Training Techniques Training - Day 2 Presenting Skills

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IMPROVED STRATEGIC MANAGEMENT
CAPACITY PROJECT
Training Techniques Training – Session 2
Jocelyne Rasé
Effective Presentations
November 2013

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Food for thought…

There are 7 billions people of this planet
There are 5.9 billions mobile phone subscriptions
30% are in China
In Q4 of 2011, Apple sold 37,4 Millions iPhones worldwide
There are more iPhones sold per day (402k) than people born in the world per day
(300k)
When you consult your iPhone, besides the time taken to consult the emails (2min in
average), it takes 4 min afterwards to recover… to be fully available again to the
activity you were doing
In average people check their iPhone 6 times in an one-hour meeting
If 5.9 billions spend 36 min per hour thinking about something else….
How many trillions of minutes are being wasted?
Why have a meeting… just use your iPhone... You might get more attention ! ! !

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Day Two

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

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

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

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5 topics identified

1. How to get engagement and support from the under secretary of
your institution? What actions would take? How would you do it?

2. How to make more coherent the various SM documents. Which
ones? and how?
3. Choose 3 strategic areas relevant to your institutions and define the
main priorities and the KPIs – Key Performance Indicators - for each
of them
4. What measures would you take to improve the SM capacity in your
institution?
5. How would you ensure that there are more incentives to comply with
the SM measures?

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Sign up online with
TJ Walker – US trainer – good resource
TJ@mediatrainingworldwide.com

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Training is about Change
Pre & Post Testing

Before

After

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Pre & Post Testing

Instructions: Please circle the number that best represents your viewpoint.
1. My knowledge level of what Coaching is and is not is:
Low
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8

9

High

2. My skill at connecting well and at Establishing Rapport with Managers in my Ministry is:
Low
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High
3. My skill with Active Listening is:
Low
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High

4. My skill with Effective Questioning is:
Low
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High

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Presentation Needs Assessment

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

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

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Presentation Needs Assessment

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

When? Pick the best appropriate time, given the context of the institution
Who can help? Are you making full use of the resources available to you?
Mavens
Connectors
Salespeople

Colleagues from this group
Teammates from sub groups
Technical Working Team

SDUs
Your manager
A colleague from a different ministry

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Presentation Objectives
Why will I talk to them? What is my objectives?
• To inspire – Raise Awareness: Do they know that they need to change?
• To increase a Desire to change: What are the consequences for them of not
changing?
• To provide Knowledge: How much of the required knowledge do they have?
How can they acquire it?

• To increase Ability: Are they able to apply skills and knowledge?
Is coaching or support required? What are the blocking & enabling factors?
• To Reinforce: What happens when they do (or do not) display required behaviour or
way of working? How can we provide positive reinforcement when they do?
How can we increase negative consequences when they do not?

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Designing the Presentation

• Introduction
– Present yourself
– Grab attention
– State the purpose
• What’s in it for the the audience?
• What you expect them TO DO as a result (*)?

• Core: Present 3-4 key points – NOT MORE
• Conclusion
– Summary
– Call for action (*)

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The
Compelling
Story

Your Vision,
Your Story,
Your Goal.

Tell people what it looks like
i.e. “I have a dream….”
What you want
or wish for

Measures

How?

26 November 2013

Outcome

Performance

Process

Process

Performance

Process

Process

12

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GoalVision
Setting

Outcome
What do you want?
What does it look like?

Measures
How will you measure progress
specifically?

Processes
How will you proceed concretely?

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• Three little pigs, three blind mice, etc.

Political slogans
• Government of the people, by the people, for the people
• Vini – Vedi – Vinci
• Segregation now, segregation tomorrow, segregation forever
• Blood, sweat and tears
Comic triple:
• There is an Englishman, a Scotsman, and an Irishman
• The joke about the blonde, the brunette and the redhead
• Let me tell you the joke about a priest, a rabbi and president Bush
• How do you get to my place? Go down to the corner, turn left, and get lost

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• Some some people think A is the solution
• Others think B is better
• I believe that C will help us meet our objective…
and I would like to explain why…
C could be a combination of A&B or something totally different and original

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Kirkpatrick’s Levels of Evaluation
Level 1: REACTION - What was the perception of the audience?

Level 2: LEARNING - How much did the participants learn? Were the objectives met?
• Concepts are applied in the classroom through practice. The trainer/coach and the other
participants give feedback to each individual
• Evaluation tools - self-assessment, measuring post-training knowledge, project evaluation
Level 3: BEHAVIOUR – How much did they change their behaviour?
• Ongoing journaling: to ensure on-going monitoring of change in behaviour
Level 4: RESULT - How can we measure changes of behaviour on the long term?
• On-going reinforcement
• Monitoring by the manager
• 360° feedback evaluations
• Specific competency assessment

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Exercise – sub group
• Meet with your group and prepare the outline of a
presentation - on the topic you have selected as a
working team
• Each participant will have to do a 10 min speech on
a key point of the presentation in front of the whole
group
• Give each other support & feedback

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Don’t overload people with excessive details
The 12 High Performance Behaviours
Innovative Thinking
Information search
Creating business solutions
Flexible thinking
Seeking information, managing
complexity, generating ideas,
developing options, depth & creativity
of thought, encouraging innovation

Leading People

Achieving Excellence
Enable and drive change
Continuous improvement
Customer focus
Getting results, driving excellence,
customer focus, making targets,
galvanising action, delivering the
bottom line

Engaging & Developing Others

Influence
Building confidence
Communication

Building relationships
Teamwork
Developing people

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

Valuing & respecting others, coaching,
creating trust, empowering others,
facilitating groups, developing people
and building teams

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Innovative Thinking
Information search
Creating business solutions
Flexible thinking

Leading People
Influence
Building confidence
Communication

Enable and drive change
Continuous improvement
Customer focus

Building relationships
Teamwork
Developing people

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Innovative Thinking


Leading People


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Preparing for the training event

• Where will I speak and at what date and time?

• What is the physical layout of the space in which I will speak?
• What are the logistics of presenting? a blackboard, an overhead projector for
illustrations, and other means of using visual aids?
• Will I be the only speaker or part of a program?
• Who will be my contact person and/or helper whom I can rely for help should
I need it? (i.e. to distribute handouts)
• Will I be introduced? By who?
• Always carry a 3x5 card with minimum information, such as name, job title (if
relevant,) and affiliations (if relevant.) Its best to avoid university degrees,
published papers, and other honoraria, unless you're speaking to a group of
scholars.

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Making YOUR presentation

• Be the center of attention – do not hide!!!
• Make eye contact with everyone BEFORE you start
• Never start talking until you have complete silence
• Move around – this is your show!!!!
• Address the people who are distracted

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Catch attention

Winston Churchill

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

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

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Before you do anything, remember….

About YOU

I am…
I am responsible for…
I promise…I stand for … (working together – being aligned)
About WHAT YOU WANT

The purpose of my presentation is…
I / we have a problem & I would like to offer a solution
I would like you to… / I need from you…

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To be influential, you must…

 Find a common point with the audience
 Find out what moves people - appeal to their emotions
 Adopt a body language and an affect of engagement - make sure that
your body language is in sync with what you say

 Find out and tap into what people already know
 Be clear, precise, to the point
 Speak a language anybody can understand – as if explaining to a 5
year old child
 Be convinced of your point of view - be credible
 Only use arguments that are relevant

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To be influential, you must…

 Pay attention to the clues and cues people give you
 Identify people’s sensibilities and primary mode of operation
(logical, detailed oriented, structured, or NOT…)
 Engage people who are distracted
 Refrain from presenting your needs as unique or more important
than those of others’
 Do not compete with your opponents: validate their point of view
 Make a case for yourself – be persistent – don’t dilute your message

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Time Out

Voice Analysis Feedback

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As you listen to public speakers or to a taped version of your own
speech, pay attention to the following points:
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Pace
Volume
Pausing
Tone
Emphasis
Enunciation
Filler Words
Endings
Variation
Enthusiasm

the speed of delivery
the loudness of the voice
hesitation or delay between words
the highness or lowness of voice
stress placed on a word or words
clarity of words (pronunciation)
avoidance of "hum," "uh," etc.
completion of each word
avoidance of monotone, boring intonation
liveliness of voice

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Ten tips for controlling nervousness

Check the facility and equipment in advance. Know the room
Know the audience
Relax before you speak - use positive imagery & statements
Prepare an outline and follow it
Dress well, comfortably and appropriately
Use your own style and your own words - be yourself!
Practice responses to tough questions
Speak from your diaphragm and breathe through your nose this will help to keep your voice from shaking
• Remember that nervousness feels worse than it looks
You are your own worst critic and your own worst enemy
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Be ready – Prepare - Practice
• Have a colleague edit your slides
• Know your material well
• Practice your presentation several times in front of others
(colleagues, friends or relatives)
• Work hard on your introduction, it sets the tone for the rest of the
presentation
• Learn participant’s names and use name tags or cards
• Establish credibility early – take ownership of the situation
• Use eye contact. First look for a friendly face and initially focus on
that person. Secondly, look at everybody and make a connection
with everyone BEFORE you start.

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Trembling hands

Use 3” x 5” cards.
Use your hands to emphasize your points.

Stumbling over wordsgetting “tongue twisted”

Deliberately slow down your speaking rate until the
problem disappears

The feeling that you
cannot catch your breath

Speak slowly. Take longer pauses between sentences.
Breathe from your diaphragm and through your nose.

Unwillingness to look at
the audience

In the beginning, do not look directly at individuals.
Instead, look just above their heads or slightly to one
side of their faces. Pick the friendliest face in the audience
and look first at that person

Excessive perspiration

Ignore it. Do not call attention to it by wiping your hands
or forehead.

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Cold hands and feet

Make some platform movement and gestures.

Hoarse or squeaky voice Before a speech, tape record your rehearsal sessions
and concentrate on eliminating vocal problems.
If this problem occurs during a speech, ignore it.
Dry mouth

Speak slowly to avoid getting tongue-tied. Have water available
Do not lick your lips in front of the audience.

Tense muscles

Use platform movements and gestures.

Cramps, butterflies in
stomach

Remember that the audience is ordinarily not aware
of such symptoms. Ignore them as much as possible.

Wanting to return to
your seat

Resist this feeling at all costs. The best way to control stage
fright is by practicing

Feeling inferior

Dress for the speech in an outfit that makes you look great.
Send yourself positive messages. Predict success.

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Tips

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If you don’t know the makeup of the group, ask people to stand or give a show of hands in
order to identify themselves.
“How many SDUs do we have? How many managers? How many financial people?
Any representatives of the Court of Auditors? “

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

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

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When there is a discrepancy between people who are already well informed and people
who are not, ask the Experts to explain briefly the notions you don’t want to repeat; this will
engage them.
“Let’s imagine we are a group of aliens, could you briefly summarize XYZ for us”

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When someone disagrees, acknowledge this person and ask others in the audience
to respond.
“It’s a valid point of view… would anyone care to respond?”

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Make a case for yourself
instead of
trying to convert
the other person
to your views

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DON’T PLAY PING PONG

VALIDATE

HOWEVER

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Defending YOUR point of view,
not diluting your message
• May I play the devil’s advocate?
• I would like to counter your argument
• I believe differently and I would like to explain why
• I have a different view on the topic; may I explain it?
• On one hand this, on the other hand that…
• Some people might disagree with your point and say…
• Some people think A, others think B, I would like to defend C
(the rule of 3)
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Difficult questions

THE CONCEALED OBJECTION
The person wants to disagree with you, but not in an open manner
”But won’t your new guidelines cause more problems than there is…?”
Response: Do not be defensive. Restate your key points.
“This is an important point and I would like to clarify this”,
“Good, lots of people bring up this objection, let me clarify”.
THE TEST QUESTION
The participant wants to probe your knowledge and expertise and maybe challenge it
“Could you tell me the exact figure of…? “
Response: Refrain from bluffing. Don’t apologize for your ignorance.
If you don’t know, state that clearly, but offer to get the information and supply
later on - keep your promise.
“I will verify the exact figure and get back to you on this point”

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Difficult questions

THE ATTENTION SEEKING QUESTION
The person wants to show off and tell everyone how much they know about the subject.
“In my experience, reform only works if management really supports it….”
Response: If there is no real question and the provided statement is correct, say,
“Yes that is correct. Thank you for the comment”.
THE CHALLENGING QUESTION
Someone in the audience feels that you have encroached into their area of expertise or
responsibility. “So are you telling us how to write our own financial statements!?”
Response: Correct any impression that you are attempting to comment over
someone else’s expertise.
“I am in no means an expert in this area and I did not mean to give this impression”.

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Difficult questions

THE DEFENSIVE QUESTION
People who may be affected by what you are proposing.
“So you are telling us that we never did anything right in Turkey ….”
Response: Be prepared for a spirited defence if you are challenging an
entrenched system and are proposing a new way of doing things.
Turn the question back to the questioner.
“Do you feel that the current system is fool-proof, and does not require any
modification?
OFF THE RECORD QUESTIONS
Someone might want to trap you
“Off the record, don’t you think this is excessive?”
Response: Don’t answer a question in a public place with a statement that is off
the record. If you answer a question in public, it is on the record.
“We can talk after the meeting, if you want”

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Difficult questions
YES OR NO QUESTIONS
The person who asks for a simple “Yes” or “No” response is often aggressive
and trying to manipulate you. “Just tell me if Yes or NO, strategic management is
a good idea?”
Response: Don’t accept to be cornered.
“I’m sorry but your question calls for more than a Yes or No response. It is
more complex than that”.
“NO WIN”
The person wants to set you up for failure
“Is your advice supposed to remedy poor management in the ministry or poor
planning by the government?”
Response: Do not take sides
“Neither, there are other elements involved in this situation.”

Difficult questions

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As you listen to a question you should decide in your mind whether to:
• Answer it;
• Agree with it and treat it as a statement;
• Refer it to someone else such as an expert colleague;
• Defer it by asking the questioner to discuss it with you privately afterwards;
• Admit that you don’t know the answer and ask to come back to the
questioner with a researched response.

• Throw it back to the audience

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Assignment
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Prepare your presentation for tomorrow

The S.T.E.P. model

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Efforts

STOP

THINK

S.T.E.P.

EVALUATE

Results

PROCEED
DIFFERENTLY

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Keeping a Journal

Journaling is an exercise of affirmation of your strengths: learn to articulate and
document your accomplishments on a regular weekly basis; especially proactive activities
which tend to be less visible than reactive ones. What did you do right?
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SELF AFFIRMATION
Record 5 good things you accomplished this week when you had real impact
– not what you did but HOW you did it.

On the other hand, journaling is also an exercise of humility, paying attention to what can
be done better, in a smarter way, which lessons can be learned for ongoing improvement of
your performance.
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HUMILITY
Record 5 points that need improvement - 5 lessons learned
How would you handle a similar situation in the future…
What would you do differently?
26/11/2013

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Training Techniques Training - Day 2 Presenting Skills

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