THE UNITED STATES JAYCEES~A LEADERSHIP TRAINING ORGANIZATION

Introduction

CHARACTERISTICS OF A GOOD TRAINER

Speaking Ability Honesty Sincerity Dependability Being Human Enthusiasm Flexibility Creativity 3 3 3 3 3 4 4 4 5 5 6

TYPES OF TRAINING SESSIONS

Lecture Discussion Combination

HOW TO PREPARE YOURSELF AND YOUR MATERIAL

What Topic Training Target How Long How Many What To Accomplish Research Outline Research Guide Training Outline Handouts Audiovisuals Summary 7 7 7 7 8 8 8 9 10 11 11

HOW TO GIVE A PRESENTATION

Facilities First Impressions Starting The Presentation During The Presentation Before The Close Closing Follow Up 12 13 13 13 14 14 14

SUMMARY APPENDIX

It

I. Types of Audiovisual Presentations Trainers Checklist

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SO YOU'RE GOING TO BE A TRAINER

Introduction
"How was the training session?" "Well, first of all, he read his material to us." "That's bad." "Yeah - and besides that, he read it poorly." "That's worse." "Not only that, it wasn't worth readingl" The above comments might be humorous if they were not so realistic. Unfortunately, though, it seems every Jaycee at one time or another has been through such an experience. If you have a desire to be a good trainer, this manual is written for you. If you are a regional director training district directors or a chapter Community Development vice president training committee chairmen, presenting an orientation program or conducting a session on any specific topic, this manual will help you become a good trainer. The bali's in your court - what will you do with it?

CHARACTERISTICS

OF A GOOD TRAINER

At some time during the past, you probably did some sort of training and didn't realize it at the time. You probably had an opportunity to talk in front of a group and explain how to do something or how to fix something - that was a small training session. You probably have given a report before a group or participated in Speak-Up in your local chapter. If you have done any of these, you have had some experience in

talking before a group and training people.

There are many young men like you who are developing their skills in the area of training. There are definite characteristics that a good trainer should have. We will discuss those characteristics in the following paragraphs.

Speaking Ability
The first and most logical charactenstlc of a good trainer is the ability to talk in front of a group. It is beneficial to have some prior experience in talking before a group of '-.....--people There are many ways to obtain this experience, such as the ones we discussed earlier. Experience develops the ability to think and react while you are giving your presentation. You don't have to be entertaining to present your ideas logically and confidently. You just have to get your ideas and thoughts across to the group. Communications is a key to life itself and makes the difference in a successful training session. You should be able to relate to others so they can understand what you're really saying. How you talk and the words you use must be simple. In other words, use the KI.s.S. method. Keep It Simple Stupid. Voice control is a giant part of communications. Your voice must carry well so it does not become monotone. You will want to be able to talk loud and then soft so you can keep the attention of the people you are training. Remember: communicate, don't confuse

Honesty
You should be honest In every form of training. If you are asked to put on a training session on a specific subject that you have little or no knowledge about. be honest enough to tell them you are not very knowledgeable In that area. Suggest someone else who may be good in that area or refer him to another resource, such as the regional director, state president. or US. Jaycees Representative Honesty applies again when you're actually making the presentation. Honesty with yourself is important. You must be comfortable with your subject or topic in order to do your best and make an honest presentation. "Honesty Is The Best Policy" when training

Sincerity
Sincerity is believing that the session you're doing IS important. For example, you can't successfully train people In communications unless you sincerely believe communications are important. Being sincere IS showing a personal interest in each IndiVidual's achievement and personal growth. If you show concern for people and sincerely motivate people about the topic you are covenng, then you can become a good trainer

Dependability
Be a person who IS dependable - a young man who accepts a commitment or a challenge and follows through. When you accept an Invitation to do a specific training session, you must be a person who others can depend on. One who will be there and not cancel at the last minute Just because you find something else to do. Being dependable also includes dressing neatly and appropriately Use your common sense and dress for the occasion. Dependability includes being on time for the event, dreSSing for the occasion, and being prepared to handle the training session.

Being Human
Can you remember sitting In a training session like the one you're thinking of dOing? The Instructor told a joke and no one laughed, or he told a Joke about ,---,someone that failed to get a laugh and he gotlrntated. Maybe he made a remark or VISibly embarrassed someone Dont make that mlstakel You can't do that and still be a good trainer Remember, the people In your audience are human Just like you Don't let mistakes like those rUin your training session Be fair to all people concerned. Treat everyone with the respect that you would like to have If you were the Jaycee sitting In that training session Do unto othl>r..; a::; you would havp them do unto you"

MANUAL 0

Enthusiasm
A good trainer has many characteristics, but in order for you to be great you must have Enthusiasm. Enthusiasm is a Greek word that means "From God Within." If you take the last four letters of the word enthusiasm, it plainly tells you what enthusiasm really means. IAS.M. - I AM SOLD MYSELF. You must be excited about what you are doing and have a deep concern for the people you are training. The intent of the training session is to teach people the skills to do better, no matter what area or what position they may hold. Remember: be positive and excited, and leave a positive atmosphere every time you train. Wanting Jaycees to be the best they can is not your job - it is your personal obligationl You must have enough enthusiasm to give your best at all times no matter how bad you feel or how bad the facility may be. You can't let up for even one session because if you do, someone did not get the best you have to offer. Enthusiasm is being sold on what you are doing.

Flexibility
Another characteristic of a good trainer is being flexible. You have to be able to vary from the planned format and adapt yourself to current conditions and still cover the subject. Sometimes the plan of your presentation will be interrupted and you must be able to change with the tide and still give those Jaycees the meat of the subject being covered. An example would be when you have prepared a two hour session and upon arrival you're told you only have one hour. Another example is when you have prepared your material on a certain subject and, just as you get ready to start, the president asks you to cover two other topics that don't really fit with your material. Be open to suggestions. If a Jaycee gives you a suggestion or an idea you like and you are comfortable with it, then use it and work it into your presentations. This could happen before or during the training session. Being flexible is also being knowledgeable. You may be asked at a moment's notice to give a talk on any subject in our Jaycee world. You may be there to do a training session on chapter management, but while you are waiting the president asks you to talk a few minutes about extensions. You may not be prepared to talk about extensions, but when you are put on the spot, give it your best shot and don't worry about it. Be flexible enough to handle the unexpected.

Creativity
A creative trainer will use what he already knows and apply it to the training session. As a result, the trainer should be able to arouse the group and encourage them to think for themselves. This can be done by asking questions about the topic. They are then trying to recall everything they know about the topic. Creativity is also keeping an open mind, an attentive ear for new ideas and trying new techniques of getting your point across. In other words, take all the things you know, all the new ideas, all the new techniques, and put them into your own words and style. This will make the session much more interesting and much more you. In conclusion, when you apply all these characteristics you will be a good trainer. These characteristics will help you establish what is known as your STYLE. This simply means to make everything you use yours. Put your material in your own words. Every trainer has his own style, his own points and his own way of presenting his topic. He may be a motivator, an educator or a little of both. When we referto motivator or educator, we are referring to a person's style of speaking or training. This is a personal quality of that individual. If you haven't already, you will establish your own style. You are a motivator, educator or both. Whatever your style, be comfortable with it. There is no such thing as a perfect style, so don't be afraid yours is not right. The characteristics we have discussed should be used as a constant reference to improve yourself. Your smile, your handshake and your genuine concern for people can help make you one of the best and most exciting trainers in The U.S. Jaycees. You will have to determine yourself if you have the characteristics to be a really great trainer.

TYPES OF TRAINING SESSIONS

There are many different types of training sessions that you may be involved in during your Jaycee career. We will briefly discuss the three basic types of traming sessions used in Jaycees.

Lecture
The LECTURE TYPE training session is basically just what the phrase implies. You talk on a particular subject for a given length of time with little or no input from your audience. This type session would generally be used when you have 45 minutes to present a topic such as personnel management to a group of chapter presidents or program managers. You might also use this type when giving an orientation to a local chapter or prospective new members. A good lecture type training session usually makes use of some training aids. There are many different training aids to help you in your presentation. The most commonly used aids are audiovisuals such as movies, slides, overhead projectors, chalkboards, flip charts, and others. (More details can be found on audiovisuals in Appendix I of this manual.) The type of training aid you use should depend on what you feel comfortable with and the topic to be covered.

Discussion
The DISCUSSION TYPE training session will consist of presenting information and providing for audience feedback on that tOpiC. You ask the audience questions and solicit answers. The audience asks questions that were spurred by the discussion. You might use humorous stories, games or role playing to make your point In a discussion type training session. you are the moderator You ask the key questlons to keep the discussion roiling. Once you gain some expenence, you Will have the audience training themselves Dunng a discussion type training session, you will er CL ')IE.r rj u, ent sltua~IOPS Below are sor 1, samrl( questions you might ask to help yOIJ dunng certain situations m a diSCUSSion session To call attpntlon to a pOint tf']at has not been considered: "Has anyone th ug'. abn l this rhR.se Of the ,)roble'Y ')

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*To suggest that no new information is being added: "Can anyone add anything to the information already given on this poin!?" *To bring the generalizing speaker down to earth: "Can you give us a specific example of that poinP" "Your general idea is good, but I wonder if we can't make it more specific. Does anyone know of a case, ... ?" *To handle the impatient, cure-all member: "But would your plan work in all cases? Who has an idea on that?" "Hadn't we better reserve judgment until we all know more about this problem?" *To suggest that some are talking too much: "Are there any of those who haven't spoken that have ideas they would like to present?" *To draw the timid but informed member into the discussion: "Pete, here, has worked on an extension. Suppose we ask him whether he ever saw ... ?" *To handle a question the leader can't answer: "I don't know. Who does?" *To encourage a speaker to talk with the group, not at the leader: "Don't you think you'll be heard better if you face the rest of the group?" *To cut off a speaker who is too long-winded: "While we're on this point, let's hear from some of the others. Can we save your other point until later?" *To help the member who has difficulty expressing himself: "I wonder if what you're saying isn't this ... ?" "Doesn't what you've said tie in with our subject like this ... ?" *To break up a heated argument: "I think we all know how Seymour and Harger feel about this. Now, who else would like to discuss the issue?" A discussion type training session is fun for you and for the Jaycees who are being trained. Be sure to take time at the beginning of the session to explain the subject you will cover and what needs to be accomplished. If this is done, it will set the stage for the whole session. The discussion type training session may be better for training district directors or committee chairmen. It is excellent when used during a mid-year training session for local presidents, local officers, and district or regional directors. These sessions are discussion type presentations. The discussion type training is a very common session and makes the best use of everyone in attendance.

Combination
The COMBINATION TYPE training session is a little of the lecture type and the discussion type put together. This session consists of making a short talk on a particular topic for 10-20 minutes and then going into a discussion of the points you have made. For example, you might have 50 minutes to do a training session on retention and activation for local presidents. You could talk for 10-20 minutes on activation programs and give your audience some ideas on retention. Then go into a discussion session with the Jaycees sharing ideas and programs on how their chapters retain and activate Jaycees. The combination type training session can be very effective and get everyone involved. You will find that nearly every Jaycee training session will be either a lecture, discussion or combination type session. Determining the type of training session to use is up to you. There are many things that can determine which type of training session to use where. The size of the group, the facility, the topic to be covered or the people to speak before you on the agenda could determine the type of session you use. If the guy who spoke before you used the lecture type presentation and put everyone to sleep, then you might make your presentation the discussion type. Asking questions would wake everyone up and get them involved. You may have planned to have a discussion session with 30 people When you arrive there are 100 people present, so you might change your presentation to a lecture or combination type. The reason you do this is because it's not easy to involve 100 people in a discussion You could use the combination type and still give them an opportunity to ask questions. comfortable Remember with. above all, the best type of session is one you are most

HOW TO PREPARE YOURSELF AND YOUR MATERIAL

The preparation of yourself and your material will make the difference oetween your training session being good or excellent.

What Topic?
Be Sure You Know What Topic You Are To Cover. If you don't know you are talking on retention, then it would be hard to prepare material on it. Be sure the person who invited you tells you exactly what topic is to be covered.

Training Target
Be Sure You Know Who You Are Training. You can't begin preparing your material until you know who is to be trained. Are you training local officers, chapter presidents, district directors, etc.? What kind of chapter will you be talking to - city or country?

How Long?
How long should the session last? Ask how long you have to present your topic; then determine how much of that time you want to take.

How Many?
How many Jaycees do you expect to attend the training session? Simply ask how many people they are planning for and this will give you some idea of what to expect.

MANUAL 0

What To Accomplish?
The person who invited you to train should give you his idea of what he wants to accomplish. If he doesn't tell you, then be sure to ask. Determine what you feel needs to be accomplished during the session, then put your actions and material together to accomplish that goal. Now that you have all these facts, you will want to determine which type training session you will conduct. Remember, you must be flexible.

Research Outline
Once you have answered the questions above, you are ready to research your material. Your first step is to put together a research outline. It doesn't need to be fancy, just a simple outline of the points you feel need to be made about the topic to be covered. As an example: If your topic is Activation-Retention, your research outline could be as follows: Activation Programs Offered Springboard SPOKE Spark Plug Orientation - Individual Development, Community Development, Management Development 6. Personal Attention 7. Awards 8. Keep Member Involved 9. New Idea or Project from Him 10. Personal Growth He Receives 11. Ask Members to Rejoin Every Year When you complete this short outline, you can research material for those specific areas. Don't worry about the order, just make sure the subject will be covered. You must be comfortable with all the material you intend to use. Any new material you plan to use that is unfamiliar to you must be studied until you feel comfortable with it. 1. 2. 3. 4. 5.

Research Guide
Now you are ready to research and prepare your material. There are many places you can research material on any given subject. The greatest resource available to you is the manuals published by The United States Jaycees. Below are some common topics and The U.S. Jaycee manuals that cover various aspects of those topics. Topic Communications Where to Look Chapter President's Handbook, State Program Manager's Handbook, Communication Dynamics, Officers' & Directors' Guide, District Director's Handbook Regional Director's Handbook, State Vice President's Handbook, Guide to Successful Publications

Working With People

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Extensions

Recruitment

Managing the Chapter Retention & Activation

Successful

Meetings

Guide to Working with People, Chapter President's Handbook, State Program Manager's Handbook, District Director's Handbook, Regional Director's Handbook, Officers' & Directors' Guide, State Vice President's Handbook, Springboard and Degrees of Jaycees manuals. Extension manual, Chapter President's Handbook, District Director's Handbook, Regional Director's Handbook, Officers' & Directors' Guide, "Go for the Growth." Chapter President's Handbook, District Director's Handbook, Regional Director's Handbook, State Vice President's Handbook, Officers' & Directors' Guide, "If Someone Would Only Ask." A Guide to Chapter Planning, Chapter President's Handbook, Officers' & Directors' Guide. Springboard, Degrees of Jaycees, Personal and Leadership Dynamics, Chapter President's Handbook, District Director's Handbook, Regional Director's Handbook, Officers' & Directors' Guide. Guide to Successful Membership & Board Meetings, Chapter President's Handbook, Officers' & Directors' Guide.

The easy way to research material is to look in the tE.ble of contents. You might find the actual subject or something that relates to it. This way you don't have to read the whole book and this can save time. Some other suggested resources: U.S. Jaycees Sales Catalog Your Own Experiences (personalize it) Libraries Magazines State Magazines LINK The Concept FUTURE Magazine Past Local, State, & National Officers A Friend City or State Officials Training Scripts Motivational Tapes & Books Speech File (yours or borrow someone's) Old Newsletters Someone Else's Friend Attorneys Teachers Your Boss Your Girlfriend Your Wife

Once you have collected all the material you need, pull out the material you feel the most comfortable with that covers the subject best.

Training Outline
You are now ready to make your training outline. The training outline determines the order of your presentation and serves as notes for the presentation itself. When you sit down and put together your outline of what you intend to cover, then you will find that it's time to research some more material. Most of the time a good outline will make you remember things you left out. Make sure your outline includes all the points you want to cover during your presentation. A good outline is the difference between success and failure. Is it really important to have a training outline? Well, the best trainers in the country use them. On the next page is a sample training outline on Activation-Retention. Remember that the outline you put together is for you, so add the things you need.

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SAMPLE TRAINING OUTLINE

Activation-Retention
I. What Is The Problem? A. Retention is not the problem Activation is the problem Two Areas of Activation A. Activation of New Members 1. Get him involved 2. Get to know him 3. Be his friend 4. MAKE HIM FEEL IMPORTANT (wanted and needed) 5. Give him some responsibility 6. Get him involved in activities other than manual labor projects 7. Give him a short orientation a. Chapter b. State c. National 8. Offer him Springboard and SPOKE programs 9. Make sure he is on newsletter mailing list a. Make sure his name appears in newsletter as a new member b. Newsletter keeps him informed on chapter activities c. Make sure his name is spelled correctly B. Activation of Old Members 1. Keep him involved 2. Keep him informed on chapter activities 3. Continue to call him for help and advice 4. Be persistent 5. MAKE HIM FEEL IMPORTANT 6. Ask new Jaycees to call him for advice 7. Keep up with changes in his life 8. Compliment and reward good performances 9. Use Spark Plug program 10. No such thing as deadwood just a tree that hasn't been wa tered Retention A. Where does it begin - when a member joins B. Length of membership 1. Depends on how he is treated 2. How quickly he gets involved C. Problem occurs because: 1. Lack of activity 2. Lack of personal attention 3. Lack of feeling needed D. Excuses 1. Burned out 2. Done it all 3. Chaired all the projects 4. He was jUgt a paper member anyway a. I've been in many Jaycee meetings in my career, but I have yet to walk into a meeting and see a paper member hanging on the walill E. Retention happens when a chapter cares about its people Summary and Close A. NOBODY WANTS TO BELONG TO A GROUP OF STRANGERS B. Care about people C. Get them involved D. People are our business Leadership's our game The community's our workshop JAYCEES is our name

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III.

IV.

Your outline should contain everything you intend to use, including notes about jokes, stories or poems you intend to use to make a point. It's nice to be able to tell jokes or use humorous stories to make a point, but don't get so carried away you forget to cover the subject. Another step in preparing for your training session is to determine what kind of training aids you will use, if any. One of the most used training aids is a handout pertaining to the session. There are four basic uses for handouts. You should consider the purpose of the handout and distribute it accordingly.

Handouts
Handout for Orientation This type of handout gives the Jaycee attending an understanding of what he will be doing during the session. It provides a comfort level and a direction for participation that can help the Jaycee get the most out of the meeting. Such handouts may include schedules, agendas, information on special activities, information on trainers, and where to go to get what. These should be handed out prior to the start of the session.

Handouts for Reference Purposes These handouts generally contain a lot of details. They could be a copy of your presentation, a pamphlet promoting your topic or a copy of a manual that covers the topic. These should be distributed after your presentation. If you give them out during the presentation, they will read instead of listen. Handouts for Knowledge These handouts cartoons or a brief outline of during your presentation and should be given out before presentation.

include true/false questions, fill-in questions, exhibits, your presentation. These would be used to make a point as a reminder to the Jaycee after he leaves. This handout the presentation, or at the point it is needed in your

Handouts for Skill Reinforcement With this handout, the Jaycee will be applying this information presented to some practical situation. If, for example, your training session is on anniversary dues, there can be a blank form to be filled out or a form that might show a completed computation form. These should be handed out during the session. When using handouts, make them all the same size and put your name on them. Handouts are used to educate and explain the topic. Use of handouts also shows the Jaycee attending that you have your act together and you really want to give them something to take home and use again.

Audiovisuals
One of the best assets you have to put on a "dyn-o-rlite" training session is audiovisual aids. There is no great need to prove the effectiv mess of these aids. Studies show we learn 1 percent by taste 1.5 percent by touch 3.5 percent by smell 7 percent by hearing 87 percent by SIGHT Also, audiovisuals greatly increase the retention of information. generally remember 20 percent of what they HEAR 30 percent of what they SEE 50 percent of what they SEE AND HEAR People

If you want the Jaycees to learn and retain your "teachings," take advantage of audiovisuals. The phrase, "I SEE what you meanl" is indeed meaningful. Audiovisuals can increase the effectiveness of your training session. It would be helpful to use them whenever possible. Be sure to place the screen where everyone can see it. Know how to run projectors and check them prior to use. Use simple, easy-to-understand visuals. Remember to practice using AN equipment prior to the session. More details on audiovisuals are covered in Appendix I.

Summary

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What next? Let's look back and see if we have the information necessary to present a good training session. Ask yourself: Do I know my topic? Do I know my audience? Have I prepared a research outline? Have I researched my topic? Have I decided on the type of session? D Am I comfortable with the material I have? Have I prepared a training outline? Have I studied all the new material I'm using? Have I prepared handouts if needed?

I practiced using my AN equipment? If you can answer YES to all these questions, then you are ready to start thinking about how you will actually give the presentation. (A more detailed checklist can be found in Appendix 11.) If you have used all the key elements of "How to Prepare Yourself and Your Material," you have all the necessary elements to make a great presentation. Preparation and practice make a training session successful.

o Have

HOW TO GIVEoA 'PRESENTATION

Now that you have assembled and prepared your information, you are ready to start thinking about how to deliver or transmit that information to the Jaycees in your training session. The purpose of any training session, whether it's a lecture type or a discussion type, is to teach Jaycees everything you can on a particular subject. The trainer, in his presentation, determines whether that Jaycee will learn from that training session.

Facilities
As a trainer, you will be affected by how good or bad the facility is. The worst facilities are those that have 500 seats and 40 people, or 50 seats and 150 people. If you have more seats than people, ask those in the back and off to each side to move to the front. Many speakers won't do that for fear the few in the back will be offended. Don't worry about it, the majority of the people are already sitting in the front. They don't like others to exclude themselves from the group. That is enough to give you the confidence to tell people to sit in the front of the room. If you have more people than you have seats, try to make everyone as comfortable as possible. Stay in the front of the room and ask them to sit on the floor or stand along each side. Then proceed as best you can. Don't worry about it, the majority will love it. The ideal facility or room IS one that is big enough to hold all the people and small enough to look fulL You will find you function better and give a better presentation to a full room.

First Impression
It's important that you create a good first impression. The most important period is when you enter the room. The people inside automatically form an impression of you - make it good. Remember to smile and be excited just to have the opportunity to be there. Another part of your first impression is developing a personal relationship with those Jaycees attending. The most effective presentation is the one in which the audience feels you are speaking directly to them - personally. For this to happen, you have to put yourself in a one-on-one relationship with them. You can establish that relationship by: -Mingling with the group before the session. Don't be obvious, just slowly work your way around the room spending time with as many people as you can. -Learning the names of two or three people or as many as you can remember. -Learning something specific about each person you talk with - maybe a favorite project, what his job is or some other distinguishing item, so that during your presentation you can mention it along with his name. -Making your physical presence felt. You can do this by walking through the audience and touching a person on the shoulder or arm while you are talking. This leaves a feeling that you're at their level and personally concerned for each of them. You're a tYPical human being who is giving personal attention to each Jaycee. Once your physical presence is established, you will be able to keep their attention much better.

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Starting the Presentation

How do I start my presentation? The typical Jaycee presentation starts with a joke. If you are good at telling jokes - okay; if not, leave them alone and go to the topic of your session. Some people use stories in their presentations to make a point and some use stories just to tell stories. If you're good at telling stories to make a point, then do so - but if not, don't. You can tell if your jokes and stories are good if you get repeated requests to tell them. If no one ever asks you to tell them, you might figure they are telling you that you aren't too good at it. When you use jokes or stories, make sure you relate to the topic and make them short - not long and boring. Remember, you can lose your credibility with your audience if you tell a bad joke or story that has no relation to the topic. When you lose your credibility, you lose the audience.

During the Presentation

When you begin your actual should: presentation in the training session, you

-Make your physical presence felt, once again. Use hand movements. Think of the effective speakers you've heard How many just grasped the podium or stood with their hands at their sides? -Use your hands to count with, point to people, or any way to give a visual image of what you are saying. '---' -Use body movement. Move from side to side, back and forth, sway, squat run, walk, lean, nod your head - all to emphaSize what you are saYing. -Eye contact. Make speCific eye contad with each person two to three times dunng the presentation (more if they are sleepy or you feel you are losing them). )r It 1 ., I~ rs, ~ rr !LH "'c:: < ~ J 3( a r ~ r r IIr Jtt'S 8'1(1 aT 1 '::; "rl tp 'nt'" 11< IJ....I '0' '18\!t 10' 'r'
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-Voice. The more variety you use in the pitch, volume, time between words, and speed at which you talk, the more people you attract. Loud is not always the best - as a matter of fact, it may be one of the worst types. The time between words might be the most important part of your presentation. Make a point and then pause. Example: "Retention is not the problem, (pause) Activation, (pause) is the problem I" A pause between words helps emphasize your point and keeps their attention. -Variety. Use different things to keep everyone's attention. You can use a variety of items such as training aids, stories or role playing to stimulate interest. -length. Be sure to watch your time and don't run over your alloted time. Remember, the presentation should be as long as needed to cover the topic and as short as it has to be to keep their interest.

Before the Close

You are at a point now to close your presentation, but before you close: -Have a question and answer period if time permits or plan it as part of the presentation. -Negative questions-don't be intimidated. For every negative response, call on two positive responses. The positive responses come from the guys who have watched you and grinned at your jokes. Ask them what they think - that will control the "negatives." Remember, the majority is always with you. Above all, don't let the negatives control your thinking. -Briefly summarize the main points. If you can do it by asking questions and letting the group respond, that's reinforcement of your training.

Closing
The typical Jaycee closing is generally a quote, poem or story. Be careful. Most quotes and poems are most effective if studied before being read aloud. Poems are most effective if they are read by poetsl Quotes and poems you are not familiar with should not be used. Stories used to close should be short and should summarize the main points of the training session. These are usually personal stories about past or present Jaycees. Sometimes the best way to close is just to say, "Thank you," and sit down. If your presentation was good, you'll know it. If it wasn't, it will be over. There is no point in prolonging the closing. Your style and personal feeling will help you determine how and when to close.

Follow Up
Be sure to follow up with the people involved in the training session. You may not be able to follow up with everyone, but follow up with a few. Take time to write the coordinator and thank him for the opportunity of being a part of the training session. Follow up is important because it helps establish a relationship with the group you were involved with. It also shows you are gone but you haven't forgotten them, and it's a great opportunity to remind people of their commitments. It's important - TAKE TIME

TO DO IT.

SUMMARY
"How was the training session?" "It was really good." "That's great!" "He knew what he was talking about." "That's superl" "I really learned some good things." "Fantastic!" If you, as a Jaycee, will apply the steps of how to be a trainer, this could be the conversation after your training session is completed. Take time to help - train others. GOOD LUCKII

APPENDIX

Types of Audiovisual Presenta.tions

Flip Charts Flip charts add prestige to oral presentations because they pack authority. Your audience participates by silently reading the printed copy along with you. They are easy to make, easy to use, and portable. They are used in support of your spoken presentation, and they reveal what you want the audience to know and when you want them to know it. Give time to let them copy - or tell them it's not necessary. Suitable for a limited audience. Overhead Projection This is really an extension of the easel-graphic and flip chart concept. Can be used in a fully-lighted room. The presentor faces the audience and uses the overhead projector himself, at his own pace. Capable of showing a large image, suitable for marking on with special markers or by overlaying additional transparencies onto the basic slide. Particularly useful for "progressive disclosure" of information on a single transparency or series of transparencies. 35mm Slides They are relatively inexpensive to produce and duplicate. They are suitable for all size audiences. Although they are used in a darkened room, they hold attention by introducing information impossible to convey verbally. Slide projectors are easily available and simple to operate. Slides can be changed by remote control from most anywhere in the room. Sound-Slide Presentations (Sets of slides with accompanying recordings.) The presentation "comes off" exactly as you have planned it when you use recorded sound. Music and sound effects can be added to professional voices for added impact. Sound-slide presentations can be distributed to reach additional groups beyond the original presentation. Recordings Recorded messages don't stammer, stutter or waste time. They are timeless, they maintain their enthUSiasm, zest and conviction through endless performances. They add variety to meetings by introducing other voices - perhaps those of famous people. Tape recordings can be easily edited to extract the most important Information. Motion Pictures Motion pictures have the advantage of conveYing your message exactly the same E:aChtime tt'1e, are sf/OIAir The mes! \fI">rSi::1T' dlf(i effE'ctlve of all audiOVisual media. combining elements of good LommUnICd!lon. rnOVE'mprt COlor language and

'-

sound, often enhanced by music. The motion picture can transport viewers to faraway places with all the dramatic impact of being there. Your own movie is expensive and practical only where repeated use is made; but good movies on many subjects can be obtained from free loan or rental libraries.

APPENDIX II TRAINER'S CHECKLIST

You have just been asked to go to Eight Mile, Alabama, and do a training session for the Alabama Jaycees. You have checked your calendar - it's open, and you feel comfortable with the subject to be covered. You have accepted the invitation. What next? This is a short outline of what you might do from the time you accept the invitation, do the session, and return home. You would discuss the session with the person who invited you to be the trainer. You would ask: What subject will I be covering? Who will be attending (what officers)? D How much time do I have (would basically be determined by subject)? How many Jaycees will be attending? D What do you want to accomplish? Where will we be meeting (room to be used)? How should I dress? When should I arrive? Determine what you feel needs to be accomplished. Determine the type training session to conduct. Put together a research outline. D Research and gather material. Remember the U.S. Jaycee manuals and training scripts. Call a friend who's training ability you respect. Pull out material you are comfortable with. Make your training outline. Determine training aids to be used. Continue to ask yourself questions. Example: Does this example, story, poem, or statement relate to people and subject? D Does it sell a point? Is this what they came to hear or is it what they need to hear? Regroup thoughts and material for final outline. Try to forget about it for at least a day or two if possible. Come back and go through your notes again. Make checklist of things to carry with you. If you are using films, handouts, slides or other things necessary for the session, never put in your luggage and check your baggage ifflying. ALWA YSCARRY ON THE PLANE' IF DRIVING, BE SURE IT GETS INTO THE CAR! Send letter confirming arrival and departure. Day of departure. Run through checklist again. Arrive at the airport early if flying. D Go over notes on session. Tell wife and secretary where you can be reached. Be sure to get name tag. Take alarm clock. Arrival. Smile. Ask to see the meeting room. Be prepared to do something that's not on the agenda. Go to bed early. Enter room smiling and excited. BE EARLY. Give presentation.

o o o o o o o o o o o o o

o o o o o o

o o o o

o o o o o o o o o o o o o o Accept plaque or certificate as if it was the only one you ever received' o Have one-on-one session with president to discuss session. o Follow up with letters or postcards. o Say something good even if it hurts.

Page

1 of

I
I. PREPARATION

sa.1E TIPS ONEFFEX::TIVE PRESENTATION

A. It's a good idea to have the following items with you at all Jaycee functions and meetings:

1. How'Ib Get Involved With U. S.

2. Slide-sound Governmental Affairs presentation 3. 1975-76 RSVPCatalog 4. RSVPforms 5. Governmental Affairs Prorrotional Materials (Posters, Booklets, Newsletter, Billboard flyer, 6. Sample Kits 7. State Chainnan' s Manual 8. State Directory 9. Others?

Patch, etc.)

B. Read up on any area you wish to emphasize. (Why? If you are talking about a subject and your infonnation 1S incomplete and inaccurate, you lose your credibility with your audience. ) C. Be sure you have clear in your mind what you want to say, how you want to say it, and what messages or major thoughts you want to be sure to leave with your audience. D. Putting Your Talk or Speech Together

1. Use 3 x 5 index cards or outline sheets to keep your talk on

2. 3. 4. target and on time. Use colored inks for emphasis r::oints. N1.ID1ber index cards consecutively in case they are out of your order. If you need a complete, word-for-\'\Drd speech on paper, have your talk typed on white paper, double- or triple-spaced, all cap lettering, using a large typing elerrent. (There are special typewriters for this purPJse, and extra large lettered IBMtyping elements. )

E. Practice your SPeech or talk in front of a mirror or group of friends or co-workers.

27

SeITE Tips on Effective Presentation--continued F. Ixm't forget to use exarrples, analOCJies, for instances, stories, and case histories.

Page 2 of 5 experiences,

G. RoomPreparations/AcC<JIl'l:rlations Check the audio system (3-prong adaptor, extension cord, spare bulb) ; lighting; heat/air conditioning; location of light switches; seating arrangeITEnts, such as a circle or U-shapai table arrangeITEnt (rrove tables and chairs around to suit your needs); power and electrical outlets, extension cords; can room be darkened for audio-visual presentation?; is room large enough to hold your audience?; parking facili ties; who's to unlock and lock up building?; location of rest rooms; writing and note naterials; refreshIrent/kitchen facilities; how can interruptions and disturbances be minimized?; test all audiovisual and sound equiprrent beforehand. II. UNDERSTANDING AUDIEOCE YOUR A. WhoIs Your Audience? B. What are their interests? What are their needs?

c. What is your audience expecting you to say? What should you say?
D. DonI t forget rrost Jaycees and rrost parents becoITEquite attentive when you can relate prorrotions, activities, and projects to their families, their children, faith in Gx1, their job, and their rxx:kett.ook.

E.

Ibn' t forget the total Jaycee concept--we need all three-- Individual Developrrent, Conm.mityAction, and Chapter M3nageITEnt.

III.

APPEARANCE Dress for the Occasion. If you are talking to a rural farming audience, a colorful, mod suit and tie nay alienate your audience. A rrore serious tone is set by wearing a sui and tie; a rrore relaxed tone by casual wear.

(I) (2) (3) (4)

Neat, clean appearance. Combhair and freshen up just before you ITEetyour audience. Shine shoes. Wear your name tag and officers pin

IV. INTRODUcrIONS A. Your Introduction. Prepare a smrt biography of yourself on paper, and give a copy to the individual who will introduce you. It should be brief and to the point.

28

SerreTips on Effective Presentation--continued

Page 3 of 5

If you are going to talk on a specific subject in which your biography does not reflect your experience or qualification in that area, rrodify your biography (or just write in) those things that rrake you qualified to speak on the subject. B. YourOpeningRerrarks. (1) Congratulate the chapter (or Jaycee rreeting group) on the fine job they are doing. (2) Plug the chapter president: Greetings from State Jaycee President or National. (3) Actually rrention a few of the outstarrling projects or activities of the chapter. Whatrecent contribution have they ITBdeo their t carmunity? Cite sarre of the chapter's rrenbers by naIre. (Youcan talk to the Jaycee chapter president before you speak and ask him arout these things.) (4) Be sure they feel you are glad to be with them; glad to share ideas and viewpoints on the Jaycee fuverrent. (5) Be careful of too muchhlllTOr,as ycu nay errl up entertaining your audience, but leaving them nothing else. (6) Don't be afraid to rap with ordinary Jaycee rrernbers;just don't rap with the "big-shots". V. YOURALK T ORSPEECH A. Length - Tine your speech to fit your atrlience. Openand close on tine. A long, roring speech could be self-defeating if you can rrake your point in a short, emphatic talk. Whatways can you think of to help you keep your talk to the appropriate tine? B. Variety in Your SPeech/I'alk Presentation: (1) Voice quality and body language - Whisper; inflection; gestures; I voice tone; mannerisms. Dont be afraid to look at your audience, but don't stare at the sane people all the tine. (2) Atrlio-Visuals - Use audio-visuals including video-tape; l6rnn ITOvie projector; audio cassette; overhead projector; flip-charts; chalkboard; exhibits; opaque projector; slide projector; record player, etc. (3) Hand-outs - Use harrl-outs or samples. Although it I s best to hand these out at the errl of your presentation, you nay find it convenient to pass out a hand-out during a presentation, especially whenyou refer to it during your talk. (4) fuverrent in Ibom- If the roomis snaIl enough, you might leave the pcrlium,walk aITOng audience, ITOveo different locations in the the t room, sit on a table in front of the pcrlium, to give a ITOre relaxed, informal tone to your talk. Be sure if you leave the pcrliumand mike, that your voice can carry the room.

29

SorreTips on Effective presentation--oontinued

Page 4 of 5

Another wayto convey to the audience a tone of infornali ty and relaxation is to rerroveyour suit jacket during the talk, and take the mike off the podiumholder and (if it has a long emugh oord) use it like an entertainer does in front of an audience without a podiumor other obstructions. (5) Atrlience Participation - Makereferences to others in the room. Haveothers rrake a ccmrent or rerrark alxmt an experience or incident. (Their rercarks nust be brief.) (6) Use quizzes; question and answer period; rourrl-robin cOITrlEIlts; brainstorming, etc. (7) Exhibits - Bars; graphs; charts; diagrams; pie charts; pootographs, etc.

c. ~thods in Presenting IV'.aterial

(1) Logical or sequential (first, (2) Corrparison (3) Geographical (4) Chronological (5) Psychological (Easiest infornation first, corrplex) (6) Problem-to-Solution Progression D. Five Waysto Establish Probability: (1) (2) (3) (4) (5) (1) (2) (3) (4) (5) By association By analogy By authority By instances By causal relation Infornational Problem-solving Sales & Motivational Decision-rraking Teaching then ITOstdifficult or second, third, lastly)

E. Different Types of Speeches

30

SomeTips on Effective Presentatian--oontinued F. The Old, Innovative, Weird

Page 5 of 5

If you appear before a Jaycee audience and give a talk on Governmental Affairs, or relate the Jaycee Creed or the Jaycee t-bvement,your audience, being Jaycees, mayhave heard it before from you or another Jaycee. So, try to think of a different line, theme, or approach for your talk--sorrething captivating, interesting, newand different.
VI. FOIliM-UP

Probably the IIDst forgotten aspect of a talk or SPeeChis the appropriate follaw-up. Jaycees are notorious for describing sarething, then failing to tell Jaycees or where to go for the information, or specific persons wh:> can help them best.
lv.v to do it,

Thus, you might consider: (a) Writing on the blackOOardthe exact address am price where Jaycees can obtain a piece of written material or project kit. (b) Writing on the blackboard or harrling out a sheet of n.arres, addresses, am prone numbers (include roth homeand business phone numbers). Don't forget to incl1..rleyourself. (c) Referring Jaycees to the appropriate local chapter officer, state officer, or national staff officer whocan best help them, am providing his narre, address, arrl prone number. (d) Whatother gocd follaw-up procedures might be errployed? VII. CLOSING TALK SPEEX:J1 OF OR A. B. C. D. E. S1..IDII'arize highlights of your talk. the Question am answer period. y Let your au:'lienceknowlv.v ITUch ou truly enjoyed being with them. Provide any follaw-up information you have to (SEESection VI alx>ve). Con't drag on the closing, be done with it. (Con' ever ap::>logizefor t anything. ) F. Welconeany Jaycees or others to visit with you later if you're not leaving inm:rliately. the best p::>licy.

P.S. Stick to your tirre schedule; short and sweet is still

31

PREPARE

YOURSELF objectives. opening comments. sheets or other relating reading to your materials. topic. or proble~.

Review Prepare Prepare Study

information

data and information questions relating

Prepare

to the situation

r-1EETINGPREPARATION Determine Prepare Invite Arrange Order time and place of meeting. letter. to attend.

an invitation or direct

participants

for room set-up. soft drinks, or other appropriate re~resh~en~s.

coffee,

A.::-range or tz:aining aids. f PREPARE THE ROOM it.

Be certain that the room is set up th8 way you want See that the room is clean. Cut off phone Have visuals calls and interruptions and pass-outs arranged lecturn during for easy (if using),

the session. accessibility. flipcha~t, easel

Check that all equipment, are in place. Have pencil, Have name cards

paper or other

note-taking

materials

available.

and name tags available.

AT THE BEGINNING Start

OF THE SESSION

on time. the problem, the best situation, and

State the obj~ctives of the session, the approach which will be used. Motivate the individual. own enthusiasm. DURING THE SESSION Schedule Direct, Maintain breaks. but do not dominate eye contact with Remember,

motivation

~s Y8ur

the discussion.

the group.

HEETING

ARRANGE:<lENTS

?ag':2

Periodically track. Ask questions Use visual

s~~arize

to be certain direction

the group

reDains

O~

to channel

and maintain comments

control. of the grou? to be able

aids effectively

to record

Be familiar enough with the problem or situation to adjust to the level and needs of the group. Distribute pass-outs to enhance the discussion.

AT THE END OF THE SESSION

Stop on time. Summarize the main points and review the conclusions to tie in with drawn. Clear up any I!1isconceptions. Preview the next sessions' materials
lo~r~o~ ~r rhi~ ~o~~inn_

what wa~

Br~fnsto~inp,

Guldcl1n~s

1.
2. 3. 4. 5. 6. 7. 8.

9. 10.

Concentrate on the topic - "Storm your Brain" Fill the silence - callout what "popped into your hpad" ""ait for an opening - "don't step on sO::1cone's lines" Record the thouEhts in short fonn Record everyth n!; - no m~t ter how "far out" Be positive - no "put downs," body langu;1ge or editorial Stay in focus - no digressions or tangents Use short time spans - one to three minutes Analyze later - add, subtract, plC1n" implel':lent Brainstorm from general to specific - "sub-sets"

co:=:e:-:t

Advnntages Brainstorming:

1.
2. 3. 4. 5. 6. 7.

8.

Is stimulating Is motivating Sharpens the focus on the problem or topic Promotes spontaneity and creativity Increases efficiency and productivity Involves participants in the group-ownership of ideas Provides a permanent record Offers a springboard to the solution of problecs

WHO SHOULD BE TRAINED 1. Members 2. 3. 4. COlnmittee Chairmen Directors Officers

s.

Proper Training is the Responsibility of

Each Supervisor

TRAIN ING
IVIUST BE A

CONTINUOUS

PROCES~

21

Training Methods.
METHOD USE

Individual Instruction Group Instruction Lecture Demonstration Conference Meetings Role Playing

To teach an important or complicated procedure. To give basic facts that are fundamental in nature. To give basic or supplementary information on a specific subject. To highlight a key principle or problem. To solve problems and direct a change of attitudes To exchange information and get the ideas of a group. To give information needed immediately in short form.

Training Evaluation.

Nime
POSt1Ion.

_
_

yea' 0"""'''4 .t'"CI.,H. comple1ed MOt'li.t,ng Ha. 1C k_P'''1iI .nHtm'''''mPllnning TI'1. J.yc,ngCO,""IIfIO.Hend h.m P'O<.-';;U'I" Ol-.:jl',,"' "'1.,:0"n;1,on "".",".-:Itt".Ih.pUblconduelin"ltfec:t''' n ..I.ng.' ".h.p) fIIltOtdfmlne'I' "Chl'tmln'.CI,.'' to CommlU" eommun,eltiO'n.7funcliOn' po.'tfon? T". re.,O""blh"'''''ml"~lmlnl p.op'" e FI.IO".C" otI.DI..11 lec",nIQul.? lul "rloP E;f'fer; Dlleotlng ,.Ia"on.",p 'T.c"nlQ O'&e"il.t'O,,11 10 ProPI' personally '''0hf' po.il.on' Guidi"? MI'T1D goaIndIn Ina 01 . Cn.p'.' heto . i" mlnev.ng,mponlnel' Jaycee n d
101M

_ 27 36-63 16 34 32 7 64,67 33 13 27 5 9 21 18 41 6~()

4.

How to properly UN this guid.: Complete this haiultion It the beginning of uch Quartet on each person you supervise. Then see that he receives the tr.ming you have marked as a priority need. After the first quarter evaluation, be sure to h'.luate the effectIveness ot the training he r~ei\led the previous Quarter.

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The Jaycee Creed.

We believe That faith In God gives meaning and purpose to human life: That the brotherhood of man transcends the sovereignty of nations, That economic justice can best be won by free men through free enterprise: That government should be of laws rather than of men; That earth's great treasure lies in human personality: And that service to humanity is the best work of life The U.S Jaycees Managerr'ent Development Series RSVP No 5026-0 The U.S. Jaycees P.O. Box 7 Tulsa, JK 74121-0007 (918) 584-2481