute presentation.

2.

Feedback: Trainer will give positive feedback after all presentations.

EQUIPMENT


MATERIALS

Presenter Power Presenter Power Point™ Papers with all participants names for the drawing of the order of presentations. Participants Evaluation Sheet

REFERENCES

None

Presenter , Module 6 – Individual Presentations – Presentations – 120 minutes

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INDIVIDUAL PRESENTATIONS

Preparation: Ensure you have small papers with the names of all participants for the drawing of the order of the presentations. As one person finishes the presentation, draw another name to be next. Procedures: Each participant will have 3 minutes for the presentation. All presentations will be completed and only then, feedback will be given. Each participant is assigned to a Trainer who will pay special attention to their presentations. After the presentations the trainers will discuss the feedback as a group and decide about the structure and the content of the feedback. Presentation 7

Individual Presentation Conduct all presentations. Evaluation Topics: 1.

Style: Was the proposal style structure followed?

2.

Audience: Were the aspects of audience analysis followed?

3.

Content: Did Content: Did the presentation have Introduction, Body and Conclusion?

4.

Evidence: Was Evidence: Was the presentation supported by forms of evidence?

5.

Aids & Equipment: Did Equipment: Did the presenter use audio-visual aids and how much did it help the presentation?

6.

Voice: Did the presenter change the tone of voice?

7.

Body language: Did the presenter show natural body language?

8.

Contact with audience: Did audience: Did the presenter maintain contact with the audience throughout the entire presentation?

2.

FEEDBACK

Avoid lengthy evaluations on minor details, just on the main aspects that could affect the overall presentation. Do not focus on personal styles, but on concepts. Comments should be in a positive way. For example, instead of saying “You failed in giving the audience more facts” the Trainer should say “You should try including and giving more facts to the audience.” At the end of the evaluations, you can ask participants if they would like to comment on: -

Something they learned from other presenters.

-

Something they realized they did wrong and will correct in the future.

Ensure that participants don’t start criticizing other presentations. 48


Presenter Trainers’ Presenter Trainers’ Guide Thank everyone for attending this course and encourage them to be active part of the Local Organization to ensure the Mission to provide development opportunities that empower young people is accomplished. Important: Any Important: Any person not registered will not be graduated. The graduation only happens when the Trainer passes the participant from the online final course report and the person fills out the evaluation form and passes the knowledge test. Listing names in the comments box in the report will not graduate that person. Any questions or suggestions, please contact the JCI Training Director at: © Junior Chamber International 15645 Olive Boulevard, Chesterfield, MO 63017, U.S. Tel: +1 636 449 3100 • Fax: +1 636 449 3107 • Toll Free (in USA only) +1 800 905 5499 E-Mail: [email protected] • www.jci.cc. www.jci.cc.


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Presenter Trainers’ Presenter Trainers’ Guide Presentation Evaluation Sheet (Print one sheet for every 3 participants) Evaluation

Presenter’s name

Presenter’s name

Was the presentation in a proposal style? Did the presenter propose the use of the Action Guide, show the benefits and what would change if they adopted the concepts? Were the audience aspects followed? Was the message geared to members of a new Local Organization? Did the presentation have the three essential parts: Introduction, body and conclusion?

Did the presenter offer any forms of evidence? Aids and equipment used? How was the writing on the flip chart: too much text, difficult to read? Just key words? A complete script to be read from the flip chart? Was the tone of voice changed for emphasis on key words or points? Did the presenter show natural body language? How did he use hands, visual contact, and body? Was there any distraction, such as keys hanging in the belt or a pen in the hands? Did the presenter maintain constant contact with audience by asking questions or any other way of interaction?

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Presenter’s name

Presenter Trainers’ Presenter Trainers’ Guide CHANGES FROM LAST VERSION From Version 2013-01 to Version 2013-04: General Information, The Role of the Trainer: Instructions about completing the Final Online Report and how to grade the participants was added. From Version 2013-04 to Version 2013-05: Module 1, Certification: Additional Certification: Additional instructions for t he trainer about the deadline t o complete the evaluation and knowledge test. From Version 2013-05 to Version 2014-06: Instructions on how to complete the Trainers Final Report were added to the General Information section.

JCI Presenter , Module 7 – Closing – Closing – 30 minutes

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JCI Vision “To be the leading global network of young active citizens.” JCI Mission “To provide development opportunities that empower young people to create positive change.” About JCI JCI is a membership-based nonprofit organization of young active citizens ages 18 to 40 in more than 100 countries who are dedicated to creating positive change in their communities. Each JCI member shares the belief that in order to create lasting positive change, we must improve ourselves and the world around us. JCI members take ownership of their communities by identifying problems and creating targeted solutions to create impact.

15 Presenter Trainers Guide ENG 2014 06

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