Training Techniques Training - Day 2 Presenting Skills

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IMPROVED STRATEGIC MANAGEMENT CAPACITY PROJECT

November 2013

Training Techniques Training – Session 2Jocelyne Rasé

Effective Presentations

Bu proje Avrupa Birliği ve Türkiye Cumhuriyeti tarafından finanse

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Food for thought…• There are 7 billions people of this planet• There are 5.9 billions mobile phone subscriptions • 30% are in China• In Q4 of 2011, Apple sold 37,4 Millions iPhones worldwide• There are more iPhones sold per day (402k) than people born in the world per day

(300k) • When you consult your iPhone, besides the time taken to consult the emails (2min in

average), it takes 4 min afterwards to recover… to be fully available again to the activity you were doing

• In average people check their iPhone 6 times in an one-hour meeting• If 5.9 billions spend 36 min per hour thinking about something else….

How many trillions of minutes are being wasted? • Why have a meeting… just use your iPhone... You might get more attention ! ! !

?


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Day TwoPresentation needs assessment• Identify the audience• Set objectives for the presentation• Pre & Post testing• The Rule of Three• Kirkpatrick’s 4 levels of training evaluation

Principles of a good presentation• Body language• What is your vision/ message – telling a compelling story• Introduction – Body – Conclusion: Summary + Call for action

Practice• Tips to be influential• Tips to control nervousness• Answering difficult questions - Validate others’ point of view and stay on track


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5 topics identified1. How to get engagement and support from the under secretary of

your institution? What actions would take? How would you do it?

2. How to make more coherent the various SM documents. Which ones? and how?

3. Choose 3 strategic areas relevant to your institutions and define the main priorities and the KPIs – Key Performance Indicators - for each of them

4. What measures would you take to improve the SM capacity in your institution?

5. How would you ensure that there are more incentives to comply with the SM measures?


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Sign up online with

TJ Walker – US trainer – good resource

[email protected]

mailto:[email protected]




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Before After

Pre & Post Testing

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=mRR_lD3_NfbviM&tbnid=uHl0eklPi1YPGM:&ved=0CAUQjRw&url=http://www.enviedecrire.com/le-point-sur-la-ponctuation/&ei=YZ0PUbmUIoyN0QGy4oHYBg&bvm=bv.41867550,d.Yms&psig=AFQjCNHRWJtEBTlMNUoVsaP2JZjPi6aeEA&ust=1360064216924136


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Pre & Post Testing

Instructions: Please circle the number that best represents your viewpoint. 1. My knowledge level of what Coaching is and is not is: Low 1 2 3 4 5 6 7 8 9 High

2. My skill at connecting well and at Establishing Rapport with Managers in my Ministry is: Low 1 2 3 4 5 6 7 8 9 High

3. My skill with Active Listening is: Low 1 2 3 4 5 6 7 8 9 High 4. My skill with Effective Questioning is: Low 1 2 3 4 5 6 7 8 9 High


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Presentation Needs AssessmentWho will I talk to?

• Who wants me to speak? • Who is the audience? Do I know exactly what they expect? • What is the audience’s level of expertise? • In which stage of change are they?

What will I talk about?

• Strategic Management – what topic exactly? • What skills do I want to develop? • What is the level of knowledge of the audience? Pre & Post testing of training content


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Presentation Needs AssessmentHow?

– Formal or casual presentation– Coffee table session– Staff meeting or working group meeting– Formal training session– Working over Lunch– Informal conversation - i.e. elevator, hallway, canteen, etc. – One to one coaching session

When? Pick the best appropriate time, given the context of the institution

Who can help? Are you making full use of the resources available to you? Mavens Colleagues from this group SDUsConnectors Teammates from sub groups Your managerSalespeople Technical Working Team A colleague from a different ministry


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Presentation ObjectivesWhy will I talk to them? What is my objectives?

• To inspire – Raise Awareness: Do they know that they need to change?

• To increase a Desire to change: What are the consequences for them of not changing?

• To provide Knowledge: How much of the required knowledge do they have? How can they acquire it?

• To increase Ability: Are they able to apply skills and knowledge? Is coaching or support required? What are the blocking & enabling factors?

• To Reinforce: What happens when they do (or do not) display required behaviour or way of working? How can we provide positive reinforcement when they do? How can we increase negative consequences when they do not?

• How? • When


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Designing the Presentation• Introduction

– Present yourself– Grab attention– State the purpose

• What’s in it for the the audience?• What you expect them TO DO as a result (*)?

• Core: Present 3-4 key points – NOT MORE

• Conclusion– Summary– Call for action (*)


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Outcome

Performance Performance

Process ProcessProcess Process

Your Vision,

Your Story,

Your Goal.

What you want or wish for

Measures

How?

April 8, 2023 12

The Compelling

Story Tell people what it looks like

i.e. “I have a dream….”


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VisionGoal Setting

Outcome

What do you want? What does it look like?

Measures

How will you measure progress specifically?

Processes

How will you proceed concretely?


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• Three little pigs, three blind mice, etc.

Political slogans• Government of the people, by the people, for the people• Vini – Vedi – Vinci• Segregation now, segregation tomorrow, segregation forever• Blood, sweat and tears

Comic triple: • There is an Englishman, a Scotsman, and an Irishman• The joke about the blonde, the brunette and the redhead• Let me tell you the joke about a priest, a rabbi and president Bush• How do you get to my place? Go down to the corner, turn left, and get lost


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• Some some people think A is the solution

• Others think B is better

• I believe that C will help us meet our objective… and I would like to explain why…

C could be a combination of A&B or something totally different and original


edilmektedir Kirkpatrick’s Levels of Evaluation

Level 1: REACTION - What was the perception of the audience?

Level 2: LEARNING - How much did the participants learn? Were the objectives met? • Concepts are applied in the classroom through practice. The trainer/coach and the other

participants give feedback to each individual• Evaluation tools - self-assessment, measuring post-training knowledge, project evaluation

Level 3: BEHAVIOUR – How much did they change their behaviour? • Ongoing journaling: to ensure on-going monitoring of change in behaviour

Level 4: RESULT - How can we measure changes of behaviour on the long term?• On-going reinforcement • Monitoring by the manager • 360° feedback evaluations • Specific competency assessment


edilmektedir Exercise – sub group

• Meet with your group and prepare the outline of a presentation - on the topic you have selected as a working team

• Each participant will have to do a 10 min speech on a key point of the presentation in front of the whole group

• Give each other support & feedback


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Don’t overload people with excessive details

The 12 High Performance Behaviours

Information searchCreating business solutionsFlexible thinkingSeeking information, managingcomplexity, generating ideas, developing options, depth & creativity of thought, encouraging innovation

Engaging & Developing Others

Innovative Thinking

Leading People

Achieving Excellence

Enable and drive changeContinuous improvementCustomer focusGetting results, driving excellence, customer focus, making targets, galvanising action, delivering the bottom line

InfluenceBuilding confidenceCommunicationCommunicating a compelling vision, influencing others, generating passion, energizing others, building confidence & belief

Building relationshipsTeamworkDeveloping peopleValuing & respecting others, coaching, creating trust, empowering others, facilitating groups, developing people and building teams


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Information searchCreating business solutionsFlexible thinking


Innovative Thinking

Leading People


Enable and drive changeContinuous improvementCustomer focus

InfluenceBuilding confidenceCommunication

Building relationshipsTeamworkDeveloping people


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Innovative Thinking

Leading People



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Preparing for the training event• Where will I speak and at what date and time?

• What is the physical layout of the space in which I will speak?

• What are the logistics of presenting? a blackboard, an overhead projector for illustrations, and other means of using visual aids?

• Will I be the only speaker or part of a program?

• Who will be my contact person and/or helper whom I can rely for help should I need it? (i.e. to distribute handouts)

• Will I be introduced? By who? • Always carry a 3x5 card with minimum information, such as name, job title (if

relevant,) and affiliations (if relevant.) Its best to avoid university degrees, published papers, and other honoraria, unless you're speaking to a group of scholars.


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Making YOUR presentation

• Be the center of attention – do not hide!!!

• Make eye contact with everyone BEFORE you start

• Never start talking until you have complete silence

• Move around – this is your show!!!!

• Address the people who are distracted


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Catch attention Winston Churchill

• Tell them what you are going to say

• Tell them - the Compelling Story – a simple story that anyone can relate to, can understand and can remember because you can see it in your mind

• Summarize what you just told them

• Call fort ACTION – what do you want them to do as a result of your presentation?


edilmektedir Before you do anything, remember….About YOU

I am… I am responsible for…I promise…I stand for … (working together – being aligned)

About WHAT YOU WANT

The purpose of my presentation is…

I / we have a problem & I would like to offer a solution

I would like you to… / I need from you…


edilmektedir To be influential, you must…

Find a common point with the audience Find out what moves people - appeal to their emotions Adopt a body language and an affect of engagement - make sure that

your body language is in sync with what you say Find out and tap into what people already know Be clear, precise, to the point Speak a language anybody can understand – as if explaining to a 5

year old child Be convinced of your point of view - be credible Only use arguments that are relevant


edilmektedir To be influential, you must…

Pay attention to the clues and cues people give you

Identify people’s sensibilities and primary mode of operation (logical, detailed oriented, structured, or NOT…)

Engage people who are distracted

Refrain from presenting your needs as unique or more important than those of others’

Do not compete with your opponents: validate their point of view

Make a case for yourself – be persistent – don’t dilute your message


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Time Out


edilmektedir Voice Analysis Feedback

As you listen to public speakers or to a taped version of your own speech, pay attention to the following points:

• Pace the speed of delivery• Volume the loudness of the voice• Pausing hesitation or delay between words• Tone the highness or lowness of voice• Emphasis stress placed on a word or words• Enunciation clarity of words (pronunciation)• Filler Words avoidance of "hum," "uh," etc.• Endings completion of each word• Variation avoidance of monotone, boring intonation• Enthusiasm liveliness of voice


edilmektedir Ten tips for controlling nervousness• Check the facility and equipment in advance. Know the room• Know the audience• Relax before you speak - use positive imagery & statements• Prepare an outline and follow it• Dress well, comfortably and appropriately• Use your own style and your own words - be yourself!• Practice responses to tough questions• Speak from your diaphragm and breathe through your nose -

this will help to keep your voice from shaking• Remember that nervousness feels worse than it looks

You are your own worst critic and your own worst enemy


edilmektedir Be ready – Prepare - Practice

• Have a colleague edit your slides• Know your material well • Practice your presentation several times in front of others

(colleagues, friends or relatives)• Work hard on your introduction, it sets the tone for the rest of the

presentation• Learn participant’s names and use name tags or cards• Establish credibility early – take ownership of the situation• Use eye contact. First look for a friendly face and initially focus on

that person. Secondly, look at everybody and make a connection with everyone BEFORE you start.


edilmektedir Ten tips for controlling nervousness Trembling hands Use 3” x 5” cards.

Use your hands to emphasize your points.

Stumbling over words- Deliberately slow down your speaking rate until the

getting “tongue twisted” problem disappears

The feeling that you Speak slowly. Take longer pauses between sentences.

cannot catch your breath Breathe from your diaphragm and through your nose.

Unwillingness to look at In the beginning, do not look directly at individuals.

the audience Instead, look just above their heads or slightly to one

side of their faces. Pick the friendliest face in the audience

and look first at that person

Excessive perspiration Ignore it. Do not call attention to it by wiping your hands

or forehead.


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Cold hands and feet Make some platform movement and gestures.

Hoarse or squeaky voice Before a speech, tape record your rehearsal sessions

and concentrate on eliminating vocal problems.

If this problem occurs during a speech, ignore it.

Dry mouth Speak slowly to avoid getting tongue-tied. Have water available

Do not lick your lips in front of the audience.

Tense muscles Use platform movements and gestures.

Cramps, butterflies in Remember that the audience is ordinarily not aware

stomach of such symptoms. Ignore them as much as possible.

Wanting to return to Resist this feeling at all costs. The best way to control stage

your seat fright is by practicing

Feeling inferior Dress for the speech in an outfit that makes you look great.

Send yourself positive messages. Predict success.

Ten tips for controlling nervousness


edilmektedir Tips• If you don’t know the makeup of the group, ask people to stand or give a show of hands in

order to identify themselves. “How many SDUs do we have? How many managers? How many financial people? Any representatives of the Court of Auditors? “

• If you expect resistance, bring up the opposition’s point of view right away. “Many of you probably think that….and I respect that. I have a different point of view and I would like to explain to you why. “

• Ask people to list the misconceptions others might have about your point.“How can we address those misconceptions…”

• When there is a discrepancy between people who are already well informed and people who are not, ask the Experts to explain briefly the notions you don’t want to repeat; this will engage them.

“Let’s imagine we are a group of aliens, could you briefly summarize XYZ for us”

• When someone disagrees, acknowledge this person and ask others in the audience to respond.

“It’s a valid point of view… would anyone care to respond?”


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Make a case for yourself instead of

trying to convert the other person

to your views


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DON’T PLAY PING PONG

VALIDATE

HOWEVER


edilmektedir Defending YOUR point of view, not diluting your message

• May I play the devil’s advocate?

• I would like to counter your argument

• I believe differently and I would like to explain why

• I have a different view on the topic; may I explain it?

• On one hand this, on the other hand that…

• Some people might disagree with your point and say…

• Some people think A, others think B, I would like to defend C (the rule of 3)

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edilmektedir Difficult questions

THE CONCEALED OBJECTIONThe person wants to disagree with you, but not in an open manner ”But won’t your new guidelines cause more problems than there is…?”

Response: Do not be defensive. Restate your key points. “This is an important point and I would like to clarify this”, “Good, lots of people bring up this objection, let me clarify”.

THE TEST QUESTIONThe participant wants to probe your knowledge and expertise and maybe challenge it “Could you tell me the exact figure of…? “

Response: Refrain from bluffing. Don’t apologize for your ignorance. If you don’t know, state that clearly, but offer to get the information and supply later on - keep your promise. “I will verify the exact figure and get back to you on this point”



THE ATTENTION SEEKING QUESTIONThe person wants to show off and tell everyone how much they know about the subject. “In my experience, reform only works if management really supports it….”

Response: If there is no real question and the provided statement is correct, say,“Yes that is correct. Thank you for the comment”.

THE CHALLENGING QUESTIONSomeone in the audience feels that you have encroached into their area of expertise or responsibility. “So are you telling us how to write our own financial statements!?”

Response: Correct any impression that you are attempting to comment over someone else’s expertise. “I am in no means an expert in this area and I did not mean to give this impression”.



THE DEFENSIVE QUESTIONPeople who may be affected by what you are proposing. “So you are telling us that we never did anything right in Turkey ….”

Response: Be prepared for a spirited defence if you are challenging an entrenched system and are proposing a new way of doing things. Turn the question back to the questioner. “Do you feel that the current system is fool-proof, and does not require any modification?

OFF THE RECORD QUESTIONS Someone might want to trap you “Off the record, don’t you think this is excessive?”

Response: Don’t answer a question in a public place with a statement that is off the record. If you answer a question in public, it is on the record.

“We can talk after the meeting, if you want”



YES OR NO QUESTIONSThe person who asks for a simple “Yes” or “No” response is often aggressive and trying to manipulate you. “Just tell me if Yes or NO, strategic management is a good idea?”

Response: Don’t accept to be cornered. “I’m sorry but your question calls for more than a Yes or No response. It is more complex than that”.

“NO WIN” The person wants to set you up for failure “Is your advice supposed to remedy poor management in the ministry or poor planning by the government?”

Response: Do not take sides “Neither, there are other elements involved in this situation.”


edilmektedir Difficult questionsAs you listen to a question you should decide in your mind whether to: • Answer it;

• Agree with it and treat it as a statement;

• Refer it to someone else such as an expert colleague;

• Defer it by asking the questioner to discuss it with you privately afterwards;

• Admit that you don’t know the answer and ask to come back to the questioner with a researched response.

• Throw it back to the audience


edilmektedir Assignment

• Prepare your presentation for tomorrow


edilmektedir The S.T.E.P. model

Efforts ResultsS.T.E.P.

STOP EVALUATETHINK PROCEED

DIFFERENTLY

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edilmektedir Keeping a Journal Journaling is an exercise of affirmation of your strengths: learn to articulate and document your accomplishments on a regular weekly basis; especially proactive activities which tend to be less visible than reactive ones. What did you do right?

SELF AFFIRMATION Record 5 good things you accomplished this week when you had real impact

– not what you did but HOW you did it.

On the other hand, journaling is also an exercise of humility, paying attention to what can be done better, in a smarter way, which lessons can be learned for ongoing improvement of your performance.

HUMILITY Record 5 points that need improvement - 5 lessons learned How would you handle a similar situation in the future…

What would you do differently?

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Training Techniques Training - Day 2 Presenting Skills

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