CONVEYING YOUR MESSAGE

ENTRY QUESTIONAIRE

How difficult was it for you to be an anti-illegal drug crusader?

How necessary for you are these modules in your advocacy?

How confident are you already of your own public speaking skills?

OBJECTIVES
1. Define all preparatory activites before

delivering a presentation.
2. Plan and develop effective presentations.

3. Demonstrative

how

to

use

effective

presentation techniques.

COURSE CONTENT

SESSION HOURS

HOUSE RULES
Kindly: Be on time. Switch cell phones to silent mode. Observe courtesy and respect for everyone. Entertain calls during coffee break. Be supportive and encouraging.

MODULE 1

1. BELIEVE IN YOUR TOPIC

The best way to begin your quest for a dynamic presentation is to work on your self and how you feel about the topic.

2. BE YOURSELF
Be comfortable with the person

youve become, that confidence

simply radiates outward for all to see. It is external display of the inner assuredness which sells you as

genuine.

3. CHANGE MINDSET ABOUT PUBLIC SPEAKING

For majority of people, the fear of
standing before an audience is greater than the fear of falling, burning, drowning or even death itself.

Book of Lists

3. CHANGE MINDSET ABOUT PUBLIC SPEAKING

Be prepared
How do I convey my advocacy across?

Practice, Practice, Practice.

Obstacles to Learning

OBSTACLES to LEARNING
1. Inability to hold audience attention, curiosity, and

interest.
2. Lacking clarity of information. 3. Obstructions in the ability of the audience to process information. 4. Inability to transform experiences & intuitive

conclusions into useful knowledge.

PREPARING YOURSELF

DRESS FOR SUCCESS

Comfortable clothing.

Compatible with the color(s) of

whatever is behind you.

Solid in color or with a small, overall pattern.

Bright (such as red tie) near your

face.
Similar to the most formal outfit you expect audience to wear.

A prominent CEO recently said, If people only knew that it can take two years to undo one negative impression, surely they would try harder.

AVOID:
Excessive food and

caffeinated beverages.
Alcohol. Over-the-counter hyper. medicines

that may make you drowsy or

REMEMBER TO BRING:
Your notepads or pages in duplicate. Several handkerchiefs. A small tape recorder and tape (if you want to record

the activity).
An emergency telephone number to call if youre delayed or need direction when youre on your way to the meeting hall.

MODULE 2

1. DEFINE YOUR PURPOSE

OBJECTIVES
(Where are we going?) If you know where youre going, you have a better chance of getting there. Importance:
Trainees: guide as to what is expected of them at the end of the course/module.

Trainers: guide to content and methodology of

instruction.

PARTS OF AN OBJECTIVE
Performance (Behavior)
What should the learner be able to do?
(hard and clear action verbs)

Condition
What will the learner be allowed to use? What will the learner be denied? (time factor, details of materials, equipment and information)

PARTS OF AN OBJECTIVE
Criterion
How well performances have to be done?
(quality, quantity, speed, accuracy in accordance

with some manual)

SAMPLE OBJECTIVES
Given a film, self-study materials and tutor

explanation, trainee will be able to:

Write correct objectives and correct incorrectly

written objectives
Prepare test items Describe feedback In accordance with the set criteria

2. KNOW YOUR AUDIENCE

Age Gender Knowledge of the subject

Education
Personal beliefs

Occupation
Socio-economic status

Attitudes toward the

subject

Ethnic origin

KNOW YOUR AUDIENCE

Once you know more

about them, you can

figure out how to

motivate them to listen

3. RESEARCH AND STRUCTURE YOUR MATERIAL

Steps: Gather Materials Select Materials Structure the Presentation

SOURCES OF MATERIALS
Our own experience

Colleagues, family and friends

Books

Seminars and trainings attended

Journals, magazines and newspapers

Electronic database
Original research

STRUCTURING A FORMAL PRESENTATION

Introduction Should be brief and direct to the point Designed to arouse interest and curiosity Designed to motivate the listener

EFFECTIVE OPENING TECHNIQUES

Share a personal anecdote related to the topic
Ask questions related to the topic Present them with a problem Get them involved

STRUCTURING A FORMAL PRESENTATION

Body Developed in logical steps. Use:
Illustrative examples Anecdotes Instructive demonstrations

Visuals
Allow time for question and discussion

STRUCTURING A FORMAL PRESENTATION

Conclusion
Give a brief recapitulation Some indication of where do we go from here

CLOSING OPTIONS
Pick-up the point you started the presentation

with
A challenging call to action A question for the audience to think A relevant witticism or good joke

MORE POINTS: ON STRUCTURING

Get audiences attention Introduce the key point(s) of the presentation Establish audience rapport State the benefits to be gained Create anticipation for the rest of the

presentation

4. WRITE YOUR PRESENTATION

Content should be:
Suitable
Logical

Clear and Concise

To the point Well illustrated by examples Related to audience expectations

Think of your aim as your

final destination, and

your presentation as the journey.

LESSON PLAN
A guide for each particular

unit of instruction
A basis for effective

instruction
Contains the elements of

what to teach and how to

teach it

LESSON PLAN CONTAINS THE FF:

LESSON OBJECTIVES:
What is to be learned
Special skills to be developed

Standard of performance excellence

ELEMENTS INVOLVED:
List of topics to be presented
(Materials or subject matters included)

LESSON PLAN CONTAINS THE FF:

TIME DESIGNATION:
Amount of time alloted to each major topic
Consideration should be given to the method of

presentation

EQUIPMENT:
Equipment, materials and supplies

LESSON PLAN CONTAINS THE FF:

TRAINERS ACTION:
Responsibilities and teaching techniques for
presenting the knowledge and activities involved

TRAINEES ACTION:
Anticipated and desired response to instruction Reasonable estimate of practice and discussion needed Include the checking of trainees understanding of the subject

LESSON PLAN CONTAINS THE FF:

EVALUATION:
Means and programs to evaluate trainees
understanding or accomplishments Includes standards of learning and proficiency expected

5. SELECT APPROPRIATE METHODOLOGIES AND MATERIALS

PRESENTATION METHODOLOGIES
Lecture

Question and Answer

Discussion with Expert

Plenary Discussion
Small Group Discussion

Brainstorming
Debate Discussion

Assessment Sheets Group Feedback Perception Exercises Picture Making Case Study Business Simulations Role Playing SLEs Field Trips & Observations Audio-visual Aids

HANDOUTS
Reasons for Handouts:

Increase retention
Emphasis on a concept

Create visual image

Provide back to work resource

Save from note taking

FOOD FOR THOUGHT

A failure to feel even a twinge of stage fright when preparing to speak before a strange audience might indicate a physiological dysfunction on your part.

It is both physiologically and

psychologically natural to feel some degree of nervousness.
-James E. Sayer Guide to Confident Public Speaking

DOS AND DONTS FOR THE TRAINER

DOs Do maintain eye contact with the participants Do be aware of audiences cues for breaks, explanations or fuller discussion Do pay attention to such physical factors as room temperature, outside noise, and noise from chairs

DOS...
Do start on time Do give complete directions when giving assignments Do allow time to develop skills Do check supplies and audio-visual equipment before your session begins Do establish program objectives from the beginning

DONTS...
x Dont include too many people for group

exercises
x Dont hesistate to say I dont know on the

assumption that you have to be an expert

x Dont expect to reach the skill or attitude level

of learning from a lecture. Aim for the

awareness or understanding level

DONTS...
x Dont be afraid to ask questions x Dont be afraid of silence while youre waiting for answers to questions x Dont rely on technical jargon x Dont talk down to participants x Dont openly criticize yourself or others x Dont criticize either person

x If conflict persists, call a break and talk to the participants directly, asking that disagreement be omitted

WANDERER Glance at your watch, politely interrupt, thank the person for the thought but suggest that time is short and the group must return to the

issue
Do not let the wanderer carry on too long or

you may lose the entire group

Be courteous but firm

CLASHING PERSONALITIES Do not allow tempers to flare Suggest that each opinion may be correct but emphasize the point of agreement Acknowledge that opposing views are healthy and can be constructive but divorce the comment from the individual

SILENT PERSON Seat the person in front so that the person can be close to you When you see a twinkle in the eyes, call for a comment Give moral support Thank the person for the comment

SILENT PERSON Praise the person when the person answers to lift the morale and self-confidence Dont seat the person along side an argumentative or talkative person

GRIPER
Determine the basis of the complaints Channel the negative into a positive whenever possible If criticism concerns an item that cannot be changed,

point this cut

If this fails, privately discuss the problem with the person As a last resort, let the person withdraw from the program

TALKATIVE Deal with the individual firmly but fairly Consistently ask the individual to back up opinions/comments Direct to the rest of the group the ideas presented and ask the groups opinion on what is being said

KEEP CONNECTED WITH YOUR AUDIENCE

HANDLE THE AUDIENCE

KNOW IT ALL Dont embarass the person or be sarcastic Dont make him look bad Disagree agreeably Privately and tactfully suggest that the offender should give others a change Assign him other roles to keep him busy

You believe the room is too hot, cold or unventilated Before you begin, privately ask the events sponsor if the problem can be solved or lessened If the problem persists, give a shortened lecture/speech

You believe one or two hecklers

Dont argue with them (depending on your

assessment of the situation)

Wait for a moment, audience peer pressure may silence your disrupters Acknowledge the dissenters Ask the dissenters to meet with you later

Ask security officerts to escort the disrupters out of

the meeting area

You need to cough, sneeze, or clear your throat Turn away from the microphone, go ahead and cough If necessary, take a sip of water before you begin again

Your nose starts to run

Say excuse me turn away from the microphone and blow your nose Dont be dainty or youll have to do it again soon

Turn back to the microphone and continue your

speech/lecture

Bring 2 or 3 handkerchiefs with you just in case

Your hands shake Rest them on the lectern, but dont grip it

Your knees Wobble Nothing, if youre behind a lectern, no one can see If youre at the head of a runaway, walk around a bit, the shaking will stop

HUMOR
Make sure your humorous material relates directly to the point of your speech Consider using a funny anecdote or quotation from a famous person. Credit your choice

HUMOR
Dont make others the object of your jokes. Aim fun at yourself Steer clear of any so-called humor based on prejudice about ethnic groups, religions, nationalities, gender, politics, sex

EMERGENCY MEASURES DURING DELIVERY

1. You Perspire Profusely

Wipe your face with a handkerchief

Do it firmly, dont dab

Avoid using a tissue, it may stick to your face

HOW TO LISTEN
Remain neutral Do not give advice, agree or disagree, criticize or interrupt Give your complete attention Let him know you are listening, nod your head Ask about the participants statement Dig out information, invite the participants to tell everything

HOW TO LISTEN
Restate the participants main points Let the participants hear exact words restated by you. This prompts the participants to stick to the facts and to think intelligently Put the participants feelings into word State what feelings seems to be. When the participant hears them voiced by you, the participant evaluates and tempers them

HOW TO LISTEN
Get Agreement Summarize what you have

both said. Encourage the participant to

suggest the next course of action

MODULE 3

PRACTICE YOUR PRESENTATION

PRACTICE
Pleasant, appropriate appearance Effective use of body language nature and open gestures

Well-paced delivery style with effective use of the

pause for emphasis and reinforcement

A well-pitched voice, loud enough to be heard well

AVOIDING PITFALLS
Beware of:
Insufficient time to produce visuals
Photocopied or typed text

Numerous different typefaces

Insufficient time to practice Reading from the screen

EMPLOY EFFECTIVE PUBLIC SPEAKING SKILLS

Use words that would communicate to everyone
Select mode of expression best adapted to your abilities and to the situation Make effective use of posture, movement, gesture, eye contact and facial expression

ON BODY LANGUAGE
Genuine enthusiasm and sincerity Effective eye contact with the audience Natural and relaxed style that would put the

audience at ease

ON BODY LANGUAGE
AVOID
Learning on the lectern
Rocking or swaying

Standing poker straight and immobile

Using only 1 gesture Crossing your arm in front of your chest

WHY DO WE USE VISUAL AIDS

Help towards easier understanding

Bring out series of facts leading to a

conclusion

Bring out points that need to be emphasized

Present complex processes Show in outline form the growth of a complex idea

CHARACTERISTICS OF A GOOD VISUAL

Simple, accurate and legible Colorful and attractive Manageable and easy to use Appropriate Worth the cost Pleases the senses not offend

Visual Aids: any device which can be seen by the group and help the trainer in putting across his/her materials or a form of appeal to the eyes which help people to learn

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Series 1 Series 2 Series 3

Sales

1st Qtr 2nd Qtr 3rd Qtr 4th Qtr

USING CHARTS AND GRAPHS

Essential data only Accurately represent figures All numbers and calculations correct

Must speak for itself

5 4.5 4 3.5 3 2.5 2 1.5 1 0.5 0

Series 1 Series 2 Series 3

USING COLORS AND FONTS

Men prefer violet, dark blue, olive green and yellow Women recall best dark blue, followed by olive

green, yellow, and red

Blue seems to be the favorite color of most people

USING COLORS AND FONTS

Choose VERDANA, TIMES NEW ROMAN OR ARIAL which is easier to read Choose 28-32 font size for maximum visibility

USING COLORS AND FONTS

Initial attention span per visual = 8 secs. Increases to 11 secs. with color Photo background to 16 secs.

2-3 color enough except for photos and videos

FLIP CHARTS/WHITEBOARD
Tips:
Bulldog clips will hold used pages
Pre-scored pages can be torn off neatly

For fast access, tear off corner of previous

ones or place post its on the edge of page Light pencil notes on sides for you A border around your pages can add impact

AVOIDING PITFALLS
Beware of:
Too many words
Sentences rather than key words

Numbers without diagrams/graphs

Unnecessary logos, names, dates Illegibility, untidiness, misspelling

FLIP CHARTS/WHITEBOARD
Beware of:
Writing/colors difficult to see
Turning your back while writing

Producing amateur visuals

Using flipcharts with teams overexposed to it

FLIP CHARTS/WHITEBOARD
Tips:
Stay on right side Make sure there is enough clean sheets Have appropriate flip chart/white board pens Letters should at least be 1 tall Black or blue ink is clearest for text Restrict to the top two-thirds and right twothirds of sheet for visibility

Be prepared to continue without visual aids in case of mechanical failure

OPAQUE/OVERHEAD PROJECTOR
Tips:
Use masking tapes to avoid glare on edges

Focus by laying coin or pen in center

Stand to the right of the projector Look at machine not the screen Place underneath transparency Use pencil or pen as pointer Have system for keeping used/unused OHTs Check whether OHP has two bulbs installed Check machine before start, get spare bulb and learn to install

OPAQUE/OVERHEAD PROJECTOR
Beware of:
Need for power Occasional breakdown of equipment Noisy fans inside the machine Lens blocking teams view Used with lights on

OPAQUE/OVERHEAD PROJECTOR
Tips:
Use OHP pens to add color
Use horizontal or landscape, not mixture Check for readability Use beaded screen, top tilted, bottom 4 from floor White card over lamp Use it or lose it

DVD/VCD PLAYERS
Suitability sized television screen
Audience Size
Under 10 11-25

Monitor Size
19 Inches 25 inches

26-75

4-6 feet

Tuned into right channel CD set at the right place

DVD/VCD PLAYERS
Beware of:
Frequently copied tapes Long clips of video

Video Tips:

Check equipment before hand

Present volumes
Check quality of picture Cue your videos before using Check darkness of room Always have a spare tape Always introduce film Always have an activity after viewing

LCD PROJECTOR/LAPTOP COMPUTER

Before a presentation
Have you got the following:
Duct tape to tape leads to the floor Two disks or CDs of your presentation Another laptop in case or an alternate Access details for a visual aid expert?

Alternative means of presenting OHP or HO

LCD PROJECTOR/LAPTOP COMPUTER

Before a presentation
Have you got the following:
Laptop, mains cable and back-up battery Cordless mouse Projector Extension cord with several power sockets

Connector cable projector to laptop

LCD PROJECTOR/LAPTOP COMPUTER

Before a presentation
Check, check and recheck your equipment
Is it working? Can you cope if it fails? Run laptop from main power Take extension cord with several sockets

Work on computer screen without team seeing

LCD PROJECTOR/LAPTOP COMPUTER

Buy a cordless mouse or use a colleague so

that you are free to move around

Make notes of slide transitions Remove slides that are not relevant Print presentations out on pages black and white view

BASIC PRINCIPLES IN PLANNING/ ORGANIZING CLASSROOMS

Adequate space Maximum viewing
Line of sight viewing

Size of screen: 1:6

Place screen not under light

Test light system before class

Check for distraction

BASIC PRINCIPLES IN PLANNING/ ORGANIZING CLASSROOMS

When setting up projectors
Fill the whole screen No blocks to trainee view Clear path to screen Little operation noise

CLASSROOM LAY-OUTS
Chalk Board

X Projector

Possible lay-outs for classroom study, lecture or discussion

CLASSROOM LAY-OUTS
A B

Possible lay-outs for case study (group work on projects) technique

Questions?

End of Presentation