The Secret To Being A Reputable Proficient Emcee, Is To "Engage The Audience With SEX". S = Shine Like A Diamond (Without Outshining The Stars). E = Effective Command (Of The Brand Image, Objective and Theme Of An Event). X = X-Factor Persona.
Compact yet comprehensive knowledge about conflict management, bargaining and negotiations. All you need to know to understand Conflict its levels, resolution styles, dos and donts
This presentation covers topics around ethics, morality, and third party conflict resolution. It discusses the basic concepts of ethics and morality, as well as behavioral perspectives and ethical evaluations of conflict management. It outlines four methods of discourse and practical conflict management styles. It also discusses stages of moral development, mediation, arbitration, and alternative dispute resolution. The presentation emphasizes that conflict in the workplace is normal but that understanding differences is important for positive outcomes.
King Hammurabi was the first person who not only realized the importance of balance between accountability and incentives but also defined rules and regulation for workers .His main focus was construction sector .His philosophy of accountability is relevant in todays corporate culture. Fostering the culture of accountability and responsibility is the prime job of organizational leadership.
This document provides strategies for effectively engaging in difficult conversations and negotiations. It emphasizes the importance of preparation, including identifying the problem, clarifying one's goal, anticipating reactions, and planning a message that is accurate, brief, and clear. Key recommendations include listening without interrupting, acknowledging other perspectives, responding calmly without becoming defensive, and being willing to discuss issues as they arise in the future. The overall message is that preparation, empathy, and maintaining composure are vital for successfully navigating high-stakes discussions.
This document discusses having difficult conversations in the workplace. It outlines that people dislike difficult conversations because they take time, involve emotions, and can cause conflict. However, having the conversations (action) is better than no action, as problems will escalate without action. The document provides a 3-step process for handling difficult conversations: 1) gain clarity on the issue by separating facts from feelings, 2) overcome the instinct to avoid the conversation, and 3) deliver the message in a direct but sensitive way using "I" statements. The goal is to have productive discussions to improve relationships and work productivity.
Compact yet comprehensive knowledge about conflict management, bargaining and negotiations. All you need to know to understand Conflict its levels, resolution styles, dos and donts
This presentation covers topics around ethics, morality, and third party conflict resolution. It discusses the basic concepts of ethics and morality, as well as behavioral perspectives and ethical evaluations of conflict management. It outlines four methods of discourse and practical conflict management styles. It also discusses stages of moral development, mediation, arbitration, and alternative dispute resolution. The presentation emphasizes that conflict in the workplace is normal but that understanding differences is important for positive outcomes.
King Hammurabi was the first person who not only realized the importance of balance between accountability and incentives but also defined rules and regulation for workers .His main focus was construction sector .His philosophy of accountability is relevant in todays corporate culture. Fostering the culture of accountability and responsibility is the prime job of organizational leadership.
This document provides strategies for effectively engaging in difficult conversations and negotiations. It emphasizes the importance of preparation, including identifying the problem, clarifying one's goal, anticipating reactions, and planning a message that is accurate, brief, and clear. Key recommendations include listening without interrupting, acknowledging other perspectives, responding calmly without becoming defensive, and being willing to discuss issues as they arise in the future. The overall message is that preparation, empathy, and maintaining composure are vital for successfully navigating high-stakes discussions.
This document discusses having difficult conversations in the workplace. It outlines that people dislike difficult conversations because they take time, involve emotions, and can cause conflict. However, having the conversations (action) is better than no action, as problems will escalate without action. The document provides a 3-step process for handling difficult conversations: 1) gain clarity on the issue by separating facts from feelings, 2) overcome the instinct to avoid the conversation, and 3) deliver the message in a direct but sensitive way using "I" statements. The goal is to have productive discussions to improve relationships and work productivity.
This document provides an overview of key concepts in negotiation including distributive negotiation, integrative negotiation, BATNA, reservation price, ZOPA, value creation, and preparation steps.
The main points are:
- Distributive negotiation focuses on claiming value, while integrative negotiation aims to create value for both sides through information sharing and identifying interests.
- Knowing your BATNA (best alternative to a negotiated agreement) and the other side's BATNA strengthens your bargaining position.
- Reservation price is the least favorable deal you will accept. The zone of possible agreement (ZOPA) is the range where a mutually satisfactory deal can occur.
- Preparation includes understanding your and
This document discusses emotional intelligence and its importance. It defines emotional intelligence as the ability to identify, understand, and manage emotions in oneself and others. The document outlines four key attributes of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. It then describes how emotional intelligence is important for performance at work, physical and mental health, and relationships. Finally, it provides five skills for developing emotional intelligence: reducing stress, emotional awareness, nonverbal communication, using humor and play, and resolving conflicts positively.
The document provides instructions and questions to help participants identify chronic problems they face at work or in relationships. Participants are asked to consider problems they complain about often, people they avoid and the frustrating behaviors of those people. They are then asked to list at least five chronic problems and select one or two problems from the list that have been difficult to resolve, have lasted a long time, and require confronting another person to be resolved. The worksheet is to help participants prepare situations to work on applying accountability skills being taught in an upcoming Crucial Accountability training course.
This document discusses key concepts in negotiation including:
- Defining negotiation as a process of communication between parties to reach agreement on differing needs or ideas.
- The importance of understanding one's Best Alternative To a Negotiated Agreement (BATNA), which is the lowest acceptable outcome.
- How the bargaining zone or zone of possible agreement exists between the buyer's reservation price and seller's reservation price.
- Other concepts like reservation prices, target prices, and stretch goals which influence negotiations.
This document provides an overview of a training module on developing soft skills. It discusses 10 key soft skills: communication, empathy, networking, confidence, professionalism, teamwork, problem-solving, time management, attitude/work ethic, adaptability/flexibility, self-confidence, and learning from criticism. Each module defines the skill, provides examples of effective and ineffective behaviors, and includes a case study example. The goal is to help participants strengthen their interpersonal skills and ability to work effectively with others.
How to improve your communication with your bossKelvin Lim
Are you enjoying your work at the moment?
If YES, a big deal of that can be because of a good relationship with your boss.
If NO, we highly recommend you to read through our slideshare.
The document discusses several key points about handling conflict in the workplace:
1. Conflict is a natural part of any team that, if handled constructively, can promote growth and problem solving.
2. Common sources of workplace conflict include differences in preferred work methods, sharing of limited resources, priorities, personality styles, power struggles, and underlying values.
3. When resolving conflicts, parties should clearly identify the problem, allow all perspectives to be heard, identify desired outcomes, find compromises, and consider preventative measures going forward.
4. Fostering a culture of civility and maintaining good relationships can help reduce conflicts in the workplace.
There are several types of conflict discussed in the literature:
1) Cognitive vs affective conflict, with cognitive being task-oriented and affective being emotional.
2) Relationship, task, and process conflict, with relationship stemming from incompatibilities, task from disagreements, and process from disagreement over approach.
3) Content vs relational conflict, with content being about issues and relational being about individuals.
4) Denial of identity/needs, domination conflicts, and high stakes distributional conflicts which are particularly likely to cause intractable conflicts.
Accountability involves effective leadership, having a clear vision and plan, sacrificing for the team, communicating well, being prepared, taking responsibility, caring about processes, being a good steward, knowing when to address issues professionally, taking ownership of one's actions, and modeling good performance. Accountability does not mean making excuses, operating as usual without responsibility, hiding things, or seeing it as burdensome. Overall, accountability at work involves continuously improving oneself and others through open communication and responsibility.
This document discusses soft skills and their importance in the workplace. It defines soft skills as personality traits, attitudes, and behaviors rather than technical abilities. While hard skills are technical job requirements, many organizations say technical skills alone do not make candidates competitive and that workers often lack soft skills like communication, teamwork, and problem solving. The document provides examples of important soft skills and argues that soft skills complement hard skills and are essential for career success and maintaining employment. It also lists behaviors to avoid and tips for developing soft skills.
We attempt or avoid difficult conversations every day-whether dealing with an underperforming employee, disagreeing with a spouse, or negotiating with a client. From the Harvard Negotiation Project, the organization that brought you Getting to Yes, Difficult Conversations provides a step-by-step approach to having those tough conversations with less stress and more success. you’ll learn how to:
· Decipher the underlying structure of every difficult conversation
· Start a conversation without defensiveness
· Listen for the meaning of what is not said
· Stay balanced in the face of attacks and accusations
· Move from emotion to productive problem solving
8 quick guidelines to consider BEFORE you try to manage your boss.
From It's Okay to Manage Your Boss by Bruce Tulgan. Manage up: http://bit.ly/Tulgan8
Effective Communication Skills to succeed at your WorkplacePeace Itimi
These tips will help you communicate better with your colleagues and everyone you come in contact with. I listed 5 core communications skills here for a presentation to my colleague
Delegation is important for business growth. It allows managers to focus on high-value tasks while increasing productivity. To delegate effectively, managers should select the right person for each task, provide training, set clear expectations, and then trust the employee to complete the work without micromanaging. When done properly, delegation boosts employee morale, improves work-life balance for managers, and allows both the business and its employees to reach their full potential.
The Discomfort Zone: How leaders turn difficult conversations into breakthroughsMarcia Reynolds, PsyD, MCC
This document discusses coaching and leadership skills. It explains that coaching develops people's minds and skills, not just their skills. Coaching is the most effective way to transform oneself and change behaviors. The document discusses how humans learn through their cortical, reptilian, and mammalian brains in response to emotions. Effective coaching involves listening at three levels - what the coach is thinking, what the coachee is saying, and what the coachee isn't saying. Coaches must be self-aware of their own emotional triggers and learn to shift their emotions. Intuitive listening involves the heart, gut, and head to understand coachees beyond just their words. Transformational coaching involves reflecting on assumptions and beliefs to help coachees
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Constructive Feedback" and will show you how to give and receive helpful and effective feedback to and from others.
This document provides tips for solving problems as a leader in 3 or fewer sentences:
Leaders systematically solve problems by collecting facts, considering various solutions, deciding on and implementing a solution, monitoring results, and learning from any mistakes with integrity. They keep perspective, break problems into steps, and teach others to solve their own problems rather than doing it for them. Effective leaders get people to places they haven't been through problem solving.
Motivational interviewing is a counseling technique used to encourage behavior change by helping subjects identify personal reasons for making changes. It is based on the stages of change model and involves expressing empathy, developing a discrepancy between current behavior and goals, avoiding argumentation and rolling with resistance, and supporting self-efficacy. The core principles include expressing understanding of the subject's perspective, creating an awareness of how current behaviors do not align with goals, shifting perspectives when met with resistance rather than confronting, and emphasizing the subject's ability to change.
This document outlines the agenda and program for a seminar, including:
1) An introduction by the moderators welcoming participants and outlining the day's program.
2) An invocation and national anthem to start the program.
3) Opening remarks to be delivered by the 5th year adviser.
4) Introduction of the guest speaker by the Academic Coordinator of the College of Engineering.
5) A question and answer session with the guest speaker after their talk.
6) Presentation of a token of appreciation to the guest speaker.
7) Closing remarks thanking participants for their involvement in the seminar.
1) The document outlines the program for a seminar, including introductions by MCs Brian and Maneca, the national anthem, opening remarks, introduction of the guest speaker Carmella Salonga, the seminar proper, snacks, awarding of certificates, closing remarks, and the CvSU hymn.
2) Various participants like Marvin Vasquez, Marivic Gallanosa, and Don Kristopher Noble will give opening remarks, introduce the speaker, and provide closing remarks respectively.
3) Brian and Maneca thank all attendees for participating in the seminar and making it a successful event.
This document provides an overview of key concepts in negotiation including distributive negotiation, integrative negotiation, BATNA, reservation price, ZOPA, value creation, and preparation steps.
The main points are:
- Distributive negotiation focuses on claiming value, while integrative negotiation aims to create value for both sides through information sharing and identifying interests.
- Knowing your BATNA (best alternative to a negotiated agreement) and the other side's BATNA strengthens your bargaining position.
- Reservation price is the least favorable deal you will accept. The zone of possible agreement (ZOPA) is the range where a mutually satisfactory deal can occur.
- Preparation includes understanding your and
This document discusses emotional intelligence and its importance. It defines emotional intelligence as the ability to identify, understand, and manage emotions in oneself and others. The document outlines four key attributes of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. It then describes how emotional intelligence is important for performance at work, physical and mental health, and relationships. Finally, it provides five skills for developing emotional intelligence: reducing stress, emotional awareness, nonverbal communication, using humor and play, and resolving conflicts positively.
The document provides instructions and questions to help participants identify chronic problems they face at work or in relationships. Participants are asked to consider problems they complain about often, people they avoid and the frustrating behaviors of those people. They are then asked to list at least five chronic problems and select one or two problems from the list that have been difficult to resolve, have lasted a long time, and require confronting another person to be resolved. The worksheet is to help participants prepare situations to work on applying accountability skills being taught in an upcoming Crucial Accountability training course.
This document discusses key concepts in negotiation including:
- Defining negotiation as a process of communication between parties to reach agreement on differing needs or ideas.
- The importance of understanding one's Best Alternative To a Negotiated Agreement (BATNA), which is the lowest acceptable outcome.
- How the bargaining zone or zone of possible agreement exists between the buyer's reservation price and seller's reservation price.
- Other concepts like reservation prices, target prices, and stretch goals which influence negotiations.
This document provides an overview of a training module on developing soft skills. It discusses 10 key soft skills: communication, empathy, networking, confidence, professionalism, teamwork, problem-solving, time management, attitude/work ethic, adaptability/flexibility, self-confidence, and learning from criticism. Each module defines the skill, provides examples of effective and ineffective behaviors, and includes a case study example. The goal is to help participants strengthen their interpersonal skills and ability to work effectively with others.
How to improve your communication with your bossKelvin Lim
Are you enjoying your work at the moment?
If YES, a big deal of that can be because of a good relationship with your boss.
If NO, we highly recommend you to read through our slideshare.
The document discusses several key points about handling conflict in the workplace:
1. Conflict is a natural part of any team that, if handled constructively, can promote growth and problem solving.
2. Common sources of workplace conflict include differences in preferred work methods, sharing of limited resources, priorities, personality styles, power struggles, and underlying values.
3. When resolving conflicts, parties should clearly identify the problem, allow all perspectives to be heard, identify desired outcomes, find compromises, and consider preventative measures going forward.
4. Fostering a culture of civility and maintaining good relationships can help reduce conflicts in the workplace.
There are several types of conflict discussed in the literature:
1) Cognitive vs affective conflict, with cognitive being task-oriented and affective being emotional.
2) Relationship, task, and process conflict, with relationship stemming from incompatibilities, task from disagreements, and process from disagreement over approach.
3) Content vs relational conflict, with content being about issues and relational being about individuals.
4) Denial of identity/needs, domination conflicts, and high stakes distributional conflicts which are particularly likely to cause intractable conflicts.
Accountability involves effective leadership, having a clear vision and plan, sacrificing for the team, communicating well, being prepared, taking responsibility, caring about processes, being a good steward, knowing when to address issues professionally, taking ownership of one's actions, and modeling good performance. Accountability does not mean making excuses, operating as usual without responsibility, hiding things, or seeing it as burdensome. Overall, accountability at work involves continuously improving oneself and others through open communication and responsibility.
This document discusses soft skills and their importance in the workplace. It defines soft skills as personality traits, attitudes, and behaviors rather than technical abilities. While hard skills are technical job requirements, many organizations say technical skills alone do not make candidates competitive and that workers often lack soft skills like communication, teamwork, and problem solving. The document provides examples of important soft skills and argues that soft skills complement hard skills and are essential for career success and maintaining employment. It also lists behaviors to avoid and tips for developing soft skills.
We attempt or avoid difficult conversations every day-whether dealing with an underperforming employee, disagreeing with a spouse, or negotiating with a client. From the Harvard Negotiation Project, the organization that brought you Getting to Yes, Difficult Conversations provides a step-by-step approach to having those tough conversations with less stress and more success. you’ll learn how to:
· Decipher the underlying structure of every difficult conversation
· Start a conversation without defensiveness
· Listen for the meaning of what is not said
· Stay balanced in the face of attacks and accusations
· Move from emotion to productive problem solving
8 quick guidelines to consider BEFORE you try to manage your boss.
From It's Okay to Manage Your Boss by Bruce Tulgan. Manage up: http://bit.ly/Tulgan8
Effective Communication Skills to succeed at your WorkplacePeace Itimi
These tips will help you communicate better with your colleagues and everyone you come in contact with. I listed 5 core communications skills here for a presentation to my colleague
Delegation is important for business growth. It allows managers to focus on high-value tasks while increasing productivity. To delegate effectively, managers should select the right person for each task, provide training, set clear expectations, and then trust the employee to complete the work without micromanaging. When done properly, delegation boosts employee morale, improves work-life balance for managers, and allows both the business and its employees to reach their full potential.
The Discomfort Zone: How leaders turn difficult conversations into breakthroughsMarcia Reynolds, PsyD, MCC
This document discusses coaching and leadership skills. It explains that coaching develops people's minds and skills, not just their skills. Coaching is the most effective way to transform oneself and change behaviors. The document discusses how humans learn through their cortical, reptilian, and mammalian brains in response to emotions. Effective coaching involves listening at three levels - what the coach is thinking, what the coachee is saying, and what the coachee isn't saying. Coaches must be self-aware of their own emotional triggers and learn to shift their emotions. Intuitive listening involves the heart, gut, and head to understand coachees beyond just their words. Transformational coaching involves reflecting on assumptions and beliefs to help coachees
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Constructive Feedback" and will show you how to give and receive helpful and effective feedback to and from others.
This document provides tips for solving problems as a leader in 3 or fewer sentences:
Leaders systematically solve problems by collecting facts, considering various solutions, deciding on and implementing a solution, monitoring results, and learning from any mistakes with integrity. They keep perspective, break problems into steps, and teach others to solve their own problems rather than doing it for them. Effective leaders get people to places they haven't been through problem solving.
Motivational interviewing is a counseling technique used to encourage behavior change by helping subjects identify personal reasons for making changes. It is based on the stages of change model and involves expressing empathy, developing a discrepancy between current behavior and goals, avoiding argumentation and rolling with resistance, and supporting self-efficacy. The core principles include expressing understanding of the subject's perspective, creating an awareness of how current behaviors do not align with goals, shifting perspectives when met with resistance rather than confronting, and emphasizing the subject's ability to change.
This document outlines the agenda and program for a seminar, including:
1) An introduction by the moderators welcoming participants and outlining the day's program.
2) An invocation and national anthem to start the program.
3) Opening remarks to be delivered by the 5th year adviser.
4) Introduction of the guest speaker by the Academic Coordinator of the College of Engineering.
5) A question and answer session with the guest speaker after their talk.
6) Presentation of a token of appreciation to the guest speaker.
7) Closing remarks thanking participants for their involvement in the seminar.
1) The document outlines the program for a seminar, including introductions by MCs Brian and Maneca, the national anthem, opening remarks, introduction of the guest speaker Carmella Salonga, the seminar proper, snacks, awarding of certificates, closing remarks, and the CvSU hymn.
2) Various participants like Marvin Vasquez, Marivic Gallanosa, and Don Kristopher Noble will give opening remarks, introduce the speaker, and provide closing remarks respectively.
3) Brian and Maneca thank all attendees for participating in the seminar and making it a successful event.
1) The document summarizes the Merit Day ceremony of Mar Bselios Christian College of Engineering & Technology (MBC). Various dignitaries and top ranking students of MBC were honored and awarded.
2) A seminar on the 'Challenges of Technical Education in Kerala' was presented. The keynote address highlighted issues like unemployment among educated graduates and increasing demand for general higher education institutions.
3) Top ranking students from various departments who secured first class with distinction were awarded. The director and principal of MBC delivered messages congratulating the students. The ceremony concluded with a vote of thanks.
How Can A Brand Stay Relevant Over Time? Forget Loyalty! Focus on Building Brand Affinity by Fulfilling "universal" Human Insights and Emotional/Psychosocial Desires... via Humanizing Your Brand, Emotional Bonding, and Emotional Branding including Transformational Advertising. In short: Be Likeable, By Staying Outstandingly DIFFERENTIATED in A Strong, Favorable, Unique Manner, and Relevant in The Face of Changing or Evolving Times and Ways-of-Life.
How Can A Brand Stay Relevant Over Time? Forget Loyalty! Focus on Building Brand Affinity by Fulfilling "universal" Human Insights and Emotional/Psychosocial Desires... via Humanizing Your Brand, Emotional Bonding, and Emotional Branding including Transformational Advertising. In short: Be Likeable, By Staying Outstandingly DIFFERENTIATED in A Strong, Favorable, Unique Manner, and Relevant in The Face of Changing or Evolving Times and Ways-of-Life.
The document summarizes information presented at a Speak Up! training for Special Olympics Texas volunteers. It discusses expectations for volunteer participants, how to prepare and deliver effective speeches, guidelines for language use, and opportunities for individuals and organizations to get involved with and support Special Olympics Texas through volunteering, coaching, fundraising and awareness campaigns.
Program for investiture 2016 tagalog versionDaniel Bragais
Boy Scout of the Philippines Investiture ceremony is conducted in order to officially dedicates its new member in scouting organization all around the world. This Script or Spiel is in Tagalog or Filipino so that it can easily be understood by Pinoy or People of the Philippine Republic.
Ignite Liverpool - Event Hosting For BeginnersAdrian McEwen
My slides from the first Ignite event in Liverpool held as part of Global Ignite Week on 4th March 2010, I gave some tips and pointers on how to organise your own events.
The document summarizes an action song competition held between several schools. It provides an introduction to the event and judges, outlines the competition rules, and announces the performances from each participating school. It then announces a break before resuming with the results, giving prizes to the top three placing schools. The event concludes with thanks to participants, organizers, and an apology for any mistakes.
This document contains an anchoring script for a college fest celebration. It introduces various guests and dignitaries, includes prayers and blessings, recognizes achievements through progress reports and awards, and features speeches from guests and college administrators. The script guides the event through formal welcomes and addresses, an auspicious lamp lighting ceremony, announcements, and concludes by thanking attendees and turning the stage over to student performances.
This document summarizes a high school ball event held by Gaudete Study Center. It describes the opening remarks and prayers led by students. Performances included dances from junior and senior students, as well as the announcement of prom king, queen, and other awards. The event highlights bringing together former classmates who have gone on to successful careers. It concludes with hopes for the students' continued success in the future.
This speech welcomes guests to the school's annual day celebration and provides an overview of the past academic year. It discusses the school's growth over the past 9 years, with the first batch of class 10 students giving their board exams. It highlights the school's academic achievements, with most students expected to achieve high marks. It also notes challenges faced over the year, but says the school learned from these experiences. It concludes by looking forward to continued improvement and defining goals for the upcoming year focused on responsibility and accountability.
The document provides the welcome speech and introduction for an annual school function. It acknowledges guests and announces that there will be a lamp lighting ceremony conducted as a tribute to Saraswati, the goddess of knowledge. It then provides details about Saraswati and her significance. The document outlines the various performances and events that will take place, including dances, plays, and a yoga demonstration. It closes by referencing the school anthem.
Localization and contextualization are important principles in curriculum development and implementation. Localization refers to relating learning content to local information and materials from the learner's community. Contextualization is the process of relating curriculum competencies to a particular setting or situation to make them relevant and meaningful. Both localization and contextualization are mandated by the Philippine constitution and laws like the Enhanced Basic Education Act to foster preservation of culture and regional diversity. The REACT strategy provides a framework for contextual learning through experiences, applying concepts, cooperation, transferring knowledge, and self-directed learning. Teachers should maximize locally available materials and authentic activities from students' lives and interests to effectively localize and contextualize the curriculum.
This document discusses the concepts of localization and contextualization in teaching. It defines localization as allowing schools and local authorities to adapt curricula to local conditions by relating curriculum content and teaching methods to the local environment. Contextualization is developing skills, knowledge, and attitudes in students by presenting new topics in meaningful and real-life contexts. The document provides reminders for teachers on localizing instruction, such as using available local materials, anchoring lessons to students' lives, and building on school resources while respecting diversity. Localization and contextualization can enhance teaching all subjects according to the Philippines' Enhanced Basic Education Act.
Resource guide for GCSE Teachers in English and MathsBob Read
This document provides a summary of key findings from a project exploring good practices for helping learners improve their GCSE math and English grades from D to C in further education. It discusses low pass rates, challenges with exam logistics, the need for bespoke revision approaches, and support available through enhancement programs. Resources, approaches for vocational teachers, and considerations for further education students are also outlined. The goal is to disseminate effective strategies to help more learners achieve a C grade or higher.
The document summarizes the awards ceremony for the Sport Management program at SUNY Cortland. It recognizes students who have excelled academically and through leadership and involvement in the program. Awards are given for outstanding sophomore, junior, senior and graduate students. Additional awards recognize interns, those involved in international initiatives, sport law, diversity/social justice, and community partnerships. The ceremony concludes by announcing the winners of the Suzanne Wingate Memorial Scholarship and naming Lisa Dent as the Outstanding Senior in Sport Management.
- The document is the principal's speech at Choithram International's Annual Day on December 9, 2007.
- Choithram International is the newest member of the Choithram family of schools, being the only school in Madhya Pradesh and Chhattisgarh affiliated with international education organizations like the IB and Cambridge International Examinations.
- In its brief four years of existence, Choithram International has established itself as a premier institution providing international quality education. The principal reports on the school's academic and extracurricular achievements over the past year.
This investment package is for Silk, a documentary film about the underground dance music label 100% Silk. The film, directed by Benjamin Shearn, will document a tour by artists on the label through Europe. It will also include choreographed dance sequences. Freedom 2K Films is offering 100 investment units of $1,000 each to fund post-production and distribution of the film. The filmmakers plan to utilize existing relationships with the label to keep costs low and pursue a festival, streaming, and music community-focused distribution strategy.
Hellas Direct - International Day for FailureAlexis Pantazis
Presentation by Emilios and Alexis, co-founders of Hellas Direct, to students at the Athens University of Economics and Business. [International Day for Failure - 11 Oct 2012]
Carlos Dominguez of Cisco Systems defines a "Tech-Nowist" as someone who embraces change, experiments with new technologies, learns from those experiments, and leverages what they learn. He argues that video communication will become the primary way people communicate, citing increasing processing power and the ability to have immersive, lifelike experiences as enabling factors. He encourages embracing change, experimenting with new technologies, and leveraging what is learned to take advantage of upcoming innovations in areas like virtual reality, augmented reality, and real-time translation.
How To Write A Report On A Disease. Research One Of TLori Mathers
The document provides instructions for writing a report on a disease by researching one topic. It outlines a 5-step process: 1) Create an account; 2) Complete an order form with instructions, sources, and deadline; 3) Review writer bids and choose one; 4) Ensure the paper meets expectations and authorize payment; 5) Request revisions until satisfied. The purpose is to help students write disease reports by outsourcing the writing to qualified experts through an online service.
Charles "Alan" Yurek has experience in screenwriting, script analysis, filmmaking, television production, and video editing. He has won screenwriting contests, received praise for script feedback and analysis from other writers, and had scripts advance to quarterfinals in competitions. Yurek has experience filming, editing, and producing independent music videos, documentary videos, and experimental films. He has also worked on television productions and developed ideas for television series. Yurek has a background in economics and has completed film studies at the University of Southern California.
The document discusses Nicolae Ceausescu's population policy in communist Romania, which banned abortion. It had a major negative impact on women's quality of life. The policy was introduced in 1966 and banned abortion except in specific circumstances like health risks. Women who had illegal abortions faced criminal penalties if caught. The policy aimed to increase births to boost the economy but led to a decline in healthcare quality for women and increased maternal mortality rates. Overall, the anti-abortion policy severely damaged women's health and role in society under Ceausescu's regime.
Similar to How to be professional emcee - brandjontan Jon Tan (7)
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The document discusses global personal branding and positioning one's career around their life purpose. It is aimed at high performers who want to become world-class and make a positive impact. It emphasizes developing an authentic personal brand focused on one's passions and values in order to form emotional connections with others. Building affinity through social causes aligned with one's core beliefs can deepen relationships. Most importantly, one must identify a clear overarching life purpose in order to maintain a consistent personal brand, rather than changing it frequently over the years.
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The document discusses different personal brand identities, focusing on "The Chameleon" brand persona. The Chameleon is a personal brand that is constantly changing to blend in with different environments and conversations, having a wide range of values and traits they can adopt. They do this for popularity and protection, not wanting to stand out or rock the boat. However, while they are popular and nice to have around, no one takes The Chameleon seriously because their true values and identity are unknown. The document questions if the reader wants to be like The Chameleon, or have a distinct personal brand known for consistent values and traits.
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The document discusses the importance and process of mentoring. It states that mentoring is an effective HR development process that can be used for new hires, high potentials, career development, and succession planning. An effective mentor must have expertise in the area, experience, and the ability to act as a role model, confidant, and coach. They should facilitate learning at the mentee's pace, motivate them, and help identify and overcome challenges. For mentoring to be successful, mentees must be visionary, ambitious, and open to feedback, while mentors should follow a process of setting goals and objectives, creating an action plan, and monitoring progress.
How Can A Brand Stay Relevant Over Time? Forget Loyalty! Focus on Building Brand Affinity by Fulfilling "universal" Human Insights and Emotional/Psychosocial Desires... via Humanizing Your Brand, Emotional Bonding, and Emotional Branding including Transformational Advertising. In short: Be Likeable, By Staying Outstandingly DIFFERENTIATED in A Strong, Favorable, Unique Manner, and Relevant in The Face of Changing or Evolving Times and Ways-of-Life.
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"The REAL YOU vs The IDEAL YOU."
Are You The "Real You"? Realize The Difference Between The "Real You" And The "Ideal You". Be Your True-Self Personality. Dare To Be Unique.
Success is often not achievable without facing and overcoming obstacles along the way. To reach our goals and achieve success, it is important to understand and resolve the obstacles that come in our way.
In this article, we will discuss the various obstacles that hinder success, strategies to overcome them, and examples of individuals who have successfully surmounted their obstacles.
Joyce M Sullivan, Founder & CEO of SocMediaFin, Inc. shares her "Five Questions - The Story of You", "Reflections - What Matters to You?" and "The Three Circle Exercise" to guide those evaluating what their next move may be in their careers.
Learnings from Successful Jobs SearchersBruce Bennett
Are you interested to know what actions help in a job search? This webinar is the summary of several individuals who discussed their job search journey for others to follow. You will learn there are common actions that helped them succeed in their quest for gainful employment.
In the intricate tapestry of life, connections serve as the vibrant threads that weave together opportunities, experiences, and growth. Whether in personal or professional spheres, the ability to forge meaningful connections opens doors to a multitude of possibilities, propelling individuals toward success and fulfillment.
Eirini is an HR professional with strong passion for technology and semiconductors industry in particular. She started her career as a software recruiter in 2012, and developed an interest for business development, talent enablement and innovation which later got her setting up the concept of Software Community Management in ASML, and to Developer Relations today. She holds a bachelor degree in Lifelong Learning and an MBA specialised in Strategic Human Resources Management. She is a world citizen, having grown up in Greece, she studied and kickstarted her career in The Netherlands and can currently be found in Santa Clara, CA.
A Guide to a Winning Interview June 2024Bruce Bennett
This webinar is an in-depth review of the interview process. Preparation is a key element to acing an interview. Learn the best approaches from the initial phone screen to the face-to-face meeting with the hiring manager. You will hear great answers to several standard questions, including the dreaded “Tell Me About Yourself”.
We recently hosted the much-anticipated Community Skill Builders Workshop during our June online meeting. This event was a culmination of six months of listening to your feedback and crafting solutions to better support your PMI journey. Here’s a look back at what happened and the exciting developments that emerged from our collaborative efforts.
A Gathering of Minds
We were thrilled to see a diverse group of attendees, including local certified PMI trainers and both new and experienced members eager to contribute their perspectives. The workshop was structured into three dynamic discussion sessions, each led by our dedicated membership advocates.
Key Takeaways and Future Directions
The insights and feedback gathered from these discussions were invaluable. Here are some of the key takeaways and the steps we are taking to address them:
• Enhanced Resource Accessibility: We are working on a new, user-friendly resource page that will make it easier for members to access training materials and real-world application guides.
• Structured Mentorship Program: Plans are underway to launch a mentorship program that will connect members with experienced professionals for guidance and support.
• Increased Networking Opportunities: Expect to see more frequent and varied networking events, both virtual and in-person, to help you build connections and foster a sense of community.
Moving Forward
We are committed to turning your feedback into actionable solutions that enhance your PMI journey. This workshop was just the beginning. By actively participating and sharing your experiences, you have helped shape the future of our Chapter’s offerings.
Thank you to everyone who attended and contributed to the success of the Community Skill Builders Workshop. Your engagement and enthusiasm are what make our Chapter strong and vibrant. Stay tuned for updates on the new initiatives and opportunities to get involved. Together, we are building a community that supports and empowers each other on our PMI journeys.
Stay connected, stay engaged, and let’s continue to grow together!
About PMI Silver Spring Chapter
We are a branch of the Project Management Institute. We offer a platform for project management professionals in Silver Spring, MD, and the DC/Baltimore metro area. Monthly meetings facilitate networking, knowledge sharing, and professional development. For more, visit pmissc.org.
Community Skills Building Workshop | PMI Silver Spring Chapter | June 12, 2024
How to be professional emcee - brandjontan Jon Tan
1. TOASTMASTERS INTERNATIONAL
DISTRICT 51 DIVISION P PRESENTS
“HOW TO BE A PROFESSIONAL
EMCEE” WORKSHOP
VENUE: BERJAYA TIMES SQUARE, KUALA LUMPUR.
DATE: 3 NOV 2012
PROGRAM AUTHOR-SPEAKER: BRANDJONTAN (JON TAN)
WWW.BRANDJONTAN.COM
3. NO MATTER WHAT HAPPENED YESTERDAY…
NO MATTER HOW YOU FEEL RIGHT NOW...
GET INTO THE RIGHT STATE OF BEING, AND…
GIVE YOUR LIFE’S
BEST PERFORMANCE
TODAY!
6. SEX ACRONYM, STANDS FOR:
SHINE (LIKE A DIAMOND)
…WITHOUT OUTSHINING THE STARS
EFFECTIVE COMMAND
X FACTOR PERSONA
7. SHINE LIKE A DIAMOND
WITHOUT OUTSHINING
THE STARS
“THE REAL ROLE
OF THE EMCEE”
8. THE REAL ROLE OF THE EMCEE:
CLARIFICATIONS OF MISCONCEPTIONS
(A) WHO IS THE STAR?
(1) EMCEE. (2) SPEAKER/PERFORMER. (3) AUDIENCE.
(I) EMCEE IS NOT THE MAIN STAR/HERO OF AN EVENT.
BUT IS, A MAIN PLAYER…EMCEE’S PERFORMANCE SHOULD
EQUAL TO, BUT NOT INTENTIONALLY HIGHER THAN
PERFORMANCE OF SPEAKERS/PERFORMERS.
9. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(II) EMCEE IS EXPECTED TO SHOWCASE A PERSONA AND
STANDARD OF PERFORMANCE THAT EQUATES TO THE
EVENT.
10. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(B) WHAT AN EMCEE IS…
EVENT:
(I) RESPONSIBLE FOR SUCCESS OF EVENT:
(a) PROBABLE PROBLEMS/CRISES ARISING.
(b) LESS THAN PROFICIENT PEOPLE DIRECTLY, OR
INDIRECTLY INVOLVED IN RUNNING OF EVENT.
11. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
STAR:
(II) MAIN PLAYER: STAR MAKER, NOT THE STAR:
(a) BRIDGE BETWEEN SPEAKERS/PERFORMERS
OF AN EVENT, TO THE AUDIENCE.
(b) HELP TO INSPIRE “STARS” OUT OF SPEAKERS AND
PERFORMERS, ESPECIALLY THE LESS CELEBRATED ONES.
12. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(II) MAIN PLAYER: STAR MAKER, NOT THE STAR:
STAR:
(c) BE AN EMOTION METER:
PRE SET THE ALREADY DEFINED/DECIDED MOOD AND
TONE OF A PARTICULAR EVENT.
13. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
STAR:
(II) MAIN PLAYER: STAR MAKER, NOT THE STAR:
(d) BE PERSUASIVE, ENTERTAINING, MOTIVATING AND
INSPIRING.
(e) ALSO, CONTINUALLY “EQUALIZE” THE AMBIENCE/
ATMOSPHERIC MOOD AND TONE.
14. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
TYPES):
(III) DIFFUSER OF TENSION (4 TYPES):
(a) AUDIENCE AND AUDIENCE.
(b) AUDIENCE AND EMCEE/SPEAKERS/PERFORMERS.
(c) AUDIENCE AND PROGRAM/PROPS/MATERIALS/ETC.
(d) AUDIENCE AND ENVIRONMENT.
15. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
EMERGENCY:
(IV) RESCUEMAN FOR EMERGENCY:
“BE THE COOL, PERSONABLE HOST/HOSTESS,
DURING CRISIS MANAGEMENT.”
16. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
EMERGENCY:
(IV) RESCUEMAN FOR EMERGENCY:
NOTE: THE PRO EMCEE DOES NOT “LEAVE CONTROL” OF
THE FORT, TO HANDLE ANY CRISIS OR PROBLEM.
THIS IS TO BE EFFECTED BY THE RESPECTIVE
PERSON IN CHARGE, WHO SHALL THEN REPORT TO THE
ORGANIZING HEAD OR FLOOR MANAGER, DEPENDING ON
THE ISSUE AT HAND.
17. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
EVENT:
(V) CATALYST FOR AN EVENT:
(a) ALWAYS BE CHEERFUL. NEVER BE FLUSTERED…
NO MATTER WHAT.
(b) BE AN ENERGIZER…SO THAT AUDIENCE CAN FULLY
ENJOY THE EVENT.
18. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
EVENT:
(V) CATALYST FOR AN EVENT:
(c) BE A CHEERLEADER, ALWAYS
“LEADING THE APPLAUSE”.
19. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(C) WHAT AN EMCEE IS NOT…
(I) THE MAIN STAR OR HERO OF AN EVENT:
“YOU ARE THE STAR MAKER.”
ROLE”:
(II) AN “UNIMPORTANT ROLE”:
YOU PLAY A “HIGHLY IMPORTANT” ROLE.
20. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(C) WHAT AN EMCEE IS NOT…
(III) A GLAMOUR ROLE PER SE.
(IV) A “PRIMA DONNA”.
21. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(C) WHAT AN EMCEE IS NOT…
(V) A SMART ALEC / KNOW IT ALL /
PERSON.
STOPPED LEARNING TYPE OF PERSON.
(VI) A “LAST MINUTE JOHNNY”.
JOHNNY”.
22. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(C) WHAT AN EMCEE IS NOT…
(VII) A “KNIGHT IN SHINING ARMOUR”:
ARMOUR”:
MAKING FIRST APPEARANCE EVER AT AN EVENT,
WITHOUT GOING THROUGH PRE PREP AND
PREP STAGES.
23. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(i) PERSONAL ATTRIBUTES:
(a) WELL GROOMED (DRESS TO THE OCCASION).
(b) FRIENDLY AND COURTEOUS (HUMBLE NOT COCKY).
(c) CREATIVE/INVENTIVE.
(d) DECISIVE.
24. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(ii) SUAVE DIFFUSER OF TENSION:
(a) AUDIENCE AND AUDIENCE.
(b) AUDIENCE AND EMCEE/SPEAKERS/PERFORMERS.
(c) AUDIENCE AND PROGRAM/MATERIALS/PROPS/ETC.
(d) AUDIENCE AND ENVIRONMENT.
25. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(iii) CATALYST FOR EVENT: ENERGIZER
(CONDUIT FOR AUDIENCE) AND CHEERLEADER
(a) VOICE: DYNAMIC WITH VITALITY.
(b) BODY LANGUAGE: ENTHUSIASTIC/ATTRACTING.
(c) “GOOD PRETENDER”, ALWAYS LEAD APPLAUSE.
26. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(iii) CATALYST FOR EVENT: ENERGIZER
(CONDUIT FOR AUDIENCE) AND CHEERLEADER
(d) LIGHTEN UP AUDIENCE, WITH WIT/HUMOUR,
OR WHATEVER ENTERTAINING WAY.
(e) REMAIN RELAXED AND CALM, EVEN WHEN
UNDER PRESSURE.
27. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(iii) CATALYST FOR EVENT: ENERGIZER
(CONDUIT FOR AUDIENCE) AND CHEERLEADER
(f) NO MATTER WHAT, RAISE SPIRIT AND
SUSTAIN ENTHUSIASM OF AUDIENCE.
(g) NO MATTER WHAT, STAY CHEERFUL.
NEVER BE FLUSTERED, EVEN WHEN DURING DEEP CRISIS.
28. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(iv) RESCUEMAN FOR EMERGENCY:
BE ALERT AND WATCHFUL
(a) MINDFUL OF GOINGS ON.
(b) EYE FOR PROBABLE “TROUBLE SPOTS”
(c) PROTECT MOOD OF AUDIENCE, AND ATMOSPHERE.
29. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(v) BE IN COMMAND:
(a) BE IN “CONTROL” OF AUDIENCE, AND NOT
THE OTHER WAY AROUND.
(b) UPKEEP QUALITY, AND INCREASE QUALITY.
(c) HOLD THE FORT, AT SPEAKING/PERFORMANCE AREA.
(d) TIMING OF PROGRAM ELEMENTS, IS YOUR
JURISDICTION/DECISION, NOT OTHERS’.
30. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(vi) TIME MANAGEMENT:
(a) START ON TIME, END ON TIME.
(b) CATCH UP, IF BEHIND TIME.
(c) INTELLIGENTLY CUT OUT OR SHORTEN
INTRA PROGRAM ELEMENT, OR WHOLE PROGRAM
ELEMENT.
31. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(vii) BE IN CONSTANT LIAISON WITH ORGANIZING
COMMITTEE HEAD:
(a) ENSURE THAT THE ORGANIZING HEAD, HAS
EMPOWERED THE INDIVIDUAL COMMITTEE PERSONS IN
CHARGE, AND SUB COMMITTEE HEADS, TO BE “ON THE
JOB”, ON TIMING AND EXECUTION.
32. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(viii) BE IN TOTAL SYNERGY WITH FLOOR MANAGER.
(a) THE FLOOR MANAGER (LIAISING WITH THE MUSIC/AV
MANAGER, SOUND & LIGHTING MANAGER, OR ICT &
MULTIMEDIA MANAGER) SHOULD BE YOUR ONLY LIAISON
PERSON FOR STAGE, PRESENTATION AREA, AND MUSIC,
AV, LIGHTING, MULTIMEDIA, TECHNOLOGY, OR
GIMMICKS.
33. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(I) PERSONAL QUALITIES:
(viii) BE IN TOTAL SYNERGY WITH FLOOR MANAGER.
(b) IN LIEU OF A FLOOR MANAGER, IF APPLICABLE, THE
MUSIC/AV MANAGER, SOUND & LIGHTING MANAGER, OR
ICT & MULTIMEDIA MANAGER SHOULD BE THE RESPECTIVE
LIAISON PERSON FOR STAGE, PRESENTATION AREA, AND
MUSIC, AV, LIGHTING, MULTIMEDIA, TECHNOLOGY, OR
GIMMICKS.
34. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(II) DICTION/CHOICE OF WORDS:
(i) THEME FOCUS. CONTEXT SUITED.
OCCASION ORIENTED. SPECIFIC SITUATIONAL.
(ii) PSYCHOGRAPHICS PROFILING OF SPECIFIC AUDIENCE.
(iii) IF DIVERSE AUDIENCE, TO REACH OUT TO DIFFERENT
PERSONALITY TYPES, CULTURAL TYPES, HIERARCHY,
LEVELS OF EXPERIENCE, ETC.
35. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(III) RESPECT:
ALSO, BE SOCIALLY AND POLITICALLY CORRECT.
(i) NAMES AND TITLES.
(ii) SENSITIVITY TO:
(a) RACE/CULTURE.
(b) RELIGION.
(c) POLITICS.
36. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULDs”:
(IV) RAPPORT:
(i) NEAR THE VERY BEGINNING, GIVE ASSURANCE, YOU
HAVE THE AUDIENCE’S INTEREST AT HEART.
(ii) ALWAYS AIM TO HAVE A GREAT START.
(iii) SUSTAIN BONDING THROUGHOUT.
37. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(I) RESPONSIBILITIES:
(i) SHOULD NOT BE LOOKING AFTER SOUND AND MUSIC
SYSTEM, MIKE/LAPEL MIKE, ETC, OR
LIGHTING/TECHNOLOGY, OR EFFECTS/GIMMICKS.
(ROLE OF FLOOR MANAGER.)
(ii) SHOULD NOT BE IN CHARGE OF OPERATION OF
PROJECTOR, LAPTOP OR OTHER PRESENTATION
FACILITIES. NOT EVEN ASSISTING.
38. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(I) RESPONSIBILITIES:
(iii) SHOULD NOT BE THE HANDYMAN, OR “JACK OF ALL
TRADES”. (TO FOCUS ON SOLELY BEING THE EMCEE.)
(iv) SHOULD NOT BE LOOKING AFTER STAGE LOGISTICS,
PROPS ARRANGEMENT AND REMOVAL, OR CHANGE OF
STAGE DÉCOR/SCENARIO.
39. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(I) RESPONSIBILITIES:
(v) SHOULD NOT SOURCE FOR SOUND SYSTEM/LIGHTING
SYSTEM.
(vi) SHOULD NOT BE SOURCING FOR PERFORMERS OR
ENTERTAINERS.
(vii) SHOULD NOT BE LOOKING AFTER F&B, NOR STARTING
TIME AND FLOW OF F&B AT EVENT.
40. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(I) RESPONSIBILITIES:
(viii) SHOULD NOT BE TAKING CHARGE OF ANY OTHER
ELEMENTS/HAPPENINGS ON ACTUAL DAY, AND/OR
DURING THE EVENT. EXAMPLE: PRIZES CEREMONY,
AWARDS CEREMONY, GAMES PARAPHERNALIA, ETC.
41. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(I) RESPONSIBILITIES:
(ix) SHOULD NOT BE COORDINATING THE EVENT,
OR EVENT PREPARATION.
(x) SHOULD NOT BE COORDINATING THE “NEXT TO
APPEAR” AVAILABILITY OF SPEAKERS, PERFORMERS OR
RELEVANT PERSONNEL, FOR EFFECTING THE NEXT
ELEMENT ON THE PROGRAM.
42. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(II) CHARACTER:
HUMILITY | INTEGRITY | RESPONSIBILITY | SUPPORTIVENESS.
(i) SHOULD NOT OUTSTAGE SPEAKER OR PERFORMER.
(ii) SHOULD NOT BE UNPUNCTUAL.
(iii) SHOULD NOT BE CONDESCENDING, OR ARROGANT.
(iv) SHOULD NOT BELITTLE/MAKE FUN OF AUDIENCE.
43. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(III) VOICE PROTECTION:
(DRINK LOTS OF WATER, TO HYDRATE VOCAL SYSTEM.)
(i) SHOULD NOT DRINK ALCOHOL/BEER.
(ii) SHOULD NOT OVEREAT.
(iii) SHOULD NOT CONSUME OILY, DEEP FRIED, SPICY FOOD.
(iv) SHOULD NOT DRINK EXCESSIVE MILK.
44. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(IV) ENERGY:
(EXERCISE OFTEN, TO STAY ENERGETIC.)
(i) SHOULD NOT SLEEP LATE, PRIOR TO EVENT.
(ii) SHOULD NOT GET “STRESSED UP”.
(iii) SHOULD NOT DISCUSS PROBLEMS, PRIOR OR DURING
EVENT. (THIS IS TO SUSTAIN YOUR “STATE OF
POSITIVITY” PRESENCE.)
45. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(V) MOOD & TONE:
(MUST: YOU SET THE MOOD & TONE, MOULDING IT AS
AND WHEN NECESSARY: WHEN THE AUDIENCE’S MOOD IS
DOWN, YOU RAISE IT…WHEN THE MOOD IS UP, YOU
RAISE IT EVEN HIGHER.)
46. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(D) THE “SHOULD NOTs”:
(V) MOOD & TONE:
(i) SHOULD NOT BE “CONTROLLED” BY AUDIENCE.
(ii) SHOULD NOT “GRAVITATE” TO THE DESCENDING OR
LOW MOOD OF AUDIENCE.
(iii) SHOULD NOT GO WITH THE FLOW OF AUDIENCE.
ESPECIALLY WHEN AUDIENCE HAS SHIFTED TO A
CONTRADICTORY MOOD & TONE.
47. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(E) PRO EMCEE TABOOS:
TO ENSURE THAT YOUR ARE …
(A) MOST ALERT…
(B) ON FULL DUTY…
(C) DIGNIFIED…
…TO AVOID THE FOLLOWING PRO EMCEE TABOOS:
48. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(E) PRO EMCEE TABOOS:
(1) GET HIGH ON ALCOHOL.
(2) DISAPPEAR OR MISSING FROM THE EMCEE CONTROL
AREA.
(3) UNPREPARED OR ILL PREPARED.
EXAMPLE: FRANTIC SEARCHING FOR NOTES, ETC.
49. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(E) PRO EMCEE TABOOS:
(4) RUDE, UNCOUTH, DISRESPECTFUL.
(5) OUT OF LINE. NOT AGREEABLE TO EVENT OBJECTIVE,
OR ORGANIZATION.
(6) GLUTTON.
(NOTE: MANY TOP PRO EMCEES DO NOT EAT AT ALL, AT
EVENT, OR DURING EVENT.)
50. THE REAL ROLE OF THE EMCEE :
CLARIFICATIONS OF MISCONCEPTIONS
(E) PRO EMCEE TABOOS:
(7) SOCIALIZE “BIG TIME”.
(SOCIAL, BUSINESS, CASANOVA.)
(8) FLAUNTING YOURSELF.
52. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
“THE EMCEE IS NOT ONE WHO APPEARS, LIKE A KNIGHT
IN SHINING ARMOUR, FOR THE FIRST TIME, AT THE SCENE
OF THE EVENT.”
YOU MUST LOVE TO WORK HAND IN HAND, WITH THE
ORGANIZING CHAIR AND COMMITTEE.
AND IN SOME INSTANCES, TAKE OVER THE ENTIRE ROLE
OF THE (INEXPERIENCED/IRRESPONSIBLE) ORGANIZING
PERSON ~ TO COORDINATE AND SEE THINGS TO
FRUITION.
53. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(A) IT’S A START TO FINISH INVOLVEMENT.
(I) START: INITIAL ORIENTATION TO EVENT.
(II) MID WAY: PROGRAM FINALIZATION STAGE.
(III) FINAL STAGE: DRY RUN / REHEARSAL /
LAST MINUTE CHANGES. PLUS FINAL DRY RUN.
(IV) ACTUAL DAY TILL COMPLETION OF EVENT.
54. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(I) “PERSON” ELEMENTS.
(II) “NON PERSON” ELEMENTS.
(III) OVERALL BRAND IMAGE.
55. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
EVENT:
(I) “PERSON” ELEMENTS OF THE EVENT:
(1) ORGANIZING CHAIR.
(2) ORGANIZING COMMITTEE.
(3) SUB COMMITTEES, INCLUDING “PROTOCOL”.
56. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
EVENT:
(I) “PERSON” ELEMENTS OF THE EVENT:
(4) SPEAKERS, PERFORMERS.
(5) AWARD PRESENTERS/RECIPIENTS.
(6) GAMES MASTER, CONDUCTOR, ASSISTANTS.
57. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
EVENT:
(I) “PERSON” ELEMENTS OF THE EVENT:
(7) CEREMONY MASTER (VARIOUS TYPES)/ASSISTANTS.
(8) STAGE PERSONNEL
(INCLUSIVE OF AV, SOUND & LIGHTING, ETC).
58. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(II) “NON PERSON” ELEMENTS OF THE EVENT:
EVENT:
(1) MUSIC/SOUND & LIGHTING SYSTEM, AV, TECHNOLOGY,
GADGETS, GIMMICKS.
(2) PRESENTATION FACILITIES.
(3) VENUE DÉCOR & LAYOUT.
59. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(II) “NON PERSON” ELEMENTS OF THE EVENT:
EVENT:
(4) PROMOTIONAL ASPECTS AT VENUE.
(5) ADVERTISING & PROMOTIONS.
(6) PUBLICITY & PR.
60. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(II) “NON PERSON” ELEMENTS OF THE EVENT:
EVENT:
(7) ALL RELEVANT ACTIVITIES PERTAINING TO THE EVENT
(THAT YOU ARE TO EMCEE).
61. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(III) THE NEED FOR CONSISTENCY IN COMMUNICATING
THE OVERALL “BRAND IMAGE” OF THE “UMBRELLA
EVENT”:
EVENT”:
EXAMPLE: “BRAND IMAGE” AND SELECTED CONCEPTUAL
THEME FOR PARTICULAR OLYMPICS, COMMONWEALTH
GAMES, 50TH ANNIVERSARY CELEBRATION OF A GLOBAL
CORPORATION, ASIA IN MALAYSIA POSITIONING, ETC.
62. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(III) THE NEED FOR CONSISTENCY IN COMMUNICATING
THE OVERALL “BRAND IMAGE” OF THE “UMBRELLA
EVENT”:
EVENT”:
(1) CONGRUENCY TO OVERALL BRAND OBJECTIVE/THEME.
(2) KNOW THE “BIG PICTURE”, LEADING TO
SIDEWAY EXTENSION, DOWNWARD CASCADING.
63. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(B) THE NEED TO ORIENTATE YOURSELF TO THE TOTALITY
OF THE EVENT:
(III) THE NEED FOR CONSISTENCY IN COMMUNICATING
THE OVERALL “BRAND IMAGE” OF THE “UMBRELLA
EVENT”:
EVENT”:
(3) IS THIS EVENT (THAT YOU ARE TO EMCEE)
PART OF A LARGER ENTITY/SCHEME?
64. EMCEE’S LOVE RELATIONSHIP WITH THE EVENT
(C) UNDERSTAND THE PURPOSE OF EACH AND EVERY
ELEMENT OF AN EVENT (THAT YOU ARE GOING TO
EMCEE):
(1) ACTIVITIES THAT SURROUND THE EVENT.
(2) PROGRAM ELEMENTS.
(3) ANY AREAS OF SIGNIFICANCE,
OR SENSITIVITY?
66. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(I) DEVELOP AND RADIATE YOUR PERSONAL BRAND:
(1) STAND OUT WITH YOUR UNIQUE X FACTOR
POSITIONING.
(a) ESSENCE: WHAT DO YOU STAND FOR?
(b) INTRINSIC EMOTIONAL CONNECTORS:
WHAT SPECIAL TALENTS/SKILLS?
67. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(c) SOCIAL CAUSE:
CONGRUENT TO YOUR INTRINSIC VALUES AND BELIEFS,
WHAT SOCIAL CAUSE ARE YOU CHAMPIONING, OR
INSPIRING, OR PROMOTING?
68. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(d) PERSONALITY:
(i) OUTLOOK: HOW DO YOU THINK?
HOW DO YOU DRESS? HOW DO YOU GROOM YOUR
PERSONAL BRAND?
(ii) STYLE: HOW DO YOU DO THINGS, YOUR UNIQUE WAY?
WHAT’S YOUR SIGNATURE STYLE?
69. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(I) DEVELOP AND RADIATE YOUR PERSONAL BRAND:
(2) STAY RELEVANT TO PEOPLE AND EVENT:
CONNECT EMOTIONALLY AND PSYCHOSOCIALLY.
(a) IN TUNE WITH THE CHANGING TIMES.
(b) IN SYNC WITH PSYCHOGRAPHICS OF SPECIFIC
AUDIENCE.
70. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(I) DEVELOP AND RADIATE YOUR PERSONAL BRAND:
(3) CREATE BRAND AFFINITY: “BE LIKEABLE”.
(a) WHAT DRIVES YOU?
INTRINSIC PASSION OR EGO?
HOW DO YOU OPERATE?
OTHER CENTRIC OR SELF CENTRIC/NARCISSISTIC?
DO YOU HAVE THE SPIRIT OF GENEROSITY?
71. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(I) DEVELOP AND RADIATE YOUR PERSONAL BRAND:
(3) CREATE BRAND AFFINITY: “BE LIKEABLE”.
(b) OPTIMIZE “HALO EFFECT” FOR YOUR REPUTATION:
CREATE A “LARGER THAN LIFE” PERSONAL BRAND IMAGE:
(i) BRAND REPUTATION/CREDIBILITY ENHANCERS.
(ii) BRAND ADVOCATES.
(iii) BRAND ENDORSERS.
(iv) BRAND LEVERAGING.
72. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(I) DEVELOP AND RADIATE YOUR PERSONAL BRAND:
(3) CREATE BRAND AFFINITY: “BE LIKEABLE”.
(c) CHARISMA WITH HUMILITY.
73. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(II) DEVELOP CHARISMATIC “STAGE PRESENCE”:
(1) HOW TO ENHANCE YOUR CHARISMA:
BE A PEOPLE MAGNET,
GIFTED WITH ART OF PERSUASION.
74. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(II) DEVELOP CHARISMATIC “STAGE PRESENCE”:
(2) HOW TO ACQUIRE “STAGE PRESENCE”:
“OWN THE STAGE.”
75. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(III) GET INTO “BEINGNESS”:
(1) PSYCHOGRAPHICS COMMUNICATION:
UNDERSTAND, THEN EMBRACE THE THEME, THE PRECISE
CONTEXT, AND THE PSYCHOGRAPHICS OF THE SPECIFIC
AUDIENCE, AS WELL AS THE SPECIFIC OCCASION (AND
SITUATION/S WITHIN).
76. QUALITY TRAITS: EMCEE PAR EXCELLENCE
PERSONA:
(A) X FACTOR PERSONA:
(III) GET INTO “BEINGNESS”:
(2) DECLARE “STATE OF BEING”:
INTERNALIZE , TO GET INTO THE RIGHT STATE OF MIND
AND STATE OF HEART.
THEN, FLOW FROM YOUR UNCONSCIOUS.
77. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(B) 10 QUALITY TRAITS
TO SUPPLEMENT YOUR X FACTOR PERSONA
(1) THE POWER OF SELF ESTEEM.
(2) THE DISCIPLINE TO TAKE FULL RESPONSIBILITY.
(3) THE POWER TO HARMONIZE, AND MOTIVATE
AND INSPIRE.
78. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(4) CRISIS MANAGEMENT – THE ACID TEST:
PRE EMPTING CRISES/TWISTS & TURNS
(5) THE POWER TO UPLIFT SPIRITS ALL THROUGH
THE EVENT.
(6) THE MASTERY OF PSYCHOGRAPHICS:
PSYCHOLOGY OF COMMUNICATION.
(7) VERSATILITY AND FLEXIBILITY.
79. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(8) FINE ART OF SCRIPTING, PUBLIC SPEAKING,
IMPROMPTU SPEAKING.
(9) “SPEAKING TO UNIFY” AND NOT
“SPEAKING TO DIVIDE”.
(10) CREATE AND ACHIEVE EMOTIONAL
ACCEPTANCE: IDENTIFY AND FULFIL THEIR NEED.
80. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(1) KEY TO EFFECTIVE CRISIS MANAGEMENT:
PRE EMPT PROBABLE “TWISTS AND TURNS”, AHEAD OF
EVENT, SO AS TO BE MENTALLY AND EMOTIONALLY
PREPARED.
PLUS, STRATEGIZE AHEAD OF AN EVENT, HOW TO
ADDRESS THESE PRE EMPTIVE PROBABLE “TWISTS AND
TURNS”.
81. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(I) NEED FOR PERSUASIVE, UNIFYING IMPROMPTU
SPEAKING. ARTICULATE THE SITUATION.
EMPATHISE WITH AUDIENCE. BRING MOOD OF AUDIENCE
UP AGAIN.
(II) BE INVENTIVE, WITH CONTINGENCY ARRANGEMENT,
IN TANDEM WITH ORGANIZING HEAD.
82. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(III) MAKE DECISION BY SELF (IF NOT MAJOR).
PROPOSE POSSIBLE DECISION TO ORGANIZING HEAD.
(i) ALWAYS HAVE ON STANDBY, THE ORGANIZING HEAD,
AS WELL AS KEY AND RELEVANT SUB COMMITTEE HEADS
AND ROLE PLAYERS.
83. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(ii) TAKE CONTROL OF THE SITUATION.
TAKE RESPONSIBILITY FOR DECIDED ACTION.
(iii) STAY COOL, AND COURTEOUS.
84. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(IV) HOW TO DEAL WITH POSSIBILITY OF LAST MINUTE
CHANGES TO PROGRAM, OR EMERGENCY ADJUSTMENT
TO PROGRAM:
STAY FOCUSED AND ALERT, GET INTO “FAST THINKING”
MODE:
(i) COME UP WITH FAST DECISIONS, ON HOW
TO RESCHEDULE OR REORGANIZE THE PROGRAM.
85. QUALITY TRAITS: EMCEE PAR EXCELLENCE
(C) CRISIS MANAGEMENT:
(ii) CLOSE RAPPORT WITH ORGANIZING HEAD.
BE PROACTIVE AND RECOMMEND YOUR
ALTERNATE PLAN/S. MAKE A JOINT DECISION.
(iii) FLEX ACCORDINGLY, MAKE THE CHANGE.
(SUCH AS SHIFTING PROGRAM ELEMENTS AROUND.)
86. QUALITY TRAITS: EMCEE PAR EXCELLENCE
EXCELLENCE:
(D) HALLMARK OF A PRO EMCEE PAR EXCELLENCE:
PROPENSITY WITH THE “FEEL GOOD” FACTOR, AND THE
ABILITY TO HARMONIZE OVERALL ENERGY, AS WELL AS
TO OPTIMIZE THE ENERGY LEVEL AND ENTHUSIASM OF
THE AUDIENCE.
87. QUALITY TRAITS: EMCEE PAR EXCELLENCE
EXCELLENCE:
(D) HALLMARK OF A PRO EMCEE PAR EXCELLENCE:
(1) SHARP, FOCUSED, ALERT. PLUS, PRE EMPTIVE OF CRISIS.
(2) ADDING VALUE, WITHOUT WASTING WORDS.
(STAR MAKER.)
(3) ARTICULATE WITH IMPROMPTU
SITUATIONAL SPEAKING PERSUASION.
88. QUALITY TRAITS: EMCEE PAR EXCELLENCE
EXCELLENCE:
(D) HALLMARK OF A PRO EMCEE PAR EXCELLENCE:
(4) EMOTION METER AND ENERGY BUILDER
FOR AUDIENCE.
(5) PR SAVVY.
(6) TIME MANAGEMENT.
89. SCRIPTING GUIDE
INTRODUCTORY GUIDE
I. USE OF HUMOUR
II. AWARD PRESENTATION
III. PROTOCOL/DECORUM/FORMALITIES
IV. INTRODUCING SPEAKER
V. INTRODUCING PERFORMER
VI. PROGRAM
VII. CONTESTS
VIII. JUDGES/JUDGING
IX. ORGANIZING CHAIRPERSON/COMMITTEE
90. SCRIPTING GUIDE ~ INTRODUCTORY GUIDE
HOW/WHAT/WHEN TO SAY AT ACTUAL EVENT
INTRODUCTION:
THE NEED FOR FLUID/FLOWING IMPROMPTU SPEAKING,
IN TANDEM WITH ORGANIC PREPARED SCRIPT.
PARAPHRASE, NOT SCRIPT FIXATED.
91. SCRIPTING GUIDE ~ INTRODUCTORY GUIDE
CHECKPOINTS:
(1) ORIGINAL SCRIPT FRAMEWORK:
FOUNDATION/ESSENCE. KEEP TO THE ESSENCE.
(2) HOW ORGANIC? THE LESS FORMAL,
THE MORE ORGANIC. KEEP IT SITUATIONAL.
(3) SEAMLESS BRIDGING, FROM START TO FINISH.
92. SCRIPTING GUIDE
WHY USE HUMOUR IN YOUR COMMUNICATION?
(1) BUILD RAPPORT WITH AUDIENCE.
(2) RELAX THE AUDIENCE. (REDUCE AUDIENCE “TENSION”).
(3) UPLIFT SPIRIT AND SUPPORTIVENESS OF AUDIENCE.
IMPORTANT NOTE: MAKE FUN OF SELF OR SPECIFIC
INDIVIDUAL, BUT NOT THE AUDIENCE.
93. SCRIPTING GUIDE
TYPES OF HUMOUR AND MERITS OF EACH TYPE:
(1) SLAPSTICK.
(2) GENERAL HUMOUR:
(a) ONE LINER. (b) ANECDOTE. (c) VERY SHORT STORY.
(d) PREPARED JOKES. (e) ETC.
(3) PUN OR PUNNY PHRASES/STATEMENTS.
94. SCRIPTING GUIDE
TYPES OF HUMOUR AND MERITS OF EACH TYPE:
(4) WIT.
(5) “ROAST”.
(6) SATIRE.
(7) ETC.
NOTE: IDENTIFY YOUR INTRINSIC TALENT/SKILL FOR TYPE
OF HUMOUR.
95. SCRIPTING GUIDE
TYPES OF HUMOUR AND MERITS OF EACH TYPE:
NOTE ON WHAT TYPE OF HUMOUR TO USE:
IDENTIFY YOUR INTRINSIC TALENT/SKILL OR INTRINSIC
INTEREST OR PASSION FOR TYPE OF HUMOUR.
THIS IS IMPORTANT, SO THAT YOU DO NOT HAVE TO
“STRUGGLE” TO DISPENSE HUMOUR, OR LOOK
ARTIFICIAL.
96. SCRIPTING GUIDE ~ I. HUMOUR
WHEN TO USE HUMOUR:
ANSWER: WHENEVER APPROPRIATE.
BUT THE HUMOUR MUST BE RELEVANT.
EXAMPLES:
(1) GOOD START (WITH RELEVANT SUITABLE HUMOUR).
(2) LIVEN UP ATMOSPHERE.
(3) JOLT PEOPLE OUT OF “SEDATIVE STATE”.
98. SCRIPTING GUIDE ~ I. HUMOUR
WHEN NOT TO USE HUMOUR:
ANSWER: *WHEN NOT APPROPRIATE,
OR *WHEN IT IS CONFLICTING WITH THE INTENTION OR
GENRE OF PERFORMER.
EXAMPLES:
(1) WHEN YOU’RE NOT GOOD AT HUMOUR!
(2) SOMBRE EVENTS, SUCH AS REFUGEE PLIGHT, FUNERAL
EULOGY SERVICE, “SERIOUS” CHURCH WEDDING, ETC.
99. SCRIPTING GUIDE ~ I. HUMOUR
(3) OFFICIOUS EVENTS, SUCH AS ROYALTY PATRONAGE,
BLACK TIE AFFAIR.
(4) SPEAKER WITH SERIOUS MESSAGE.
(5) PERFORMER OF SERIOUS NATURE.
100. SCRIPTING GUIDE ~ AWARD PRESENTATION
AWARD PRESENTATION:
INTRODUCTION: TYPES OF AWARDS
(1) CONTEST.
(2) EXCELLENCE IN SERVICE. | LONG SERVICE.
(3) RECOGNITION. (4) ACHIEVEMENT.
(5) ETC.
101. SCRIPTING GUIDE ~ AWARD PRESENTATION
AWARD PRESENTATION:
DOs:
(1) (A) FORMAT:
(a) NAME OF AWARD. PURPOSE OF AWARD.
(b) PROCEDURE OR STAGES OF SELECTION/CONTEST.
(c) CRITERIA FOR SELECTION/JUDGING.
(d) ANNOUNCE NAME OF RECIPIENT: FROM WHERE
(DEPT/DIVISION/ORGANIZATION, COUNTRY, ETC).
102. SCRIPTING GUIDE ~ AWARD PRESENTATION
AWARD PRESENTATION:
DOs:
(1) (B) INTRODUCING/CONDUCTING AWARD
PRESENTATION:
(a) DO STAY IN “NEUTRAL MODE” (PERSONA) ~
TOWARDS RESULTS OF NOMINATIONS OR WINNERS.
(b) DO BE “DIGNIFIED”.
103. SCRIPTING GUIDE ~ AWARD PRESENTATION
AWARD PRESENTATION:
DO NOTs:
(2) (A) INTRODUCING/CONDUCTING AWARD
PRESENTATION:
(a) DO NOT EXPRESS SURPRISE, DISMAY, DISAPPOINTMENT,
DISAGREEMENT TO RESULTS.
(b) DO NOT PRAISE THE WINNER.
104. SCRIPTING GUIDE ~ AWARD PRESENTATION
AWARD PRESENTATION:
(c) DO NOT POKE FUN.
(b) DO NOT COMMENT ON JUDGING/JUDGES.
105. SCRIPTING GUIDE ~
PROTOCOL/DECORUM/FORMALITIES
PROTOCOL /DECORUM / FORMALITIES:
DOs:
(1) INSIST ON ONE PERSON IN CHARGE OF PROTOCOL:
(a) DO CHECK/RECHECK PROTOCOL ACCURACY AND
HIERARCHY. VIA INFO MINISTRY, OR ROYAL HOUSEHOLD.
(b) DO RESPECT HIERARCHY OF POSITIONS, RE
SOCIETY/CLUB/ASSOCIATION/CORPORATE PROTOCOL.
106. SCRIPTING GUIDE ~
PROTOCOL/DECORUM/FORMALITIES
PROTOCOL /DECORUM / FORMALITIES:
DO NOTs:
(1) NEVER VOICE YOUR PERSONAL FEELING:
(a) DO NOT COMMENT ON PROTOCOL.
(b) DO NOT CHALLENGE LEVEL OF PROTOCOL, DECORUM,
FORMALITIES SET.
NOTE: AGREE, OR TURN DOWN PRO EMCEE ASSIGNMENT.
107. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(1) FORMAT:
FORMAT:
(a) MENTION NAME OF SPEAKER.
(b) SEMBLANCE OF SUBJECT.
(c) CREDENTIALS: CREDIBILITY.
PERSONAL BACKGROUND, ONLY WHERE
RELEVANT TO THE SUBECT TO BE PRESENTED.
108. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(d) FINAL ANNOUNCEMENT FLOW:
NAME OF SPEAKER. TITLE OF SPEECH/PRESENTATION.
(PAUSE.) TITLE AGAIN. NAME OF SPEAKER.
(e) LEAD APPLAUSE.
109. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(2) DOs:
SETTING THE MOOD AND TONE. PRE EMPT THE SAME
MOOD AND TONE OF NEXT SPEAKER/PERFORMER.
(a) FIND OUT FROM SPEAKER: “TITLE” AND CONTEXT
OF SPEECH.
110. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
(b) BRIEF INTRO (MAXIMUM 1 2MIN).
CREATE ENOUGH INTEREST OR EXCITEMENT
AND CREDIBILITY FOR AUDIENCE TO WANT
TO LISTEN TO SPEAKER.
111. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
(c) CREATE IMAGE OF A COMPETENT, WELL QUALIFIED
PERSON TO SPEAK ON SELECTED SUBJECT OR TOPIC.
CREDIBILITY CHECKPOINTS:
(i) EXPERIENTIAL SUCCESS OR ACADEMIC/ PROFESSIONAL
QUALIFICATION.
(ii) FORMAL OR INFORMAL KNOWLEDGE.
(iii) “SERIOUS” PART TIMER OR HOBBYIST.
(iv) INTRINSIC INTEREST, MATCHING LEVEL OF
SPEECH/PRESENTATION.
112. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
(d) BUILD RAPPORT BETWEEN SPEAKER AND AUDIENCE:
ANY COMMONALITY?
(FOR THE PURPOSE OF BONDING AUDIENCE TO SPEAKER.)
(e) LEVEL OF “DIGNITY” OR INFORMALITY, IS RELATED TO:
(A) OCCASION.
(B) EMCEE’S RELATIONSHIP WITH SPEAKER.
(C) PRESTIGE OF SPEAKER.
(D) ETC.
113. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
(f) USE “INTRO CREDENTIALS” PROVIDED BY SPEAKER,
IF HE/SHE WISHES TO, PROVIDED THAT THE “INTRO
CREDENTIALS/BIODATA/PROFILE” IS:
* WITHIN DECIDED TIMEFRAME (NUMBER OF WORDS).
* RELEVANT TO SUBJECT AND OCCASION.
* PROPERLY WRITTEN/CONSTRUCTED.
IF NOT, PROVIDE FORMAT TO SPEAKER, TO FOLLOW.
OR, REWRITE YOURSELF.
114. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(2) DO NOTs:
(a) DO NOT GIVE LIFE HISTORY, ESPECIALLY WHEN
NOT RELEVANT, TO THE THEME OR CONTEXT OF THE
SPEECH/PRESENTATION. (DO NOT WASTE ANY WORDS, OR
DILUTE THE CREDENTIALS.)
115. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(b) DO NOT “OUTSTAGE” SPEAKER, OR TRY
TO SHARE THE SPOTLIGHT, BY:
(i) GIVING SPEECH OF YOURSELF.
(ii) BEING A COMEDIAN OR “CLOWN”.
(iii) OVERSHADOWING THE SPEAKER SOMEWHAT.
116. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(c) DO NOT “EXTRACT” SOME OF SPEAKER’S SCRIPT.
(d) AT INTRODUCTION, OR PRIOR TO INTRODUCING
SPEAKER, DO NOT:
(i) OFFER LENGTHY OPINION, OR,
(ii) MAKE A SPEECH ON THE SPEAKER’S SAME SUBJECT
OR TOPIC.
117. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(e) DO NOT “STEAL THE THUNDER”
OR LIMELIGHT FROM THE SPEAKER.
YOUR TASK IS TO UPLIFT SPEAKER AND AUDIENCE,
AND KEEP PROCEEDINGS SMOOTH.
118. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(h) DO NOT DISCLOSE CONTENTS OF SPEECH.
(i) DO NOT SHOCK SPEAKER WITH IRRELEVANT
OR CONTRADICTORY INTRO.
119. SCRIPTING GUIDE ~ INTRODUCING SPEAKER
INTRODUCING SPEAKER:
(f) DO NOT PUT SPEAKER, ON A PEDESTAL.
(g) DO NOT PUT UNDUE PRESSURE ON SPEAKER,
BY SETTING VERY HIGH EXPECTATIONS,
OR UNREALISTIC EXPECTATIONS.
120. SCRIPTING GUIDE ~ INTRODUCING PERFORMER
INTRODUCING PERFORMER:
(1) DOs:
(a) DO KNOW WHAT’S THE NATURE OF PERFORMANCE,
AND THE FLOW OF PERFORMANCE.
(b) DO REFLECT TONE OF, OR GENRE OF PERFORMANCE.
(c) DO KNOW “REPERTOIRE” OF SONGS, ELEMENTS OF
PERFORMANCE, SYNOPSIS OF ACT.
121. SCRIPTING GUIDE ~ INTRODUCING PERFORMER
INTRODUCING PERFORMER:
(d) DO BE “IN TUNE” WITH THE NATURE
OF PERFORMANCE, OR TYPE OF PERFORMANCE.
* SHOW YOUR INTEREST (EVEN IF YOU ARE PERSONALLY
NOT KEEN WITH THE NATURE OF PERFORMANCE,
OR TYPE OF PERFORMANCE).
* STAY NEUTRAL, IF YOU CANNOT GET EXCITED
ABOUT IT!
122. SCRIPTING GUIDE ~ INTRODUCING PERFORMER
INTRODUCING PERFORMER:
(e) BETTER STILL, “FAKE” YOUR INTEREST
OR EXCITEMENT FOR THE NATURE OF PERFORMANCE, OR
TYPE OF PERFORMANCE.
123. SCRIPTING GUIDE ~ INTRODUCING PERFORMER
INTRODUCING PERFORMER:
(2) DO NOTs:
(a) DO NOT GO OFF TANGENT/OUT OF CONTEXT.
(b) DO NOT MAKE COMPARISON WITH “THE BEST”
OR HIGHER LEVEL BENCHMARKS, THUS DOWNGRADING
THIS PARTICULAR PERFORMANCE.
(c) DO NOT TELL AUDIENCE OF LACK OF PREPARATION BY
THE PERFORMER/S.
124. SCRIPTING GUIDE ~ INTRODUCING PERFORMER
INTRODUCING PERFORMER:
(2) DO NOTs:
(d) DO NOT MAKE PERFORMER OUT TO BE AMATEURISH,
INEXPERIENCED.
(e) DO NOT EXPECT AUDIENCE TO SYMPATHISE.
125. SCRIPTING GUIDE ~ PROGRAM
PROGRAM:
(1) DOs:
(a) DO INFORM AUDIENCE, AS EARLY AS POSSIBLE,
OF WHAT’S IN STORE, TO (i) DIFFUSE TENSION,
(ii) TO GENERATE EXCITEMENT.
(b) DO WARN OF “SURPRISES” AHEAD.
NOT NECESSARY TO GIVE DETAILS. BUT GIVE NOTICE.
126. SCRIPTING GUIDE ~PROGRAM
PROGRAM:
(c) DO MENTION “HIGHLIGHTS” EARLY, AS A MEANS
TO GET AUDIENCE TO STAY THROUGHOUT THE
PROGRAM.
(d) DO DRUM UP EXCITEMENT OF UPCOMING HIGHLIGHTS,
TO INCREASE “SUSPENSE” AND ENTHUSIASM, AND TO
KEEP AUDIENCE STAYING BACK.
127. SCRIPTING GUIDE ~ PROGRAM
PROGRAM:
(e) DO KEEP “FINALE” TO BE THE MOST IMPORTANT
TO AUDIENCE (DEPENDING ON OCCASION), TO MAXIMIZE
AUDIENCE STAYING TILL THE END.
128. SCRIPTING GUIDE ~ PROGRAM
PROGRAM:
(2) DO NOTs:
(a) DO NOT CHANGE PROGRAM ELEMENTS, WITHOUT
NOTICE.
(b) DO NOT INTERCHANGE PROGRAM ELEMENTS,
WITHOUT NOTICE.
129. SCRIPTING GUIDE ~ CONTESTS
CONTESTS:
(1) DOs:
(a) DO STAY NEUTRAL.
(b) DO ENCOURAGE ALL PARTICIPANTS.
(c) DO PRACTISE “FAIRNESS OF COMMENT”, AS WELL
AS TIME SPENT WITH EACH.
130. SCRIPTING GUIDE ~ CONTESTS
CONTESTS:
(2) DO NOTs:
(a) DO NOT RIDICULE ANY CONTESTANT.
(b) DO NOT GET PERSONAL.
(c) DO NOT VICTIMIZE.
(d) DO NOT DISCUSS WITH OTHERS, ANYTHING
RELATED TO PARTICIPANTS OR THE CONTEST.
131. SCRIPTING GUIDE ~ JUDGES/JUDGING
JUDGES/JUDGING:
(1) DOs:
(a) DO SHOW DECORUM TO JUDGING SYSTEM.
(b) DO RESPECT ALL JUDGES ALIKE.
(NOT TO CREATE ANY DOUBT ABOUT INTEGRITY
OF ANY ONE OF THE JUDGES.)
132. SCRIPTING GUIDE ~ JUDGES/JUDGING
JUDGES/JUDGING:
(2) DO NOTs:
(a) DO NOT MAKE FUN OF JUDGING PROCESS.
(b) DO NOT COMMENT ON INTEGRITY.
(c) DO NOT SINGLE OUT ANY “ILLUSTRIOUS”
PERSONALITY.
133. SCRIPTING GUIDE ~ JUDGES/JUDGING
JUDGES/JUDGING:
(d) DO NOT BE OPINIONATED.
(e) DO NOT JUDGE THE JUDGES.
134. SCRIPTING GUIDE ~
ORGANIZING COMMITTEE/ORGANIZING CHAIR
ORGANIZING COMMITTEE/ORGANIZING CHAIR:
(1) DOs:
(a) DO ACKNOWLEDGE EFFORT/COMMITMENT OF WHOLE
ORGANIZING COMMITTEE (AND ALL SUB COMMITTEES)
ALIKE.
135. SCRIPTING GUIDE ~
ORGANIZING COMMITTEE/ORGANIZING CHAIR
ORGANIZING COMMITTEE/ORGANIZING CHAIR:
(2) DO NOTs:
(a) DO NOT CRITICIZE INEFFICIENCY OF COMMITTEE OR
PART OF THE COMMITTEE, OR SHOW YOUR DISDAIN.
(b) DO NOT DISASSOCIATE FROM THE COMMITTEE.
(AS A PRO EMCEE, YOU ARE “PART OF THE EVENT”.)
136. SCRIPTING GUIDE ~
ORGANIZING COMMITTEE/ORGANIZING CHAIR
ORGANIZING COMMITTEE/ORGANIZING CHAIR:
(2) DO NOTs:
(c) DO NOT:
(i) PRAISE ORGANIZING CHAIRPERSON IN EXCESS, OR
(ii) SINGLE OUT THE ORGANIZING CHAIRPERSON,
AT THE EXPENSE OF “STEALING THE THUNDER” FROM THE
COMMITTEE (WHO MAY FEEL UNAPPRECIATED, SLIGHTED,
DISAPPOINTED). NOT GOOD FOR YOUR FUTURE
REPUTATION (OR BUSINESS) AS A PRO EMCEE.
137. ENHANCEMENT GUIDE
I. MUSIC, SONGS, SOUND, SFX.
II. AUDIO VIDEO, MULTIMEDIA, ICT, LIGHTING,
TECHNOLOGY, STAGE HISTRIONICS, PROPS.
138. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(1) WHY (USE) ?
(A) INCREASE IMPACT OF EVENT.
(B) PROVIDE MULTI SENSORY STIMULATION.
(C) DRAMATIZE OR HIGHLIGHT SPECIFIC SCENARIOS
OR INDIVIDUALS.
(D) SERVE AS BRIDGING BETWEEN PROGRAM ELEMENTS.
139. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(2) WHEN (TO USE) ?
WHEN APPROPRIATE TO PROGRAM SEGMENT
OR PARTICULAR SCENARIO, AND THE EVENT THEME.
EXAMPLES:
(A) ACCOMPANYING MUSIC FANFARE TO INTRODUCING:
(i) VIP.
(ii) SPEAKER.
(iii) PERFORMER OR ENTERTAINER
140. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(2) WHEN (TO USE) ?
(B) PRELUDE TO EVENT.
(C) INTERLUDE.
(D) “LAUNCH” THEME.
(E) GAME ACCOMPANIMENT.
(F) BACKDROP MUSIC TO PRESENTATION.
(G) FASHION SHOW | PERFORMANCE | DANCE | ETC.
(H) WHENEVER IT SERVES TO ENHANCE THE SCENARIO,
AND NOT DISTRACT OR “FIGHT” WITH THE SCENARIO.
141. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(3) WHAT (SELECTION) ?
(i) IN TANDEM WITH THE OVERALL THEME/CONCEPT
OF EVENT.
(ii) SUITED TO SPECIFIC MOOD AND TONE OF A
PARTICULAR PROGRAM ELEMENT, AS WELL AS IN SYNC
WITH THE TEMPO AND PACE.
142. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(4) WHERE (TO USE) ?
(i) STAGE.
(ii) NEAR STAGE ~ FRONT.
(iii) CEILING.
(iv) AND AS A SURPRISE FACTOR, ANYWHERE!
143. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(5) WHO (TO EXECUTE) ?
(i) EVENT MANAGEMENT COMPANY, AND THEIR CREW.
(ii) PROFESSIONAL MUSIC/AV DIRECTOR, OR
SOUND & LIGHTING (& TECHNOLOGY) DIRECTOR, AND
THEIR CREW.
144. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(5) WHO (TO EXECUTE) ?
(iii) IN LIEU OF ABOVE PROFESSIONALS,
EMCEE TO ENSURE ORGANIZING COMMITTEE ASSIGNS A
FLOOR MANAGER FOR THIS ROLE, PLUS A MUSIC
MACHINE MANAGER.
145. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(6) HOW (TO EXECUTE) ?
PURPOSE: TO ENHANCE THE PROGRAM ELEMENTS
AND THE OVERALL EVENT.
THEREFORE, IT MUST BE DONE SUPERBLY, WITH:
(i) TIME PRECISION.
(ii) HIGH QUALITY STANDARDS OF MUSIC, SONGS,
SOUND, SFX.
(iii) RELEVANT SELECTION STRATEGY.
(iv) SLICK EXECUTION.
146. ENHANCEMENT GUIDE ~
I. MUSIC, SONGS, SOUND, SFX
(6) HOW (TO EXECUTE) ?
…OTHERWISE, TO DROP IT
(USE OF MUSIC, SONGS, SOUND, SFX)
FROM EVENT ENTIRELY!
147. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(1) WHY (USE) ?
(A) INCREASE IMPACT OF EVENT.
(B) PROVIDE MULTI SENSORY STIMULATION.
(C) DRAMATIZE OR HIGHLIGHT SPECIFIC SCENARIOS
OR INDIVIDUALS.
(D) SERVE AS BRIDGING BETWEEN PROGRAM ELEMENTS.
148. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(2) WHEN (TO USE) ?
WHEN APPROPRIATE TO PROGRAM SEGMENT
OR PARTICULAR SCENARIO, AND THE EVENT THEME.
(i) AUDIO VIDEO, MULTIMEDIA, ICT:
FOR VISUAL PRESENTATION, AND FOR
DRAMATIZING EFFECT.
149. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(2) WHEN (TO USE) ?
(ii) LIGHTING, TECHNOLOGY:
FOR STYLIZED IMPACT.
(iii) STAGE HISTRIONICS, PROPS:
TO HEIGHTEN EXCITEMENT LEVEL.
150. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(3) WHAT (SELECTION) ?
(i) IN TANDEM WITH THE OVERALL THEME/CONCEPT
OF EVENT.
(ii) SUITED TO SPECIFIC MOOD AND TONE OF A
PARTICULAR PROGRAM ELEMENT, AS WELL AS IN SYNC
WITH THE TEMPO AND PACE.
151. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(4) WHERE (TO USE) ?
(i) STAGE.
(ii) NEAR STAGE ~ FRONT.
(iii) CEILING.
(iv) AND AS A SURPRISE FACTOR, ANYWHERE!
152. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(5) WHO (TO EXECUTE) ?
(i) EVENT MANAGEMENT COMPANY, AND THEIR CREW.
(ii) SOUND & LIGHTING DIRECTOR OR TECHNOLOGY
DIRECTOR, AND THEIR CREW.
(iii) IN LIEU OF ABOVE PROFESSIONALS,
EMCEE TO ENSURE ORGANIZING COMMITTEE ASSIGNS A
FLOOR MANAGER FOR THIS ROLE.
153. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(6) HOW (TO EXECUTE) ?
PURPOSE: TO ENHANCE THE PROGRAM ELEMENTS
AND THE OVERALL EVENT.
THEREFORE, IT MUST BE DONE SUPERBLY, WITH:
(i) TIME PRECISION.
(ii) HIGH QUALITY STANDARDS OF AV, MULTIMEDIA, ICT,
LIGHTING, TECHNOLOGY.
(iii) RELEVANT PRODUCTION AND REPRODUCTION
STRATEGY.
(iv) SLICK EXECUTION.
154. ENHANCEMENT GUIDE ~ II. AUDIO VIDEO,
MULTIMEDIA, ICT, LIGHTING, TECHNOLOGY,
STAGE HISTRIONICS, PROPS
(6) HOW (TO EXECUTE) ?
…OTHERWISE, TO DROP IT
(USE OF AUDIO VIDEO, MULTIMEDIA, ICT, LIGHTING,
TECHNOLOGY, STAGE HISTRIONICS, PROPS)
FROM EVENT ENTIRELY!
155. HOW TO PREPARE
FOR EVENT
I. INVOLVE FROM START TO FINISH.
II. PHASE BY PHASE PREPARATION.
(A) PRE PREPARATION PHASE.
(B) FINAL PREPARATION PHASE.
(a) ONE DAY BEFORE.
(b) DAY OF EVENT.
156. HOW TO PREPARE FOR EVENT ~
I. INVOLVE FROM START TO FINISH
KEY STAGES OF ACTIVE INVOLVEMENT BY PRO EMCEE:
(I) START: INITIAL ORIENTATION TO EVENT.
(II) MID WAY: PROGRAM FINALIZATION STAGE.
(III) FINAL STAGE: DRY RUN / REHEARSAL /
LAST MINUTE CHANGES. PLUS FINAL DRY RUN.
(IV) ACTUAL DAY TILL COMPLETION OF EVENT.
157. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
(i) FIRM UP THE OBJECTIVE AND THEME FOR THE EVENT:
PLAN INITIAL GROUNDWORK CHECKLIST TO ASSESS
(a) SUITABILITY OF LOCATION, AND,
(b) COMPETENCY LEVEL OF PERSONS IN CHARGE.
158. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
(i) FIRM UP THE OBJECTIVE AND THEME FOR THE EVENT:
(1) THE PROGRAM/THEME/OBJECTIVE:
MEET UP WITH ORGANIZER/CLIENT TO DISCUSS PROGRAM
AND ALL PERSON ELEMENTS (INCLUDING PROTOCOL) AND
NON PERSON ELEMENTS, AS WELL AS OVERALL BRAND
IMAGE.
159. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
(i) FIRM UP THE OBJECTIVE AND THEME FOR THE EVENT:
(2) VENUE & LOGISTICS:
(a) VENUE: ARRANGE IMMEDIATE VISIT TO VENUE (HOTEL,
RESORT, WHATEVER PLACE), TO ALIGN TO THEME AND
OBJECTIVE OF THE EVENT.
EXAMPLE: TROPICAL JUNGLE THEME.
160. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
(i) FIRM UP THE OBJECTIVE AND THEME FOR THE EVENT:
(2) VENUE & LOGISTICS:
(b) LOGISTICS: TO RECCE TO CONFIRM WHETHER
FACILITIES (SUCH AS STAGE, BACKDROP, HALL DESIGN,
SOUND & LIGHTING SYSTEM, PRESENTATION FACILITIES,
ETC, CAN “SUPPORT” THE THEME AND OBJECTIVE.
EXAMPLE: TROPICAL JUNGLE THEME.
161. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
(i) FIRM UP THE OBJECTIVE AND THEME FOR THE EVENT:
(3) KNOW THE TEAM:
ENSURE THE RESPECTIVE AREAS OF ORGANIZING AN
EVENT ARE TAKEN CARE OF BY THE COMMITTEE OR SUB
COMMITTEES.
IF NECESSARY, MEET UP WITH THE RESPECTIVE PERSONS
IN CHARGE…TO CHECK WHETHER THEY HAVE THE
EXPERIENCE TO HANDLE THEIR AREAS OF
RESPONSIBILITIES.
162. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
RESPONSIBILITIES:
(ii) DEFINE THE RESPECTIVE AREAS OF RESPONSIBILITIES:
SINCE ON THE ACTUAL DAY OF THE EVENT, AND DURING
THE RUNNING OF THE EVENT, THE EMCEE CAN NEVER BE
THE “HANDYMAN” AND SHOULD NOT BE, SO INSIST ON
THE FOLLOWING:
*THE APPOINTMENT OF SPECIFIC INDIVIDUALS INTO
CIRTICAL ROLES DURING THE RUNNING OF THE EVENT,
SUCH AS:
163. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
RESPONSIBILITIES:
(ii) DEFINE THE RESPECTIVE AREAS OF RESPONSIBILITIES:
(a) KEY COORDINATING PERSON
(ORGANIZING CHAIRPERSON/CLIENT).
(b) SOUND & LIGHTING/AUDIO VIDEO
(FLOOR MANAGER).
(c) PERSON COORDINATING TIMING AND PLAYING
OF SPECIFIC FANFARES/MUSIC/SFX.
164. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
RESPONSIBILITIES:
(ii) DEFINE THE RESPECTIVE AREAS OF RESPONSIBILITIES:
(d) STAGE LOGISTICS.
(e) PRESENTATION FACILITIES.
(f) ASSISTANTS TO PRESENTERS/SPEAKERS/PERFORMERS,
INCLUDING HANDLING/OPERATING COMPUTER
NOTEBOOKS, ETC.
165. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(A) PRE PREPARATION PHASE
RESPONSIBILITIES:
(ii) DEFINE THE RESPECTIVE AREAS OF RESPONSIBILITIES:
(g) PERSON COORDINATING WITH
PRESENTERS/SPEAKERS/PERFORMERS.
(h) FOOD & BEVERAGE.
(i) AWARD PRESENTATION/SOUVENIR PRESENTATION.
166. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
ALIGNING EVERYTHING
TO CONFIRMED OBJECTIVE AND THEME,
TO ACHIEVE CONGRUENCY.
167. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(i) EVENT DETAILING
(a) DEFINITION OF:
* OBJECTIVE OF EVENT.
* THEME OF EVENT.
168. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(i) EVENT DETAILING
(b) RESEARCH AND SOURCING FOR RELEVANT PERSONS,
OUTFITS, PROPS, MATERIALS:
* COSTUMING.
* MUSIC & SONGS/SOUND/SFX/GIMMICKS.
* STAGE DESIGN/DÉCOR/ETC.
* ENTERTAINMENT: PRODUCTION HOUSES,
ENTERTAINMENT AND PERFORMING ARTS PROVIDERS,
MODELLING AGENCIES, ETC.
169. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(i) EVENT DETAILING
(b) RESEARCH AND SOURCING FOR RELEVANT PERSONS,
OUTFITS, PROPS, MATERIALS:
* SPEAKERS/PERFORMERS/ENTERTAINERS.
* LAUNCH IDEAS/OPENING GAMBIT.
170. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(ii) FINALIZING PROGRAM ELEMENTS AND FLOW:
(a) RECONFIRM PROGRAM ELEMENTS WITH
ORGANIZER/CLIENT.
(b) MEET UP WITH SPEAKERS, PERFORMERS, ENTERTAINERS.
(c) PROCEED WITH SCRIPTING STRUCTURE.
171. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(iii) EMCEE GROOMING AND APPEARANCE:
(a) DRESSING GUIDE:
* DRESS TO THE OCCASION/THEME.
* SAME LEVEL AS AUDIENCE, OR HIGHER.
172. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(iv) FINAL CHECK WITH ORGANIZER/CLIENT,
TO GET ENDORSEMENT:
(a) PROGRAM ELEMENTS AND FLOW.
(b) EMCEE’S GROOMING AND APPEARANCE.
(c) EMCEE’S SCRIPT ~ CONFIRM/MAKE FINAL
ADJUSTMENTS.
(d) ACTUAL NARRATON OF FINAL SCRIPT, AND ACTUAL
EXECUTION OF PROGRAM ACTIVITIES ~
NO SURPRISE FOR ORGANIZER/CLIENT.
173. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
(v) FINAL CHECKLIST ON WHOLE EVENT LOGISTICS:
WAY BEFORE ACTUAL DAY/EVENT:
COUNTERCHECK, “SUPERVISE”, OVERSEE THAT ALL
RELEVANT PERSONS IN CHARGE HAVE PERFORMED THEIR
DUTIES OR COORDINATIONS.
174. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> ONE DAY BEFORE:
BEFORE:
(a) FINAL CHECK: USING THE EMCEE CHECKLIST.
(REFER TO APPENDIX 2 IN WORKBOOK.)
(IF YOU ARE LUCKY, A TOP RATE ORGANIZER/CLIENT WILL
ACTUALLY BE VERY CONCERNED, TO ENSURE THE “FINAL
CHECK” IS EFFECTED. BUT BE “PROFESSIONAL” – BE THERE.
175. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
BEFORE:
> ONE DAY BEFORE:
(b) DRY RUN AT VENUE: TEST OUT FINAL SCRIPT,
THROUGH SOUND SYSTEM.
(c) STAY THROUGH THE FULL DRESS REHEARSAL, TO
CHECK AND DOUBLE CHECK TIMING AND LOGISTICS.
176. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(a) VENUE/LOGISTICS CHECK
* ARRIVE VERY EARLY, FOR LAST CHECK, USING YOUR
EMCEE CHECKLIST.
PLUS:
* GET ORIENTED TO ENVIRONMENT, AUDIENCE AND
GOINGS ON.
177. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
* ENSURE KEY PEOPLE ARE READY TO COORDINATE FAST
WITH YOU, TO UPKEEP THE ATMOSPHERE AND SMOOTH
RUNNING OF PROGRAM.
* PREFERABLY, LET ALL “COMPLAINTS”,
ANNOUNCEMENTS, CHANGES, TO BE CHANNELED
THROUGH ONE PERSON.
178. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* BUILD CONFIDENCE THROUGH RAPPORT WITH SPEAKERS,
PERFORMERS, AUDIENCE.
* STAY IN “RELAXED AND RESOURCEFUL” STATE.
179. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* CHARISMA: “PRESENCE”, POSITIVE ENERGY, POISE,
CHARM PERSONALITY, SELF ESTEEM (SELF COFIDENCE &
SELF RESPECT), BEING IN COMMAND.
180. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* MOOD & TONE: USE HUMOUR (WHEN RELEVANT), ONE
LINERS, SHORT QUIPS, TO BRIDGE SPEAKERS OR
PERFORMERS. BUT, NOT TO REHASH SPEAKERS’ WORDS.
* NEVER OVERTALK.
* DO NOT STEAL THE LIMELIGHT FROM THE STARS.
181. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* FOCUS ON THE EVENT’S OBJECTIVE/THEME:
MIRROR THE OBJECTIVE AND THEME OF THE EVENT, VIA
CONGRUENT SCRIPT, KEY MESSAGE AND BRIDGING
PHRASES…ENHANCED BY WORD MASTERY, VOCAL
TONALITY SPECTRUM AND PURPOSEFUL BODY
LANGUAGE.
182. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* RESONATE EHTHUSIASM FROM START TO FINISH.
* KEEP THE AUDIENCE’S ENERGY UP.
183. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* (WHILE INDIVIDUALS COULD BE ASSIGNED TO LOOK
INTO “PROBLEM AREAS”…) THE EMCEE SHOULD KEEP AN
EYE ON DISSATISFACTION AREAS, AND ADDRESS THEM
SOONEST.
184. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(b) STATE OF PERSONA OF EMCEE
* IN THE FACE OF CRISES, ALWAYS STAY COURTEOUS.
YOU ARE TO BE NEVER AFFECTED BY “PROBLEMS” OR
“TECHNICAL HITCH UPS, ETC.
185. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* HOLD ON TO YOUR SCRIPT!
* STAY TO THE PREPARED SCRIPT, OR THE “ESSENCE” OF
THE PREPARED SCRIPT.
186. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* (IF YOU ARE ALREADY VERY PROFICIENT…) YOU CAN
GET INTO THE “IMPROMPTU PERSUASIVE SPEAKING”
MODE.
BUT ALWAYS KEEP TO THE “ESSENCE”, WHEN YOU SPEAK
EXTEMPORANEOUSLY.
187. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* KEEP TO YOUR OWN TERRITORY.
* KEEP PEOPLE/BUSYBODIES AWAY FROM YOUR EMCEE
TERRITORY.
* DO NOT SOCIALIZE.
188. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* DO NOT BE A GLUTTON. (SHOULD YOU NEED TO EAT,
DO SO WAY BEFORE THE START OF THE EVENT.)
* DO NOT BE A BUSYBODY: STAY TO YOUR ROLE AS
EMCEE, WHICH IS TO BE ON “CONSTANT ALERT”.
189. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* YOU ARE AT THE FUNCTION, NOT PRINCIPALLY TO
“ENJOY YOURSELF”. YOUR PRIMARY PURPOSE IS TO KEEP
THE AUDIENCE ENTERTAINED, AND TO KEEP THEIR SPIRITS
HIGH.
190. HOW TO PREPARE FOR EVENT~
II. PHASE BY PHASE PREPARATION
(B) FINAL PREPARATION PHASE:
> DAY OF EVENT:
(c) LET THE SHOW BEGIN!
* IN FACT, SHOULD UNFORESEEN OR UNEXPECTED
HITCHES OCCUR, YOU HAVE TO ENSURE THAT THAT THE
SPIRIT OF THE AUDIENCE WOULD NOT BE DAMPENED.
ENSURE THAT THE AUDIENCE COULD STILL ENJOY THE
EVENT.
ALWAYS SAVE THE OCCASION, TO YOUR BEST ABILITY.
191. REVIEW FOR FUTURE
PROGRESS
INTRODUCTORY GUIDE:
EVALUATION FOR SELF IMPROVEMENT, AND TO SET
NEW STANDARDS OF PERFORMANCE FOR FUTURE.
A. LEARN FROM EXPERIENCES AND FEEDBACKS.
B. GROW FROM EXPERIENCES AND FEEDBACKS.
C. POST MORTEM WITH ORGANIZER/CLIENT.
D. LOOK FOR NEW BIGGER CHALLENGES.
192. REVIEW FOR FUTURE PROGRESS
GUIDE:
INTRODUCTORY GUIDE:
EVALUATION FOR SELF IMPROVEMENT, AND TO SET NEW
STANDARDS OF PERFORMANCE FOR FUTURE.
* CELEBRATION FACTOR: AFTER GIVING YOUR BEST
EFFORT AT EMCEEING AN EVENT, IMMEDIATELY
CELEBRATE, NO MATTER WHAT THE OUTCOME!
* RATIONAL ANALYSIS: AT PRE ASSIGNED TIME (SAY, ONE
DAY LATER), THEN ONLY GO THROUGH THE STRENGTHS
AND “AREAS FOR IMPROVEMENT”.
193. REVIEW FOR FUTURE PROGRESS
(A) LEARN FROM EXPERIENCES AND FEEDBACKS.
* OWN SELF EVALUATION.
* AUDIENCE FEEDBACKS.
* ORGANIZER’S/CLIENT’S FEEDBACKS
194. REVIEW FOR FUTURE PROGRESS
(B) GROW FROM EXPERIENCES AND FEEDBACKS.
IDENTIFY STRENGTHS AND WEAKNESSES
(i) SELF:
> PRO EMCEE STRENGTHS
IDENTIFY, AND STRATEGIZE TO HIGHER EFFECTIVENESS.
> PRO EMCEE WEAKNESSES
IDENTIFY, AND CLOSE THE GAP.
195. REVIEW FOR FUTURE PROGRESS
(B) GROW FROM EXPERIENCES AND FEEDBACKS.
IDENTIFY STRENGTHS AND WEAKNESSES
(ii) NON SELF (OTHERS):
EXAMPLE : SLIP UPS, OVERSIGHTS
(a) ORGANIZER.
(b) LOGISTICS.
(c) MUSIC/SONGS/SOUND/SFX
(d) AUDIO VIDEO/MULTIMEDIA/ICT/TECHNOLOGY/
STAGE HISTRIONICS/PROPS
196. REVIEW FOR FUTURE PROGRESS
(C) POST MORTEM WITH ORGANIZER/CLIENT.
(a) EDUCATE YOURSELF FOR FUTURE EMCEE
ASSIGNMENTS.
(b) EDUCATE THE ORGANIZER/CLIENT.
197. REVIEW FOR FUTURE PROGRESS
(D) LOOK FOR NEW BIGGER CHALLENGES. SUCH AS:
(a) INTRICATE/COMPLEX THEME EVENTS.
(b) MEGA EVENTS – AT A BIG STADIUM, ISLAND
RESORT, ETC.
(c) INNOVATIVE EVENTS.
199. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(1) THEME FOCUS
(i) PLAN TO THE THEME.
(a) MIND MAP ALL POSSIBLE ACTIVITIES, A Z,
INCLUSIVE OF BRIDGING, MUSIC, ETC.
(b) DOUBLE CONFIRM THE EXACT TIMING FOR EACH
PROGRAM ELEMENT.
200. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(1) THEME FOCUS
(ii) START WITH A BANG.
(a) AN AROUSING OPENING GAMBIT, ESTABLISHES A
QUICK BONDING WITH THE AUDIENCE.
201. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(1) THEME FOCUS
(iii) BUILD UP EXCITEMENT INTEREST LEVEL.
(a) INTERSPERSE PROGRAM WITH ELEMENTS THAT PROVIDE
THE HIGHEST EXCITEMENT APPEAL.
(b) PRO EMCEE TO CREATE AND BUILD UP SUSPENSE LEVEL,
AT ACTUAL EVENT.
202. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(1) THEME FOCUS
(iv) “FINALE”: BRING ON THE MAIN EVENT.
(a) AWARDS PRESENTATION. PROVIDED THIS HAS GREAT
APPEAL TO ALL OF AUDIENCE, OR A HUGE MAJORITY OF
AUDIENCE.
(b) PERFORMANCE. THIS HAS TO BE OF HIGH APPEAL TO
AUDIENCE.
203. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(1) THEME FOCUS
(v) ALTERNATE TO “FINALE”.
(a) A PROGRAM ELEMENT OF “SELFISH
INTEREST”/PERSONAL MATERIAL GAIN TO INDIVIDUALS
WITHIN AUDIENCE.
(b) GREATEST APPEAL FOR MOST OF THE AUDIENCE, TO
STAY TILL THE END OF EVENT.
EXAMPLE: GRAND LUCKY DRAW.
204. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(2) TIMING
(i) DOUBLE CHECK WITH ORGANIZER, AND (TO BE SAFE)
EVEN SPEAKERS AND PERFORMERS, ON THE TIMING
ALLOCATED.
(ii) CONSIDER RELIGIOUS BREAK/S, WHERE RELEVANT.
205. PROGRAMMING AND TIMING
(A) HOW TO PLAN AND TIME THE PROGRAM
(2) TIMING
(iii) ALWAYS BUILD IN BUFFER FOR EVERY PROGRAM
ELEMENT.
(iv) FACTOR IN TIME FOR DELAY IN ARRIVAL OF HIGH
LEVEL GUEST OF HONOUR, AND VIP DIGNITARIES.
207. EMCEE CHECKLIST
A. WHY THE NEED TO PREPARE EMCEE CHECKLIST.
B. HOW TO PREPARE EMCEE CHECKLIST.
C. SAMPLE EMCEE CHECKLIST.
APPENDIX 2
208. EMCEE CHECKLIST
(A) WHY THE NEED TO PREPARE EMCEE CHECKLIST
(1) SLICKNESS AND PROFESSIONALISM.
(2) OPTIMIZING SUCCESS OF EVENT.
(3) OPTIMIZING SUCCESS OF YOUR PRO EMCEE
PERFORMANCE
210. EMCEE CHECKLIST
(B) HOW TO PREPARE EMCEE CHECKLIST
(2) CLASSIFY INTO CATEGORIES:
EXAMPLE:
(i) EMCEE PREREQUISITES.
(ii) PROGRAM FLOW AND LOGISTICS.
(iii) ORGANIZING COMMITTEE.
211. EMCEE CHECKLIST
(B) HOW TO PREPARE EMCEE CHECKLIST
(2) CLASSIFY INTO CATEGORIES:
EXAMPLE:
(iv) VENUE AND ALL FACILITIES/ACTIVITIES WITHIN
AND WITHOUT.
(v) PROTOCOL/DECORUM/FORMALITIES.
(vi) SPEAKERS AND PERFORMERS.
212. EMCEE CHECKLIST
(B) HOW TO PREPARE EMCEE CHECKLIST
(2) CLASSIFY INTO CATEGORIES:
EXAMPLE:
(vii) LAUNCHING CEREMONY DEVICE/GIMMICK.
(viii) AWARD PRESENTATION CEREMONY.
(ix) TOKENS OF APPRECIATION/SOUVENIR PRESENTATION.
213. EMCEE CHECKLIST
(B) HOW TO PREPARE EMCEE CHECKLIST
(2) CLASSIFY INTO CATEGORIES:
EXAMPLE:
(xi) CONTESTS.
(xii) LUCKY DRAW/CONTEST DRAW.
(xiii) FOOD & BEVERAGE.
214. EMCEE CHECKLIST
(B) HOW TO PREPARE EMCEE CHECKLIST
(2) CLASSIFY INTO CATEGORIES:
EXAMPLE:
(xiv) AUDIENCE’S AND GUESTS’ COMFORT.
(xv) ETC.
216. PROFESSIONAL EMCEE
WORKSHOP PRACTICALS
I. AUDIENCE BAROMETER.
II. PROTOCOL, DECORUM, FORMALITIES.
III. PSYCHOGRAPHICS: PSYCHOLOGY
OF COMMUNICATION.
IV. EMCEEING ETHICS AND PROFESSIONALISM.
APPENDIX 3
217. PROFESSIONAL EMCEE WORKSHOP PRACTICALS
PROFESSIONAL EMCEE WORKSHOP PRACTICALS
(REFER TO APPENDIX 3 IN WORKBOOK.)
218. “HOW TO BE A PROFESSIONAL EMCEE”
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