Chapter Four Preparing Brain-Friendly Presentations

Presenting or lecturing is the most efficient and lowest-cost method of transmitting information in a
classroom setting and is useful for conveying information to a large group, especially when you need to
get across general knowledge. It is a standard tool that remains in use in most training environments.

Five Ways to Gain Your Audience's Interest

This is the first design element one should consider if one wants a presentation to be effective. This is a
method to grab hold of your listeners' attention.

1. Introductory Exercise
- Begin with a game or fun-filled activity that dramatically introduces the main points of the
presentation.
2. Lead off Story or Interesting Visual
- Begin with a work-related anecdote, fictional story, cartoon, or graphic that focuses the
audience's attention on the subject matter of your presentation.

3. Initial Case Problem

- Present a short problem around which the presentation will be structured.

4. Test Questions

- Ask participants a question related to the presentation topic (even if they have little prior knowledge),
so that they will be motivated to listen to your presentation for the answers.

5. Preview of Content

- Give highlights or coming attractions of the presentation in an enthusiastic manner to entice

interest and involvement.

Five Ways to Maximize Understanding and Retention

After engaging the interest of the audience with one or more of these five interest-building
techniques, it is time to begin the actualpresentation. As one design a presentation, remember
that the instructional goal is to maximize the participants' understanding and retention of the
subject matter. Ultimately, the participants will learn more if they can focus their attention on
the subject matter and make the ideas relevant to them.

1. Opening Summary
At the beginning of the presentation, state (or summarize in writing) the presentation's major
points and conclusions to help participants organize their listening.
2. Headlines
 - Reduce the major points in the presentation to headlines that act as verbal subheadings or
memory aids.
Tell & Sell
In this mode, the supervisor explains to employees what is expected of them and why their
cooperation is needed.
Tell & Listen
In this mode, the supervisor also initially explains to employees what is expected and then
asks for (and listens to) their feedback to her or his requests.
Listen & Tell
In this mode, the supervisor asks the employees to comment on the work they are doing,
listens to their responses, and then tells them his or her reactions to their work performance.

3. Examples
As much as possible, provide real-life illustrations of the ideas in the presentation.
4. Analogies
If possible, create a comparison between your material and the knowledge or experience the
participants already have.
5. Visual Backup
Use flip charts, PowerPoint slides, or brief handouts so that participants can see as well as hear
what you are saying.

Five Ways to Involve Participants During a Presentation

No matter how scintillating a presentation is, the participants are still placed in a passive role
as they listen to a presentation. Fortunately, steps can be taken to enlist group participation
right during the presentation. Following are five suggestions.

1. Listening Role
- Assign participants the responsibility of actively listening to the presentation.
2. Guided Note Taking
-Provide instructions or a form indicating how participants should take notes during the
presentation.
3. Spot Challenge
- Interrupt the presentation periodically and challenge participants to give examples of the
concepts presented thus far or answer spot-quiz questions.
4. Synergetic Learning
- Provide different information to different participants.
5. Illuminating Exercise
-During the presentation, intersperse a brief activity that illuminates the information, ideas,
and skills being presented.
 Five Ways to Reinforce Presentations

- When a presentation is completed, the conventional behavior is to wrap it up with a recap

of the major points and a question-and-answer period. Although these conventions
have merit and should not be overlooked in your planning, there are some more
exciting and active ways to debrief and reinforce what has been presented.
Consider these five methods.
1. Press Conference
- Invite participants to prepare questions that are submitted to the trainer for her or his
response.
2. Participant Review
- Ask participants to review the contents of the presentation with each other (in any group
configuration) and commit the major points to memory, or give them a self-scoring
review test.
3. Group Processing
- Ask participants to reflect on the presentation's implications for them.
4. Post-Presentation Case Problem
- Pose a case problem for participants to solve based on the information given in the
presentation.
5. Experiential Activity
- Design an activity that dramatically summarizes or illustrates the presentation you have
given.

An Example of a Well-Designed Presentation

- When putting together a well-designed presentation, respect the four-part sequence

that has been described in this chapter. Always begin with a strategy to build
interest. Once the audience is mentally involved, provide the information you wish
to impart, using the ways described here to maximize understanding. During this
period of time, stop once or several times and obtain audience participation. When
the presentation has been completed, reinforce what you have taught with the
strategies just discussed.
1. To build interest in the presentation, you might use the following test question:
- What characteristics of the people you lead might determine when you could adopt one
of the following styles: directing, coaching, supporting, and delegating?
- Obtain several responses and remain accepting of participants' answers. Do not reveal the
correct answers.
2. Provide a handout that contains the following:
- Explain the situation factors and general description of each style. For example, you would tell
the audience that low-maturity people (those who are unable and unwilling to take
responsibility and are lacking in competence or confidence) function best with directive
 leaders who provide clear supervision: defining roles, setting goals, and organizing work
assignments.

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3. Divide the audience into four groups (place them in a breakout, in a virtual classroom) and give
each group one of the following assignments after you have presented each style:

- Questioners: Ask a question about this style.

- Agreers: Explain why you agree that this is the best style in this situation.

Naysayers: Explain why you disagree that this is the best style in this situation.

Example givers: Give a work-related situation in which this style makes sense.

Call on each team to question, agree, and so forth.

4. Give participants several case situations. Ask them to identify which style fits each situation.
Follow this activity with a role-playing activity in which the participants are asked to portray
each style. In a virtual classroom ask for volunteers with whom you role play. Discuss their
reactions to the role play, exploring their comfort in being able to shift gears in each situation.
Hold a press conference in which you are asked final questions about the model.

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