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Presentation Skills
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Corporate Training Materials
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TABLE OF CONTENTS
Preface .............................................................................................................................................. 3
What is Courseware? ................................................................................................................................ 3
How Do I Customize My Course? .............................................................................................................. 3
Materials Required ................................................................................................................................... 4
Maximizing Your Training Power .............................................................................................................. 5
Icebreakers ........................................................................................................................................ 6
Icebreaker: Friends Indeed ........................................................................................................................ 7
Training Manual Sample ..................................................................................................................... 8
Sample Module: Non-Verbal Communication Skills ................................................................................. 9
Instructor Guide Sample ................................................................................................................... 14
Sample Module: Non-Verbal Communication Skills ............................................................................... 15
Activities ......................................................................................................................................... 24
Quick Reference Sheets .................................................................................................................... 28
Certificate of Completion ................................................................................................................. 30
PowerPoint Sample .......................................................................................................................... 32
Full Course Table of Contents ........................................................................................................... 36
Preface
What is Courseware?
Welcome to Corporate Training Materials, a completely new training
experience!
Our courseware packages offer you top-quality training materials that
are customizable, user-friendly, educational, and fun. We provide your
materials, materials for the student, PowerPoint slides, and a take-
home reference sheet for the student. You simply need to prepare and
train!
Best of all, our courseware packages are created in Microsoft Office and can be opened using any
version of Word and PowerPoint. (Most other word processing and presentation programs support
these formats, too.) This means that you can customize the content, add your logo, change the color
scheme, and easily print and e-mail training materials.
How Do I Customize My Course?
Customizing your course is easy. To edit text, just click and type as you would with any document. This is
particularly convenient if you want to add customized statistics for your region, special examples for
your participants’ industry, or additional information. You can, of course, also use all of your word
processor’s other features, including text formatting and editing tools (such as cutting and pasting).
To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the
Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click “Update entire
table” and press OK.
(You will also want to perform this step if you add modules or move them around.)
If you want to change the way text looks, you can format any piece of text any way you want. However,
to make it easy, we have used styles so that you can update all the text at once.
If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting.
In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will
then produce the Modify Style options window where you can set your preferred style options.
For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would
do:
Now, we can change our formatting and it will apply to all the headings in the document.
For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by
Corporate Training Materials.
Materials Required
All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard
or chalkboard instead.)
We recommend that each participant have a copy of the Training Manual, and that you review each
module before training to ensure you have any special materials required. Worksheets and handouts are
included within a separate activities folder and can be reproduced and used where indicated. If you
would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead
of having individual worksheets.
We recommend these additional materials for all workshops:
Laptop with projector, for PowerPoint slides
Quick Reference Sheets for students to take home
Timer or watch (separate from your laptop)
Masking tape
Blank paper
Maximizing Your Training Power
We have just one more thing for you before you get started. Our company is built for trainers, by
trainers, so we thought we would share some of our tips with you, to help you create an engaging,
unforgettable experience for your participants.
Make it customized. By tailoring each course to your participants, you will find that your results
will increase a thousand-fold.
o Use examples, case studies, and stories that are relevant to the group.
o Identify whether your participants are strangers or whether they work together. Tailor
your approach appropriately.
o Different people learn in different ways, so use different types of activities to balance it
all out. (For example, some people learn by reading, while others learn by talking about
it, while still others need a hands-on approach. For more information, we suggest
Experiential Learning by David Kolb.)
Make it fun and interactive. Most people do not enjoy sitting and listening to someone else talk
for hours at a time. Make use of the tips in this book and your own experience to keep your
participants engaged. Mix up the activities to include individual work, small group work, large
group discussions, and mini-lectures.
Make it relevant. Participants are much more receptive to learning if they understand why they
are learning it and how they can apply it in their daily lives. Most importantly, they want to
know how it will benefit them and make their lives easier. Take every opportunity to tie what
you are teaching back to real life.
Keep an open mind. Many trainers find that they learn something each time they teach a
workshop. If you go into a training session with that attitude, you will find that there can be an
amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,
and make the most of it in your workshops.
And now, time for the training!
Icebreakers
Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an
Icebreaker to help facilitate the beginning of the course, as it helps “break the ice” with the
participants. If the participants are new to each other, an icebreaker is a great way to introduce
everyone to each other. If the participants all know each other it can still help loosen up the
room and begin the training session on positive note. Below you will see one of the icebreakers
that can be utilized from the Icebreakers folder.
Icebreaker: Friends Indeed
Purpose
Have the participants moving around and help to make introductions to each other.
Materials Required
Name card for each person
Markers
Preparation
Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to
shoulder. They should place their name card at their feet. Then they can take a step back. You
as the facilitator should take the place in the center of the circle.
Activity
Explain that there is one less place than people in the group, as you are in the middle and will
be participating. You will call out a statement that applies to you, and anyone to whom that
statement applies must find another place in the circle.
Examples:
Friends who have cats at home
Friends who are wearing blue
Friends who don’t like ice cream
The odd person out must stand in the center and make a statement.
The rules:
You cannot move immediately to your left or right, or back to your place.
Let’s be adults: no kicking, punching, body-checking, etc.
Play a few rounds until everyone has had a chance to move around.
Training Manual Sample
On the following pages is a sample module from our Training Manual. Each of our courses
contains twelve modules with three to five lessons per module. It is in the same format and
contains the same material as the Instructor Guide, which is then shown after the Training
Manual sample, but does not contain the Lesson Plans box which assists the trainer during
facilitation.
The Training Manual can be easily updated, edited, or customized to add your business name
and company logo or that of your clients. It provides each participant with a copy of the
material where they can follow along with the instructor.
Sample Module: Non-Verbal Communication Skills
Understanding your body language and other physical cues is very
important when you are presenting material in front of an audience.
Your non-verbal communication skills are just as important as your
verbal skills. Combined they make up the complete communication
package that you use when you are presenting your material.
The most important thing in
communication is hearing what
isn't said.
Peter F. Drucker
Body Language
Non-verbal communication is the process of communication through sending and
receiving wordless messages. It is the single most powerful form of communication.
Nonverbal communication cues you in to what is on another person’s mind, even
more than voice or words can do.
One study at UCLA found that up to 93 percent of communication effectiveness is
determined by nonverbal cues. Another study indicated that the impact of a performance was
determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by non-verbal
communication.
Body language is a form of non-verbal communication involving the use of stylized gestures, postures,
and physiologic signs which act as cues to other people. Humans unconsciously send and receive non-
verbal signals through body language all the time.
Your words represent only 7% of the message that is received. Your body language represents 55%. But
your body language must match the words used. If a conflict arises between your words and your body
language, your body language governs.
Gestures
Gestures are an important tool for a presenter. The challenge is to make gestures
support the speaking, reinforcing ideas. Below are several basic rules for the use of
gestures:
Make most gestures above the waist. (Those below the waist suggest
failure, defeat, and despair.)
Hold your forearms parallel to the waist, with your elbows about 3 inches from the side.
Make your hands part of your forearm, opening them, with your fingers slightly curved. (Limp
hands may indicate a lack of leadership.)
Use both hands to convey power.
Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.
The Signals You Send to Others
Signals are movements used to communicate needs, desires, and feelings to others.
They are a form of expressive communication. More than 75% of the signals you
send to others are non-verbal.
People who are excellent communicators are sensitive to the power of the
emotions and thoughts communicated non-verbally through signals.
Types of Non-Verbal Signals: Other than gestures already discussed, signals include:
Eye contact
Posture
Body movements.
They all convey important information that isn't put into words. By paying closer attention to other
people's nonverbal behaviors, you will improve your own ability to communicate nonverbally.
Intervals of four to five seconds of eye contact are recommended.
It is also important to use a tone of voice to reinforce the words in your presentation. For example, using
an animated tone of voice emphasizes your enthusiasm for a participant’s contribution in a debrief
session.
As a presenter, your words should match your non-verbal behaviors. If they do not, people will tend to
pay less attention to what you said, and focus instead on your nonverbal signals.
It’s Not What You Say, It’s How You Say It
Tone of Voice: We are all born with a particular tone of voice. While most
people are not gifted with a radio announcer’s voice, we can learn to
improve our tone of voice. The idea is have your voice sound upbeat, warm,
under control, and clear. Here are some tips to help you begin the process.
Make sure you are breathing from the diaphragm.
Stay hydrated by drinking lots of water and avoid caffeine due to its diuretic effects
Stand up tall; posture affects breathing, which affects tone.
Smile; it warms up the tone of your voice.
If your voice is particularly high or low, exercise the range of your voice by doing a sliding scale.
You can also expand the range of your voice by singing.
Record your voice and analyze the playback.
Practice speaking in a slightly lower octave. Deeper voices have more credibility than higher
pitched voices. It will take getting used to pitching your voice down an octave, but it will be
worth the effort.
Get feedback from a colleague or family member about the tone of your voice.
Instructor Guide Sample
On the following pages is a sample module from our Instructor Guide. It provides the instructor
with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual
mirrors each other in terms of the content. They differ in that the Instructor Guide is
customized towards the trainer, and Training Manual is customized for the participant.
The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to
assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to
complete the lesson, any materials that are needed for the lesson, recommended activities, and
additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.
Sample Module: Non-Verbal Communication Skills
Understanding your body language and other physical cues is very
important when you are presenting material in front of an audience.
Your non-verbal communication skills are just as important as your
verbal skills. Combined they make up the complete communication
package that you use when you are presenting your material.
The most important thing in
communication is hearing what
isn't said.
Peter F. Drucker
Body Language
Estimated Time 5 minutes
Topic Objective To experience a situation when actions speak louder than words
Topic Summary
Hand to Chin Exercise
The presenter issues verbal instructions, but demonstrates the wrong
response in non-verbal communication. Surprisingly, most will probably
follow the non-verbal action, rather than the words.
Materials Required None
Planning Checklist If possible, draw a pair of hands in a gesturing pose on the flip chart, or show
an image of hands in a gesturing pose on a PowerPoint slide.
Recommended Activity
Lead a demonstration for the large group.
Ask the group to extend their right arms parallel to the floor.
Say, “Now, make a circle with your thumb and forefinger.” Demonstrate the
action as you speak.
Next, say “Now, very firmly bring your hand to your chin.” As you
demonstrate, however, instead of bringing your hand to your chin, bring it to
your cheek.
Pause and observe what happened. Most of the group will probably have
done what you did, not what you said. Some will realize this, and move their
hands to their chin. Expect laughter.
Activity Debrief
Discussion questions:
Did you ever hear the saying “Do as I say, not as I do?”
We all know actions speak louder than words. How can we use this
knowledge in presentations?
What other barriers to effective communication does this suggest?
Non-verbal communication is the process of communication through sending and
receiving wordless messages. It is the single most powerful form of communication.
Nonverbal communication cues you in to what is on another person’s mind, even
more than voice or words can do.
One study at UCLA found that up to 93 percent of communication effectiveness is
determined by nonverbal cues. Another study indicated that the impact of a performance was
determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by non-verbal
communication.
Body language is a form of non-verbal communication involving the use of stylized gestures, postures,
and physiologic signs which act as cues to other people. Humans unconsciously send and receive non-
verbal signals through body language all the time.
Your words represent only 7% of the message that is received. Your body language represents 55%. But
your body language must match the words used. If a conflict arises between your words and your body
language, your body language governs.
Gestures
Estimated Time 10 minutes
Topic Objective To practice using gestures to reinforce the effect of non-verbal
communications
Topic Summary
Using gesturing takes thought and practice. This exercise gives participants,
working in pairs, opportunities to use gestures while speaking. The feedback
from the partner will serve as the “mirror” in the exercise.
Materials Required Worksheet: The Hands Have It
Planning Checklist If possible, draw a pair of hands in a gesturing pose on the flip chart, or show
an image of hands in a gesturing pose on a PowerPoint slide.
Recommended Activity
Divide the large group into pairs and provide everyone with the worksheet.
On the worksheet, there are 3 statements that discuss DIRECTION,
SIZE, SHAPE, AND DESCRIPTION, and FEELING AND INTENSITY
Take turns practicing enhancing your message with the use of
gestures.
Select one statement for each type of statement to read.
As you read, practice using gestures to reinforce your message.
Remember to keep your arms above your waist for positive
reinforcement.
Discuss your results in pairs.
Activity Debrief
What gesture did you find the easiest to use in non-verbal communication?
In general, was the addition of gestures helpful in driving home y message?
Encourage participants to practice using gestures at home in front of a
mirror.
Stories to Share
We've known for a while that we use gestures to add information to a
conversation even when we're not entirely clear how that information
relates to what we're saying," says Susan Wagner Cook, lead author and
postdoctoral fellow at the University of Rochester. "We asked if the reverse
could be true; if actively employing gestures when learning helps retain new
information."
Review Questions How can gestures help you with communication in your presentations
Gestures are an important tool for a presenter. The challenge is to make gestures
support the speaking, reinforcing ideas. Below are several basic rules for the use of
gestures:
Make most gestures above the waist. (Those below the waist suggest
failure, defeat, and despair.)
Hold your forearms parallel to the waist, with your elbows about 3 inches from the side.
Make your hands part of your forearm, opening them, with your fingers slightly curved. (Limp
hands may indicate a lack of leadership.)
Use both hands to convey power.
Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.
The Signals You Send to Others
Estimated Time 10 minutes
Topic Objective To practice making and observing non-verbal signals
Topic Summary
Non-Verbal Signal Savvy
Like gestures, all non-verbal signals influence communication. This exercise
gives participants, working in pairs, opportunities to use gestures while
speaking. The feedback from the partner will serve as the “mirror” in the
exercise.
Materials Required Worksheet: Sending Signals
Planning Checklist None
Recommended Activity
Divide the large group into pairs and provide everyone with the worksheet.
Instructions:
Take turns reading several of the statements again, this time sending
nonverbal signals such as eye contact, posture, and body movement.
Discuss your results in pairs..
Activity Debrief
Discuss the following points with the large group:
Now that you have had an opportunity to practice giving non-verbal signals
with a verbal message, what are your reactions?
Were the non-verbal signals matched to the words? Or did your partner give
you mixed messages that you had to figure out?
Review Questions What are three non-verbal signals of which to be aware during a
presentation?
Signals are movements used to communicate needs, desires, and feelings to others.
They are a form of expressive communication. More than 75% of the signals you
send to others are non-verbal.
People who are excellent communicators are sensitive to the power of the
emotions and thoughts communicated non-verbally through signals.
Types of Non-Verbal Signals: Other than gestures already discussed, signals include:
Eye contact
Posture
Body movements.
They all convey important information that isn't put into words. By paying closer attention to other
people's nonverbal behaviors, you will improve your own ability to communicate nonverbally.
Intervals of four to five seconds of eye contact are recommended.
It is also important to use a tone of voice to reinforce the words in your presentation. For example, using
an animated tone of voice emphasizes your enthusiasm for a participant’s contribution in a debrief
session.
As a presenter, your words should match your non-verbal behaviors. If they do not, people will tend to
pay less attention to what you said, and focus instead on your nonverbal signals.
It’s Not What You Say, It’s How You Say It
Estimated Time 5 minutes
Topic Objective To practice three exercises using various tones of voice to emphasize
communication
Topic Summary Vibrant Voice Tones
This exercise helps participants by exploring the impact of certain
Materials Required Worksheet: Vibrant Voice Tones
Planning Checklist
To avoid discomfort or embarrassment, this exercise will be done
independently by participants. Before you do this, check out your facility and
identify an assortment of locations where people might go to perform them.
Recommended Activity
Distribute the worksheet to everyone.
Instructions:
This is a three-part exercise to help you explore the impact of voice
tone on your communications to others.
You will be working independently. Find a comfortable spot (suggest
some) where you can try these verbal activates to explore your own
voice tone.
Activity Debrief
Discuss the following points with the large group:
What are your reactions to the concept that you can perform exercises to
improve your voice tone?
Can you think of a time when having a better command of voice tone such as
we experienced today might have helped you to be a better communicator?
Review Questions Remind participants to consider adding an item to their action plan.
Tone of Voice: We are all born with a particular tone of voice. While most
people are not gifted with a radio announcer’s voice, we can learn to
improve our tone of voice. The idea is have your voice sound upbeat, warm,
under control, and clear. Here are some tips to help you begin the process.
Make sure you are breathing from the diaphragm.
Stay hydrated by drinking lots of water and avoid caffeine due to its diuretic effects
Stand up tall; posture affects breathing, which affects tone.
Smile; it warms up the tone of your voice.
If your voice is particularly high or low, exercise the range of your voice by doing a sliding scale.
You can also expand the range of your voice by singing.
Record your voice and analyze the playback.
Practice speaking in a slightly lower octave. Deeper voices have more credibility than higher
pitched voices. It will take getting used to pitching your voice down an octave, but it will be
worth the effort.
Get feedback from a colleague or family member about the tone of your voice.
Activities
During the facilitation of a lesson Worksheet or Handout may be utilized to help present the
material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box
under Materials Required. The trainer can then utilize the Activities folder for the
corresponding material and then provide it to the participants. They are all on separate Word
documents, and are easily edited and customized.
Below you will see the Worksheets or Handouts that are utilized during the training of the
above lesson. They are located in the Activities folder and can be easily printed and edited for
the participants.
Sample Worksheet: The Hands Have It
Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.
Practice each type with your partner as you read a few of the short statements below. Word clues are
italicized for you. Then share feedback about your results with each other.
Direction
1. She jumped off the dock and sank straight down to the bottom of the lake.
2. We circled the airport for what seemed like hours until the fog lifted.
3. The car was headed south, toward the border.
Size, shape, and description
1. Lying in the pail was the biggest frog I’d ever seen. But before I could grab him…
2. On approach, the plane dipped before veering slightly to the right.
3. It is a large wheel, maybe the size of a salad plate. On one side, it has teeth designed to mesh on
the shaft.
Feeling and intensity
1. I have tried to get the board to realize that this project is critical to the success of water system,
but I have failed.
2. I was so excited when on my first visit, we finally landed in Hong Kong!
3. The team was so close to winning the pennant, but they just blew it. How much more can the
fans take?
Sample Worksheet: Sending Signals
People who are excellent communicators are sensitive to the emotions and thoughts communicated
non-verbally through signals. Again, using the statements from the Gestures exercise, select a few and
practice reinforcing your message through the use of eye contact, posture, body movements, and tone
of voice. Share observations with your partner.
Direction
1. She jumped off the dock and sank straight down to the bottom of the lake.
2. We circled the airport for what seemed like hours until the fog lifted.
3. The car was headed south, toward the border.
Size, shape, and description
1. Lying in the pail was the biggest frog I’d ever seen. But before I could grab him…
2. On approach, the plane dipped before veering slightly to the right.
3. It is a large wheel, maybe the size of a salad plate. On one side, it has teeth designed to mesh
on the shaft.
Feeling and intensity
1. I have tried to get the board to realize that this project is critical to the success of water system,
but I have failed.
2. I was so excited when on my first visit, we finally landed in Hong Kong!
3. The team was so close to winning the pennant, but they just blew it. How much more can the
fans take?
Sample Worksheet: Vibrant Voice Tones
Exercise A): Moving your voice around
1. Press your hand on your nose and say "nose".
2. Concentrate on your nose as you repeat the word until you can feel your nose vibrating.
3. Now do the same exercise with your hand on your throat saying "throat".
4. And finally on your chest saying "chest".
5. Keep practicing until you can really feel the vibration in each place.
6. Notice how different each one sounds.
Exercise B): Using your range
1. Starting from a high note, say 'ar' (as in the letter r) keeping your mouth open allow the note to
drop down until your breath runs out.
2. Repeat this ten times.
3. Starting from a low note, say 'ou' (As in you without the y), allowing the note to rise until you
cannot support the sound.
4. Repeat this ten times.
Exercise C): Resonate
To use your voice correctly it must resonate in the facial area surrounding the nose and mouth.
There are two ways to do this:
1. Hum at whatever pitch is most comfortable for you. When you have found your pitch, hum
'umm' followed immediately by the word 'ready'. Repeat a few times, then try the words 'now',
'one', 'two', 'three'.
2. Hum, and then allow your lips to vibrate. You are attempting to sound like a dove. Allow the
pitch to rise and fall. This is very difficult if there is any tension in the jaw or face. Done correctly
for a few minutes, your face will start to feel numb. After a few minutes, you should notice that
your voice sounds crisper, and the sound has better attack.
Spending 5 minutes a day practicing these exercises will enhance your voice tone.
Quick Reference Sheets
Below is an example of our Quick reference Sheets. They are used to provide the participants
with a quick way to reference the material after the course has been completed. They can be
customized by the trainer to provide the material deemed the most important. They are a way
the participants can look back and reference the material at a later date.
They are also very useful as a take-away from the workshop when branded. When a participant
leaves with a Quick Reference Sheet it provides a great way to promote future business.
Performing a Needs Analysis
A needs analysis
measures what skills
employees have -- and
what they need. It
indicates how to deliver
the right training at the
right time.
1. What is the audience with the problem
or need for change?
2. What tasks and does an expert
perform to complete a work process?
3. What gaps exist between experts,
average, and poor performers of a
work process?
4. How do we translate the needs into
objectives to promote a strong
learning outcome?
Listening and Hearing: They Aren’t the
Same Thing
Hearing is the act of
perceiving sound by the
ear. Assuming an individual
is not hearing-impaired,
hearing simply happens.
Listening, however, is
something that one consciously chooses to do. Listening
requires concentration so that the brain processes
meaning from words and sentences. Listening leads to
learning.
This is not always an easy task. The normal adult rate of
speech is 100-150 words per minute, but the brain can
think at a rate of 400-500 words per minute, leaving
extra time for daydreaming, or anticipating the
speaker’s or the recipient’s next words. Listening skills,
however, can be learned and refined.
Preparing Mentally
Visualization is the formation of mental visual images. It is an excellent way to prepare your
mind before a presentation. There are several types of visualization:
Receptive visualization: Relax, clear your mind, sketch a vague scene, ask a question,
and wait for a response. You might imagine you are on the beach, hearing and smelling
the sea. You might ask, “Why can’t I relax?”, and the answer may flow into your
consciousness.
Programmed Visualization: Create an image, giving it sight, taste, sound, and smell. Imagine a goal you
want to reach, or a healing you wish to accelerate. Jane used visualization when she took up running,
feeling the push of running the hills, the sweat, and the press to the finish line.
Guided Visualization: Visualize again a scene in detail, but this time leave out important elements. Wait
for your subconscious to supply missing pieces to your puzzle. Your scene could be something pleasant
from the past.
Presentation Skills
www.corporatetrainingmaterials.com © Corporate Training Materials
Certificate of Completion
Every course comes with a Certificate of Completion where the participants can be recognized
for completing the course. It provides a record of their attendance and to be recognized for
their participation in the workshop.
[Nam
e]
Has m
astered the course
Presentation Skills
Aw
ard
ed th
is __
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__
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ay
of _
__
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__
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IFIC
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F C
OM
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Title
PowerPoint Sample
Below you will find the PowerPoint sample. The slides are based on and created from the
Training Manual. PowerPoint slides are a great tool to use during the facilitation of the
material; they help to focus on the important points of information presented during the
training.
Full Course Table of Contents
Preface ..............................................................................................................................................4
What is Courseware? ................................................................................................................................ 4
How Do I Customize My Course? .............................................................................................................. 4
Materials Required ................................................................................................................................... 6
Maximizing Your Training Power .............................................................................................................. 6
Module One: Getting Started .............................................................................................................8
Housekeeping Items.................................................................................................................................. 8
The Parking Lot ......................................................................................................................................... 9
Workshop Objectives ................................................................................................................................ 9
Pre-Assignment Review .......................................................................................................................... 10
Action Plans and Evaluation Forms ........................................................................................................ 10
Module Two: Creating the Program .................................................................................................. 11
Performing a Needs Analysis .................................................................................................................. 11
Writing the Basic Outline ........................................................................................................................ 13
Researching, Writing, and Editing .......................................................................................................... 13
Module Three: Choosing Your Delivery Methods .............................................................................. 15
Basic Methods......................................................................................................................................... 15
Advanced Methods ................................................................................................................................. 17
Basic Criteria to Consider ........................................................................................................................ 19
Module Four: Verbal Communication Skills ....................................................................................... 21
Listening and Hearing: They Aren’t the Same Thing .............................................................................. 21
Asking Questions .................................................................................................................................... 23
Communicating with Power ................................................................................................................... 25
Module Five: Non-Verbal Communication Skills ................................................................................ 28
Body Language ....................................................................................................................................... 28
Gestures .................................................................................................................................................. 30
The Signals You Send to Others .............................................................................................................. 31
It’s Not What You Say, It’s How You Say It ............................................................................................. 33
Module Six: Overcoming Nervousness .............................................................................................. 35
Preparing Mentally ................................................................................................................................. 35
Physical Relaxation Techniques .............................................................................................................. 37
Appearing Confident in Front of the Crowd ............................................................................................ 39
Module Seven: Creating Fantastic Flip Charts .................................................................................... 41
Required Tools ........................................................................................................................................ 41
The Advantages of Pre-Writing .............................................................................................................. 41
Using Colors Appropriately ..................................................................................................................... 42
Creating a Plan B .................................................................................................................................... 43
Module Eight: Creating Compelling PowerPoint Presentations .......................................................... 45
Required Tools ........................................................................................................................................ 45
Tips and Tricks ........................................................................................................................................ 46
Creating a Plan B .................................................................................................................................... 47
Module Nine: Wow ‘Em with the Whiteboard................................................................................... 49
Traditional and Electronic Whiteboards ................................................................................................. 49
Using Colors Appropriately ..................................................................................................................... 50
Creating a Plan B .................................................................................................................................... 50
Module Ten: Vibrant Videos and Amazing Audio............................................................................... 52
Required Tools ........................................................................................................................................ 52
Tips and Tricks ........................................................................................................................................ 53
Creating a Plan B .................................................................................................................................... 54
Module Eleven: Pumping it Up a Notch ............................................................................................. 56
Make Them Laugh a Little ...................................................................................................................... 56
Ask Them a Question .............................................................................................................................. 58
Encouraging Discussion .......................................................................................................................... 58
Dealing with Questions ........................................................................................................................... 59
Module Twelve: Wrapping Up .......................................................................................................... 61
Words from the Wise .............................................................................................................................. 61
Gaining Closure on the Parking Lot ........................................................................................................ 61
Action Plans and Evaluations .................................................................................................................. 61
