15 Presenter Trainers Guide ENG 2014 06

Trainers Guide
Presenter Trainers Guide
Presenter
The JCI Effective Presentation Course
Version 2014-06
JCI Recommended Course

i

JCI Vision
Course Summary
To be the leading global network of young active

citizens.
Presenter is designed for a JCI members who want

expand their presentation skills in order to make better
project reports and intervene during local meetings. This
course focuses on the concepts of creating and
delivering an effective presentation utilizing visual aids
and strong delivery methods with a mind towards
understanding the audience.
JCI Mission
To provide development opportunities that
empower young people to create positive change.
About JCI
JCI is a membership-based nonprofit organization of
young active citizens ages 18 to 40 in more than 100
countries who are dedicated to creating positive change
in their communities. Each JCI member shares the belief
that in order to create lasting positive change, we must
improve ourselves and the world around us. JCI
members take ownership of their communities by
identifying problems and creating targeted solutions to
create impact.
During the course, participants will participate in several

presentation activities; create and deliver a presentation;
participate in activities that demonstrate the process to
create an effective presentation and explore
opportunities to enhance presentation self-confidence.
Presenter is a full day course divided in these modules
and is required to attend JCI Trainer I.
Program
Module 1 Opening
Module 2 Presentation Types
Module 3 Audience Analysis
Module 4 Presentation Content
Module 5 Effective Delivery
Module 6 Presentations
Room setup:
Classroom or dinner style.
Copyright by JCI: All rights reserved.

This publication is for the exclusive use of the trainers
conducting the JCI Recommended Course and can only
be reproduced for this purpose. All JCI Recommended
Courses must be organized online and all participants
must individually register online to qualify for the manual
and to be certified as graduates from the course.
This publication or parts of it may not be translated in
any other language without the express permission of
the JCI Secretary General.
Published by
Junior Chamber International (JCI), Inc.
15645 Olive Boulevard Chesterfield, MO 63017,
U.S.A.
Tel: +1 (636) 449 3100 Fax: +1 (636) 449 3107
Toll free (from USA only): 1 800 905 5499
E-Mail: training@jci.cc - Website: www.jci.cc.
2
Criteria to attend this course

This course can only be attended by active JCI members
and to graduate, the participant must pass the online
knowledge test and fill the trainer evaluation.
The course must be organized online and have all
participants registered online.
Criteria to become Trainer of this course
Be an active JCI member or past member for at

least six months.
Have graduated from this course, JCI Achieve and
JCI Impact.
Changes and updates

Check for changes from previous versions at the end of
this document.

NUMBER OF PARTICIPANTS AND REGISTRATIONS
The JCI Presenter course is designed for local JCI members and includes discussions and teamwork. It is suggested that
the course should be conducted with a minimum of 6 and a maximum of 20 participants. If more people are interested, it
is suggested that another course be organized. The online course tools only allow 20 registrations.
ONLINE REGISTRATIONS
All participants must register for the course on JCIs web site to have the course recorded in their personal database. This
happens automatically when the trainer completes the Course Final Report online. This is how the process works:
1. The registration forms will automatically be e-mailed to the trainer listed on the course organization form, the course
organizer (the person who placed the course online) and the participant receives a registration confirmation.
2. At the course, the trainer must ensure that all participants are registered. Onsite registrations are possible if the
course organizer sets the registration deadline for the date of the day of the course. Registrations will close at
midnight GMT of the day of the course. If the Course Organizer set the closing day before the day of the course, it can
be edited and changed by the same course organizer.
3. Any registered participant who cannot attend the course should cancel the registration to allow others to take the
place. If a registered participant is not present at the beginning of the course and did not cancel the registration, the
trainer can cancel the registration on the day of the course, when the Course Report page is available. Registrations
cancelled by the trainer will be recorded in the participants database as No Show and can be subject to penalties if
repeated.
4. The cancellation by the trainer of participants (No Show) who are not at the course at the starting time will allow
others who are qualified to register, provided that the participant to be cancelled by the trainer is not present in the
facility where the course is being held and others are waiting for the place in the course.
5. Each course has a maximum established in the database and if the limit set for the course is smaller, the course
organizer can edit and increase the maximum allowed up to the limit established for this course.
6. The trainer must make all efforts to ensure all participants are registered before the course starts. Those who are not
registered must register before the course or at the first break. For courses where a previous qualification is required
the Trainer cannot accept any participant who is not registered.
7. If for some reason a participant cannot register for a course that doesnt require previous qualification, the trainer can
allow the participation to attend the course if the maximum number is not reached provided that the participant is
informed that the course will not show in the record and no graduating will be granted or issued. In this case, the
name(s) of the participant(s) not registered must be added to the Observations text box on the online Course Final
Report. The graduation will not be recorded electronically and the person will not be graduated from the course.
CERTIFICATES
Since the graduation is recorded in the participants database, JCI is not giving certificates as proof of graduation.
THE ROLE OF THE TRAINER
The trainer is responsible for overseeing the entire course and must ensure that the modules are delivered according to
the Trainers Guide, that the course objectives are achieved and that participants receive the highest possible level of
training. Here are the main responsibilities of the Trainer:
1. Coordinate the program with the course organizer. Check logistic arrangements and what the organizers will
Presenter General Information

provide and what the trainer must bring.
2. Be responsible for overseeing all logistical considerations. At the course location, check the room and logistics
the day before the course or a few hours before the starting time. If anything needs to be changed, you have plenty of
time. When participants arrive, the course room should be ready and the course must start on time.
3. Ensure everyone is registered. At the beginning of the course, check if everyone is registered and conduct a roll call
to see if everyone is present. If you have Internet, you can check the list online. If not, it is wise to save the list in a MS
Excel format and have it available for the roll call.
4. Be responsible for respecting the JCI Training standards and the overall objective of the course. Of course, to
do this you must know what the overall objectives of the course are, but the trainer must also maintain the standards
and ensure the course is delivered in the correct way and achieves the proposed objectives.
THE TRAINERS TOOLS
The trainers should ensure that all materials requested in each module and all charts or room arrangements are ready
before participants arrive. Also ensure that the Trainers Guide and slides are the latest version (check online for the latest
versions a few days before the course or even on the day of the course) because important changes may have happened.
1. Trainers notes: The instructions for the trainer are explained in detail, including instructions for activities, the text for
your lecture and the audio visual aids to be used. In order to present a standardized training worldwide, the trainer's
notes should be followed and all exercises completed as suggested. The trainer can, however, use his or her own
ideas, experience and background to improve the presentation.
a) On the first page of each session, there is a list of the visual aids and equipment needed for that module, the
PowerPoint slides, the handouts, references you should read, the objectives of the module and the main points.
b) After that, the notes clearly explain the module and indicating which PowerPoint slide to use.
The headings and main points appear in bold blue letters.
The titles for activities and visual aids appear in bold red letters.
The instructions for the trainer appear in normal black letters.
The text for your lecture appears in Italics.
2. PowerPoint slides: A set of PowerPoint slides has been created to enhance and illustrate your presentation.
The subjects for slides have been carefully selected to highlight the key points and specific areas that call for
reinforcement. All slides have special animations that must be considered and practiced:
a) A blue arrow will appear on the bottom right of each slide when animations are over and the slide will change with
the next mouse click.
b) Some slides have time counters and they work like this: When the text needed to explain the task on the slide is
shown entirely on the slide, the blue arrow on the right bottom corner will show meaning that the slide is
completed and will change on the next click but in the time counter case, when the trainer clicks the mouse the
total time allowed for the exercise or teamwork will show up and start the countdown. The last 5 seconds will
gradually change to red. Do not click the mouse after the countdown has started because it will finish the count
and will show the end of the time.
MEALS DURING THE COURSE
Because of the work during lunch, meals should be light and preferably served close to the training room.

COMPLETING THE FINAL COURSE REPORT
Participants who attended the entire course must be recorded as Attended, the ones who attended only part of the
course must be recorded as Registered and those who did not attend must be recorded as No Show. Only the ones
marked as Attended will be able to access and complete the course evaluation and knowledge test. If there are major
recommendations from the course, record them in the report and also send them to training@jci.cc.
A. Go to MY JCI and then to
TRAINING and then to MY
COURSES.
A
B. After the day of the course a
A
yellow bar will show that the
report is available.
C. Click on the course name to
open the report page.
D. On the REPORT PAGE,
click on Trainer Report.
E. When the list of registered
B
attendees shows, mark each
one according to this criteria:
a. Mark Attended those
who participated in the
C
course.
b. Mark No show those
who did not show up for
the course.
c. Mark Registered those
D
who attended only part
of the course.
d. If the course is full, at
E
the beginning mark No
show those who are
absent and Save
Status. It will open
places for those
participants who are
F
present but could not
register.
G
F. After marking participants
Attended, No show or
Registered, SAVE the status.
You can always make changes
on the status and save again.
G. After you made the last changes and Saved Status, you can Close the Report. After you closed the report, no more
changes can be made. You have five days after the day of the course to finish the report.
GIVING FEEDBACK
Feedback should be given in a positive and constructive manner. It is suggested to use the sandwich method, consisting
of one specific criticism "sandwiched" between two specific positive comments. The criticism must only relate to a major
area of improvement for the participant, not focus on minor or not important details.

THE INSIGHT OF THE PRESENTATIONS
Read the insight and purpose of each presentation before starting the course and be sure you understand each one.
Starting from the second presentation, trainers will start giving feedback to participants on aspects related to their
presentations, such as posture, gesture, visual contact with audience, voice intonation, etc.
Presentation 1: Participants will talk for the first time standing close to their comfort zone (chair and table) and the
subject is as easy as it can be and no structure is needed. Time is not strictly enforced and speakers are not stopped
exactly at the end of 2 minutes.
Presentation 2: Now they will feel some discomfort by standing in front of the class and the presentation needs some
structure. The topic is still easy but now they will have a time limit, which will be easy to fill. Time is not strictly enforced
and speakers are not stopped exactly at the end of 2 minutes, but should receive a signal when the 2 minutes are over.
Presentation 3: Only a few will make a presentation here and it will be the only time they work in teams to prepare a
presentation. Now a formal structure is required according to the different presentation types. Time will be an issue.
Because the 1 minute time cannot fit all information, they need to decide what is important according to each type.
Presentation 4: Now each presentation needs to be adapted to different audiences. Pairs of participants will present
the same topic but to different audiences and discussion will follow how well they adapted the presentation to the
audience.
Presentation 5: This presentation will show the difference in timing when one knows the topic or not. It will be
compared to presentation 2 and time pressure will be an important factor. Most participants will not be able to use the 2
minutes and most will divert from the topic and lose the audience and the purpose of the presentation. The lesson to be
learned is that the presenter needs to master the topic to make a good presentation.
Presentation 6: This is the last presentation before their individual and final presentations and not every participant will
come to the stage, but the ones who come will demonstrate the skills and performance required from a presenter. The
trainer must ensure that each presentation is followed by feedback, not on the presenter, but on the topics: Presentation
space, posture, gestures, and eye contact.
Presentation 7: Final presentation where each participant will show how much was learned and how much progress was
achieved during the course. Participants will be evaluated individually by the trainer team.
TIME CONTROL FOR PRESENTATIONS
Each presentation has a time established for a reason and the Trainer must record time on all presentations, so the time
can be compared how much time was used in presentation 2 (the 2 minutes were not strictly enforced and most people
passed the 2 minutes) and presentation 5 (the unknown subject, where most people will not even use 30 seconds without
changing the subject). By analyzing the time each person used in the different presentations the trainer can comment on
the concept of time during a presentation: When we know the subject time flies and when we dont know the subject, time
seems to stay still and never come to the end of our presentation.
To record the time of each participant and each presentation the Trainer can use the MS Excel file with the list of
participants exported from the course webpage or report page; and in the columns after Country write the following in
the next columns: Presentation 1, 2, 3, 4, 5, 6, 7 and then just record the time in the row of each participant. With these
records you will know who did the Presentations 3, 4, 5 and 6 which are for some participants and then you can call the
ones who did not do the volunteer presentation yet.
firstname
John
lastname
Smith
email
country
CONGO
Pres. 1
Pres. 2
Pres. 3
Pres. 4
Pres. 5
Pres. 6
Pres 7

THE USE OF THE JCI LOCAL ACTION GUIDES
JCI Training makes mandatory that participants use the JCI Local Action Guides as research material for the
presentations in Presenter for the following reasons:
1.
If the topic is left open for the participants to choose, many presentations and courses will be based on already
prepared presentations and courses. If participants just copy something already prepared, such as a presentation
they made before or a course they are already conducting, there will be no learning during the courses.
2.
The JCI Local Action Guides content should be common knowledge for all participants and an easy topic to
develop. The use also makes more people aware of the JCI Action Guide content and the presentations and
courses can be immediately applied at the local level. Many members have not seen the JCI Local Action Guides
and this is an opportunity to have a greater understanding of the knowledge contained on the JCI website.

Room arrangement and logistics for the Presenter course
It is important that the chairs be comfortable because participants will be seated in this course for long hours.
Trainers must have access to Internet and power for the laptops.
There must be water available for participants and trainers all times.
Number of chairs required: Maximum 20, depending on the number of registrations online.
Here is the required room setup:
Screen
Flip chart,
paper and
markers
JCI
Vision,
Mission
and
Values
banner
Table for laptop and projector

with power outlets
Table with
five (5)
comfortable
chairs
Table with
five (5)
comfortable
chairs
Table with
five (5)
comfortable
chairs
Table with
five (5)
comfortable
chairs
Exit/entrance door must be on the back of the room
Module 1
30 minutes
Opening
SUMMARY
The opening ceremony sets the tone of the learning experience. If effectively executed,
the ceremony impresses upon the participants the importance of the learning activity and
the gravity of their commitment. It lends credibility to the course, and instills in students a
higher level of confidence in the course, the trainers and the participants themselves.
CONCEPT
During the Opening Session all participants will have the opportunity to speak about
themselves from the place they are seating. The difficulty will gradually increase as the
course goes on and they learn new presentation skills.
OBJECTIVES
At the end of this session, participants should:

1.
Feel welcome and know each other.
2.
Understand the expectations and objectives of the course.
3.
Know all small details and logistics of the course.
4.
Have gained experience from the first presentation to the group.
MAIN POINTS
1.
Opening: The Opening Ceremony will motivate students to learn as much as they
can from this experience and to become trainers in their local and national
organizations.
2.
Course Objectives: At the beginning it is important to establish the expectations

the participants have from the course and help them to the accomplish course
objectives.
EQUIPMENT
LCD projector and screen

Laptop computer
Flip chart and markers
MATERIALS
Presenter Power Point

Presenter Manual
REFERENCES
None
Presenter, Module 1 Opening 30 minutes

PREPARATION FOR THE COURSE
Logistics: The best way to conduct this course is by dividing participants in
teams of 4 to 7 people in round tables.
If the room does not have tables, seat participants in teams by grouping their
chairs so they can easily work in group discussions or teamwork.
Banners: Place the course banner outside the door (at least until the course
starts) to indicate where the course will be held and to promote JCI to other users
of the facility. Place the Vision, Mission & Values banner inside the room
beside the screen, on the opposite side of the flip chart.
Starting time:
JCI Official or Recommended Courses must start on the scheduled time on
the online registration form.
The Trainer may start after the scheduled time when the majority of the
participants are not in the room because of some acceptable reason, such as
unexpected traffic delays, flight delays, etc.
If the course must start late, the participants already in the room must be
informed and must agree with the delay. If they dont agree, the Trainer
must start the course.
If you start late, keep the participants who are in the room on time busy by
conducting some discussion about the course topic, asking some questions,
etc. This will give the ones who arrived on time some recognition and maybe
some extra knowledge and most importantly, it will give the ones who
arrived late some feeling that they missed something. The next time they
probably will be at the course on time.
If the organizers or Local or National officers want to welcome participants (in

courses with participants from other Local Organizations or countries) the Trainer
will invite the host officer to welcome everyone.
Registrations
The Trainer must check if participants are registered as they enter the training
room. If there are seats available and people want to register onsite, they can do
it if the Trainer accepts, but the new participants must register online to ensure
they qualify to attend this course.
Welcome
Welcome all participants and introduce yourself and deliver a short welcome
speech to inspire and urge people to participate, share knowledge and
experience and have an open mind during the discussion of new ideas and
experiences.
10

1.
OPENING
Although JCI Presenter is mandatory to attend JCI Trainer I, it is not aimed only
at those planning to build a trainer career. As a leader you need to be able to
communicate well. To communicate well, you need to master the art of effective
presentation.
Presentation 1
Self Introduction
Purpose: These are basic introductions just to get participants talking
immediately about something they are very familiar with: Themselves. Even if all
participants know each other the trainer must run this activity to get participants
to talk for the first time during the course.
Ask each participant to stand up and move a bit from the chair and table. Ask
them to tell the audience the following:
Name
National and Local Organization (If all are from the same place, change it to
place of birth)
How long a JCI member
Profession
Something you learned in JCI
Time: There is no specific time for this presentation but if you have 20
participants in the class the time limit should be from 30 to 45 seconds. Try to
politely stop any participant who starts talking too much on personal
achievements or stories that have no relation to the purpose of the selfintroduction.
3.
COURSE OBJECTIVES AND OUTCOME
Course Objectives: Explain the course objectives: What participants should be

able to do after the course.
At the end of the course participants will know and be able to use different
presentation techniques, prepare attractive and effective presentations and
present convincing project reports at the local JCI meetings.
The skills and experience of the course will also help participants to be more
confident to express their opinions during the local organization meetings.
Note to the Trainer: Explain and ensure that the participants are aware that:
This course is not aimed to teach the preparation of long presentations or

conferences
This course is not a trainers course. Trainers must also be careful not to
confuse presentation skills with training skills.
The main goal is to teach JCI members to make presentations or reports in a

structured manner and sent the message across without confusing the
audience.
11

Course Outcome:
Explain the course outcome: What participants will have done during the course.
At the end of the course each participant will have practiced different types of
presentations and will have prepared and presented a presentation.
Participants will learn new skills and have the opportunity to practice and
receive feedback from other participants and from the trainers.
Course Program:
Briefly present the content of the course to give participants an idea of what will
happen during the course and what they can expect to learn.
Module 1: Opening: All participants will speak for the first time introducing
themselves.
Module 2: Presentation Types: Participants will learn about the different types
of presentations, when to use them and how to prepare them.
Module 3: Audience Analysis: Participants will learn to analyze the audience
in order to adapt the presentation for best results.
Module 4: Presentation Content: The most important Module will present the
content of a good presentation.
Module 5: Effective Delivery: Here participants will learn the things that make
the presentation a success, the delivery.
Module 6: Presentations: Each participant will make a short final presentation
to the audience and will receive feedback from the Trainer.
Keys to course success:
Explain in your own words each of the keys to course success:
12
1.
Be open minded: Keep an open mind and learn from other participants,
team members and trainers.
2.
Respect differences: Not everybody thinks the way you do or likes the
things you like. Respect other opinions, other ways of doing things, other
cultures.
3.
Be responsible: Be on time, be responsible for your own learning

(question if you dont understand), express your views and opinions, and
actively participate.
4.
Be positive and supportive: Always look at the bright side of situations.

There is always a valid point in every conversation, discussion or opinion.
Encourage other participants when needed.
5.
Add value: Bring in your experiences and knowledge.

LOGISTICS
For the trainer information and in case anyone asks, here are the logistic details.
a. Charts: In case charts are used in the course, clarify rules for placing charts
on walls. Ensure that the walls accept tape without causing damage to the
painting or wall. Use Reusable Adhesive (widely called Bluetak) or any other
sort of non-damaging adhesive tape.
b. All activities inside the training room: All activities and teamwork must be
conducted inside the classroom to avoid distracting other people using the
same facilities.
c.
Cell phones on silent: Turn off or put cell phones o silent.
d. Emergency exits: In case you are in a large building, for safety reasons you
must indicate the exit doors in case of an emergency. This is not necessary if
you are in a small building where everyone can see exit doors or if this
course is a continuation of other courses or events and everyone is already
familiar with the venue.
CERTIFICATION
a. Must be registered online: As in all JCI Official Courses, everyone must be
registered online in order to be graduated. The graduation from the course
will be recorded in the persons database in case it is needed in the future.
Since all records are online, JCI does not issue certificates for attending JCI
Official Courses. Anyone that does not register online will not be considered
a graduated from the course.
b. Must participate attend all modules: In order to graduate must attend all
modules and participate in activities and discussions.
b. Fill an evaluation form and pass knowledge test: This will help evaluate
trainers and measure the learning. These forms are online and graduation
will be confirmed when the form is filled and submitted.
To pass the knowledge test and graduate, one must have at least 70 percent
(70%) of correct answers. Failing the knowledge test will require attending
the course again to be able to fill another test. There are no second chances
to fill the test.
The evaluation is intended to measure the learning during the course and
questions can include lessons from discussions and learning activities that
are not in the course material. The evaluation and test will be available for 60
days starting 4 days after the trainer closes the course report. There will
not be any extension of the deadline.
Course material available online after graduating: The course manual will be
available on JCI website to everyone who graduates.
Why do we create presentations?
13

Ask this question to a few participants to get the group thinking about it. Allow a
few answers before showing the content of the slide:
Most of us have given many presentations in our lives but probably never thought
why we do it. The three main reasons are:
1. To give information or educate an audience about a specific subject;
2. To persuade or motivate others to do something you desire;
3. To stimulate conversation or opinions;
NEXT:
14
Module 2: Presentation Types
Module 2
90 minutes
Presentation Types
SUMMARY
Participants will now tell the audience about their most memorable experience (still easy,
but now they need to mentally create a sequence of what they will say). Trainers should
take notes about the presentations in regards to what they have done right or wrong and
what they will learn during the course that will affect the quality of the presentation. Then
participants will learn the many types of presentations they may have to make in the
future and the characteristics of each one. Focus on Project Reports and Presentations
about JCI to prospective members or possible sponsors.
CONCEPT
In this Module the participants will do their second presentation, now in front of the class,
about their most memorable experience.
OBJECTIVES
MAIN POINTS
1.
Be able to identify the different types of presentations.
2.
Know how prepare the different types of presentations.
1.
Introduction: Introduces the module concept.
2.
Common types of Presentations: There are three most commonly used types of
presentations: Project Proposals, Sales and Project Reports.
3.
Summary: A summary of the major points of the Module.
EQUIPMENT

Laptop computer
MATERIALS

Presenter Manual
REFERENCES
None
Presenter, Module 2 Presentation Types 90 minutes
15

1.
INTRODUCTION
During this module participants will learn about the three most important types of
presentations they may have to make in their JCI or professional career and the
characteristics of each presentation.
The main focus will be on Project Proposals, Sales and Project Status Reports.
Of course, there are many other types of presentations but most will fit in these
three categories.
Before we go to the content of the module, lets hear about what participants
have to say about their most memorable experience.
Presentation 2
My most memorable experience

Purpose: This will be the first opportunity for all to do a formal presentation
during the course. Each participant must come to the front of the class and
deliver the presentation about their most memorable experience.
Time: Each person will have 2 minutes for the presentation.
Note to the Trainer (do not tell this aspect to the participants): At this
presentation participants must fill the two minutes but you dont need to stop
them exactly at the 2 minutes. They can go over the time to conclude the
thought, but should receive a sign when the 2 minutes are over, to complete the
message and end the presentation. This is the second time participants will do a
presentation and the level of difficulty increases. Now they still have a known
subject but have time limit (although not enforced too much) and it is in front of
the audience.
Feedback in general (not for any specific participant): Trainers keep notes
and will give feedback after all presentations have been done on posture, eye
contact and gestures, suggesting improvements, but not making any
suggestion directly to any person. Each participant should know if the suggestion
fits his or her presentation.
At this time trainers should be gentle of feedback but gradually increasing the
expectations on aspects already evaluated.
Discussion: Discuss the activity by asking a few questions:
What difference did you feel between this presentation (in front of the
audience) and the first one (staying close to your place)?
Did the fact of being far from your comfort zone (your chair and table)
affect your flow of thought?
Did you feel it difficult to use your hands?
Conclude by making comments about the difficulty people have to think straight
when they are the center of attention in front of the audience.
Without the table or chair to keep your hands busy, one must develop a strategy
for the use of hands that will enhance the message instead of being an obstacle
16

to the normal flow of thoughts and a distraction to the audience.
2.
COMMON TYPES OF PRESENTATION
There are many types of presentations people use every day, such as reports,
emergency or crisis response presentations, but the most common ones and the
ones most of us will face or have to do are:
Project Proposals
Sales
Project Status reports
Explain the three types of presentations according to the notes below:

PROJECT PROPOSALS: To provide necessary information for a decision:
Structure: A project proposal should have this structure:
1.
Introduce the issue:

The audience or the target of the proposal must be informed of the nature
and purpose of the proposal. If you are asking for sponsorship, state that
this is a sponsorship proposal.
If it is a partnership or cooperation proposal it must be clear since the very
start to avoid misunderstandings and time wasting for you and the
audience or target.
2.
State the present situation:

Give details of the present situation, what you have or are doing in regards
to the proposal, etc.
3.
Describe facts, offer explanations and interpretation:

Give details of important facts or figures, such as number of people
affected or involved, financial numbers, support received, etc.
4.
Offer recommendations and advantages and propose a solution:

Explain the advantages of both parties very clearly to avoid
misinterpretations and false expectations that may lead in future conflicts
instead of partnerships or cooperation.
Present the solution for the situation presented at the beginning with all
details and numbers, figures, etc.
5.
Ask for approval: This is the key aspect.

Make the formal request for acceptance or approval of the proposal.
Remember: The whole presentation is based on the acceptance or
approval. If you forget this step, the whole presentation was a waste of
time.
17

SALES: To lead a potential buyer to purchase a product or service
Structure: A sales presentation should have this structure:
1.
Get their attention:

The first few seconds will determine if the prospect or the audience will
give you their attention and most decisions are made in the first seconds of
a sales presentation. Start with something that will get their attention to
your presentation and to your message, more than your product or service.
2.
Show the need for the product or service:

Before promoting your product or service, you must show and convince the
audience that there is a need for it. People buy for many reasons and one
is to fulfill a need that is not always real, urgent or perceived.
3.
Describe how it will fulfill the needs:

Now you describe how your product or service fits in their needs and why
they cannot live without it anymore.
4.
Explain the benefits of buying it:

Now you explain why it is better to buy your product or service instead of
any other solution for the need. Show how they will benefit from it in
different aspects, such as finances, time, stress, relieve, happiness, etc.
5.
Offer testimonials from other users:

Show how others have benefited by using your product and service.
Ensure you have testimonials and they have given you the approval to use
it. Testimonial must have names and concrete figures.
6.
Present the proposal:

When you see your audience has no objections and is happy with your
presentation, go to the final details and present the formal proposal with
costs, deadlines for payment and delivery, etc.
7.
Ask for the closing: This is the key aspect.

Use convincing and leading questions to get the sale. Some people like it
when others make the decisions for them to release some guilt. Saying
Thanks for your attention and if you please would sign here, I will get the
order shipped right away will lead the buyer to accept.
PROJECT STATUS REPORTS: To update membership on progress of a project

or inform about an activity.
As a JCI member you will probably be asked to present many Project reports.
Even a short report or delivering a message to a committee or local meeting
needs care to ensure it is understood clearly.
18

Structure: A project status report should answer these questions:
Teamwork
1.
What: What is the report about? State the name or the identification of the
report so the audience can relate to your presentation.
2.
Why: Why are you making this report? Why to this audience and why
should they be interested? Explain the reasons why this activity will take
place or why this action is being requested.
3.
Who: Who is involved in this activity, action or decision and who should
become involved later? Explain who is organizing it and who will benefit
from it.
4.
How: Explain how the activity, action or project will be implemented and
how the decisions will be made.
5.
How long: How long will it take to implement the activity, action or
decision? Explain how long the situation is under planning and when it
must be decided. Also state how long it will last, from start to finish.
6.
When: When will it start and when is the audience expected to be there or
will become involved?
Where: Where will most of the action take place? Give specific details
including addresses, phone numbers, contact persons, directions how to
get there and where to get more information about the location.
8.
What if: What happens if any of the above changes or something

unexpected happens? Give details of plans if the activity, action or event
has to change for unexpected reasons or is not approved.
9.
Questions: This is the key aspect. No matter how good your report was,
there are always people who want more information or missed parts of
your report. A report is only complete if people are totally satisfied and
understood what you wanted to inform. Always ask if there are any
questions. If you dont ask, some people may feel ashamed to ask or dont
know that questions can be asked and they will leave with the wrong
information.
Prepare a presentation
Instructions to the Trainer: Divide participants in 3 teams and ask them to
make a presentation based on the text on the slide during the 5 minutes team
work preparation time. Explain that this is not a typical slide, but an emergency
solution. If copies of the text are handed out, skip the slide. Assign to each team
a different type of presentation:
Project Proposal
Sales presentation
Project status report
Flip chart: Each team must use a flip chart paper as a visual aid for the
presentation. This paper will be used after the presentations for the feedback.
19

Note to the Trainer: Ensure that each flip chart paper is kept for the Feedback
about using Flip Charts.
Purpose: The purpose of this presentation is practice the development of a
structure for the presentation. Teams will use the same text but need to prepare
different presentations based on the three presentation types. Because of the
time limit for the presentation (1 minute) teams must decide what information is
important for each type of presentation. This will show the importance of
selecting only what is important and relevant for the type of presentation to avoid
passing the time limit and not being able to complete the message.
Time: 5 minutes for preparation and 1 minute for presentation. Time was
reduced to 1 minute because the presentation itself is not the case of evaluation
or feedback. All teams will use the same text but the presentations will be
different because they need to be adapted according to the type of presentation.
Team 1: Project Proposal: Team will present the project to the local board.
Team 2: Sales presentation: Team will present the picnic to members and
convince them to buy tickets.
Team 3: Project status report: Team will present a progress report to the Local
Organization on the picnic project.
Presentation: One person from the team will make the presentation.
Presentation 3
Presentation types and structure

Allow each team to conduct the presentations and take notes for your feedback
on the structure of the presentation not the delivery.
Feedback in general (not for any specific participant): Trainers keep notes
and will give feedback after all presentations have been done on the
presentation format and compare the structure in the manual with the structure
on the flip chart of each team, but still not making any suggestion personal. Each
participant should know if the suggestion fits his or her presentation.
At this time participants should have adopted the suggested improvements on
posture, eye contact and gestures made after Presentation 2.
GROUP FEEDBACK
After all presentations conduct a general feedback and comments session from
all participants asking some of the questions on the next slides, while showing
the flip chart paper used by each team. Ask participants to open the JCI
Presenter Manual and check the main characteristics of their presentation while
you show the aspects they should have covered and the ones that are not
important for the type of presentation they did.
Most people get too confused by the amount of information on the fact sheet and
want to present everything instead of selection the most important ones.
By presenting every aspect from the fact sheet, the presentation becomes too
long and passes the allocated time and often the closing cannot be presented.
20

While showing the types of presentations on the slide, discuss what the most
important facts are for each one in order to accomplish the purpose.
Proposal: The presentation should ask for the adoption of the project.
Key question: - Was a formal proposal for adoption presented at the end?
Suggested facts to be included in the proposal presentation:
What?
When?
Where?
How much?
Benefits?
Formal proposal to adopt the project
Sales: The presentation should ask participants to buy the picnic tickets.
Key question: - Did participants buy picnic tickets?
Suggested facts to be included in the Sales presentation:
Mind grabber
Date?
Cost?
Benefits?
Where and when?
Contact information?
Close the sale now
Project status report: The presentation should give enough information to
members about the picnic.
Key question: - Was there enough information to clarify what has been done?
Suggested facts to be included in the Project Status Report presentation:
What?
What has been done so far
Details on times and entrance
Program
Dress code
Alternative plan and contact information
FEEDBACK ON FLIP CHARTS
At this point the trainer shows each team flip chart paper and gives feedback on
the good and bad aspects. These comments will vary in each course depending
on the mistakes made. Use the following aspects to comment on flip charts:
a. Easy to read
The text must be written in large fonts so the audience can read it.
There is no point of writing small fonts if only the trainer can read it.
The flip chart is not a cue card for the trainer but a guide for the
audience.
21

b. Use of key words
Flip charts should help the audience to remember key words and help
the presenter in the sequence of the presentation.
Writing full sentences will distract the audience because instead of
listening to the presenter, they will try to read the flip chart.
c. In logical order
Order of the flip chart must be in line with the order of the presentation
The presentation sequence must also be reflected on the chart.
The audience will be confused if you have the chart in a different order
than the presentation.
d. Clear handwriting
If you dont have a good handwriting you can use capitals to write.
e. Aid for the audience as well as for the presenter?
The presenter easily falls in the trap of preparing the chart for his own
reference but the chart must be an aid for the audience. If not, the
presenter better be using cue cards.
Suggest that participants take into account the suggestions when preparing the
charts for their own presentations during lunch break.
3.
SUMMARY
At the end of all evaluations and comments, discuss the differences of the three
types of presentations and the purpose of each one. Discuss the different ways
of presenting the same text if the purpose of the presentation is different.
The most common types of presentations:
o
Project Proposal: Goal: Ask for the adoption of the project.
Sales: Goal: Ask for people to buy the product or proposed subject.
Progress or Project Report: Goal: People will understand what will

happen.
NEXT
15 minutes Break
AFTER BREAK
Module 3: Audience Analysis
22
Module 3
45 minutes
Audience Analysis
SUMMARY
During this module participants will learn how to analyze the audience and understand
how it impacts the overall presentation.
CONCEPT
It is important for the presenter to know who the audience is and how he can get the best
results out of the presentation.
OBJECTIVES
At the end of this session, participants will be able to:

1.
Analyze the audience.
2.
Prepare a presentation that will appeal to different audiences.
MAIN POINTS
1.
Introduction: Introduces the module concept and main idea.
2.
Audience analysis: A presenter must know the audience in order to prepare an

effective presentation.
3.
Summary: Summarizes the content of the Module.
EQUIPMENT

Laptop computer
MATERIALS

Presenter Manual
REFERENCES
None
Presenter, Module 3 Audience Analysis 45 minutes
23

1.
INTRODUCTION
Think about a person going to a doctor. A good doctor will never give a diagnosis
or prescribe medicine or treatment without examining the patient first. The same
principle applies to a presentation.
Prescription without diagnosis is malpractice is the popular saying about
doctors. The same applies to presentations. If the presenter does not analyze
their audience, he or she could be set up for a bad experience.
2.
Discussion
AUDIENCE ANALYSIS
What do you need to know about your audience?

Ask the participants to give their thoughts and considerations about what they
need to know about the audience.
Audience analysis can be divided in two major aspects:
Audience demographic is the process of gathering and analyzing

information about audience members in order for the presenter to adapt his
or her message to them.
Audience knowledge is how much the audience knows about the subject in
order to convey the message to their level of knowledge and understanding.
Now present the details of each aspect and ask the audience how each factor
would affect the presentation, as you go down the list.
Audience Demographics
1. Age: How old is the audience? This will determine the level of language to
be used and references and examples the presenter can use.
Examples: For younger audiences the presenter could use some words
used by young people, refer to the gadgets used, way of communicating
virtually, and use examples of current events or people. For older audiences,
more conservative words must be used, family aspects can be part of the
presentation and past events and figures can be used.
2. Gender: What is the gender of the audience? This will determine the
approach and appeal of the presentation.
Examples: Men and women in general have different ways of looking at
things and the presenter may have to focus on the issues that are relevant if
the audience is dominated by one or another gender.
3. Family: What is the marital status of the audience? This will determine the
social appeal of the presentation.
Examples: For audiences of single people the approach must be different
from audiences of married people of families with children. The priorities and
the way of looking at things change when people change their marital status.
24

4. Culture: What is the ethnic or cultural background of the audience? This will
determine the approach and examples to be used.
Examples: Audiences coming from different ethnic groups or cultural and
believe background require a different approach from the presenter.
5. Professions: What are the professions and economical level of the audience
members? This will determine approach, jargons and level of language.
Examples: The presenter must relate the presentation to the audience
profession or special language used among their peers.
Audience Knowledge
No knowledge: You will try to convince them to believe in your proposal.

Because they have no knowledge, you dont need to engage in technical
terms, just what the subject can do for them.
Approach: If you are trying to sell computers to an audience who never used
them, you must highlight the basic features and how easy it is to use them.
Some knowledge: You will ask them to consider your alternative by

presenting other options about the subject.
Approach: Selling the same computers to an audience who already uses
them on a daily basis, your focus must be on the things people can do with
the computer but rarely do.
Experts: You will ask them to consider the existence of other alternatives
and mostly new facts about the subject.
Approach: Here the approach must focus on the fact that the audience
knows almost everything about your product but you are offering new options
or alternatives to what the audience is used to do until now.
Presentation 4
JCI Presentation to different audiences

Purpose: This exercise will expose the need to adapt the presentation to
different audiences. Discussion will follow each presentation.
Instructions: Randomly invite participants (one by one) to come to the front of
the class and ask them to make their presentation about JCI, and on the spot,
give them the type of audience to whom they will make the presentation.
Order: Keep the opposite audience assignments together for better evaluation
on how the presentation must be adapted and changes according to the
audience.
Time: Each person will have 2 minutes.
Feedback and comments: After each pair of presentations is done, ask the
following questions to one or two participants.
1.
What was the difference in the two presentations about the same subject?
25

2.
How could it have been done differently?
Feedback in general (not for any specific participant): Again, trainers keep
notes and will give feedback after all presentations have been done on the
presentation format and on posture, eye contact and gestures.
At this time trainers should already make specific comments on aspects not
corrected since the second presentation.
Instructions to the Trainer: Select an audience type from the list below and
assign 1 and 2 of the same audience type to the first and second participant and
3 and 4 of another audience type to the third and fourth participant and so on.
Only call the next person after the previous speaker has finished and then
announce the topic on the spot, not giving any time for preparation:
KNOWLEDGE
1. Audience with no knowledge: Nobody has ever heard about JCI.
2. Audience with knowledge: They have been part of some JCI events.
AGE
3. Young audience: Audience is 20 years old on average.
4. Old audience: Audience is 35 years old on average.
MARITAL STATUS
5. Single: Audience is made up of single people.
6. Married: Audience is made up of married people.
PROFESSIONS
7. Students: Audience is made up students.
8. Business people: Audience is well established business people.
3.
SUMMARY
The aspects of the audience:

1. Demographics
2. Knowledge
What did we learn from the presentations?

To prepare presentations that appeal to different audience
NEXT
26
Module 4: Presentation Content
Module 4
60 minutes
Presentation Content
SUMMARY
During this Module, participants will learn how to prepare the content of a presentation.
CONCEPT
The way the concepts or facts are arranged in a presentation will determine if the
audience understands and thus accepts or rejects the presentation.
OBJECTIVES

1.
Be able to demonstrate knowledge and skills to prepare the content of the
presentation.
3.
Explain 3 parts to a presentation.
2.
Be able to prepare an effective presentation for the afternoon session.
MAIN POINTS
1.
Introduction: Introduces the concept of the module.
2.
Presentation Content: An exercise about impromptu presentations will show the

need of knowledge and content preparation to interest and keep audiences
attention.
3.
Summary: A short review of the module and its main points.
EQUIPMENT

Laptop computer
MATERIALS

Presenter Manual
JCI Local Action Guides
REFERENCES
None.
Presenter, Module 4 Presentation Content 60 minutes
27

NOTE TO THE TRAINER: Ensure there are copies of the JCI Action Guides
available at the end of this Module for the Presentation task assignments. You
can download the JCI Action Guides from JCIs website www.jci.cc.
1.
INTRODUCTION
A good and efficient presentation is not just luck, but the result of careful
planning, practicing and content selection and distribution in the presentation.
Although some creativity and last minute adaptations must be foreseen, the core
of the presentation must have been researched and planned to ensure the
audience understand it, believes in it and agrees with it.
Presentation 5
Spontaneous Presentation
The time of this presentation must be the same as on Presentation 2 in Module 1
to compare how on that presentation time was short (person knew what to say)
and on this one time will be difficult to fill (person has not enough knowledge
about the topic to develop a long presentation and adapt it to the audience).
Purpose: This exercise will expose the anxiety and the need to carefully develop
presentation content. Pressure of time and topic knowledge will be present and
later will be compared to the second presentation in Module 1.
Instructions: Randomly invite 3 participants (one by one) to come up front
(important: they must come to the front of the class to deliver the presentation)
and announce the topic they must talk about when they are ready to start
speaking.
Time: Each person will have 2 minutes (make sure you keep ostensive time
control, no less and no more time).
After you see that the purpose was achieved (showing that people get anxious
and start moving away from the topic) you can stop the exercise without having
every participant doing the presentation.
Select first the ones who did not make the team presentations (presentation 3 on
the types of presentations). Make sure you mix the topics (see suggestions
below).
Do not go on with the exercise for more than 10 minutes.
Topics you can use (ask participants to talk about):
28
The culture of a country: Places far from your part of the world and mostly
unknown to the audience. Examples: Bahrain, Barbados, Belize, Bhutan,
Cambodia, Cape Verde, Chad, Comoros, Djibouti, Guinea-Bissau, Kiribati,
Laos, Maldives, Montserrat, Oman, Papua New Guinea, Samoa, Tonga,
Vanuatu, Vatican, Yemen.
How does it work? Strange objects we all know but nobody know how they
work. Examples: Thermometer, odometer, microwave, radar, calculator, etc.
How was it created? Things we use but nobody know how they were

created, such as electricity, car engine, pencils, etc.
Feedback: Again, trainers keep notes and will give feedback after all
presentations have been done on the presentation format and on posture, eye
contact and gestures.
At this time trainers should already make specific comments on aspects not
corrected since the second presentation.
Discussion:
Discuss the questions on the slide by asking the presenters how they felt about
it, compared to their second presentation about my most memorable
experience?
Note to the trainer: get the times of participants and ask the questions below to
the ones who had big discrepancies between the two presentations.
-
Why was this presentation harder?
Why was it more difficult to fill the two minutes?
What was the difference between this and the most memorable experience
presentation?
Do you think you kept the audiences attention?
Lessons from the Presentations:

There are a few lessons we can take from this exercise:
1.
Knowledge: You must have deep knowledge about the topic if you want
the audience to listen.
2.
Content: The content must be carefully arranged in order to keep the

audiences attention and interest.
3.
Change focus: If the presenter has not enough knowledge, he or she may
get lost in meaningless considerations and missing the real purpose of the
presentation.
4.
Audience: Of course, then the audience loses interest about the topic and
the presentation. If the audience cannot identify what you are trying to tell
them or cannot relate to the topic, you will not get their attention and
interest.
2.
PRESENTATION CONTENT
Note to the trainer: The trainer of this module should give personal examples
during the explanation of the three parts of a presentation.
An effective presentation needs to be well structured in order to accomplish the
purpose and convince the audience.
29

The 3 Parts of a Presentation
In general, an effective presentation should have the following format:
Introduction: Tell them what you are going to tell them.
Body: Tell them
Conclusion: Tell them what you told them.
1.
INTRODUCTION
Refer to slide before on 3 parts to the presentation and state that introduction is
the part where you Tell them what you are going to tell them.
The beginning
Your presentation starts the moment your name is called and you approach the
stage area, but as a rule of thumb, never start talking until you are on stage.
Take your time and acknowledge the audience with your body language and
facial expressions.
You want to create curiosity with your first sentence and make them interested in
what you have to say. Here are some ways to get attention:
a.
A mind grabber: Something related to the topic that will shock the
audience.
Example: At a new presentation promoting constant recruitment, asking
What would you do if all members left the Local Organization in one
week?
b.
Statistic: Figures always get the attention. Selecting a strategic number

will do it.
Example: At a project status report, inform that 80 percent of members
who participate in projects are elected for a leadership position in the next
year.
c.
Facts: Things that are not well known by the public.

Example: At a presentation promotion the preservation of natural
resources, you could say that if global warming continues at this pace,
soon 80% of the beaches in the world will be under water. Of course, this
is not a fact, just a way to get attention.
d.
Dramatization: What would happen if things get worse, etc.

Example: At a presentation to propose more recruitment programs, saying
that if we dont act now, in two years we will not have any member left,
besides the Board of Directors can cause an impact.
e.
30
Worst case scenario: The situation when everything contributes to a

disaster.

Example: At a presentation proposing a community project saying that if
we dont act fast, by the end of this year nobody besides yourselves will
know we exists in this community may raise some concern.
2.
BODY
Refer to analogy on 3 parts to the presentation and state that introduction is the
part where you Tell them
This is the second part of a presentation and the most important one.
The message
To deliver the message effectively you have to be a master of verbal
communication. The audience should understand your message the way you
want them to understand and their response should also be the way you want
them to respond.
Some tips to effectively communicate verbally are:
Words: Choose appropriate, familiar and conversational words. Too much of

formality will widen the distance between you and the audience.
Sentences: Construct and use simple, but effective sentences.
Examples: Include examples, illustrations and visual aids if required to

enhance and color the speech or presentation.
Tone of voice: Avoid monotone tone of voice. Modulate your voice to

enhance the key parts of the message. Alternate your tone and volume of
your voice. For example you may go on a high pitch or lower the pitch for the
extra effect. When you lower the voice, the audience listens to it with
enhanced receptivity. Also use the power of silence.
Forms of Evidence
Facts (must be verified)
Statistics
Definition: data that demonstrates the validity of your presentation

Purpose: summarizes information, demonstrates proof; makes points
memorable
Testimonials
Definition: actual events, dates, times, people involved.

Purpose: provides evidence, demonstrates
Definition: firsthand findings, eye-witness accounts, opinions

Purpose: provides evidence and aids credibility
Examples (real and hypothetical)
31
Comparisons and contrasts
Definition: charts, graphs, etc.

Purpose: to make a visual point
Narratives (stories, tales, myths, real life stories)
3.
Definition: defines new words and concepts

Purpose: introduces new concepts
Audio and visual aids
Definition: a description or expository passage

Purpose: serves to make a term, concept, process or proposal clear or
acceptable
Definitions
Definition: compares something that they know with something they do

not know
Purpose: contrasts clarify an idea by emphasizing its differences
Explanations
Definition: illustrates, describes, or represents things, can be brief or

extended
Purpose: aids understanding by making ideas, items or events more
concrete; creates interest and makes the presentation dynamic and
alive
Definition: story, real or imaginary, short or long, can constitute a small

part of presentation or serve as basis for speech itself
Purpose: generates interest and identification
CONCLUSION
The conclusion of your presentation must wrap up what you said and call for
action, close a sale or ask for a decision: Tell them what you told them.
The closing
First impression is the best impression, but the last impression has a lasting
impression. The closing of presentation is the most strategic point, because what
you say in the end of the presentation is final word and it must ring in the ears of
your audience after they leave.
The conclusion of your presentation should:
32
Summarize or clarify
Heighten the interest
Establish the appropriate mood
Appeal for some action
Propose for acceptance or approval
Homework
3.
SUMMARY
What did we learn from the presentations? Knowledge about topic,

arrange content, dont move away from topic.
Presentation Content: Introduction, body and conclusion
Forms of evidence: Include facts, statistics, testimonials, examples,

comparisons, explanations, definitions, audio and visual aids, narratives,
etc.
Presentation Assignment
Preparation: Have all copies of the JCI Local Action Guides ready and randomly
assign a one to each participant to be used in the preparation of the presentation.
Presentation type: Each participant will create a proposal style presentation.
Presentation topic: Each participant must use the content of the JCI Local
Action Guide.
Task: You will present the content of the JCI Local Action Guide and propose its
adoption in a new Local Organization.
Audience: The presentation will be made pretending the audience is a new
Local Organization whose members dont have much knowledge about JCI and
local Management issues.
Time: Each participant will have 3 minutes for the presentation.
Working time: Participants can use the time over lunch and a final 30 minutes
break after module 5.
Resources: Can use flipchart. Use of PowerPoint is not allowed. The purpose
of the presentation is to evaluate the structure and performance, not the skills in
preparing slides. No changes in room arrangement allowed.
Feedback: Positive and constructive feedback will be given by the Trainer at the
end of all presentations.
NEXT
Lunch
AFTER LUNCH
Module 5: Effective Delivery
33
34
Module 5
60 minutes
Effective Delivery
SUMMARY
Effective presentations depend greatly upon the speaking skills of the presenter and
good speakers are looked upon as instant good leaders because they can speak to
people and convince them. Speeches with a purpose are what everyone wants to listen
to.
CONCEPT
In this module participants will learn the correct ways to deliver the presentations they
have prepared.
OBJECTIVES
At the end of this session, participants will be able to:

1.
Define 3 basic qualities of a good presenter.
2.
Describe 4 delivery methods.
3.
Use appropriate posture, gestures and eye contact, which will enhance
presentation
4.
Remember tips for delivery
MAIN POINTS
1.
Introduction: Introduces the concept of the Module.
2.
The delivery Methods: Choosing the delivery method is as important as the

delivery itself.
3.
Effective Delivery: Presenter space, gestures, posture, voice and visual contact.
4.
Summary: A summary of the Module.
EQUIPMENT

Laptop computer
MATERIALS

Presenter Manual
REFERENCES
None
Presenter, Module 5 Effective Delivery 60 minutes
35

IMPORTANT NOTE TO THE TRAINER
During this module, it is important that you do not mix the delivery of a
presentation with the delivery of a training course. At a training course the trainer
may have more freedom to move around, use activities and exaggerate in the
voice and body language, but these resources may not be effective in a
presentation.
1.
INTRODUCTION
Effective presentations depend greatly of the speaking skills of the presenter.

Speaking with a purpose is what everyone wants to listen to. A good presentation
requires three basic qualities from the presenter: Attitude, Skills and Knowledge.
Your attitude sets you apart from the average presenters. The audience expects
and wishes you to perform and deliver with confidence.
Attitude is all about empathizing with your audience. Attitude is about being
pleasant throughout. Believe in what you are going to say and show enthusiasm
about your presentation.
Skills project the presenters personality to the audience. The skills of clear
speech, the ability to handle questions, the body language, planning the
presentation and managing within the time prescribed are all skills that must be
mastered by the presenter.
Knowledge is as essential as the above two factors. Knowledge about the topic,
audience, time and place is success criteria for outstanding presentation.
2.
THE DELIVERY METHODS
The first thing you need to decide when you plan the delivery of your
presentation is the delivery method. You should choose one that fits the
audience. There are four main methods:
1.
Reading: Prepared written text to be read by the presenter.

There is not much allowance for creativity.
2.
Memory: Memorizing the written text entirely and presenting without

reading it.
This one is not recommended unless you are a very experienced
presenter.
3.
Spontaneous: When you have little or no time to prepare.

This happens often but this requires good skills and tremendous
knowledge about the topic.
4.
Outline: Basic outline or listing of key points is the most often used.
It allows for spontaneity and improvisation as well as prepared outline. The
result will often appear that the presentation is natural and professional.
36

Visual Aids and Equipment:
Function: To help listeners process and retain information.
Definition: Anything that enhances a presentation.
Choices: Choice of the equipment and the audio-visual depends upon the
place, the availability, the audience and the relevance.
Aid, not reason: Visual aids should never be used as the main reason for
presentation - only to enhance it.
Measurement: The effectiveness of a presenter is never measured by the

use of the audio-visuals and the tools. The presenter is the best audio-visual.
Types of Visual Aids:
Objects and Models: Anything that can serve as an explanation, reference

or clarification on the subject.
Pictures: Photographs, drawings, diagrams, maps and posters.
Graphics and charts: Must be clear and enhance the main point.
DVD and video: Requires equipment but gives a real example.
Multimedia: Combines several media such as sound, video and text.
Types of Resources to use:
PowerPoint: Must use a computer to use PowerPoint.
LCD projector: Projects the PowerPoint from computer.
CD and DVD player: Useful to show images or music.
Flipcharts: When you need to write or collect ideas from members.
Chalkboards: New electronic boards can save and print the information.
Handouts: Additional text of facts too long to explain during the presentation.
Tips for PowerPoint:
Get trained on it or at least get familiar with it.

We cannot teach you all features and tricks of PowerPoint in this course. A
presenter must learn PowerPoint or other presentation software and
practice the use in presentations.
Keep in mind the location of the presentation.

If the room is not dark you may consider using only black letters. Even in
dark rooms, when using a very strong projector, the blue, green and other
37

colors may not show at all.
Dont over use the animation feature.

Animations should be used when you want to create an impact or dont want
to show the entire slide because it may distract the audience (they start
reading ahead of the presenter and dont pay attention on what the presenter
is saying), but the overuse can be annoying and irritate the audience. Use
animations only where they are really needed and create the effect you want.
Use a font easy to read (Example: Arial).

Dont be too creative on this aspect. Different fonts may look nice and give a
special taste to the slides, but if the audience cannot read them, they miss
the purpose.
Dont use too much clip art.

Use clip art and images when they help the presentation. Just because you
see some images and find them funny does not mean they will help your
presentation. If the clip art or image does clearly replace the text you wanted
to use, eliminate it and use the key words.
Use only key words or phrases NEVER read during your presentation.
Do not write the entire presentation on the slides so you can read it. Your
ability as a presenter must show that you know the content of the
presentation and the slides should be an aid for the audience, not the
presenter.
Only use full sentences when you are quoting someone.

There are occasions when you must use full sentences, for example:
Quotations, mission statements, objectives, etc.
Tips for Flip Chart:

Note to the trainer: Here you can ask for input from the participants when you
cover each aspect of using the Flip Chart. Ask for some examples on what they
saw as wrong when people used Flip Charts and the lessons learned from it.
This aspect of the presentation was already analyzed at the end of Module 2
when we evaluated the flip charts of the picnic presentations. Here are some of
the reasons why or when you should be using a flip chart:
38
Flip chart can be used when the presenter wants the audience see
something all times, such as key words, ideas, answers, names, actions, etc.
Flip chart presentation is always a good back up in case a projection cannot

be used.
Or when time limitations need a faster set up.
The flip chart presentation must be prepared in advance.
If you write on the flip chart during the presentation the audience may see it
as lack of preparation. Only write if you are asking for input for example.
Dont write everything. Use key words.
3.
EFFECTIVE DELIVERY
The content and the visual aids play an important role in the effectiveness of your
presentation, but the way you deliver the presentation will determine if the
audience accepts and believes on what you are presenting.
Researches show that at least half of the effect depends on body language.
There are several important considerations that should be noted:
Presentation space
Establish and respect the public zone.
Posture
Adopt a posture showing confidence.
Gestures
Act natural using gestures to support your presentation.
Eye contact
Use the lighthouse principle.
Questions
Plan it carefully covering all possibilities.
Note to the Trainer: During the explanations of the concepts of effective

delivery, the trainers should show how many people do the wrong thing when
doing presentations.
While you explain each concept, show the wrong way of doing it and ask how
they feel about it.
A.
PRESENTATION SPACE
In a personal conversation people have established their personal space
that can change from culture to culture but when you talk to a person and
get too close you are invading that persons personal space and your
message will not be well received because of that invasion.
The same happens with a presentation but now it is considered as the
public zone you should not invade unless invited.
A presentation differs from a training course when you may walk around
the audience because they want to learn something for you and you want
to teach them something.
In a presentation you are not teaching a new knowledge or skill but
presenting a proposal or report you expect the audience will accept but
they will not like to be involved in the presentation because that will mean
they are accepting it as their own.
39

The distance from the audience depends on the size but in general you
should not get closer to 2 meters (6 to 8 feet) for small audiences and
further away for large audiences.
Once you have established your presentation zone and the public zone
you are ready to deliver your presentation taking special consideration on
the aspects explained below.
B.
POSTURE
Unless your presentation is meant to be done while you are seating, you
will probably be standing. Adopt a position that gives you body balance
with your weight evenly distributed. A firm posture will also transmit
confidence to the public.
You can move a few steps but always with a purpose, to show an
important aspect on the slide or flip chart or to demonstrate an object or to
enhance or highlight an important part or aspect of the presentation.
Walking from side to side in front of the audience will be a distraction and
soon they will be more interested in your walking than the presentation.
Remember that your message is the show, not you.
Of course, the same will happen if you dont move at all. Adopting some
natural movements in your presentation will keep the audience interested
and alert. Observe other presenters and rehearse your movements until
they become a natural part of your presentation.
But always maintain an upright position because this will indicate
conviction and confidence on your message.
Two movements to avoid:
C.
a.
Leaning your body forward: This may be interpreted as an

imposition from the presenter to the audience or an invasion of the
public zone.
b.
Leaning your body backward: This can be interpreted as a

defensive movement or indicating lack of confidence.
GESTURES
Gestures can have different meanings depending how and when you use
them. In a personal conversation you dont need to pay attention on what
you do with your hands or arms. They are your tool to support your
conversation.
In a presentation your arms and hands can be a distraction or send the
wrong message to the audience. Try to move your arms away from your
body and keep your hands open, naturally.
Hands can have many meanings depending on the culture. They can show
friendliness or be threatening. It would be wise to learn more about these
important aspects by reading books about the subject.
40

A commonly used way of using your hands and arms is the three joints
movement:
D.
a.
Moving your wrists: Keeping your arms slightly away from the body
and moving only your hands can be used in small audiences and to
explain details.
b.
Moving your wrists and elbows: Moving your elbows with your
hands can be used for medium size audiences.
a.
Moving your wrists, elbows and shoulders: Moving your hands,

elbows and your shoulders should be used for large audiences.
EYE CONTACT
How many times have you seen speakers and presenters facing or
speaking to the same person during the entire presentation? How did you
feel about that? It shows that the person is not prepared to make
presentations or is only interested in that particular person.
Keeping constant eye contact with the audience serves two purposes:
Shows that you are interested in the audience and gives you good
feedback on the reaction of your presentation.
But it is not as easy at it seems because for many people and cultures, eye
contact is an intimate act, maybe compared to touching someone, but the
audience is there to hear what you have to say or show.
When you constantly look away from the audience you may not only lose
their attention but also show lack of knowledge on the subject or that you
are not interested in the audience or even worse, you may create a barrier
between you and your audience.
Here are a few tips for eye contact with the audience:
1.
Identify the people you already know: Unless you are making a
presentation to an entirely new audience, you will probably have
some people you already know. You will feel more comfortable use
these people to make eye contact because you know them and they
know you. This procedure will make you act naturally and from there
you can start making eye contact with other people in the audience.
If you dont know anyone, try to talk to some people who arrive
before you start your presentation and get acquainted with them.
They will be your friends in the audience.
2.
Use the lighthouse principle: A lighthouse would not serve its

purpose if it was illuminating only one spot in the ocean. If you keep
looking above the audiences head they will start wondering what is
so interesting on the back wall. Like a lighthouse, keep moving your
eyes to cover the entire audience without staring at one person. This
will show that you are only interested in that person.
Look at people without invading their personal space by moving
your eyes and look at everyone without looking directly to a single
person. Active and enthusiastic people in the audience can force you
41

make more contact with them than others and this can make the
others feel left out and ignore your presentation too.
3.
Presentation 6
Imagine the audience divided into three sections: Keep moving

your eye contact from left to center and right and then go back again
from right to center and to the left. Cover with your eye contact the
people in the front as well as the people in the back of the room.
Presentation Rehearsal
Note to the Trainer: For these presentations select the participants who did not
speak at the Presentations 3, 4 and 5. You may also select some participants
who need some practice on the body language aspects but ensure you give them
positive feedback if they failed on some aspects.
Purpose: These presentations have two purposes:
1.
For the presenters: The presenters will practice explaining something

small (wrist watch) and then something enormous (tower clock) when
gestures need to be used. Then one presenter will explain the big bang
theory to 5 people where small gestures will probably be used but another
presenter will use large gestures to explain the same concept to an
audience of 300 people. And the last presentation will force the presenter
to look people in the eyes to explain the reason of different eye colors.
2.
For the public: The public will see the difference of gestures used to
explain a wrist watch (small gestures) and a tower clock (large gestures).
The same will occur with the explanation of the big bang theory. The
feedback must reinforce these aspects so participants will learn from the
presentations.
Randomly call the participants and only give them the topic when they are ready
to start the presentation.
Time: 30 seconds per person.
Topics: Use these topics for these presentations:
1.
Call the first presenter and ask to explain the following, using small
gestures to explain the wrist watches and large gestures to explain the
tower clock:
-
2.
Call the second presenter and ask to explain the following, using small
gestures to explain the big bang theory to just a few people:
-
3.
42
Explain the difference between a wrist watch and a tower clock.
Explain to a small audience (5 people) how the big bang that

created the universe happened.
Call the third presenter and ask to explain the following, using large
gestures to explain the big bang theory to just a very large audience so
everyone can see and understand the explanation with the help of
gestures:

4.
Explain to a large audience (300 people) how the big bang that
created the universe happened.
Call the fourth presenter and ask to explain the following. (The topic will
force the person to look people in the eyes to see their eye colors):
-
Explain why people have different eye colors.
Feedback: Give some positive feedback on the following aspects:

1.
Posture: Did the posture show confidence and were the movements
natural?
2.
Gestures: Give feedback on the difference of explaining the same thing to

a few people and to a large audience.
3.
Eye contact: Did the presenters make eye contact with everyone?
Ask some participants if they learned something for the presentations or if they
have suggestions or experiences with gestures and eye contact.
E.
QUESTIONS
There is one more aspect of an effective delivery to be considered, although it

may not be used in all presentations: Handling questions.
A good presentation can be ruined by a poor question and answer session but a
mediocre one can also be saved by a confident final question and answer
session.
If you have planned and are prepared for a question and answer session, provide
the audience with this information so they will not interrupt you every time they
have a question.
Inform at the beginning if you will have a question and answer session at the end
and then ask those who have question during the presentation, to write them
down for the question and answer session.
The best time for the question and answer session is at the end, just before the
closing. To avoid any surprises, prepare your question and answer session
carefully, following these steps:
a.
After you have finished creating your presentation read through it carefully
and note any questions that can be asked by the audience.
b.
For each question, prepare an answer in advance.
c.
Focus on the areas where the presentation has not many details or has
controversial issues that can be challenged and prepare the answers.
Answering Questions
You may have had a great presentation and would have created a good impact,
but a few questions can destabilize all that you have achieved. Handling
questions is a very important part and contributes to the ending of a speech or
43

presentation colorfully.
Presence of mind is vital while answering the question. Therefore:
a. Listen to the question very carefully and repeat or rephrase the question if
necessary.
b. Care should be taken to see that the person who has asked is not hurt by
your reply.
c.
Thank for the questions asked and see them as an opportunity to reinforce
your message.
d. Answer by speaking clearly and with confidence, otherwise you will be seen
as unsure about what you are saying.
e. Do not let nerves draw you into responding too fast, always think about your
answer before you speak and if necessary refer back to your notes in order
to answer a question.
f.
If the question requires clarification then ask the questioner to do this, rather
than risk answering a question that wasnt asked.
g. When answering, always address the entire audience and not just to the
questioner.
If you dont know the answer, say so and promise to find the answer or direct the
person to where he or she can find it. The audience knows, but may not show it,
when you are pretending to answer the question by diverting the answer to
another aspect.
Asking questions
Open and closed questions are two types of questions one can use. Open
questions allow audience to answer and enable discussions. These questions
start with what, why, how, describe, etc. Closed questions can be answered by a
yes or no.
These questions may give you facts and can be used to lead audience to the
answers the presenter wants to hear and supports the presentation.
If you master the art of asking questions you can lead them to the answers you
want to hear and that support your presentation.
Therefore, you should never ask Do you agree with my proposal? because it
can lead to a No answer and the audience may all follow that lead.
Instead, you could ask Is there anything else I did not cover that you would like
to know about the subject?
This will keep the audience on your side and will give you the floor again to
answer the question with more positive aspects about the presentation.
Never get into an Argument
44

You or the audience may see an argument as a way to prove your points but if
you, as the presenter, get involved in an argument, there is only one loser, no
matter if you win or lose the argument: you lost.
Here are some tips for the occasions when an argument is created or may start:
a.
Never lose your temper
b.
Be firm but polite
c.
Try to look at the argument from a common ground point of view
See if the argument is of any interest or reflect the opinion of the audience. If it is
a personal issue, suggest discussing it after the presentation, in private.
If it is a genuine aspect and interests the majority of the audience, suggest you
will discuss it after the presentation or that you will consider the aspect and come
back in another occasion to discuss it (if time and logistics permit, of course)
TIPS FOR PRESENTATIONS
Practice: Becoming an excellent presenter takes time so work at it

constantly, realizing that it wont happen overnight. Ask friends to give
feedback.
Easy words: Choose your words carefully dont use words which are
difficult to pronounce or utilize in a sentence. Use simple and straight to the
point language, even if the topic is complicated.
Keep it simple: People are not expecting an award winning presentation

and you are not looking for an award, but getting the message across.
Nobody knows what you will tell: No one knows what you are going to tell
them until you tell them. If you forgot or missed something, you are the only
one that knows about it. If you cannot get back and fix it, forget about it and
nobody will ever know.
Mistakes: Unless you tell or it is very obvious, most people wont realize you
made a mistake if you do make a visible mistake admit it and move on.
Good is good enough: Nobody is perfect! Leave your auto evaluation for
after the presentation. Do not evaluate yourself during it.
4.
SUMMARY
3 basic qualities:
Attitude
Skills
Knowledge
4 ways of delivering:
Manuscript
Memory
Spontaneous
45
Outline
5 aspects of effective delivery:

Public space
Posture
Gestures
Eye contact
Questions
INSTRUCTIONS FOR THE INDIVIDUAL PRESENTATIONS:
After the break, participants will be making a three minute proposal presentation
in front of the class. They will be evaluated by the training team.
The topics of the evaluation are:
1.
Style: Was the proposal style structure followed?
2.
Audience: Were the aspects of audience analysis followed?
3.
Content: Did the presentation follow the Introduction, Body and

Conclusion structure?
4.
Evidence: Was the presentation supported by forms of evidence?
5.
Aids & Equipment: Did the presenter use audio-visual aids and how much
did it help? How well did the presenter handle the equipment?
6.
Voice: Did the presenter change the tone of voice to emphasize key
aspects of the presentation?
7.
Body language: Did the presenter show natural body language?
8.
Contact with audience: Did the presenter maintain contact with the
audience throughout the entire presentation?
NEXT:
30 Minutes Break
AFTER BREAK
Module 6: Individual Presentations
46
Module 6
120 minutes
Individual Presentations
SUMMARY
Now participants will have the opportunity to show how much they have learned during
the course. Each person will make a 3 minute presentation and will receive feedback
from the Trainer.
CONCEPT
The trainers will give positive feedback on aspects the participants can enhance by
studying or practicing and evaluate how much they have absorbed the concepts of the
course.
OBJECTIVES

1.
Be able to deliver an efficient presentation.
2.
Know how to use the skills for a good presentation.
MAIN POINTS
1.
Individual Presentations: Each participant will make the 3 minute presentation.
2.
Feedback: Trainer will give positive feedback after all presentations.
EQUIPMENT

Laptop computer
MATERIALS

Papers with all participants names for the drawing of the order of presentations.
Participants Evaluation Sheet
REFERENCES
None
Presenter, Module 6 Individual Presentations 120 minutes
47

1.
INDIVIDUAL PRESENTATIONS
Preparation: Ensure you have small papers with the names of all participants for
the drawing of the order of the presentations. As one person finishes the
presentation, draw another name to be next.
Procedures: Each participant will have 3 minutes for the presentation. All
presentations will be completed and only then, feedback will be given.
Each participant is assigned to a Trainer who will pay special attention to their
presentations. After the presentations the trainers will discuss the feedback as a
group and decide about the structure and the content of the feedback.
Presentation 7
Individual Presentation
Conduct all presentations.
Evaluation Topics:
1.
Style: Was the proposal style structure followed?
2.
Audience: Were the aspects of audience analysis followed?
3.
Content: Did the presentation have Introduction, Body and Conclusion?
4.
Evidence: Was the presentation supported by forms of evidence?
5.
Aids & Equipment: Did the presenter use audio-visual aids and how much
did it help the presentation?
6.
Voice: Did the presenter change the tone of voice?
7.
Body language: Did the presenter show natural body language?
8.
Contact with audience: Did the presenter maintain contact with the
audience throughout the entire presentation?
2.
FEEDBACK
Avoid lengthy evaluations on minor details, just on the main aspects that could
affect the overall presentation. Do not focus on personal styles, but on concepts.
Comments should be in a positive way. For example, instead of saying You
failed in giving the audience more facts the Trainer should say You should try
including and giving more facts to the audience.
At the end of the evaluations, you can ask participants if they would like to
comment on:
-
Something they learned from other presenters.
Something they realized they did wrong and will correct in the future.
Ensure that participants dont start criticizing other presentations.

48

Thank everyone for attending this course and encourage them to be active part
of the Local Organization to ensure the Mission to provide development
opportunities that empower young people is accomplished.
Important: Any person not registered will not be graduated. The graduation only
happens when the Trainer passes the participant from the online final course
report and the person fills out the evaluation form and passes the knowledge
test.
Listing names in the comments box in the report will not graduate that person.
Any questions or suggestions, please contact the JCI Training Director at:
Junior Chamber International
15645 Olive Boulevard, Chesterfield, MO 63017, U.S.
Tel: +1 636 449 3100 Fax: +1 636 449 3107 Toll Free (in USA only) +1 800
905 5499
E-Mail: training@jci.cc www.jci.cc.
49

Presentation Evaluation Sheet
(Print one sheet for every 3 participants)
Evaluation
Presenters name
Presenters name
Was the presentation in a

proposal style?
Did the presenter propose the
use of the Action Guide, show the
benefits and what would change
if they adopted the concepts?
Were the audience aspects
followed?
Was the message geared to
members of a new Local
Organization?
Did the presentation have the
three essential parts:
Introduction, body and
conclusion?
Did the presenter offer any forms

of evidence?
Aids and equipment used?
How was the writing on the flip
chart: too much text, difficult to
read? Just key words? A
complete script to be read from
the flip chart?
Was the tone of voice changed
for emphasis on key words or
points?
Did the presenter show natural
body language?
How did he use hands, visual
contact, and body? Was there
any distraction, such as keys
hanging in the belt or a pen in the
hands?
Did the presenter maintain
constant contact with audience
by asking questions or any other
way of interaction?
50
Presenters name

CHANGES FROM LAST VERSION
From Version 2013-01 to Version 2013-04:
General Information, The Role of the Trainer: Instructions about completing the Final Online Report and how to grade
the participants was added.
Module 1, Certification: Additional instructions for the trainer about the deadline to complete the evaluation and
knowledge test.
Instructions on how to complete the Trainers Final Report were added to the General Information section.
JCI Presenter, Module 7 Closing 30 minutes
51
JCI Vision
To be the leading global network of young active citizens.
JCI Mission
To provide development opportunities that empower young people to create positive change.
About JCI
JCI is a membership-based nonprofit organization of young active citizens ages 18 to 40 in more than 100
countries who are dedicated to creating positive change in their communities. Each JCI member shares the
belief that in order to create lasting positive change, we must improve ourselves and the world around us. JCI
members take ownership of their communities by identifying problems and creating targeted solutions to create
impact.

15 Presenter Trainers Guide ENG 2014 06

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

15 Presenter Trainers Guide ENG 2014 06

Uploaded by

Copyright:

Available Formats

Trainers Guide

Presenter Trainers Guide

JCI Recommended Course

Presenter Trainers Guide

To be the leading global network of young active

Presenter is designed for a JCI members who want

During the course, participants will participate in several

Copyright by JCI: All rights reserved.

Criteria to attend this course

Be an active JCI member or past member for at

Changes and updates

Presenter Trainers Guide

Presenter Trainers Guide

Presenter General Information

Presenter Trainers Guide

Presenter General Information

Presenter Trainers Guide

Presenter General Information

Presenter Trainers Guide

Presenter General Information

Presenter Trainers Guide

Table for laptop and projector

Exit/entrance door must be on the back of the room

Presenter General Information

Presenter Trainers Guide

At the end of this session, participants should:

Course Objectives: At the beginning it is important to establish the expectations

LCD projector and screen

Presenter Power Point

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

If the organizers or Local or National officers want to welcome participants (in

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

COURSE OBJECTIVES AND OUTCOME

Course Objectives: Explain the course objectives: What participants should be

This course is not aimed to teach the preparation of long presentations or

The main goal is to teach JCI members to make presentations or reports in a

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

Be responsible: Be on time, be responsible for your own learning

Be positive and supportive: Always look at the bright side of situations.

Add value: Bring in your experiences and knowledge.

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

Cell phones on silent: Turn off or put cell phones o silent.

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

Module 2: Presentation Types

Presenter, Module 1 Opening 30 minutes

Presenter Trainers Guide

At the end of this session, participants should:

Be able to identify the different types of presentations.

Know how prepare the different types of presentations.

Introduction: Introduces the module concept.

Summary: A summary of the major points of the Module.

LCD projector and screen

Presenter Power Point

Presenter, Module 2 Presentation Types 90 minutes

Presenter Trainers Guide

My most memorable experience

Did you feel it difficult to use your hands?

Presenter, Module 2 Presentation Types 90 minutes

Presenter Trainers Guide