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
you’ve 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 medicines
that may make you drowsy or
“hyper.”
 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 you’re

delayed or need direction when you’re on your way to
the meeting hall.
MODULE 2
1. DEFINE YOUR PURPOSE
OBJECTIVES
(Where are we going?)

 “If you know where you’re 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
 Education  Knowledge of the
 Personal beliefs subject

 Occupation  Attitudes toward the

 Socio-economic status 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 audience’s 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:

 TRAINER’S ACTION:
– Responsibilities and teaching techniques for
presenting the knowledge and activities involved

 TRAINEE’S ACTION:
– Anticipated and desired response to instruction

– Reasonable estimate of practice and discussion

needed

– Include the checking of trainee’s understanding of the

subject
 LESSON PLAN CONTAINS THE FF:

 EVALUATION:
– Means and programs to evaluate trainee’s
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
 DO’S AND DONT’S FOR THE TRAINER

DO’s

 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
 DO’S...
 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
 DONT’S...

x Don’t include too many people for group

exercises

x Don’t hesistate to say I don’t know on the

assumption that you have to be an expert

x Don’t expect to reach the skill or attitude level

of learning from a lecture. Aim for the
awareness or understanding level
 DONT’S...
x Don’t be afraid to ask questions
x Don’t be afraid of silence while you’re waiting
for answers to questions
x Don’t rely on technical jargon
x Don’t talk down to participants
x Don’t 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

 Don’t 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 group’s opinion on
what is being said
KEEP CONNECTED WITH
YOUR AUDIENCE
 HANDLE THE AUDIENCE

KNOW IT ALL

 Don’t embarass the person or be sarcastic

 Don’t 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
 Don’t 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

 Don’t be dainty or you’ll 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 you’re behind a lectern, no one can

see

 If you’re 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

 Don’t 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, don’t 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 participant’s 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

 5
4.5
4
3.5
3
2.5 Series 1
2
Visual Aids: any 1.5
1
Series 2
Series 3
0.5
device which can be 0

seen by the group

and help the trainer Sales

in putting across
his/her materials or 1st Qtr
2nd Qtr
a form of appeal to 3rd Qtr
4th Qtr
the eyes which help
people to learn
 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 Series 1
2
1.5 Series 2
1 Series 3
0.5
0
 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 two-

thirds 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 team’s 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 Monitor Size
Under 10 19 Inches
11-25 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

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