Transcript

1. The Power of Leverage Creating Lasting Change Skill Session A N T H O N Y R O B B I N S

2. The Power of Leverage & Unleash Your Passion Create A Daily Practice Why Do People Fail to Follow Through?
92% of the 17 million people that try to quit smoking each year fail. 95% of people who lose weight fail to keep it off
long term. 88% of people who set New Years resolutions fail at their attempt. Only 10% of the population has
specific, well-defined goals, but even then, seven out of the ten of those people reach their goals only 50% of the
time. Have you ever had the experience of helping someone work really hard to create a changelose twenty
pounds, pay off their debts, or create a passionate love affair with their spouseonly to find they lapsed back into
their old behaviors within a short period of time? Why do some people make changes that last long-term whereas
others have a hard time getting past the initial hurdles? This transformation and creation of lasting change begins
with a commitment to constantly raise your own internal standards and a continual focus on improving the quality of
your life and others in every area: emotions, health, finances, relationships, leadership, spirituality, contribution, and
time management. Leadership Academy provides a setting to offer this commitment to yourself and others while
teaching you the strategies sand tools necessary to achieve the ultimate success. One useful tool that can be the
single biggest roadblock in creating change is the Power of Leverage! 2 Anthony Robbins
3. Create A Daily Practice & The Power of Leverage Unleash Your Passion The Power of Leverage Making Change
a Must Discovering the right leverage takes skill. You must understand what someone feels they really need and
what you can use to bargain with them to move toward more empowering actions. Leverage is uncovering whats
most important to a person to help them make the commitment to making a change. To ensure that change is
lasting, the commitment has to be overwhelming. It has to overcome the forces of inertia that hold our old behaviors
and beliefs in place. One of the most important precepts about human behavior and change is that at the most basic
level, there are two forces that motivate people to do what they do: the desire to avoid pain or the desire to gain
pleasure. This principle is what causes the yo-yo pattern in some people: they go back and forth between taking
action to create change and losing their drive to take any action at all. Change is never a matter of ability, its a
matter of motivation. If change is a should, will people change? No. Change has to be not a should, but a MUST.
To access leverage, you must help someone associate massive PAIN to not changing NOW, and massive
PLEASURE to changing immediately. The motivation is based on both pain AND pleasure. Pain is short-term
motivation, but you need the pleasure side for long-term motivation. The truth is everyone in life has developed
different strategies or patterns for getting out of pain and into pleasure. Thus, if we want to create permanent and
consistent change, what we must do is develop a new set of patterns of how to get out of pain and into pleasure. In
other words, in order to create lasting change, we must use pain to get peoples attention and motivate them to want
to make the change, but then we must link pleasure to the new pattern to make it last. Anthony Robbins 3
4. The Power of Leverage The Process of Getting Leverage 3 Simple Steps to access leverage Leadership
Academy offers a variety of tools to access leverage. Most importantly you want to begin looking for leverage by
learning more about the persons motive and meaning in terms of the challenge. Leverage is created by asking
questions and watching physiology for cueslook for large and small clues. If one question doesnt work, try
something else. STEP 1: LISTEN AND WATCH Listen and watch for whats most important to them. What are their
beliefs about life? What is something that motivates them toward pleasure and away from pain? Learn how they
make decisions and whats most important in their world. STEP 2: ASK & ASSOCIATE Ask 3 kinds of questions: 1.
Pain-associating questions: What will this cost you? What has it cost you in the past? What is it costing the
people you love? What is it costing you in (vehiclework, family, etc.)? 2. Questions that demonstrate
inconsistency with whats important to them: How does smoking keep you from being close to your family? Is a
leader of people so undisciplined as to need to sneak off to grab a cigarette? How can smoking make you feel
good when you tell me that your company hasnt promoted you because you smoke? 3. Pleasure-associating
questions: If you change this now, how will your life be? What will you gain? What will it mean for the people
you love? What will it give you? Step 3: Check Ask questions to make sure they are emotionally associated to
the massive, immediate pain of not changing, and the massive, immediate pleasure of changing now. If the
commitment is not clear, go back to steps 1 and 2. Make sure you are using whats more important to them and not
you. 4 Anthony Robbins
5. The Power of Leverage Leadership Academy Become a Force for Good Once you understand and master these
3 simple steps of accessing leverage to create change you can use it in either your own life or to help someone you
know change in an area that matters most. At Leadership Academy you will gain a much more in depth
understanding of this 3 Step process and learn additional strategies and follow up questions. You will also practice
this tool on others around you after learning and exploring the fundamentals in human needs psychology in a variety
of specially designed skill sessions. Outcomes of Leadership Academy Include: To understand the philosophy and

core tenets of Human Needs Psychology and how it can be applied to immediately improve the quality of people's
lives. To master the Seven Master Steps for Creating Lasting Change in any context. To gain practical experience
in applying some of these tools in real life situations to create change. To understand not just the individual,
monadic psyche, but the super-individual structures arising out of the interactions between individuals. To learn
how to change through action. To understand and learn how to use injunctive languagethe language of
directives. To be able to use a variety of strategies to solve the most common conflicts and challenges in your
family life. We are leaders who engage the Force for good; who are unreasonable in our expectations and demands
of ourselves; and who are constantly training ourselves to be in that magical state where this force is flowing through
us. And, as a result, we awaken all those around us. ANTHONY ROBBINS 2012 Robbins Research
International, Inc. San Diego, CA. All rights reserved. Unauthorized duplication of any portion of the audio, video or
written materials contained is a violation of applicable laws. Anthony Robbins 5

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1. Secrets of Successful Presenters i

2. Secrets of Successful PresentersSecrets ofSuccessful PresentersA Guide for Successful
presentersDr. M. A. Pasha & Dr. S. Pasha ii
3. Secrets of Successful PresentersSkill Development Series iii
4. Secrets of Successful Presenters Copyright Copyright Dr. M. A. Pasha & Dr. S. Pasha First Edition
January, 2011 All rights reserved. No part of this book shall be reproduced or transmitted byany
means, electronic, mechanical, photocopying, recording or otherwise, withoutwritten permission from
the publisher. No patent liability is assumed with respect tothe use of the information contained
herein. Although every precaution has been takenin the preparation of this book, the publisher and
authors assume no responsibility forerrors or omissions. Neither is any liability assumed for damages
resulting in the useof the information contained within. iv
5. Secrets of Successful Presenters About the AuthorsDr. Muhammad Anwar-ur-Rehman Pasha Dr. M.
A. Pasha has obtained his Ph. D. in Computer Science from Universityof Southampton, UK. He has
worked on different teaching and administrativepositions in different universities of Pakistan which
include Professor of ComputerScience and Director, Division of Science & Technology at University of
Education,Lahore, Pakistan, Professor & Pro-Rector, Dadabhoy Institute of Higher Education,Karachi;
Advisor to the Vice Chancellor on Information Technology, PunjabUniversity, Lahore; Principal, Punjab
University College of Information Technology,University of the Punjab, Lahore; Director, Institute of
Computer Sciences &Software Engineering, The University of Lahore. He has also worked as
ViceChairman, National Computing Education Accreditation Council (Pakistan) andChairman Inter
Universities Faculty Board for Policy and Framework Development ofComputer Science and
Information Technology Degree Programs (Punjab, Pakistan).He has published 35 research papers in
national & international journals & conferenceproceedings.Dr. Shaheen Pasha Dr. S. Pasha earnered
her Ph. D. in Special Education from University ofSouthampton, UK. She is working as Assistant
Professor in the Division of Education,University of Education, Lahore, Pakistan. She has a vast
professional experience ofmore than 16 years on different organizational positions in the UK and
Pakistan. v
6. Secrets of Successful Presenters Though design of a presentation and delivery of the contents are
very important for an effective presentations, but the knowledge of concepts like information theory,
persuasion technique, understanding of audiences cognitive models and their perceptive origin are
some other key elements which make a presentation successful and thriving. vi
7. Secrets of Successful Presenters Preface Todays competitive world demands us to work longer,
harder, faster andsmarter. To meet these challenges our ability to quickly organize information in
alogical, concise, and professional manner is much needed. Similarly, in routine lifecommunicating
our ideas/thoughts with others in social gatherings and at work placeon a daily basis is equally
important. Likewise, in our professional life, we arerequired to demonstrate effective presentation
skills in order to present ourideas/projects/products to a wide variety of audiences, board members,
employees,community leaders and groups of customers. An idea is worth nothing if not
communicated to the world. To get it acrossthe audience a presenter has to be very effective in his
communication andpresentation skills. A good communication is always stimulating,
inspiring,motivating and adds fuel to the fire if presenter possesses that igniting spark.Unfortunately,
many people do not possess this ability. Whenever such a person isasked to explain something that
requires him or her to stand up and speak to a groupof people, like presenting a report, giving a
presentation, or delivering a speech as aguest speaker at a ceremony, these people become panic
and nervous. They avoidperforming such tasks due to this sudden nervousness or uncomfortable
feeling. A large number of people realize such deficiencies in their personalities &want to overcome.
Unfortunately, there is not enough professional training &coaching available in the market at present.
Some rather expensive programs areavailable, which are not affordable by a vast majority of people.
Therefore we havewritten this book to bring things into the reach of common people. In this book

wehave covered not only presentation skills, but also included some theoretical conceptswhich will
help readers to become successful presenters. vii
8. Secrets of Successful Presenters Table of Contents
Overview....................................................................................................... 1Chapter 1:
Cognition......................................................................................... 5
Introduction................................................................................................... 5 Cognition
Functions...................................................................................... 6 Executive
Function ................................................................................... 7 Motor
Coordination .................................................................................. 8 Speed of
Processing .................................................................................. 8 Individuals Processing
Capacity.................................................................. 8 Cognitive Load
Theory ................................................................................. 9 Types of Cognitive
Load ............................................................................ 11 Concluding
Discussion ............................................................................... 13Chapter 2:
Intelligence .................................................................................... 15
Introduction................................................................................................. 15 What is
Intelligence? .................................................................................. 16 Measuring of
Intelligence ........................................................................... 16 Group Intelligence
Tests ............................................................................. 18 Theories of
Intelligence .............................................................................. 18 Multiple
Intelligence ................................................................................... 19 Emotional
Intelligence ................................................................................ 20 Concluding
Discussion ............................................................................... 23Chapter 2: Art of
Persuasion ........................................................................... 25
Introduction................................................................................................. 25 What is
Persuasion? .................................................................................... 26 viii
9. Secrets of Successful Presenters Persuading
Audience .................................................................................. 27 Informative vs Persuasive
Presentations..................................................... 30 Concluding
Discussion ............................................................................... 32Chapter 3:
Communication ............................................................................. 34
Introduction................................................................................................. 34 Communication
Theory .............................................................................. 35 Audience Stereotypes & Their
Attitudes .................................................... 36 Right Brain vs. Left
Brain .......................................................................... 37 Objective vs.
Subjective ............................................................................. 39 Fact vs.
Opinion .......................................................................................... 40 Fact vs.
Truth .............................................................................................. 41 Concluding
Discussion ............................................................................... 42Chapter 4: Learning
Theories ......................................................................... 45
Introduction................................................................................................. 45
Constructivism ............................................................................................ 46
Cognitivism................................................................................................. 47
Objectivism ................................................................................................. 48
Behaviorism ................................................................................................ 49 Reinforcement
Theory ................................................................................ 50 Sensory Stimulation
Theory ....................................................................... 51 Facilitation Theory (The Humanist
Approach)........................................... 52 Multimedia
Learning .................................................................................. 53 Experiential
Learning ................................................................................. 56 Action
Learning .......................................................................................... 58 Adult Learning
(Andragogy) ...................................................................... 58 ix
10. Secrets of Successful Presenters Differences in Learning
Styles ................................................................... 60 Concluding
Discussion ............................................................................... 61Chapter 5: Preparing
Presentation .................................................................. 65
Introduction................................................................................................. 65 Analyzing
Audience ................................................................................... 66 Gathering Data &
Information .................................................................... 67 Converting Information into a
Presentation................................................ 68 Concluding
Discussion ............................................................................... 72Chapter 6: Presentation
Design....................................................................... 72
Introduction................................................................................................. 72
Consistency ................................................................................................. 72 Aspects of
Consistency ............................................................................... 73
Language................................................................................................. 73
Color ....................................................................................................... 73
Fonts ....................................................................................................... 76
Images ..................................................................................................... 77

Contrast ................................................................................................... 78
Alignment ............................................................................................... 78
Simplicity................................................................................................ 78 White
Spaces .......................................................................................... 79 Charts, Graphics &
Tables ...................................................................... 79 How to Choose Which Type of Graph to
Use? .......................................... 79 Graph
Types............................................................................................ 80 Multimedia
Presentations ........................................................................... 83 Adding
Quotations ...................................................................................... 84 x
11. Secrets of Successful Presenters Concluding
Discussion ............................................................................... 84Chapter 7: Delivering
Presentation ................................................................. 88
Introduction................................................................................................. 88
Delivery ...................................................................................................... 90 Managing
Voice.......................................................................................... 92
Passion ........................................................................................................ 94
Language..................................................................................................... 95
Movement ................................................................................................... 95 Facial
Expressions ...................................................................................... 96 Body
Language ........................................................................................... 96 Some Useful
Tips: ...................................................................................... 97 Active
Listening.......................................................................................... 98 Inventing
Stories ......................................................................................... 99 Feed
back .................................................................................................. 100 Preliminary
Preparations .......................................................................... 100
Proximity .................................................................................................. 101 Tension &
Nerves ..................................................................................... 102
Questions .................................................................................................. 103 Tips to Handle
Questions: ........................................................................ 104
Habits ........................................................................................................ 105 Concluding
Discussion ............................................................................. 105Chapter 8: Tips &
Guidelines ....................................................................... 108
Introduction............................................................................................... 108 Handling Tough
Situations ....................................................................... 109 Common Mistakes & Their
Remedies...................................................... 111 xi
12. Secrets of Successful Presenters Dealing with Unexpected
Disasters .......................................................... 112 Presentation for International
Audience ................................................... 113 Dealing People with
Disabilities............................................................... 114 Things to
Remembers ............................................................................... 116 Last Minute
Tips ....................................................................................... 117 Concluding
Discussion ............................................................................. 118 xii
13. Secrets of Successful PresentersOverview There is a Chinese proverb Ajourney of a thousand
miles must beginwith a single step. So, lets start this book What lies behind us,discussing a very
common problem of and what lies beforeineffective presentation. Many presenters us are small
mattersfeel that their presentation fails to produce compared to whatthe expected results. One of the
main lies within us. Ralph Waldo Emersonreasons behind this problem is that suchpresenters fail to
spend sufficientforethought in preparing their presentationswhich results in an ineffective
presentation. It is important to mention that, in this book, we will not be technologyspecific because
presentation software is a valuable supportive tool. It ispresenter himself/herself that make the
presentation meaningful, interesting andsuccessful. and discuss factors commonly considered as the
key characteristicsof good presenters. We consider One of the key objectives of aneffective
presentation is to communicateinformation in a way which helps audienceto comprehend the
information delivered.Comprehension involves cognition whichrefers to mental processes like
thinking,knowing, remembering, judging, problem-solving skills, etc. Therefore, in Chapter 1,we have
explained cognition, cognitionload theory, types of cognitive loads andindividuals capacity of
informationprocessing. 1
14. Secrets of Successful Presenters In Chapter 2 we have discussed another important
conceptIntelligence. Intelligence is defined as the ability to understand complexideas, to adapt to
environment, to learn from experience, to engage in forms ofreasoning, and to overcome obstacles
by taking thought. In literature, varioustypes of human intelligence have been discussed. The
knowledge of thesetopics is very useful for presenters to understand human capacity of
informationprocessing and to make right decisions regarding the length of the presentationand
nature of the information to be included. One of the primary goals of a presenter is to persuade
audience inhis/her favor; one way or the other, he/she has to compel them and at timesconvert their
beliefs. For this, the presenter has to establish a positiveconnection with the audience and use
persuasion skills to win their confidence.The presenter can do this through giving assurance to the
audience that he/sheis presenting something useful and is worth paying attention. Once the

audienceis assured that their presenter is not an alien from any other planet but just ahuman with
some higher command on the subject; an effective communicationchannel would be established.
Therefore, presenters need to have goodcommand on persuasion skill. For this reason we have
devoted Chapter 3 ontopics like persuasion , means of persuasion and types of reasoning.
Communication is a two way process in which a presenter tries to sendthe message across to the
audiences; and audiences convey their feedback. Ifthe message is communicated effectively and it
matches with the background &needs of the audience, the feedback will be positive, otherwise
negativityslithers into the process of communication and obliterates the objectives of
thecommunication. Communication theorists have long been asserting on the relationshipbetween
communication and learning. Therefore, knowledge of communicationtheory and fundamentals of
effective communication is very essential. InChapter 4, we try to shed light on concepts like
communication theories, 2
15. Secrets of Successful Presentersaudience stereotypes, left brain vs. right brain, fact vs. opinion
and truth, andwhen to be subjective or objective while sending message across. One of the key
objectives of a successful presentation is to helpaudience to learn intended contents easily. Learning
itself is a complexmechanism. It is commonly defined as a process that brings together
cognitive,emotional, and environmental influences and experiences for acquiring,enhancing, or
making changes in ones knowledge, skills, values, and worldviews.1 In literature various learning
theories have been presented. In Chapter 5we have discusses some important learning theories. The
knowledge oflearning theories will help presenters to present information in a more effectiveway.
Presenting information in a simple, concise and interesting way is thekey of an effective presentation
as audiences feel better and relaxed when theyleave. Yet, to achieve this goal, successful presenters
analysis their audiences,collect relevant data and arrange it in an effective and impressive
format.Chapter 6 discusses how to prepare an effective presentation. For an effective presentation
the design of the presentation is veryimportant. A bad design always spoils the whole presentation
while a gooddesign makes the presentation meaningful and interesting. In Chapters 7, wehave
discussed various aspects of a good design. We are sure this knowledgewill help you to make your
presentation effective, elegant, and interesting. Delivery of a presentation is an art. A good presenter
needs to havecommand on those techniques which help him/her to elaborate key pointssuccessfully.
In Chapter 8, we have discussed various aspects related todelivering an effective presentation.
Finally, we have concluded this book withsome useful tips for handling tough situations and remedies
of some commonmistakes. In this chapter we have also discussed about making presentations
forinternational audiences and dealing people with disabilities. We hope the 1 David C. Leonard
(2002), Learning Theories AZ. Greenwood. ISBN 1573564133. 3
16. Secrets of Successful Presentersinformation presented in this book will appear to be a useful
guide for you tobecome a successful presenter. Energy is the essence of life. Every day you decide
how youre going to use it by knowing what you want and what it takes to reach that goal, and by
maintaining focus. Oprah 4
17. Secrets of Successful PresentersChapter 1: Cognition Cognition is not fighting, but once someone
knows a lot, he will have much to fight for, so much that he will be called a relativist because of it.
Karel CapekIntroduction Cognition has been a subject of investigation since the time of
ancientGreeks. It is commonly defined as the mental process of knowing aboutsomething. It includes
several elements or processes that all work to describehow our knowledge is built up and our
judgments are made. Among these areprocesses like perceiving, thinking, knowing, remembering,
judging,recognizing, conceptualizing, learning, reasoning, problem solving, memory,and language. A
good presentation is that which is comprehendible. Comprehensioninvolves cognition. There are
many higher-level functions of the brain whichare used during comprehension like language
processing, concept formation,imagination, perception, planning and the development of such
behavior. Someof these functions are very important and have a great deal of influence on ourability
to carry out everyday tasks like perceiving, acquiring, processing andremembering information for
decision making. In this chapter, some of thesefunctions are discussed to help presenters to learn
how to present information ina comprehendible format. 5
18. Secrets of Successful Presenters Presenting information always has some goals. Presenters seek
for adesired action from audiences and audiences expect some useful informationfrom the presenter.
The knowledge of concepts like cognitive load theory,types of cognitive load, individuals processing
capacity and coherenceprinciple are very useful to achieve such goals. In this chapter we have
includedsufficient information regarding these topics to help presenters make theirpresentation
effective.Cognition Functions Cognitive functions are directly or indirectly involved in manycognition
processes which we come across during our routine life like thinking,knowing, remembering, judging
and problem-solving. These functions alsoinfluence our ability to carry out everyday tasks like
attention, memorizing,decision making etc. Some of these functions are discussed here.Attention It is
the cognitive process of selectively concentrating on one aspect ofthe environment while ignoring
others. Attention has also been referred to asthe allocation of processing resources.2 For example, we
are in a gathering andlistening to our friend while ignoring the discussion of other people. Thisability
to focus on listening to our friend while ignoring the conversation ofothers around us depends on our
ability to pay attention. In simple words it iswithdrawal from some things in order to deal effectively
with others.Memory Memory is our ability to store, retain, and recall information. Humanshave three
types of memory: (i) Sensory memory: it corresponds approximately to the initial 200 500

milliseconds after an item is perceived. Because this form of 2 Anderson, John R. (2004). Cognitive
psychology and its implications (6th ed.). WorthPublishers. p. 519. 6
19. Secrets of Successful Presenters memory degrades so quickly, so one could not remember the
details of all the items what he/she has seen. Usually in a presentation session, participants often
report that they seem to "see" more than they can actually report. (ii) Short-term memory: it allows
recall for a period of several seconds to a minute without rehearsal. George A. Miller 3 conducted
experiments showing that the store of short-term memory is 72 items. However, some individuals
have been reported to be able to remember large amounts of information, quickly, and be able to
recall that information in seconds. Short-term memory also manages information used to carry out
cognitive tasks such as selecting and understanding information and practically applying that for
decision making and learning. For example, in case of adding two numbers in our mind, we hold
information about both numbers and the process needs to be done with them. (iii) Long-term
memory: in contrast to short-term memory, long-term memory can store much larger quantities of
information for potentially long duration (sometimes it may be a whole life span). It allows us to recall
experiences, facts, and acquired skills. Compare to other two memories its capacity is immeasurably
large. For example, we can remember a list of name for years.Executive Function The term "executive
function" describes a collection of brain functionsthat are responsible for guiding thought and
behavior according to individualssituation & mental caliber. The concept is used by psychologists
andneuroscientists to describe a loosely defined collection of brain processes whichare responsible
for planning, cognitive flexibility, abstract thinking, ruleacquisition, initiating appropriate actions,
inhibiting inappropriate actions, andselecting relevant sensory information. 4 The executive functions
are often 3 Miller, G. A. (1956). "The magical number seven, plus or minus two: Some limits onour
capacity for processing information". Psychological Review 63 (2): 8197. 4 Stuss, D. & Knight R.T.
(Editors) (2002). The Frontal Lobes. New York: OxfordUniversity Press. 7
20. Secrets of Successful Presentersinvoked to perform some tedious tasks. For example, executive
functions allowus to use past experiences to generate plans to carry out everyday tasks or toperform
multiple task, for example, listing to a radio station while driving.Motor Coordination Motor
coordination allows us to coordinate our movements with whatwe see around us. Motor coordination
involves the integration of processesranging from how muscles interact with the skeletal system to
neural processescontrolling them both in the spine and the brain. For example, catching a
ballrequires a precise coupling between the trajectory we see the ball is taking andthe movement
that we make with our arm to catch it. If our visual input andmovements are not well coordinated, we
are likely to miss the ball and might behit in the face. Motor coordination is also important when
playing videogames since our ability to perform well requires us to coordinate what we seeon the
screen with the movement of our hands.Speed of Processing Speed of processing refers less to a
particular cognitive function than tothe efficiency cognitive processes which are involved in
performing cognitivetasks. For example, the time we spent to fix a puzzle, to identify a person,
torecall a name, etc. Likewise, skill at crossword puzzles depends on how quicklywe can use our
memory and language ability to remember and generatesolutions for each word of the puzzle. As fast
we perform such tasks, as fasterwill be our speed of processing information. Speed of processing is
vital tointelligence. It varies from individual to individual. It also depends onindividuals background,
knowledge of the subject, learning experiences, etc.Individuals Processing Capacity Evidences have
found that individuals systematically differ in theirprocessing capacity and have a fixed capacity for
information processing,irrespective of the task in hand, or more accurately, irrespective of the 8
21. Secrets of Successful Presentersprocesses an individual uses in solving any given task. Tasks may
range fromremembering a list of name to solving a complex differential equation.5,6 Identifying
individuals processing capacity is extremely important forpredicting their behavior and selecting
presentation style for them. In thisregard, two aspects need special consideration: (i) Presenter must
know aboutthe cognitive load imposed by the processes to be used for understanding theprovided
information. (ii) Presenter must ensure that audiences are actuallyusing those processes which have
been assumed in computing cognitive load.The knowledge of these aspects will be very helpful in
making yourpresentation more valuable and understandable.Cognitive Load Theory Cognitive load is
a term that refers to the load on working memoryduring instructions. Instructions may be aimed at
teaching learners problemsolving skills, thinking and reasoning skills (including perception,
memory,language, etc.).7 It provides guidelines to present information in a manner thatencourages
audiences learning activities and optimizes their intellectualperformance8. The, initial work on
cognitive load theory could be credited to G. A. 9Miller . He was perhaps the first social scientist who
explored the limitations ofour short term memory. His experimental results suggested that humans
shortterm memory has a limited capacity and can only be able to hold seven plus or 5 Scandura, J.M.
(1971). "Deterministic theorizing in structural learning: Three levelsof empiricism". Journal of
Structural Learning 3: 2153. 6 Voorhies, D. & Scandura, J.M. (1977). "7". Determination of memory
load ininformation processing.. pp. 299316. 7 Sweller, J. (1988). "Cognitive load during problem
solving: Effects on learning".Cognitive Science 12 (2): 257285. 8 Sweller, J., Van Merrinboer, J., &
Paas, F. (1998). "Cognitive architecture andinstructional design". Educational Psychology Review 10:
251296. 9 Miller, G.A. (1956). "The magic number seven plus or minus two: some limits on
ourcapacity to process information". Psychological Review 63: 81
97.http://en.wikipedia.org/wiki/The_Magical_Number_Seven%2C_Plus_or_Minus_Two. 9

22. Secrets of Successful Presentersminus two digits of information. Simon and Chase10 used the
term "chunk" todescribe the way people organize information in their short term memory. Theterm
schema construction is also being used for this chunking of information. The term cognitive
load refers to the load on working memory duringa learning session. 11 Cognitive load theory
explains the capacity of a humanbrain like how much information can be retained in short term
memory beforeinformation loss occurs. One practical example of cognitive load theory is theuse of 7digit phone numbers, based on the theory that most people can onlyretain seven "chunks" of
information in their short term memory. In simplewords cognitive load theory explains that our short
term memory is limited withrespect to the amount of information it can hold, and the number of
operationsit can perform on that information.12 Here we can see that learning is indirectly depend on
cognitive load;greater is the cognitive load, little is the learning. It has observed that peoplelearn
better when they can relate the new information with what they alreadyknow (known as a schema).
However, the more a person has to learn in ashorter amount of time, the more difficult it is to process
that information inworking memory. For example, learning a new concept in ones native languagewill
be much easier than in a foreign language. In academic institutions, somestudents & teachers feel
that its easier to teach in their native language than inforeign language. This is because the
cognitive load is much higher in the caseof a foreign language because the brain works to translate
the language whilesimultaneously trying to understand the new concept. That means a learnersbrain
has to work twice when learning new concepts taught in foreign language.Same is the case when a
learner is trying to learn a difficult concept. In suchcases he/she has to use his or her limited working
memory efficiently. 10 Chase, W.G. & Simon, H.A. (1973). "Perception in chess". Cognitive Psychology
4(1): 5581. 11 Sweller, J., Van Merrinboer, J., & Paas, F. (1998). "Cognitive architecture
andinstructional design". Educational Psychology Review 10: 251296. 12 Van Gerven, Pascal W. M.
(2003). The efficiency of multimedia learning into oldage. British journal of educational psychology,
73 (4), 489-505. 10
23. Secrets of Successful Presenters For making our presentations effective, we need to recognize the
roleand the limitation of working memory and need to find ways to optimize thecapacity of working
memory through developing effective ways of deliveringinformation.13Types of Cognitive Load
Cognitive load theory has discussed broad implications of developingeffective ways of delivering
information. This theory provides a generalframework for presenters to control the conditions of
learning within a learningenvironment. This theory differentiates between three types of cognitive
load14and provides guidelines to help instructional designers to decrease irrelevantcognitive load
during learning. The three types of cognitive load are definedbelow15: 1. Intrinsic Cognitive Load: The
term "Intrinsic cognitive load" was first described by Chandler and Sweller16. They demonstrated
that all kinds of instructions have an inherent difficulty associated with them e.g., the calculation of 2
+ 2, versus solving a differential equation. In case of complex problems, this inherent difficulty may
not be altered by an instructor. However, in such situation the complex problem could be broken
down into smaller part and could be taught in isolation, later on these smaller parts could be brought
back together and described as a combined whole. 2. Extraneous Cognitive Load: Extraneous
cognitive load is generated by the manner in which information is presented to learners and is 13
Cooper, G. (1998). Research into Cognitive Load Theory and Instructional Design atUNSW. Sydney,
Australia: University of New South Wales (UNSW). Retrieved on November10, 2006 from
http://education.arts.unsw.edu.au/staff/sweller/clt/index.html 14 Sweller, J., Van Merrinboer, J., &
Paas, F. (1998). "Cognitive architecture andinstructional design". Educational Psychology Review 10:
251296. 15 Kirschner, P. A., Sweller, J., and Clark, R. E. (2006) Why minimal guidance
duringinstruction does not work: an analysis of the failure of constructivist, discovery, problembased,experiential, and inquiry-based teaching. Educational Psychologist 41 (2) 75-86 16 Chandler, P.
& Sweller, J. (1991). "Cognitive Load Theory and the Format ofInstruction". Cognition and Instruction
8 (4): 293332. 11
24. Secrets of Successful Presenters under the control of presenters. This load can be attributed to
the design of the presentation. An example of extraneous cognitive load occurs when there are two
possible ways to describe a square to the audience. For example a presenter can describe a square
verbally, but it takes just a second to show a square shaped object to the audience and clear their
concept. In this case, the efficiency of the visual medium is preferred. This is because it does not
unduly load the audience with unnecessary information. This unnecessary cognitive load is described
as extraneous cognitive load. 3. Germane Cognitive Load: Germane load is the load that helps
building new complex schema in a successive manner helping the audience to move from simple
concepts to complex concepts. It is a self effort to learn, and memorize information learned. Hence,
germane cognitive load is devoted to the processing, construction and automation of schemas. While
intrinsic load is generally thought to be immutable; presenterscan manipulate extraneous and
germane load. By doing this they can make theirpresentation more effective and successful.
Similarly, presenters can strengthentheir audiences problem solving & creative skills through
arrangingpresentation material in such a way which reduces extraneous load and promotegermane
load. It is equally important to notice that when the cognitive load is low(simple content) sufficient
mental resource may remain to enable a learner tolearn from any type of instructional material
even that which imposes a highlevel of extraneous cognitive load. Contrarily, when the intrinsic
cognitive loadis high (difficult content) and the extraneous cognitive load is also high, thentotal
cognitive load will exceed mental resources and may inhibit learning. Inthat case, we need to modify

our presentations material to engineer a lowerlevel of extraneous cognitive load so that learning
could occur. 12
25. Secrets of Successful PresentersConcluding Discussion In this chapter we have discussed
cognition which is the act ofknowing. It includes several mental processes like perceiving,
thinking,knowing, remembering, judging, recognizing, conceptualizing, learning,reasoning, problem
solving, memory, and language. Cognition supportsComprehension. Many higher-level brain functions
are used duringcomprehension. These functions influence our memory and ability to carry
outeveryday tasks like perceiving, acquiring, processing and rememberinginformation for decision
making. Similarly, these functions affect our speed of processing which refers toperforming cognitive
tasks and is vital to intelligence. Speed of processingvaries from individual to individual and depends
on their background,knowledge of the subject, learning experiences, etc. Hence, identifying
theprocesses which are being used during learning and the knowledge aboutaudiences capacity of
information processing are extremely important forpresenters to predict audience behavior and
adapting presentation style forthem. Similarly, the knowledge about the concept of cognitive load is
veryimportant. Cognitive load is differentiated into three types: intrinsic cognitiveload, extraneous
cognitive load and germane cognitive load. Intrinsic load isgenerally thought to be immutable,
however presenters can manipulateextraneous and germane load. They can design their presentation
such a waywhich limits extraneous load and promote germane load. If the total cognitiveload is low
(content are simple) mental processes enable a learner to learn fromany type of instructional
material even that which imposes a high level ofextraneous cognitive load. Contrarily, if the total
cognitive load exceedsaudiences processing capacity it may inhibit learning. In that case, we need
tomodify the instructional material to reduce extraneous cognitive load so thatlearning could occur.
13
26. Secrets of Successful Presenters Cognitive load theory suggests that humans short term memory
has alimited capacity. People learn better when they can relate the new informationwith what they
already know. Hence, presenters need to convey information ina manner that encourages learners to
relate new knowledge with their previousexperiences. This will optimize audiences intellectual
performance andencourage them to use their limited working memory efficiently. 14
27. Secrets of Successful PresentersChapter 2: Intelligence "The true sign of intelligence is not
knowledge but imagination." EinsteinIntroduction In previous chapter we have discussed about
cognition which dealswith mental processes used to assimilate and integrate information. In
thischapter we will discuss another important concept called intelligence.American Psychological
Association defined intelligence as "ability tounderstand complex ideas, to adapt to environment, to
learn from experience,engage in forms of reasoning, and to overcome obstacles by taking thought."
Inliterature various types of human intelligence has been discussed. It is essentialfor good presenters
to have knowledge of this diversity of human intelligenceas it can help them to select appropriate
information and effective design fortheir presentation. 15
28. Secrets of Successful PresentersWhat is Intelligence? Socrates said, "I know that I am intelligent,
because I know that I knownothing." For centuries, philosophers have been trying to define the
termintelligence. Nevertheless the term remains complex to define and havedifferent meaning to
different people; dividing the research community fordecades. The controversies still rage over its
exact definition and form ofmeasurement. Recently, neuroscientists have taken a scientific approach
toexplore the mysteries of intelligence and tried to answer questions like whatmakes some brains
smarter than others? Are intelligent people better at storingand retrieving memories? Or perhaps
their neurons have more connectionsallowing them to creatively combine dissimilar ideas? In general,
intelligence is defined as the mental ability to learn andapply knowledge to solve problem in hand.
Sometimes it is defined as theability to reason. Some researchers define intelligence as adaptability
to a newenvironment or to changes in the current environment; the ability to evaluateand judge; the
ability to comprehend complex ideas; the capacity for originaland productive thought; the ability to
learn quickly and learn from experienceand even the ability to comprehend relationships. Similarly,
factors likeproblem-solving ability, information processing speed, general knowledge,creativity,
abstract thinking and memory all considered as signs of intelligence.From this discussion we can
conclude that intelligence is an umbrella termwhich covers a variety of mental abilities.Measuring of
Intelligence Intelligence is not a tangible thing. People cannot see, hear, touch,smell, or taste
intelligence. However, many researchers have proposed differenttest for gauging intelligence in both
children and adults. Among the first toinvestigate individual differences in mental ability was a British
scientist, SirFrances Galton, who compared people based on their awards andaccomplishments. This
research convinced him that intelligence was inheritedand led to further studies which involved
evaluating individual differences in 16
29. Secrets of Successful Presentersreaction time and range and specificity of the senses, which have
since beenshown to correlate with academic success. A French psychologist, Alfred Binet, developed
a test to accuratelypredict academic success. He, and his colleague, Theodore Simon, found thattests
of practical knowledge, memory, reasoning, vocabulary, and problemsolving were better predictors of
school success than the sensory tests used byGalton. Subjects were asked to perform simple
commands and gestures, repeatspoken numbers, name objects in pictures, define common words,
tell how twoobjects are different, and define abstract terms. Similar items are used intodays
intelligence tests. Binet and Simon created the concept of mental age byassuming that children all
follow the same pattern of development but developat different rates, for example, a child of any age

who scored as well as anaverage twelve-year-old was said to have a mental age of twelve. Binets
test was not widely used in France, but Henry Goddard, directorof a school for mentally challenged
students, brought it to the United States,translated it into English, and used it to test people for
mental retardation.Lewis Terman, another American psychologist, adapted the test for use withadults,
established new standards for average ability at each age, and called itthe Stanford-Binet Intelligence
Scale. Instead of giving a persons performance on the Stanford-Binet as amental age, Terman
converted performance into a single score, which he calledthe intelligence quotient (IQ). The idea of
an intelligence quotient was firstsuggested by German psychologist, William Stern, in 1912. To
compute IQ,Stern divided mental age by the actual, chronological age of the person takingthe test
and then multiplied by 100 to get rid of the decimal point. So, a childwho was eight years old and
answered the test questions as well as a twelve-year-old scored an intelligence quotient of 12/8 x
100, or 150. A twelve-year-old who answered the test questions as well as an average eight-year-old
wouldhave an IQ of 8/12 x 100, or 66. 17
30. Secrets of Successful Presenters This formula works well for comparing children, but since
intelligencelevels off in adulthood, it is not appropriate for adults. For example, a thirty-year-old who
answers questions as well as an average twenty-year-old wouldhave an IQ of only 20/30 x 100, or 66.
So intelligence tests today no longer use the IQ formula. Instead, thescore on a modern intelligence
test compares a persons performance withothers his/her own age, while arbitrarily defining the
average score as 100. Byconvention, most people still use the term IQ to refer to a score on
anintelligence test.Group Intelligence Tests Before World War I, all intelligence tests were
administered on a one toone basis. During the war, a group of psychologists, led by Robert
M.Yerkes,developed two tests, one for English speakers, and one for non-Englishspeakers or
illiterates, which could be administered to groups of recruits to helpthe army determine the most
effective placement of individuals. Highestscoring recruits were considered for officer training, and
lowest scoring recruitswere rejected from service. Following the war, group tests were more popular.
The NationalIntelligence Test, developed by Terman and Yerkes, was first used around 1920to test
school children. The Scholastic Aptitude Test (SAT) was introduced in1926 to help colleges and
universities screen prospective students. Todayindividual and group intelligence tests are widely used
in education, themilitary, and business.Theories of Intelligence The 20th century produced three
major theories on intelligence. Thefirst, proposed by Charles Spearman in 1904, acknowledged that
there aredifferent types of intelligence but argued that they are all correlated if peopletend do well on
some sections of an IQ test, they tend to do well on all of them, 18
31. Secrets of Successful Presentersand vice versa. So Spearman argued for a general intelligence
factor called "g"which remains controversial to this day. Decades later, Harvard psychologistHoward
Gardner revised this notion with his Theory of Multiple Intelligences,which set forth eight distinct
types of intelligence and claimed that there needbe no correlation among them; a person could
possess strong emotionalintelligence without being gifted analytically. Later in 1985, Robert
Sternberg,the former dean of Tufts, put forward his Triarchic Theory of Intelligence,which argued that
previous definitions of intelligence are too narrow becausethey are based solely on intelligences that
can be assessed in IQ test. Instead,Sternberg believes types of intelligence are broken down into
three subsets:analytic, creative, and practical. Researchers all over the world are trying toestablish
new theories to define the hidden dimension of intelligence.Multiple Intelligence The theory of
multiple intelligences was developed in 1983 by Dr.Howard Gardner, professor of education at
Harvard University. It suggests thatthe traditional notion of intelligence, based on I.Q. testing, is far
too limited.Instead, Dr. Gardner proposes eight different intelligences to account for abroader range
of human potential in children and adults. These intelligencesare: 1. Verbal/Linguistic Intelligence
This intelligence is language-based and involves the ability to speak and write. We can activate our
verbal/linguistic intelligence by trying to learn new words each day, reading, listening to news on the
radio, getting involved in debates, and participate actively in class deliberations. 2.
Logical/Mathematical Intelligence This intelligence involves numbers and reasoning. We can
activate our logical/mathematical intelligence by studying formulas, doing calculations, and solving
puzzles. 3. Visual/Spatial Intelligence - This intelligence involves thoughts in images and pictures. We
can activate our visual/spatial intelligence by 19
32. Secrets of Successful Presenters analyzing the visual aids in our textbooks, and by create mind
maps, flow charts, diagrams, and pictures. 4. Bodily/Kinesthetic Intelligence This intelligence
involves body movements and handling objects. We can activate our bodily/kinesthetic intelligence
by our motor skills regularly through movements like jogging, playing sports, and engaging in handson activities. 5. Musical Intelligence This intelligence involves musical abilities such as beat and
pitch. We can activate our musical intelligence by listening to music, playing an instrument, and
playing. 6. Interpersonal Intelligence This intelligence involves responding to the moods,
motivations, and needs of others. It leads to good interpersonal relationships and allows you to enjoy
the company of others. We can activate our interpersonal intelligence by participate in class activities
and discussions, brainstorming with others, and getting involved in social activities. 7. Intrapersonal
Intelligence This intelligence involves self-esteem, self-worth, and self-awareness. We can activate
our intrapersonal intelligence by critically examining our strengths and weaknesses. 8. Naturalist
Intelligence This intelligence involves appreciation and understanding of nature. You can activate
your naturalist intelligence by linking learning experiences to the natural world. Explore nature from
side to side field trips and camping to learn about things in their natural settings.Emotional
Intelligence Emotional intelligence (EI) refers to the ability to perceive, control, andevaluate

emotions. The earliest roots of emotional intelligence can be traced toCharles R. Darwin s work on the
importance of emotional expression forsurvival and second adaptation. In the 1900s, even though
traditionaldefinitions of intelligence emphasized cognitive aspects such as memory andproblemsolving, several influential researchers in the intelligence field of studyhad begun to recognize the
importance of the non-cognitive aspects. For 20
33. Secrets of Successful Presentersinstance, as early as 1920, E.L. Thorndike used the term social
intelligence todescribe the skill of understanding and managing other people.17 Similarly, in 1940
David Wechsler described the influence of non-intellective factors on intelligent behavior, and further
argued that our modelsof intelligence would not be complete until we can adequately describe
thesefactors.18 In 1983, Howard Gardners Frames of Mind: The Theory of MultipleIntelligences19
introduced the idea of multiple intelligences which included bothinterpersonal intelligence and
intrapersonal intelligence. In Gardners view,traditional types of intelligence, such as IQ, fail to fully
explain cognitiveability.20 Thus, even though the names given to the concept varied, there was
acommon belief that traditional definitions of intelligence are lacking in abilityto fully explain
performance outcomes. The first use of the term "Emotional Intelligence" (EI) is usuallyattributed to
Wayne Paynes doctoral thesis, A Study of Emotion: DevelopingEmotional Intelligence from 1985. 21
In 1990, Peter Salovey and John D.Mayer22 put forward an EI model. They define emotional
intelligence as Theability to perceive emotion, integrate emotion to facilitate thought,
understandemotions and to regulate emotions to promote personal growth." In this modelthey
propose that individuals vary in their ability to process information of anemotional nature and in their
ability to relate emotional processing to a wider 17 Thorndike, R.K. (1920). "Intelligence and Its Uses",
Harpers Magazine 140, 227-335. 18 Bar-On, R. (2006). The Bar-On model of emotional-social
intelligence (ESI).Psicothema, 18 , supl., 13-25. 19 Gardner, H. (1983). Frames of mind. New York:
Basic Books. 20 Smith, M.K. (2002) "Howard Gardner and multiple intelligences", The Encyclopediaof
Informal Education, downloaded from http://www.infed.org/thinkers/gardner.htm on October31, 2005.
21 Payne, W.L. (1983/1986). A study of emotion: developing emotional intelligence;self integration;
relating to fear, pain and desire. Dissertation Abstracts International, 47, p. 203A(University
microfilms No. AAC 8605928) 22 Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination,
cognition, andpersonality, 9(3), 185-211. 21
34. Secrets of Successful Presenterscognition. This ability is seen to manifest itself in certain adaptive
behaviors.The model claims that EI includes four types of abilities: i. Perceiving emotions the ability
to detect and decipher emotions in faces, pictures, voices, and cultural artifactsincluding the ability
to identify ones own emotions. Perceiving emotions represents a basic aspect of emotional
intelligence, as it makes all other processing of emotional information possible. ii. Using emotions
the ability to harness emotions to facilitate various cognitive activities, such as thinking and problem
solving. The emotionally intelligent person can capitalize fully upon his or her changing moods in
order to best fit the task at hand. iii. Understanding emotions the ability to comprehend emotion
language and to appreciate complicated relationships among emotions. For example, understanding
emotions encompasses the ability to be sensitive to slight variations between emotions, and the
ability to recognize and describe how emotions evolve over time. iv. Managing emotions the ability
to regulate emotions in both ourselves and in others. Therefore, the emotionally intelligent person
can harness emotions, even negative ones, and manage them to achieve intended goals. Some
researchers suggest that emotional intelligence can be learnedand strengthened, while other claim it
is an inborn characteristic. In 1998, Daniel Goleman23 introduces another model which focuses onEI
as a wide array of competencies and skills that drive leadership performance.His model outlines four
main EI constructs: i. Self-awareness the ability to read ones emotions and recognize their impact
while using gut feelings to guide decisions. 23 Goleman, D. (1998). Working with emotional
intelligence. New York: BantamBooks 22
35. Secrets of Successful Presenters ii. Self-management involves controlling ones emotions and
impulses and adapting to changing circumstances. iii. Social awareness the ability to sense,
understand, and react to others emotions while comprehending social networks. iv. Relationship
management the ability to inspire, influence, and develop others while managing conflict. Goleman
includes a set of emotional competencies within eachconstruct of EI. Emotional competencies are not
innate talents, but ratherlearned capabilities that must be worked on and can be developed to
achieveoutstanding performance. Goleman posits that individuals are born with ageneral emotional
intelligence that determines their potential for learningemotional competencies.24Concluding
Discussion In this chapter we have discussed about Intelligence. In general,intelligence is defined as
the mental ability to learn and apply knowledge tosolve problem in hand. Sometimes it is defined as
the ability to reason. Someresearchers define intelligence as adaptability to a new environment or
tochanges in the current environment; the ability to evaluate and judge; the abilityto comprehend
complex ideas; the capacity for original and productive thought;the ability to learn quickly and learn
from experience and even the ability tocomprehend relationships. Similarly, factors like problemsolving ability,information processing speed, general knowledge, creativity, abstract thinkingand
memory all considered as signs of intelligence. Many researchers are working on it and trying to
explore the truenature of Intelligence as some researchers suggest that intelligence can belearned
and strengthened, while other claim it is an inborn characteristic. As weknow intelligence is not a
tangible thing. Different researchers have proposed 24 Boyatzis, R., Goleman, D., & Rhee, K. (2000).
Clustering competence in emotionalintelligence: insights from the emotional competence inventory

(ECI). In R. Bar-On & J.D.A.Parker (eds.): Handbook of emotional intelligence (pp. 343-362). San
Francisco: Jossey-Bass. 23
36. Secrets of Successful Presentersdifferent means of measuring human intelligence. However,
Sterns idea ofintelligence quotient (IQ) become very popular among cognition researcher. Tocompute
IQ, Stern divided mental age by the actual, chronological age of theperson taking the test and then
multiplied by 100 to get rid of the decimal point.This formula works well for comparing children, but
not appropriate for adults.So intelligence tests today no longer use the IQ formula. Instead, the score
on amodern intelligence test compares a persons performance with others his/herown age. Now-adays individual and group intelligence tests are widely used ineducation, the military, and business.
Intelligence is a topic of great interest. Researchers all over the worldare trying to establish new
theories to define the hidden dimension ofintelligence. Dr. Gardner proposes eight different
intelligences to account for abroader range of human potential in children and adults. In 1985, Wayne
Payneintroduced the idea of Emotional Intelligence. Since then many models of EIhas been proposed.
Some researchers suggest that individuals are born with ageneral emotional intelligence that
determines their potential for learningemotional competencies, while other claim emotional
intelligence can belearned and strengthened. 24
37. Secrets of Successful Presenters Chapter 2: Art of Persuasion My most brilliant achievement was
my ability to be able to PERSUADE my wife to marry me. Winston ChurchillIntroduction Persuasion is
an art of convincing others. We are involved in some sortof persuasion everyday of our life; we try to
persuade someone to join us forlunch, or to join our study group. Others are involved in trying to
persuade us;radio commercials exhort us to buy, telesales personnel offer bargains on avariety of
services and good, professors try to persuade us to turn in our paperon time and candidates for
student governments try to persuade us to vote forthem in order for them to be elected. Since
persuasion runs through every aspect of our society, we need tounderstand how it works and how we
can polish our persuasive skills. Tounderstand persuasion fully, we need to understand the difference
betweeninfluence and motivation. Though persuasion involves influence but we areunlikely to do
something just because someone else wants us to do it. That iswhere motivation comes in.
Motivation is the stimulation or inducement thatcauses you to act. For example an aspiring youngster
will practice his bowlingfor hours a day as he/she knows it will make him/her better thus more likely
tosucceed. 25
38. Secrets of Successful Presenters Persuasion and motivation are closely linked. Using them
appropriatelyleads to desirable results. However this being said is no mean feat. The skills
ofpersuasion and motivation are acquired by each of us throughout our lives.Since childhood you
have put these skills into practice for your own benefit.The more you use them the better you gets at
applying these priceless tools.You need to practice using these in abundance and believe that can
inspire youraudience.What is Persuasion? The goal of persuasion is to get others to change their
behavior andattitude. In persuasion, we try to bring the willingness of the audience andconvince
them that they do what we want them to do - not that they should doit. Normally people use different
kinds of messages to persuade/influenceothers. These messages could be verbal, non-verbal, written,
visual, and audio,etc. The messages that make up persuasive discourse are instrumental forachieving
the goals of persuader. For example, politicians use persuasion intheir speeches to convince us to
vote for them, companies use persuasion in theform of advertising to convince consumers to buy
their products or services,children use persuasion to convince their parents to allow them to go on
arecreational trip, parents use persuasion to get their children to study. Persuasion process has four
basic components. Goal, want or desire: in order to convince or to persuade the audience, the
presenter must have a well defined goal, want or desire. Some goals may be very simple and do not
require the cooperation of others. For example, if I am hungry I might decide to eat a sandwich,
burger, or go to hotel for a lunch. Persuasion is not required in such situations. Contrarily, some goals
may be very unrealistic like I want someone to give me a house, I want world peace today, and I want
to be the next General Secretary of United Nations. It is obvious that persuasion will not help us to
achieve such goals. Whereas attainable goals may require others cooperation. Therefore, before
seeking cooperation from others we 26
39. Secrets of Successful Presenters have to identify our goal. We must be sure what we want to
achieve. For example, we want to sell our product to a customer or we want someone to vote for us,
etc. Right Audience: we have to identify the right audience; the group of people who are ready to
cooperate and willing to help us to achieve our goal. It has to be a group that we can speak with or
write to. The audience should have the resources that would help us to achieve our goal. These
resources may be information, or money, or power. Message: Before persuading someone, we must
have a very distinct and clear message. For simple and easy goals, just asking or requesting might be
enough. For other goals, we have to convince the audience, persuade them, or give them reasons to
do what we want them to do. It is important not to just tell them why we want them to do; we need to
convince them to help us to achieve our goal. For this we must understand our audience. Knowing
what the audience knows, what interests the audience, what is important to them, can help us to
convince our audience. Mean of Communication: The way message is communicated to the
audience is very important in the process of persuasion. The message has to be explicitly conveyed
to the audience. Persuasion cant be successful if the messages do not reach its intended audience.
For this purpose various means could be used like interpersonal meeting (or calling, or mailing),
advertisements, etc.Persuading Audience The ultimate goal of every presenter is to persuade his/her

audience. Tomake the process of persuasion successful, the presenter needs to establish astrong
connection with the audience. And this connection will be established byusing logic. Aristotle, the
most important theorist, thought that effectivepersuasion consisted of three parts: An emotional
appeal (pathos), logicalappeal (Lagos) and speakers credibility (ethos). 27
40. Secrets of Successful Presenters An emotional appeal focuses on the audiences needs, wishes
anddesires. Recent research shows that the people who are most successful atpersuasion are those
who can understand others motives and desires - evenwhen these motives and desires are not
stated. To do this, researchers found, thepersuader must be able to understand someone elses
feelings without lettinghis/her own feelings to get in the way. Ethics, values, beliefs and attitudes are
some important factors whichinfluence the persuasive process. A presenter who has done some
research intotheir audiences beliefs, cultural backgrounds, political views and other suchdata tend to
be much more effective than ones who have not put in the effort. A logical appeal is one that
addresses audiences reasoning ability. Fore.g., evidence in the form of statistics or any other
supporting material helppersuade audience. A logical appeal may be argued in several ways;
throughcasual reasoning, analogical reasoning, deductive reasoning or inductivereasoning. Casual
reasoning is a logical appeal that pertains to, constitutes, involves or expresses a cause and therefore
uses the word because, which is either implicitly or explicitly stated. For example, I failed the
course because I did not complete the assignments or the basketball team is losing because it has
an incompetent coach. The cause and effect pattern, casual reasoning, can be used for presenting
evidence as well as organizing an entire presentation. In analogical reasoning you compare two
similar cases and conclude that if something is true for one it must be true for the other also.
Inductive reasoning is used when generating hypotheses, formulating theories and discovering
relationships, and is essential for scientific discovery. It uses bottom up approach to draw
inferences from the supporting evidence or facts. It drives general rule from a specific case or cases.
It draws inferences from 28
41. Secrets of Successful Presenters observations in order to make generalizations. Inference can be
done in four stages: 1. Observation: collect facts, without biases. 2. Analysis: classify the facts,
identifying patterns of regularity. 3. Inference: from patterns, infer generalizations about relations
between the facts. 4. Confirmation: testing the inference through further observation. Deductive
reasoning argues from the general to a specific instance.The basic idea is that if something is true of
a class of things in general, thistruth applies to all legitimate members of that class. For example,
be careful ofthat wasp: it might sting. is based on the logic that wasps as a class havestingers;
therefore each individual wasp will have a stinger. This conclusion isthat we do not have to examine
each and every wasp we ever encounter toascertain what characteristics it may have. Because of the
validity of deductivereasoning, we may make an assumption that is both useful and efficient. One
ofthe most common and useful forms of deductive reasoning is the syllogism.The syllogism is a
specific form of argument that has three easy steps. 1) Every X has the characteristic Y. 2) This thing
is X. 3) Therefore, this thing has the characteristic Y. We use deductive reasoning in everyday of our
lives. Everything has acause. Deductive reasoning answers questions such as: what was the cause?
ORWhat will be the cause? OR What is the expected outcome? Deductivereasoning is beneficial when
answering multiple choice questions. Withdeductive reasoning, wrong answers can be eliminated. 25
25 http://www.wisegeek.com/what-is-deductive-reasoning.htm 29
42. Secrets of Successful PresentersInformative vs Persuasive Presentations We prepare our
presentations to either inform or persuade ouraudiences. Sometimes, our goal becomes both
informing and persuading ouraudiences. The informative presentation - one that defines, clarifies,
instructsand explains- is very common in todays world. In our professional lives, weare likely to
encounter informative presentations in a variety of contexts likeclassroom lectures, social gatherings,
board meetings etc. In the corporatesector the ability to deliver an informative presentation has
become arequirement for success. To become an effective and successful presenter, oneneeds to
learn how to make the presentations informative & persuasive. The goal of an informative
presentation is usually to present theaudience with new or in depth information on a subject.
Informatorypresentations provide information that satisfies the objectives of the audience.Usually,
the presented information is relevant, correct and crispy so that theinterest of audience could be
maintained. The impact of a presentationprimarily depends on the way information is being
presented. For example,using numbers can help the presenter in providing the audience with
largeamounts of statistical & factual data. But remember, only few people canvisualize large
quantities, such as millions and billions, therefore it is useful ifthese figures are put into some kind of
relationship. Hables and Weaver II(2004) define some simple rules when working with numbers: If
the numbers are unusual or surprising, explain why. Usually the best way to do this is to quote an
expert. Round off large numbers. If you have a lot of numbers, try to convert them to
percentages. Look for opportunities to replace numbers with words. For e.g. it is easier to
understand Over half the people said. Or A majority believe. Than over 370 people
said. 30
43. Secrets of Successful Presenters Try to relate numbers to something familiar. For e.g. say, the
number of people killed in the earthquake was equal to the entire student body of this college If
possible, try to compare numbers. For eg, 45% of the seniors but only 3% of the first year students
believed Using graphs and charts for representing numbers also helps youraudience visualize the
amount of data you are trying to present. Contrarily, in persuasive presentations we need to convince

ouraudience therefore logical conclusions and quantitative data are included in ourpresentation to
achieve our targets. In persuasive presentations we need to bemore focused and logical. In case,
where we want both to inform and topersuade the audience, we have to be more vigilant. Table below
has outlinedthe key elements involved in these three types of presentation: Inform Persuade Inform &
Persuade Introduce Establish Introduce capabilities & establish credibility Explain Promote Explain
new ideas & promote their use Teach Inspire Teach topic & inspire audience Describe Encourage
Describe issue & encourage corrective actions or measures Define Influence Define options &
influence decision List Convince List recommendations & convince client to implement them Identify
Ensure Identify risks and ensure their alleviation In this section we have learned that ethos, logos and
pathos are threeimportant pillars of persuasion. We have discussed that the way information
ispresented is very important. Similarly, language, organization, illustrations andexamples are some
other factors which make the presentation moreeffective. All of these when put together
appropriately help your audienceremember what was said even when the presentation is over. 31
44. Secrets of Successful PresentersConcluding Discussion In this chapter we have studied about
three different categories ofpresentations: informatory, persuasive and informatory &
persuasive.Informatory presentations provide information that satisfies the objectives ofthe audience.
Whereas persuasive presentations aim to convince audiencetherefore logical conclusions and
quantitative data are included to achieve thepresentations objectives. Persuasion is an art. According
to Aristotle persuasion process isconsisted of three parts: an emotional appeal (pathos), logical
appeal (Lagos)and speakers credibility (ethos). Usually the goal of persuasion is to get othersto
change their behavior and attitude. Since, persuasion is required to succeedin every aspect of our
professional & social lives; we need to understand how itworks and how we can polish our persuasive
skills. Normally people use different kinds of messages to persuade others.These messages could be
verbal, non-verbal, written, visual, and audio, etc. Apresenter who has done some research into their
audiences beliefs, culturalbackgrounds, political views and other such data tend to be much
moreeffective than ones who have not put in the effort. As a rule of thumb, to make a persuasive
process successful, thepresenter needs to establish a positive connection with audience and
presentinformation in a logically coherent manner. A logical appeal is one thataddresses audiences
reasoning ability. It could be presented using casualreasoning, reasoning by analogy, deductive
reasoning or inductive reasoning.Casual reasoning is a logical appeal that pertains to, constitutes,
involves orexpresses a cause and therefore uses the word because, which is eitherimplicitly or
explicitly stated. In analogical reasoning two similar cases arecompared to conclude that if something
is true for one it must be true for theother also. Inductive reasoning uses bottom up approach to
draw inferencesfrom the supporting evidence or facts. It drives general rule from a specific case 32
45. Secrets of Successful Presentersor cases. Inductive reasoning argues from the particular to the
general whereasdeductive reasoning argues from the general to a specific instance. In this chapter
we have discussed about persuasion and its importancewith respect to presentation skills. Persuasion
skill helps presenters to convincetheir audience to adopt a harmonious attitude towards the
acceptability of thepresented information. We have also learned about different methods
ofpersuasion which act as secret weapons of presenters to achieve the target oftheir presentation.
We have also discussed about various types of reasoning andexplained where to use them effectively.
We hope the information presented inthis chapter will help you to prepare and present your
presentations moreeffectively; either it is informatory, persuasive or both informatory andpersuasive.
33
46. Secrets of Successful Presenters Chapter 3: Communication Communication works for those who
work at it. John PowelIntroduction Communication is undeniably an important aspect of our lives..
We cannever imagine a society where there is absolutely no concept ofcommunication. We may have
brilliant ideas in our mind, but unless they arecommunicated to others, they are worthless. Similarly,
we need other peoplessupport to implement our ideas as the working capabilities of a human
beingare quite limited. So, to get others support, we need to communicate with them.Even people
with speech disorders have their own specific and unique ways tocommunicate with others. So
communication is sharing. Communicating effectively is the most essential trait of a
successfulpresentation. Communication theorists have long been asserting on therelationship
between communication and learning and have presented us withmany theories. Before discussing
learning theories lets learn aboutcommunication theory itself so that we could learn about the
secrets of makingeffective communication. 34
47. Secrets of Successful PresentersCommunication Theory Communication theory, also known as
information theory, is designedby Claude Shannon and Warren Weaver. 26 Communication theory
deals withthe means, methods of communicating messages between a sender and areceiver. It
identifies the elements of communication and feedback. ClaudeShannon and Warren Weaver
proposed a communication model shown infigure below: The key components of Shannon and
Weavers communication modelare: Information source: the starting place where the message
originates. Message: the content as symbols. Transmitter/encoder/sender: is responsible for
encoding and transmitting messages/ideas using symbols which may include oral, written, electronic,
or any other kind of symbolic generator-of- messages. Encoded content: selection of actual text,
symbols, and context for communication. Signal: any communication that encodes the message.
Channel/medium: choice of media (voice-phone, television, printed words) and choice of form within

media (story telling, direct 26

http://www.southalabama.edu/oll/mobile/theory_workbook/communication.htm 35
48. Secrets of Successful Presenters description, interrogation, degree of engagement). Here noise
can interfere with communication. Received signal: the communication that is received in a signal
form. Receiver/decoder: is responsible for accepting, decoding, and determining the meaning of
messages depending on their communication skills, attitudes, knowledge, social system, culture.
Decoded content: selection of framework for, and achieved understanding of communication (initial
impressions, developing comprehension, final understanding of speaker, content and context).
Destination: the final target where the idea/message concludes. Noise source: noise is anything
added to the signal that is not intended by the source. For example, noise can be smudged
newsprint, a visual movement that distracts the listener, a background noise in the immediate
surroundings, a noisy channel (a crackling microphone), or the organization and semantic aspects of
the message (syntactical and semantically noise). Communication noise can be categorized as below:
Physical background sound, poor lighting, excess text or graphics Semantic poor wording,
grammar, terminology Physiological nervousness, illness Psychological preconceived notion,
biases, assumptionsAudience Stereotypes & Their Attitudes Communicating effectively is an art, but
it requires supportiveenvironment. There are many factors involved in building a
supportiveenvironment like tailoring message according to the need of the audience at 36
49. Secrets of Successful Presentershand; learning about the audience stereotypes and their
attitudes, etc. Fromavailable literature, we have collected information about audience
stereotypes,their attitude and recommendations to approach them. Audience Audience
Recommended Approach Stereotype Attribute Dominator (CEO) - Confident - Respect their time Decisive - Be organized and clear - Blunt - Present facts concisely - Impatient - Provide choices
Influencer (Sales) - Social - Be Sociable - Persuasive - Be interesting - Impulsive - Minimize the details
- Miss Details - Present with passion Steady - Sincere - Show interest/empathy (Middle Managers) Deliberation - Be honest - Risk Averse - Build trust - Unassertive - Do not threaten Conscientious Thorough - Provide details - Methodical - Be accurate - Cautious - Present logically - Critical - Do not
surprise A good presenter always keeps in mind, the attitude of audience andtheir stereotypes, and
prepares his/her presentation accordingly. Learning styleof audience is the next important thing which
a good presenter has to know aspeople may be right brained or left brained. In the next section we
are going todiscuss this topic in little detail.Right Brain vs. Left Brain Cognitive research has shown
that the learning styles of audience arebased on their hemispheric dominance. Some of them may be
more rightbrained or left brained. Therefore, to get a positive response of the audience, an 37
50. Secrets of Successful Presenterseffective presentation must appeal to both sides of the brain. Lets
discusshemispheric dominance theory in a little detail. Cerebral cortex is the part of the brain that
houses rational functions. Itis divided into two hemispheres connected by a thick band of nerve fibers
(thecorpus callosum) which sends messages back and forth between thehemispheres. While both
sides of the brain are involved in nearly every humanactivity, the left side of the brain is the seat of
language and processes in alogical and sequential order. The right side is more visual and
processesintuitively, holistically, and randomly. Most people seem to have a dominant side. A key
word is that learnersdominance is a preference, not an absolute. When learning is new, difficult,
orstressful a learner prefer to learn in a certain way. It seems that learners braingoes on autopilot to
the preferred side. And while nothing is entirely isolated onone side of the brain or the other, the
characteristics commonly attributed toeach side of the brain serve as an appropriate guide for ways
of learning thingsmore efficiently and ways of reinforcing learning. Just as it was more importantfor
our purposes to determine that memory is stored in many parts of the brainrather than learn the
exact lobe for each part, likewise it is not so much thatlearners are biologically right brain or left brain
dominant, but that they aremore comfortable with the learning strategies characteristics of one over
theother. What learners are doing is lengthening their list of strategies for learninghow to learn and
trying to determine what works best for them. Hence, learnerscan and must use and develop both
sides of the brain. But because the seat oftheir preferences probably has more neural connections,
learning may occurfaster. The theory of the structure and functions of the mind suggests that thetwo
different sides of the brain control two different modes of thinking. Thefollowing table illustrates
the differences between left-brain and right-brainthinking: 38
51. Secrets of Successful Presenters Left Brain Right Brain Logical Synthesizing Sequential Subjective
Rational Random Analytical Intuitive Objective Holistic Looks at parts Looks at wholes As we have
discussed earlier, presentation is a mean ofcommunication. Our audiences are expecting information
which they believe isuseful for them. Therefore before collecting any facts and figures for
ourpresentation we need to learn difference between objective information andsubjective
information.Objective vs. Subjective Objective means a statement which is completely unbiased. It is
notpolluted by personal preferences or the speakers previous experiences or tastes.It is verifiable by
looking up facts or performing mathematical calculations.Scientific facts are objective as are
mathematical proofs. In simple wordsanything that can be backed up with solid data is objective. In
contrast to objective information, subjective information is astatement that has been perceived by
the speaker or writer. It often has a basisin reality, but reflects the perspective through with the
speaker views reality. Itcannot be verified using concrete facts and figures. Opinions,
interpretations,and any type of marketing presentation are all subjective. Objective and subjective
statements are used by speakers to get theirpoints across. Objective statements are facts that can be

verified by third partieswhile subjective statements may or may not be entirely true as they are
coloredby the opinions of the speaker. Objective statements are most commonly foundin the hard
sciences, whereas subjective statements are generally used to 39
52. Secrets of Successful Presentersdescribe the arts. In paragraphs below, we will explain when a
presenter shouldbe objective and when should be subjective.27 Using Objective Approach it is
important to be objective when we are making any kind of a rational decision. It might involve
purchasing something or deciding which job offer to take. We should also be objective when we are
reading, especially news sources. When meet and share our thoughts with new people, we should be
objective as it will help us to keep our concentration focused on our goal rather than on any emotions
our meeting might trigger. Using Subjective Approach It can be used when nothing tangible is at
stake. When we are watching a movie or reading a book for pleasure, being subjective and getting
caught up in the world of the characters make our experience more enjoyable. If we are discussing
any type of art, we have to keep in mind that everyones opinions on a particular piece are
subjective.Fact vs. Opinion According to the Websters Dictionary, the fact is anything that isdone
or happened; anything actually existent; any statement strictly true; truth;reality and opinion is
something that indicates a belief, view, sentiment, orconception. Fact and opinion are really
different in the sense that fact is somethingthat is true and opinion is only a belief. Fact is supported
by evidence andopinion has no backing of any evidence. While facts are true statementsopinions are
not. Opinion is only a subjective statement and fact is objectivereality. Opinion can only be an
emotional outburst of an individual or merely aninterpretation.28 27
http://www.differencebetween.net/language/difference-between-objective-and-subjective/ 28
http://www.differencebetween.net/language/difference-between-fact-and-opinion/ 40
53. Secrets of Successful Presenters Facts can be proved to be true but an opinion can be either true
or false.Fact is not some perception but opinion is just a perception of the thoughts. Thefact is what
all believe to be true, while the opinion is believed to be true onlyby those who state it. Opinion is
only just a thought or speculation and it can lead tocontroversies. It may tend to dispel the truth
whereas a fact is only truth andtruth itself. People may have different opinions on any subjects; they
can beeither endorsed or disregarded. Opinion is only a choice. Even if people thinkthat their opinion
is true and worthy, it might not be regarded by others whohave different opinion on their own.
Remember, facts are strong statements and opinions can be biasedstatements. Facts always stay
back in history whereas opinions are only viewsthat may not get into history. When we are providing
facts, we can easilyinfluence our audience. But an opinion may not have the force to make
aninfluence. 29Fact vs. Truth Although both words are sometimes being considered similar or
veryclose to each other, as explained below they are different in their true spirit. Asa good presenter
we must be familiar with this difference. Fact is basically something that exists, or is present in reality
and canbe verified. They are objective matters rather than subjective ones. They are notjust
something that we believe, but rather these are more or less the things thatcan be observed
empirically, or by the senses. So, facts can be seen and heard,as well as proven by the other senses.
29 http://www.differencebetween.net/language/difference-between-fact-and-opinion/#ixzz0kgEvlFDA
41
54. Secrets of Successful Presenters Truth can be described as the true state of a certain matter, may
it be aperson, a place, a thing or an event. It is what a person has come to believe. Ifhe/she believes
that something is true, then it is true. It also answers thequestions of whats really happening. In the
technical sense, facts can answerthe Wz, which are certain why questions, like where or when,
and evenhow, while truth answers the question why. The question of how, and evenwhat, are
said to be answerable by either of the two. In terms of permanence, a fact happens to be more
permanent, andalmost always seems to have no changes. It is more constant than truths.
Forexample, when we say that the sun will always rise from the east and set in thewest, we are
telling a fact, but when we say that we are in Lahore, then that is atruth, at least for that exact
moment. Several hours from that time we may havegone somewhere else, making our previous
statement a fallacy. Thus, a truth issomething that is not universal, it is more subjective, and depends
on thecurrent situation. Thats why the truths existence is said to be more temporarythan that of
facts. In simple words we can summarize this difference as blew30: Facts are more objective when
compared to the more subjective truths. Facts are more permanent when compared to the more
temporary truths. Facts exist in reality, whereas truths are usually the things that one believes to be
true, or the things that are true in the current situation. Facts can also answer the where, when
and how questions, whereas truths answer the why question.Concluding Discussion
Communication is undeniably an important aspect of our lives. It is amean of sharing ideas, thoughts,
and feelings. We may have brilliant ideas inour mind, but unless they are communicated to others,
they are worthless.Similarly, we need to communicate with others to get their support to 30
http://www.differencebetween.net/miscellaneous/difference-between-fact-and-truth/#ixzz0kgFFwozQ
42
55. Secrets of Successful Presentersimplement our ideas as our working capabilities are quite limited.
Thereforecommunicating effectively is an important skill and an essential trait of asuccessful
presenter. Communicating effectively is an art, but it requires supportiveenvironment. For this
presenters need to tailor message according to the needof audience. Similarly, learning about
audience stereotypes and their attitudes isequally important. Learning style is the next important
aspect presenters haveto know as people may be right brained or left brained. We have

alreadydiscussed that the left side of the brain is the seat of language and processes in alogical and
sequential order whereas the right side is more visual and processesintuitively, holistically, and
randomly. Therefore, an effective presentation mustappeal to both sides of the brain. The goal of a
presentation is to enrich audiences knowledge withreliable information which is noise free.
Information theory identifies theelements of communication and defines four types of noises which
make theprocess of communication ineffective. These four categories are physicalnoises, semantic
noises, physiological noises and psychological noises. Tomake communication process more effective
and meaningful we should try toget rid of all types of noises. To get their points across, speakers
usually use both objective andsubjective statements. Objective statements are completely unbiased
and are notpolluted by speakers previous experiences while subjective statements may ormay not
be entirely true as they may be the opinions of the speaker and may notbe verified using concrete
facts and figures. As a general principal, it isimportant to be objective when we are making any kind
of a rational decision.Whereas, subjective approach can be more appropriate when nothing tangible
isat stake. The presenters also need to know the difference between facts andopinion. Fact and
opinion are really different in the sense that fact is somethingthat is true and opinion is only a belief
or an emotional outburst of an 43
56. Secrets of Successful Presentersindividual. Fact is supported by evidence whereas opinion has no
backing ofany evidence and could be either true or false. When we are providing facts, wecan easily
influence our audience. But an opinion may not have the force tomake an influence. Similarly,
presenters need to know the difference between fact andtruth. Although both words are sometimes
being considered similar or veryclose to each other, they are different in their true spirit. Fact is
basicallysomething that exists, or is present in reality and can be verified. Whereas, truthcan be
described as the true state of a certain matter, may it be a person, a place,a thing or an event. In
simple words it could be stated that a truth is somethingthat is not universal, it is more subjective,
and depends on the current situation. In this chapter we have discussed about various aspect
ofcommunication theory. We tried to shed light on different concepts related tothe communication
and hope the discussed aspects will help presenters to selectmore appropriate information for their
presentation. "The difference between the right word and the almost right word is the difference
between lightning and the lightning bug." Mark Twain 44
57. Secrets of Successful Presenters Chapter 4: Learning Theories Learning is what most adults will
do for a living in the 21st century. S. J. PerelmanIntroduction What is learning? Is it a change in
behaviour or understanding? Is it aprocess? Such questions make the concept of learning a complex
topic. Forexample Slj (1979) asked a number of adult students what they understoodby learning.
Their responses fell into five main categories: 1. Learning as a quantitative increase in knowledge:
acquiring information or knowing a lot. 2. Learning as memorizing: storing information that can be
reproduced. 3. Learning as acquiring facts, skills, and methods that can be retained and used as
necessary. 4. Learning as making sense or abstracting meaning: relating parts of the subject matter
to each other and to the real world. 5. Learning as interpreting and understanding reality in a
different way: comprehending the world by reinterpreting knowledge. (quoted in Ramsden 1992: 26)
Above responses show that learning means different to differentpeople. However, social scientist
define learning as a process that brings 45
58. Secrets of Successful Presenterstogether cognitive, emotional, and environmental influences and
experiencesfor acquiring, enhancing, or making changes in ones knowledge, skills, values,and world
views. Learning as a process focuses on what happens when thelearning takes place. 31 As we have
already mentioned in previous chapter thatpresentation is a mean to enhance audience learning.
Therefore it is importantfor us to learn about intellectual work carried out to define learning. Many
learning theories have been developed to understand how peoplelearn. In this chapter we will discuss
about the core concepts of these theoriesand briefly talk about some informal and post-modern
learning theories.Constructivism Constructivism is a philosophy of learning founded on the premise
that,by reflecting on our experiences, we construct our own understanding of theworld we live in.
Each of us generates our own rules and mental models,which we use to make sense of our
experiences. Learning, therefore, is simplythe process of adjusting our mental models to
accommodate new experiences.Some of the key concepts of constructivism are given below:
Learning is a search for meaning. Therefore, learning must start with the issues around which
learners are actively trying to construct meaning. Meaning requires understanding wholes as well as
parts. And parts must be understood in the context of wholes. Therefore, the learning process focuses
on primary concepts, not isolated facts. In order to teach well, we must understand the mental
models that learner use to perceive the world and the assumptions they make to support those
models. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the right answers and regurgitate someone elses meaning. 31 Illeris, K. (2002), The
Three Dimension of Learning, Roskilde University Press,Copenhagen/NIACE, Leicester. 46
59. Secrets of Successful Presenters Constructivism calls for the elimination of a standardized
curriculum.Instead, it promotes using curricula customized to the students priorknowledge. Also, it
emphasizes hands-on problem solving. Under the theory ofconstructivism, educators focus on making
connections between facts andfostering new understanding in students. Instructors tailor their
teachingstrategies to student responses and encourage students to analyze, interpret, andpredict
information. Teachers also rely heavily on open-ended questions andpromote extensive dialogue
among students. Although it is against theconventional education systems, constructivism calls for

the elimination ofgrades and standardized testing. Instead, assessment becomes part of thelearning
process so that students play a larger role in judging their ownprogress.32 Constructivism itself has
many variations, such as active learning,discovery learning, and knowledge building. Regardless of
the variety,constructivism promotes a learners free exploration within a given frameworkor structure.
The teacher acts as a facilitator who encourages students todiscover principles for themselves and to
construct knowledge by working tosolve realistic problems.Cognitivism Cognitivism is a theoretical
approach in understanding the mind usingquantitative, positivist and scientific methods that
describes learner as aninformation processor, the learning process as an internal mental process
andmental functions as information processing models. Cognitivists contend thatlearning involves the
reorganization of experiences in order to make sense ofstimuli from the environment.33, 34 32
Brooks, J. & Brooks, M., In Search of Understanding: The Case for ConstructivistClassrooms, Prentice
Hall; 2nd edition (2001) 33 Merriam, S. B., & Caffarella, R. S. (1999). Learning in adulthood. (2nd ed.).
SanFrancisco: Jossey-Bass Publishers. 34
http://courses.durhamtech.edu/tlc/www/html/learningmatters/learning_theory.pdf 47
60. Secrets of Successful Presenters One assumption of cognitivism is that an existing knowledge
structuremust be present in order to compare and process new information for learning.This existing
knowledge structure is referred to as schema. Schema is activatedand utilized for the benefit of
learning when a learner is made aware of hisbackground knowledge and exposed to strategies to
bridge from pre-requisiteskills to learning objectives.35 Cognitivists believe learners develop
learning through receiving,storing and retrieving information. With this notion, it is imperative
forpresentation designers to thoroughly analyze and consider appropriate slidesneeded in order for
audience to effectively and efficiently process theinformation received. In the light of cognitivism
presenters need to considertheir audience as the focus of the design process. So, they must consider
theaudiences characteristics that will promote or impede the cognitive processingof the information
received. Therefore presentation designer should bear inmind that the presentation goals should
include learner needs and interest.Presenters should make every effort to insure that goals are
focused at leasttoward the present and, hopefully, toward the future needs of the
audience.Objectivism Ayn Rand, a famous novalist, characterized Objectivism as "aphilosophy for
living on earth".36 Bednar, et. al.37 state that Objectivism is aview of the nature of knowledge and
what it means to know something. In thisview, the mind work like a computer; manipulating symbols.
These symbolsacquire meaning when an external and independent reality is "mapped" ontothem in
our interactions in the world. Therefore cognition is the rule-basedmanipulation of symbols. 35
Blanton, Betty B. (1998). The Application of the Cognitive Learning Theory toInstructional Design.
International Journal of Instructional Media, 25, 2, 171-177. 36 Rand, Ayn (1992) [1957]. Atlas
Shrugged (35th anniversary ed.). New York: Dutton.ISBN 0-525-94892-9 37 Bednar, A.K.,
Cunningham, D., Duffy, T.M., and Perry, J.D. (1991). Theory intopractice: How do we link? In G. Anglin
(Ed.), Instructional Technology: Past, Present and Future.Englewood, CO: Libraries Unlimited, Inc. 48
61. Secrets of Successful Presenters Objectivistism believes knowledge is some entity existing
independentof the mind of individuals. This means that world realities exist independent
ofconsciousness. This school of thought believes that the external world is mindindependent (i.e., the
same for everyone) and things about it are objectively,absolutely and unconditionally true or false.
Objectivism rejects both faith and"feeling" as sources of knowledge. Objectivist epistemology
maintains that allknowledge is ultimately based on perception which means that human beingshave
limited knowledge, are vulnerable to error, and do not instantlyunderstand all of the implications of
their knowledge.38 Some commentators have asserted that the Objectivist epistemology
isincomplete. According to psychology professor Robert L. Campbell, the notionof proof for
propositions remains sketchy.39 Campbell also says the relationshipbetween objectivist epistemology
and cognitive science remains unclearbecause like Ayn Rand, many other objectivists have made
extensive claimsthat human cognition and its development belong to psychology, yet Ayn Randalso
asserted that philosophy is logically prior to psychology and in no waydependent on it. Such
conflicting notions compel cognitive researchers to raiseobjections on the soundness of objectivism.
40Behaviorism The term behaviorism refers to the school of psychology founded byJohn B. Watson
based on the belief that behaviors can be measured, trained,and changed. Behaviorism was
established with the publication of Watsonsclassic paper Psychology as the behaviorist views it. 41
In one of his writinghe stated, "Give me a dozen healthy infants, well-formed, and my ownspecified
world to bring them up in and Ill guarantee to take any one at randomand train him to become any
type of specialist I might select-- doctor, lawyer, 38
http://en.wikipedia.org/wiki/Objectivism_(Ayn_Rand). 39 Campbell, Robert L. (2008, Fall). The
Peikovian Doctrine of the Arbitrary Assertion.Journal of Ayn Rand Studies, 10(1), 85170. 40
http://en.wikipedia.org/wiki/Objectivism_%28Ayn_Rand%29 41 John B. Watson. "Psychology As the
Behaviorist Views It." Psychological Review20, 1913, 158177. Available online at
http://psychclassics.yorku.ca/Watson/views.htm 49
62. Secrets of Successful Presentersartist, merchant-chief, and, yes, even beggar man and thief,
regardless of histalents, penchants, tendencies, abilities, vocations, and race of his ancestors".42
Behaviorism holds that only observable behaviors should be studied, ascognition and mood are too
subjective. According to behaviorist, our responsesto environmental stimuli shape our behaviors.
Some of the key aspects ofbehaviorism are listed below: Classical conditioning: a learning process
that occurs through associations between an environmental stimulus and a naturally occurring
stimulus. For example, by creating a positive classroom environment teachers can help students to

overcome anxiety or fear. Operant conditioning: a method of learning that occurs through rewards
and punishments for behavior. Through operant conditioning, an association is made between a
behavior and a consequence for that behavior. For example, a child may be told that he/she will lose
recess privileges if he/she will talk out of turn in class. Repetition and reinforcement: in order to
develop desired habits Behaviorism stresses repetition and reinforcement. The behaviorism is mainly
based upon this concept that learning isbased on mastering a set of behaviors that are predictable
and therefore reliable.Therefore if the targets/goals are well defined then the learner will focus
clearlyupon achieving those goals. Therefore a thorough instructional and learneranalysis and correct
instruction will lead to desirable results.43Reinforcement Theory This theory was originated in the
first half of the nineteenth century byB.F. Skinner44, who was one of the founding fathers of the
behaviorist school ofthought in Psychology. Skinner believed that behavior is a function of its 42
Watson, John B. 1930. Behaviorism, revised edition. Chicago: University of ChicagoPress 43
http://courses.durhamtech.edu/tlc/www/html/learningmatters/learning_theory.pdf 44
http://en.wikipedia.org/wiki/B._F._Skinner 50
63. Secrets of Successful Presentersconsequences. The learner will repeat the desired behavior if
positivereinforcement, motivation or a pleasant consequence will follow the behavior.Positive
reinforcement, or rewards can include verbal reinforcement such asGood Job, Thats Great, Well
Done, Excellent, etc. More tangible rewardsinclude certificates at the end of the course or
promotion to a higher level in anorganization. Negative reinforcement also strengthens a behavior
and refers to asituation when a negative condition is stopped or avoided as a consequence ofthe
behavior. Punishment, on the other hand, weakens a behavior because anegative condition is
introduced or experienced as a consequence of thebehavior and teaches the individual not to repeat
the behavior which wasnegatively reinforced. This way a set of conditions could be created which
aredesigned to eliminate undesired behavior. Laird 45 considers this aspect ofbehaviorism has little
or no relevance to education. However, Burns46 says thatpunishment used in everyday life only
works for a short time and often onlywhen the punishing agency is present. There is criticism of this
approach that it is rigid and mechanical. Burnsargues that although it is useful in learning repetitive
tasks like multiplicationtables and those work skills that require a great deal of practice, it fails
wherehigher order learning is involved.Sensory Stimulation Theory Sensory stimulation theory
believes that effective learning occurs whenthe senses are stimulated. Laird quotes research that
found that the vastmajority of knowledge held by adults (75%) is learned through seeing. Hearingis
the next most effective (about 13%) and the other senses - touch, smell andtaste account for 12% of
what we know. By stimulating the senses, especiallythe visual sense, learning can be enhanced.
However, this theory says that ifmulti-senses are stimulated, greater learning takes place.
Stimulation through45 Laird, D. 1985 Approaches to Training and Development Addison-Wesley,
Reading, Mass.46 Burns, R. 1995 The Adult Learner at Work Business and Professional Publishing,
Sydney. 51
64. Secrets of Successful Presentersthe senses is achieved through a greater variety of colors,
volume levels, strongstatements, facts presented visually, use of a variety of techniques and
media.Facilitation Theory (The Humanist Approach) The basic premise of this theory is that learning
will occur by theeducator acting as a facilitator, that is by establishing an atmosphere in
whichlearners feel comfortable to consider new ideas and are not threatened byexternal factors.47
Other characteristics of this theory include: a belief that human beings have a natural tendency &
eagerness to learn; there is some resistance to, and unpleasant consequences of, giving up what is
currently held to be true; the most significant learning involves changing ones concept of
oneself.According to this theory, facilitative teachers are: less protective of their constructs and
beliefs than other teachers; more able to listen to learners, especially to their feelings; inclined to
pay as much attention to their relationship with learners as to the content of the course; apt to
accept feedback, both positive and negative and to use it as constructive insight into themselves and
their behavior. Facilitation theory believes that learners should be encouraged to takeresponsibility
for their own learning. They must be provided with much of theinput for the learning which occurs
through their insights and experiences. Alsothey should be encouraged to consider that the most
valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to
solvingsignificant problems or achieving significant results. 47 Laird, D. 1985 Approaches to Training
and Development Addison-Wesley, Reading,Mass. 52
65. Secrets of Successful PresentersMultimedia Learning Mayer and Moreno 48 presented Multimedia
Learning theory.According to them multimedia learning involves three cognitive processes: 1.
Selecting: where verbal information is processed as a word base and visual information is processed
as a visual base. 2. Organizing: where the word base and the visual base are applied to the yet to be
learned concept. 3. Integrating: where the learner builds connections between the two. Figure:
Depiction of a Cognitive Theory of Multimedia Earning (Source: Roxana Moreno & Richard E. Mayer
(2000)) The cognitive theory of multimedia learning is based on the followingassumptions which are
derived from other theories: (a) humans have separate systems for representing verbal and nonverbal information; (b) working memory includes independent auditory and visual working memories;
(c) each working memory has a limited capacity; (d) meaningful learning occurs when a learner
selects relevant information in each memory, organizes the information in each memory into a
coherent representation, and makes connections between corresponding representations in each

memory. 48 Mayer, R., & Moreno, R. (2002). Aids to computer-based multimedia learning.Learning
and Instruction, 12, 107119. 53
66. Secrets of Successful Presenters Moreno & Mayer have presented following principles for
multimediapresentations: Multiple Representation Principle it is better to present an explanation in
words and pictures than solely in words. Contiguity Principle words and pictures are to be
presented simultaneously rather than separate. Split Attention Principle words are to be presented
as auditory narration rather than as visual on screen text. Coherence Principle extraneous words
and pictures should be avoided. People learn better when extraneous material is excluded. Modality
Principle people learn more effectively from animation and narration than from animation and text.
Personalization Principle people learn more effectively from animation and narration when the
narration is conversational rather than formal style. Redundancy Principle people learn more
effectively from animation and narration than from animation, narration and text. Mayer and Moreno
advocate that presenters should work from acognitive theory of learning rather than from an
information deliveryviewpoint. Being a good presenter we need to give due considerations to
abovementioned principles. Therefore a crucial goal of our presentation designshould be
strengthening schema construction process of the audience. It is important to remind that a
multimedia presentation differs from anormal presentation. Typically a multimedia presentation may
containfollowing elements: Video or movie clip Animation Sound (this could be a voice-over,
background music or sound clips) Navigation structure 54
67. Secrets of Successful Presenters These elements could be produced using various technologies. In
thisregard, the selection of suitable technology is very important. In addition tothis, we must consider
following three important principles when making ourmultimedia presentation: 1. Working memory
can process visual and auditory information simultaneously with no adverse affect on cognitive load
(Dual Coding Theory). 2. Working memory is limited with respect to the amount of information it can
hold, and the number of operations it can perform on that information (Cognitive Load Theory). 3.
People should be guided to an awareness of being responsible for their own learning (Constructivist
Learning Theory). Many recent studies have been advocated that in the case of
multimediapresentations people tend to learn more when less is presented in an effectiveway.
Similarly, the cognitive theory of multimedia learning explains that peopleactively try to make sense
of the presented material by building a coherentmental representation, so adding extraneous
information disrupts this structure-building process. Coherence principles provide useful guideline to
overcomesuch problems49: 1. Peoples learning is hurt when interesting but irrelevant words and
pictures are added to a multimedia presentation. 2. Peoples learning is hurt when interesting but
irrelevant sounds and music are added to a multimedia presentation 3. Peoples learning is improved
when unneeded words are removed from a multimedia presentation 49
http://elearninglounge.wordpress.com/2007/11/01/more-from-mayer-the-coherence-principle/ 55
68. Secrets of Successful PresentersExperiential Learning Experiential learning is the process of
making meaning from directexperience. 50 Experiential learning is related to, but not synonymous
with,experiential education, action learning, adventure learning, free choice learning,cooperative
learning, and service learning. While there are relationships andconnections between all these
theories of education, importantly they are alsoseparate terms with separate meanings.51
Experiential learning focuses on the learning process for the individual.An example of experiential
learning is going to the zoo and learning throughobservation and interaction with the zoo
environment, as opposed to readingabout animals from a book. Thus, one makes discoveries and
experiments withknowledge firsthand, instead of hearing or reading about others experiences. John
Dewey was one of the most famous proponents of hands-onlearning or experiential education, which
is related to, but not synonymous withexperiential learning. He argued that if knowledge comes
from theimpressions made upon us by naturalobjects, it is impossible to procureknowledge without
the use of objectswhich impress the mind 52 . Deweysideas went on to influence many
otherinfluential experiential models andadvocates. Many researchers evencredit him with the
influence of ProjectBased Learning (PBL) which placesstudents in the active role ofresearchers. 50
Itin, C. M. (1999). Reasserting the Philosophy of Experiential Education as a Vehiclefor Change in the
21st Century. The Journal of Experiential Education,.22(2), 91-98. 51 Itin, C. M. (1999). Reasserting
the Philosophy of Experiential Education as a Vehiclefor Change in the 21st Century. The Journal of
Experiential Education,.22(2), 91-98. 52 Dewey, 1916/2009, p. 217-218 56
69. Secrets of Successful Presenters American education system in 1950s was greatly influenced by
JohnDeweys concept of PBL (Project Based Learning). In his famous bookExperience and
Education (1938), Dewey focused on the importance ofintroducing experienced base learning in the
school systems & curriculums.Dewey advocated for an educational structure that strikes a balance
betweendelivering knowledge while also taking into account the interests andexperiences of the
student. Kolb, American educational theorist, advocates that knowledge iscontinuously gained
through both personal and environmental experiences. Heproposed a four-stage learning process
with a model that is often referred to indescribing experiential learning.53 The process can begin at
any of the stagesand is continuous, i.e. there is no limit to the number of cycles you can make ina
learning situation. This theory asserts that without reflection we would simplycontinue to repeat our
mistakes.54 Kolbs research found that people learn in four ways with the likelihoodof developing one
mode of learning more than another. As shown in theexperiential learning cycle model, learning is: 1.

Through concrete experience 2. Through observation and reflection 3. Through abstract

conceptualization 4. Through active experimentation Experiential learning can be a highly effective
educational method. Itengages the learner at a more personal level by addressing the needs and
wantsof the individual. Experiential learning requires qualities such as self-initiativeand selfevaluation. For experiential learning to be truly effective, it shouldemploy the whole learning wheel,
from goal setting, to experimenting and 53 McGill, I & Beaty, L 1995 Action Learning, second edition:
A Guide forProfessional, Management and Educational Development Kogan Page, London. 54 Brooks,
J 1995 Training and Development Competence: a Practical Guide KoganPage, London. 57
70. Secrets of Successful Presentersobserving, to reviewing, and finally action planning. This
complete processallows one to learn new skills, new attitudes or even entirely new ways
ofthinking.Action Learning Action Learning is the approach that links the world of learning withthe
world of action through a reflective process within small cooperativelearning groups known as action
learning sets. 55 The sets meet regularly towork on individual members real-life issues with the aim
of learning with andfrom each other. The father of Action Learning, Professor Reg Revans, hassaid
that there can be no learning without action and no (sober and deliberate)action without learning.
Revans argued that learning can be shown by the following equation,where L is learning; P is
programmed knowledge (e.g. traditional instruction)and Q is questioning insight. L=P+Q Revans,
along with many others who have used, researched and taughtabout this approach, argued that
Action Learning is ideal for finding solutionsto problems that do not have a right answer because the
necessary questioninginsight can be facilitated by people learning with and from each other in
actionlearning sets.Adult Learning (Andragogy) Malcolm Knowles56 is the theorist who brought the
concept of adultlearning to the fore. He has argued that adulthood has arrived when peoplebehave in
adult ways and believe themselves to be adults. Then they should be 55 McGill, I & Beaty, L 1995
Action Learning, second edition: a guide for professional,management and educational development
Kogan Page, London. 56 Knowles, M.S. 1990 The Adult Learner: a Neglected Species 4th edition,
Houston:Gulf Publishing Company, Book Division 58
71. Secrets of Successful Presenterstreated as adults. He taught that adult learning was special in a
number of ways.For example: Adult learners bring a great deal of experience to the learning
environment. Educators can use this as a resource. Adults expect to have a high degree of influence
on what they are to be educated for, and how they are to be educated. The active participation of
learners should be encouraged in designing and implementing educational programs. Adults need
to be able to see applications for new learning. Adult learners expect to have a high degree of
influence on how learning will be evaluated. Adults expect their responses to be acted upon when
asked for feedback on the progress of the program. Pogson and Tennant provide a perspective of
adulthood as a socialconstruction. They say that the concept of a lifes course varies for
differentindividuals and different cultures; therefore trainers and adult educators shouldbe wary of
definitive views of adults and their behavior. Burns 57 says, "Byadulthood people are self-directing.
This is the concept that lies at the heart ofandragogy ... andragogy is therefore student-centered,
experience-based,problem-oriented and collaborative very much in the spirit of the
humanistapproach to learning and education ... thewhole educational activity turns on thestudent.
The question could be asked -when does maturity complete? Is thereno further development after a
certainstage in life? Some authors think thatwhile children at approximately the sameage are at
approximately the same stageof development, the same cannot be said 57 Burns, S. 1995 Rapid
Changes Require Enhancement of Adult LearningHRMonthly June, pp 16-17. 59
72. Secrets of Successful Presentersof adults. Adults however, vary greatly in their levels of
knowledge and also intheir life experiences, thinking patterns, cultural & spiritual beliefs & life
styles& preferences. There could be said to be tremendous variation in adultexperience. Some adults
can approach formal educational settings with anxietyand feelings of high or low self-efficacy. Their
approach to new learningcontexts can be influenced by how they appraise or evaluate the
newexperience. For example: if two adults in a classroom have to perform a intellectualexercise, one
of them may take it as a challenge and will develop a feeling ofexcitement, while the other adult
might undermine his abilities & couldinterprets the exercise in a way that leads to the feeling of
embarrassment. It isself evident that the way the individual interprets the situation and
thesubsequent emotion that arises, will affect the kind of action the individual is totake. (Burns, 1995,
p.16) Burns considers that such appraisals, coupled with labels such as fearor anxiety can lead some
learners to emotionally disengage from the source ofdiscomfort that is the learning experience.
However, when coupled with labelssuch as excitement or challenge the learner is led to take actions
that focus onthe task.Differences in Learning Styles As already discussed, the idea that people learn
in different ways hasbeen explored over the last few decades by educational researchers. Kolb, oneof
the most influential of these, found that individuals begin with their preferredstyle in the experiential
learning cycle. Honey and Mumford (1986) building on Kolbs work, identified fourlearning styles:
Activist: enjoys the experience itself. They prefer the challenges of new experiences, involvement
with others, assimilations and role- 60
73. Secrets of Successful Presenters playing. Likes anything new, problem solving, and small group
discussions Reflector: spends a great deal of time and effort reflecting. They prefers to learn from
activities that allow them to watch, think, and review (time to think things over) what has happened.
Likes to use journals and brainstorming. Lectures are helpful if they provide expert explanations and

analysis. Theorist: good at making connections and abstracting ideas from experience. They prefer
to think problems through in a step-by-step manner. Likes lectures, analogies, systems, case studies,
models, and readings. Talking with experts is normally not helpful. Pragmatist: enjoys the planning
stage. They prefer to apply new learning to actual practice to see if they work. Likes laboratories,
field work, and observations. Likes feedback, coaching, and obvious links between the task-on-hand
and a problem. Honey and Mumfords learning cycle is slightly differs from Kolbs.First, they substitute
the terms "reflector" for divergers (reflective observation),"theorist" for assimilators (abstract
conceptualization), "pragmatist" forconvergers (concrete experience), and "activist" for
accommodators (activeexperimentation). We have seen that there are strengths and weaknesses in
learningstyles. Honey and Mumford argue that learning is enhanced when we thinkabout our learning
style so that we can build on strengths and work towardsminimizing weaknesses to improve the
quality of learning. 58Concluding Discussion In this chapter we have shed light on some the
important learningtheories to understand what is learning. According behaviorist learning isstrictly
influenced by environmental factors; our responses to environmentalstimuli shape our behaviors.
Behaviorism stresses repetition and reinforcementin order to develop desired habits. This approach
focuses entirely upon rotememorization, identification, and association and believes that learning is
basedon mastering a set of behaviors that are predictable and therefore reliable. 58
http://www.sos.net/~donclark/hrd/styles/honey_mumford.html 61
74. Secrets of Successful PresentersTherefore if the targets/goals are well defined then the learner
will focus clearlyupon achieving those goals. Constructivist advocates that we construct our own
understanding ofthe world we live in. Each of us generates our own rules and mentalmodels,
which we use to make sense of our experiences. According toconstructivism, learning is a search for
meaning. Therefore, learning must startwith the issues around which learners are actively trying to
construct meaning.Meaning requires understanding wholes as well as parts. And parts must
beunderstood in the context of the whole. Therefore, the learning process focuseson primary
concepts, not isolated facts. Learning, therefore, is simply theprocess of adjusting our mental models
to accommodate new experiences. In contrast to behaviorism and constructivism, cognitivists
contend thatlearning involves the reorganization of experiences in order to make sense ofstimuli from
the environment. Thus, a cognitivist views the learning process asan internal and active mental
process which develops within a learner and itincreases learners mental capacity and skills in order
to learn better.Cognitivists believe learners develop learning through receiving, storing andretrieving
information. Objectivist believes that the mind work like a computer; manipulatingsymbols. These
symbols acquire meaning when an external and independentreality is "mapped" onto them in our
interactions in the world. Thereforecognition is the rule-based manipulation of symbols. Objectivism
rejects bothfaith and "feeling" as sources of knowledge. They believes knowledge is someentity
existing independent of the mind of individuals. This means that worldrealities exist independent of
consciousness. This school of thought believesthat the external world is mind independent (i.e., the
same for everyone) andthings about it are objectively, absolutely and unconditionally true or false. In
this chapter we have also discussed some other learning theories likesensory stimulation theory
which believes that effective learning occurs whenthe senses are stimulated. Stimulation through the
senses can be achievedthrough a greater variety of colors, volume levels, strong statements,
factspresented visually, use of a variety of techniques and media. Reinforcementtheory advocates
that behavior is a function of its consequences. The learnerwill repeat the desired behavior if
positive/negative reinforcement follows the 62
75. Secrets of Successful Presentersbehavior. Facilitation theory advocates that learning occur by
establishing anatmosphere in which learners feel comfortable to consider new ideas and arenot
threatened by external factors. We have also discussed about experiential learning which is the
processof making meaning from direct experience. It is related to, but not synonymouswith,
experiential education, action learning, adventure learning, free choicelearning, cooperative learning,
and service learning. While there arerelationships and connections between all these theories of
education,importantly they are also separate terms with separate meanings. According toexperiential
learning knowledge is continuously gained through both personaland environmental experiences. The
learning process can begin at any of thestages and is continuous, i.e. there is no limit to the number
of cycles you canmake in a learning situation. This theory asserts that without reflection wewould
simply continue to repeat our mistakes. Action Learning is another approach that believes that there
can be nolearning without action and no action without learning. Whereas, multimedialearning theory
explains that humans have separate memory systems forrepresenting verbal and non-verbal
information. Meaningful learning occurswhen a learner selects relevant information in each memory,
organizes theinformation in each memory into a coherent representation, and makesconnections
between corresponding representations in each memory. Hence,presenting information in words and
pictures produces better results than solelyin words. Hence a multimedia presentation is a good
choice as it conveys themessage across the audience more effectively. Andragogy advocates for
student-centered, experience-based, problem-oriented and collaborative. It is very much in the spirit
of the humanistapproach to learning and education. The main idea is that by adulthood peopleare
self-directing. They bring a great deal of experience to the learningenvironment and have a high
degree of influence on what they are to beeducated for, and how they are to be educated. In this
chapter we have learnt that learning is enhanced when we thinkabout learners learning style. Honey
and Mumford identified four learning 63

76. Secrets of Successful Presentersstyles: Activist (enjoys the experience itself), Reflector (spends a
great deal oftime and effort reflecting), Theorist (good at making connections andabstracting ideas
from experience), and Pragmatist (enjoys the planning stage).The knowledge of learners learning
style can help us to build on learnersstrengths and work towards minimizing their weaknesses to
improve the qualityof learning. In this chapter we have discussed about different learning
theoriesrelated to the human learning. It is very beneficial for presenters to know aboutthese theories
because it will help them to identify and/or devise their style ofpresenting information to the
audience. As Gardner states, "It is of upmostimportance that we recognize and nurture all of the
varied human intelligences,and all of the combinations of intelligences. We are all so different
largelybecause we have different combinations of intelligences. If we recognize this, Ithink we will
have a better chance of dealing appropriately with the manyproblems that we face in the world"
(Gardner, 1993, p.12).59 59 Gardner, H. (1993). Multiple intelligences: The theory in practice. New
York: BasicBooks. 64
77. Secrets of Successful Presenters Chapter 5: Preparing Presentation Every minute you spend in
planning save 10 minutes in execution; this gives you a 1,000 percent return on energy! Brian
TracyIntroduction Presentation is a critical skill and has become a major factor tobecoming successful
in todays business world. Employers are increasinglydemanding from job seekers to demonstrate
strong presentation skills.Therefore we all must work on developing our presentation skill. A
presentation is a subtle and sublime harmony of the science and artof getting ourselves across and
heard. It provides us a mean of showing andexplaining the content of a topic to our audience.
Nevertheless, preparing aneffective presentation is a time consuming and complex task.
Multimediatechnologies have provided many tools which help us to work faster andsmarter and
present information in more effective and appealing way. A great presentation is based on three
important processes: (i)Preparing Contents; (ii) Preparing Design; (iii) Delivering Contents.
Preparingcontent for an effective presentation is a painstaking job. It involves manyimportant aspects
like analyzing audience, gathering relevant data, organizing 65
78. Secrets of Successful Presentersdata, etc. Good presenters always give due consideration to
these aspects andspend adequate time & energies to make their presentation interesting, effective&
elegant. They know this little investment could save them from having afeeling that their
presentation was a total waste of time. It is commonly observed that there are very few people who
have anatural talent for delivering outstanding presentations. However, properforesight, hard work,
and practice can help us to develop a very good level ofpresentation skills. Similarly, our speaking
style and stage presence arepersonal talents that we can refine with much practice and experience.
In thischapter we will talk about various topics which can help presenters indeveloping effective
presentations.Analyzing Audience Suppose you are going to deliver a presentation to one of your
mostpotential clients to whom your company is intended to sell a new product. Sowhats the first
thing you do? Certainly, you will not launch presentationsoftware and start creating slides. Even
making an outline of your presentationwould not be a good idea. The first and most important task
would be to know who youre talkingto and why before considering what youre going to present and
how youregoing to present it. Certainly you will also realize that your audiences will begiving up their
work and spending time just to listen to you as they believeyoure going to present something useful.
So you will value their expectationsand ensure that they should be the beneficiary of your
communication. Thiscould be achieved through considering following questions: What are the
purposes and objectives of the presentation? Why is this presentation important for the audience?
Who is the audience? What are their demographic details (age, ethnicity, gender, culture, language
of the audience members, etc.)? What are their needs and what do they want to know? 66
79. Secrets of Successful Presenters What is their level of knowledge or experience with the
subject? What is their attitude towards the topic and how do they feel about the topic? What will
they be able to understand? Are they bringing any pre-dispositions or pre-conceptions (hopes,
fears, positives, negatives, level of interest)? In what kind of environment & setting will they receive
this information (lecture hall, conference room, general gathering, etc.? What data would be useful,
interesting and valuable for audience? What charts and graphics should you consider? What kind
of audio visual aids are available? At what time of day will you be presenting? How do you format
your presentation? How do you get your message across? How do you tell your story? For an
effective presentation we need to spend time to find the answersof such questions. A small amount
of research into the exploration of suchquestions will reap large benefits on presentation day. Once
we havedetermined the who, how, why where and our audience, we are nowready to move
on to the next step that is gathering relevant data/information forour presentation.Gathering Data &
Information All presentations, regardless of their complexity, are designed with asingle purpose.
Whether that purpose is to inform, persuade, or for both informand persuade. Before we start
working on our presentation we need to state thepurpose of our presentation and always keep this
purpose in our mind. This willbe the theme of our presentation. Once a theme is developed, we need
tosupport it with a story. When both these components are brought together in acoherent & logical
manner, great presentations will be created. Gathering relevant data & information is the most
difficult and the mostimportant part of making a presentation effective and useful. After making a 67
80. Secrets of Successful Presentersdecision about the theme of the presentation, it is important for
us to make anoutline of the presentation. The main purpose of creating an outline is todevelop a

coherent plan of what we want to talk about. We should know thecontents of our presentation so well,
that during the actual presentation, weshould only have to briefly glance at our notes to ensure we
are staying ontrack. This will also give us the confidence that we need for an effectivedelivery. It will
also guide us what kind of data is required for our presentation.Once the outline is ready and we
know about the required data, our next stepwould be to collect the relevant data. Collecting relevant
data is an exhaustive job. Joyce Brothers says,Theres a very positive relationship between peoples
ability to accomplishany task and the time theyre willing to spend on it.. We need to spend asmuch
time as possible collect to information about the subject. We need toresearch every aspect of our
subject; read reports and look up information aboutthe subject with the specific purpose of writing
our presentation script. We haveto take into account the questions discussed in the previous section.
Thesequestions will guide us in gathering right/appropriate data for our presentation.During this
process take notes as much as we can. Before finalizing data for ourfinal presentation, we have to
ensure that our information is well researched,up-to-date and valuable. This exercise will build our
command on the subjectand improve our confidence. The ability to present information with
confidencewill impress our audience and make our presentation more interesting
andvaluable.Converting Information into a Presentation After collecting the data, the most
challenging task is to incorporatecollected data into our presentation. In this regard we keep in our
mind whatMark Twain said, The secret of getting started is breaking your complex,overwhelming
tasks into small manageable tasks, and then starting on the firstone. Therefore we need to break
this task in three parts: (i) Grouping raw data;(ii) Style; (iii) Format. Lets discuss these three in little
detail. 68
81. Secrets of Successful PresentersStyle: We need to select the most suitable style which helps our
audience tounderstand what we want to deliver. We can even choose a suitable style foreach slide of
our presentation. Some of the commonly used styles are listedbelow: Chronological: Show events in
order as they occurred in time. Narrative: Include personal experiences of yourself & others,
biographical details, just like storytelling, make a smooth transition from one slide to another.
Problem/Solution: States the problem, then Whys, the solution, and a summary. Cause/Effect:
States the cause and explains the effect(s). Topical: Divides the general topics into several
subtopics Journalistic Question: Uses some or all of the what, who, where, when, why, and how
questionGrouping the Data: during this process we need to divide information in smallsegments and
keep relevant information together. We have to arrange inter-related information in a logical manner.
Keep in mind including unnecessarydetails can make our presentation lengthy and boring. It will also
put extra loadon audience; leading to a non-productive attitude. Therefore, we should avoidputting
irrelevant information as audience loses their interest if irrelevantinformation is included in the
presentation.Format: presenting information in a structured way helps audience tounderstand what
we want to communicate. For making presentation morecomprehensive and understandable our
presentation should have introduction,body and closing. Lets discuss these three in little detail. 1.
Introduction: a good presentation always starts out with an introduction. Introduction is just like an
icebreaker which may be a story, interesting statement or fact, joke, quotation, or an activity to get
the group warmed up. The introduction also needs an objective, that is, the purpose or goal of the
presentation. This not only tells us what we 69
82. Secrets of Successful Presenters will talk about, but it also informs the audience the purpose of
the presentation. In this part we: include an agenda and clarify the goals and objectives of our
presentation; present an overview of a situation, a statement of the current situation of the
organization, or a recap of history; use strategies that help you to get audience attention like a
quote, a question, humor, a creative image, an anecdote, or a sharing of emotions.2. Body: this part
presents the collected data in one of the above discussed styles like chronological, narrative, etc. We
must avoid writing out word for word; all we need is an outline. By jotting down the main points on a
set of index cards, we not only have our presentations outline, but also a memory jogger for the
actual presentation. To present information on each slide we need to select a suitable structure for
information to be included. Some of the possible options for structuring information on slides are
listed below: Timeline: Arranged in sequential order. Climax: The main points are delivered in
order of increasing importance. Problem/Solution: A problem is presented, a solution is suggested,
and benefits are then given. Classification: The important items are the major points. Simple to
complex: Ideas are listed from the simplest to the most complex. Can also be done in reverse order.
Although it is not a hard and fast rule, it is suggested that a 40 minutes talk should have no more
than about 8 main points, i.e. you should try to explain a specific point in 5 minutes. This may not
seem like very many, but if you are to leave the audience with a clear picture of what you have said,
you cannot expect them to remember much more than that. 70
83. Secrets of Successful Presenters 3. Closing: this is where we provide a wrap-up (summary), ask
for questions, and thank the participants for attending. In this part we: Summarize the main point of
the presentation. Provide closure, and leave an impression. Put recommendations, future
directions, next steps to take, and so forth. After learning about these three aspects we need to make
a decisionabout the putting things in our presentation; known as the format ofpresentation. In this
regard following guidelines can be helpful: Make an elegant and attractive title page having a crispy
title, presenters name, job title, contact and organizational address. Unless it is absolutely
necessary, do not put images! If you are using any images, one image per slide would be more
appropriate. A variety of images distract the audience; instead of gaining their attention, you will lose

them. The agenda follows the title page. Agenda slide introduce the sections within the
presentation. It is highly recommended that only one concept should be presented in a single slide.
Generally, each slide consists of a slide title, a header statement, the slide body, slide number, and
an optional tombstone statement. The header statement must convey your main message. The
body of the slide is used to support the main message. The message should be conveyed in a
summarized & logical manner. Bulleted text is commonly used for this purpose. Followings are some
key rules when putting text in bulleted form: Do not put too many bullets on a slide Provide a
point of emphasis, Use text very precise like keywords and phrases Make bullets points
consistent in structure Capitalize the first letter of the first word only Sub-bullets are used to
further explain a logic Avoid using a single sub-bullet only 71
84. Secrets of Successful Presenters Do not provide information on a side that dispute or detracts
from the main message Provide a smooth transition between slides.Concluding Discussion In recent
years presentation skill has become increasingly importantand a major factor to becoming successful
in todays business world.Unfortunately, many people do not posses this skill. In this chapter we
havediscussed about those aspect which help presenters to prepare effectivepresentation. Preparing
an effective presentation is a complex and time consumingtask which involves many important
aspects like analyzing audience, gatheringrelevant data, organizing data, etc. To make our
presentation interesting,effective & elegant we need to consider these aspects seriously and
spendadequate time & energies. This little investment could save our audience fromhaving a feeling
that their presentation was a total waste of time. Every presentation is designed with a single
purpose. Once we are clearabout the purpose and theme of our presentation we need to have a story
tosupport it with. Next we need to collect data/information. Before starting thistask we need to
develop an outline to guides us to collect right/appropriateinformation/data for our presentation.
During this process we need to researchevery aspect of our subject and ensure that our information
is well researched,up-to-date and valuable. This exercise will build our command on the subjectand
improve our confidence which will impress the audience and make ourpresentation more interesting
and valuable. Putting collected information into the presentation is the next importantand challenging
task which involves three aspects: style, grouping data, andformat. Putting these components in a
coherent & logical manner make ourpresentation thriving. We need to select the most suitable style
which helps ouraudience to understand what we want to deliver. 72
85. Secrets of Successful Presenters During grouping data, avoid including irrelevant information,
dividethe collected information in small segments, arrange the inter-related data ingroups, and
present it in a logical manner. Presenting information this wayhelps audience to understand what we
want to communicate. An effective presentation has three parts: introduction, body andclosing. The
introduction part includes an agenda, goals and objectives of thepresentation. Our presentation must
have an elegant and attractive title pagewith a crispy title, presenters name, job title, contact and
organizationaladdress. Presentations body presents the collected data in a suitable format.Use one
concept per slide. Each slide consists of a page title, a headerstatement, the slide body, and an
optional tombstone statement. The headerstatement must convey your main message. The closing
part should provide asummary, recommendations, future directions, next steps to take, and so
forth.This is where you ask for questions and thank the participants for attending. Finally we will
recommend that your presentation should not discusstoo many ideas. Discussing too many ideas will
overload audience memory andthey will not get much out of your presentation. As a general rule, do
not putmore than 8 ideas in a 40 minutes presentation. In the coming chapters we willbe discussing
the other two important aspects of preparing an effectivepresentation; preparing design and
delivering presentation. 73
86. Secrets of Successful Presenters Chapter 6: Presentation Design Design is not just what it looks
like and feels like. Design is how it works. Steve JobsIntroduction An idea is like a fox, bewildered in
the dark forest of scattered and wildpieces of untamed and uncultivated thoughts. To bring this
cunning fox out of thatdarkness and to convert it into a metaphor of a great idea, a presenter needs
to tamethat wildness. Getting it otherwise, he/she has to dress and embellish the contents ofhis
presentation with the most appropriate and suitable ornamentation. These tools ofornamentation
may collectively be called as the presentation design. Presentation design can be considered as the
skeleton of the presentation. Justas our skeleton support our bodies, presentation design and its
layout provide astructure to present information in an effective way. A good design makes
thepresentation fruitful and a bad design ruins the whole efforts. Someone has rightlysaid that bad
design and presentation never kills anyone, but it never inspire anyoneeither. Therefore, presenters
must know how to create a good design. In this chapterwe will cover those aspects which are
essential for a great design.Consistency Consistency is something that is in logical coherence among
things or parts orit does not contain a contradiction. In a presentation it refers to a steady and
rational 72
87. Secrets of Successful Presentersreason in presenting information. That is, the presented
information follows a steadyline of reason, and there should be no contradictions involved. For
introducing theelement of consistency in a presentation various elements of the presentation
shouldmaintain uniformity and logical coherence. There is little doubt that consistency is important
for an effective presentation.It makes audience to understand presentation easily. To bring the
element ofconsistency in your presentation you need to define some standards and conventionsand

apply them throughout your presentation. For this a small set of templates forslides and other design
elements could be developed which could be appliedthroughout the presentation. This will save your
time and makes your presentationconsistent and elegant.Aspects of Consistency Consistency applies
to many presentations elements like colors, font style &sizes, placement of text and images, back
ground, style and treatment of images,charts and tables, etc. Lets consider some of them and try to
learn how we make themconsistent.Language Consistency of Language is the much needed
requirement of an effectivepresentation. Use of consistent language makes presentation simpler and
moreauthoritative, whereas the use of multiple terms for the same concept or thing can be
asignificant cause of confusion. We can minimize this confusion by using onlyapproved terms. For
example, if we are making a presentation about telephones, wemay choose "mobile phone" and use
it in preference to synonyms like "cell phone","mobile" or "handset". Of course users should still be
able to understand any of theseterms.Color Color can be a powerful tool for making our presentation
estheticallyattractive aesthetically attractive, distinctive and innovative. Appropriately used
colorsconvey meaning more effectively and influences audience attitudes. Remember 73
88. Secrets of Successful Presenterscorrectly selected colors and the way we use them will produce a
strong impact on ouraudience and ensure the success of the presentation. To understandabout colors,
a goodplace to start is the colorwheel which illustratesthe relationship betweencolors. The color
wheel contains 12 hues. Hue is one of the main properties of acolor, defined technically, as the
degree to which a stimulus can be described assimilar to or different from stimuli that are described
as red, green, blue, andyellow,60 These 12 hues are separated into threedistinct groups:1. The
primary colors: red, blue, and yellow. All other colors can be derived from these three.2. The
secondary colors: green, violet, and orange. These are created by combining the primary colors.3.
The tertiary colors: red-orange, red-violet, blue-violet, blue-green, yellow-orange, and yellow-green.
These are made from combinations of primary and secondary colors. In color wheel, colors opposite
to one anotherare called complements whereas colors next to eachother are called analogous. Each
color has twoanalogous colors (one on each side of it). 60 1. Mark Fairchild, Color Appearance
Models: CIECAM02 and Beyond. Tutorial slides for IS&T/SID 12th Color Imaging Conference. 74
89. Secrets of Successful PresentersComplementary colors contrast each other to create a dynamic
effect whereasanalogous colors are used to create a harmonious and pleasant feeling. Studies show
that different colors evoke different feelings in people. Somecolors may power your message others
may impact your message negatively. Also,certain colors have common associations in society, such
as red with warning or greenwith go. Use these color associations to illustrate your point, but proceed
with caution,because these associations can differ depending on the nationality of the
audience.Hence, it is important when selecting colors for your presentation. Here are somecommon
interpretations for colors.61 Black Heavy, mournful, highly technical, formal, death Brown Earth,
simplicity, outdoors Blue Peace, tranquility, trust, confidence, security Purple Royalty, wisdom,
spirituality, mystery Green Nature, environment, health, reptiles, insects Gray Conservative, practical,
reliability, security, staid Red Passion, excitement, love, intensity, heat, aggression Orange Warmth,
expansive, flamboyant Yellow Optimism, happiness, idealism, imagination White Purity, reverence,
cleanliness, simplicity Selection of colors for various design elements directly affects the impact
ofpresentation. We must not forget social, cultural and intellectual background of ouraudience when
choosing colors for our presentation. Oue presentation must show abalance between professionalism
and attractiveness. The following tips may help youto tie the elements of your slides together and
maintain consistency and uniformity. Use high contrast to increase legibility (e.g. black text on clear
and yellow on dark blue, green on purple, white on black, violet on yellow, blue- green on red.
Colors should not clash they should have a high degree of harmony. 61
http://www.indezine.com/ideas/davesurvey.html 75
90. Secrets of Successful Presenters Avoid clutter by using no more than four colors. When using
graphics, try to choose one or more colors from the graphic to use as text colors. Use color to
indicate relationships between information, to convey a particular message, or to emphasize the
information. If the message isnt clearly illustrated by a particular color choice, dont use that color. For
background color, it is commonly suggested that either use a darkbackground with light text and
graphics or a light background with dark text andgraphics. Be careful, if you are thinking to make
your slides more visually appealingby having a graphic or pattern as the background of the slide.
Many times, the graphicor pattern do not have a uniform shade and changes from dark to light or
from light todark. It makes picking a contrasting text and graphic color very difficult. In suchsituation,
try to use techniques like embossing effect which slightly increases theelement from the background.
It does not cause large changes in background colorshade but make the element more visible. Finally,
you must consider that the colors of your presentation may lookdifferent when projected. Test your
presentation on a projector to verify that the colorswork well. If they do not look as you desire, make
the necessary changes before yougo for your presentation.Fonts The selection of appropriate fonts
for a presentationis the next important thing. We can go with conventionalfonts like Arial and Times
New Roman, but they get stalepretty fast. On the other hand, going with modern fonts isntalways the
best option either. Just as we would make choices about other part of ourpresentation, selection of
suitable fonts starts by considering both message and theaudience. For example, upper management
likes more formal font rather thansomething fun and silly whereas a group of kids would like informal
fonts. Similarly,formal fonts will suite more for presenting information about a research outcome
orbudget details and informal fonts will suite more for presenting the results of a prizedraw. 76

91. Secrets of Successful Presenters There are two primary types of fonts, display fonts and content
fonts. Displayfonts are showy, flashy, and sometimes extreme-looking. Use these fonts where thereis
little text to be read and the idea is to catch the audiences attention. Display fontsinclude script
fonts, block fonts, engraved fonts, and many others. If a font is a littlehard to read at small sizes,
chances are pretty good that its a display font. The simple sans serif fonts and the simple serif fonts
fall into content fontcategory. Serif fonts have small flourishes extending from the main strokes of
eachletter like Time New Roman, Book Antiqua, Bookman Olds Style, Garamond).Whereas, Sans Serif
do not have this flourishes extending and they are straight andclean like Arial, Verdana, Hevetica.
Usually, for online presentations San Serif fontsare recommended as they are more readable. After
making the decision about font style, we need to think about font size.Just follow the basic principle:
Big enough to be seen by the entire audience. Smallfonts will ruin your whole efforts.62Images An old
Chinese proverb says, One picture is worth ten thousand words,which gave origin to the English
saying A picture is worth a thousand words.Appropriate images bring magnificent understanding &
appreciation to yourpresentations. Multimedia learning theory has advocated that people learn better
fromwords and pictures than from words alone. Remember, a good quality image speaks athousand
words and maximizes the audience retention of the subject matter. Use images to communicate, not
just to decorate. Select images for yourpresentation very carefully and ensure the selected images
should guide youraudiences attention. Simple, clear, relevant visual images will lend support to
yourspoken words and leave your audience with a positive attitude toward you and your 62
http://office.microsoft.com/en-us/powerpoint-help/which-fonts-look-good-in-presentationsHA001124394.aspx 77
92. Secrets of Successful Presentersproduct, service or proposal. 63 Sometimes making your images
fill up the whole slideis recommended. In such cases, place your text inside it.Contrast 64 Contrast
means the difference between two or more elements. Contrast could be: By font size Big vs. Little By
weight Thick vs. Thin By Structure Font families By Form Uppercase vs. Lowercase Roman vs. Oblique
Roman vs. italic By Orientation Tall vs. Flat By Color/Special Effect Cool vs. Warm Light vs. Dark
Textures and Special EffectsAlignment Organize information in hierarchical form and then maintains
hierarchy.Always remove clutter and arrange elements to very vertical or horizontal.Simplicity Keep
It Small and Simple (KISS) is a universal rule advocated inpresentation world. Take a balanced
approach and add design elements in a coherentway. Arrange things Chronologically. Give only
important information (Especiallywith technical data (Charts, graphs, etc.) and give information one
bite at a time. Donot push audience to read all the points before. Avoid using too much animation
andslide affects. However, try to prevent monotony. 63 http://www.theeggman.com/writings/keystep1.html 64 http://www.slideshare.net/DJosephDesign/giving-yourpresentations-zing 78
93. Secrets of Successful PresentersWhite Spaces White spaces are known as Rest areas for the
eyes. It is a powerful yetmost-neglected tool. Some people do not use white spaces in their
presentation andmake their presentation over crowded. Absence of white spaces suggests
poorplanning. Use white spaces to make your presentation more effective.Charts, Graphics & Tables
Charts, Graphs & Tables are used to present quantitative data. These visualmethods make the point
much stronger than simply describing the data. While theycan be powerful methods, they also have
the potential to ruin a presentation if theyconvey the wrong message or they confuse the audience.
Graphics should only beused when they are appropriate. Unnecessary or abundant graphics confuse
theaudience and reduce understanding & appreciation if the work. Following tips couldbe used as
guidelines: Use simple and concise image/graphics. Ensure your message is immediately evident
from the selected image/graphics. Do not use an image/graphic unless it supports your point. Clipart can be effective if used to visualize your message. Avoid content free clip-art. Encourage eye
movement through image/graphic element. Pace a title on your chart. Identify the source of your
information. Use a consistent color scheme and text style for image/graphic element throughout
your document.How to Choose Which Type of Graph to Use? When you are deciding which type of
graph to use for your presentation, thedecision tree65 given in figure can help you. 65 Source:
http://www.thinkoutsidetheslide.com/articles/using_graphs_and_tables.htm 79
94. Secrets of Successful Presenters The key questions to consider are whether the data is timesequenced and howmany data series you want to show. By selecting the appropriate graph type, you
canhelp make the message clearer to the audience.Graph Types A graph is really a graphical
representation of one or more sets of data. Thereare five basic types of graphs that are used most
frequently. In a graph, a set of relateddata is referred to as a data series. There are more complex
types that are used forspecific purposes, usually technical in nature, which will not be discussed
herebecause they would rarely be used by most of us. 80
95. Secrets of Successful Presenters 6Line graph: It is a way of representing 5two pieces of
information, which is 4usually related and vary with respect to 3 Series 1each other. This is useful
when 2 1 Series 2comparisons are needed and changesover time are needed to be monitored. 0
Series 3When smaller changes exist, line graphsare better to use than bar graphs. Sales Pie Chart:
Pie charts are best to use 1st Qtr when you are trying to compare parts of 2nd Qtr a whole. They do
not show changes 3rd Qtr over time. Use pie charts to compare 4th Qtr relative
magnitudes.Histogram: A histogram typically showsthe quantity of points that fall withinvarious
numeric ranges (or bins).Bar Graph: Bar graphs are used tocompare things between different groups
orto track changes over time. However, whentrying to measure change over time, bar 81

96. Secrets of Successful Presentersgraphs are best when the changes are larger. Use column charts
to emphasize levels ormagnitudes over time.Area Graph: Area graphs are very similar toline graphs.
They can be used to trackchanges over time for one or more groups.Area graphs are good to use
when you aretracking the changes in two or more relatedgroups that make up one whole category
(forexample public and private groups).Waterfall Chart: This is a type of chart,which shows an
increase or decrease in aninitial value. This contains floating verticalcolumns that shows the increase
or decreasein an initial value through a series ofintermediate steps leading to a final value.An
invisible column keeps the increase ordecrease related to the heights of theprevious columns.Polar
Chart: A Polar Chart is a circular chartin which data is displayed in terms of valuesand angles. It
provides a mechanism tocompare various qualitative and quantitativeaspects of a situation
graphically. The X andY-axes can be used to demonstrate real worldquantities. Polar Charts allow
plottingmultiple data sets each with a single line withas many points as needed. Polar charts
arecommon in Engineering and modelingIndustries. A Polar Chart has two variables X 82
97. Secrets of Successful Presentersand Y where X is plotted as an angle and Y is the radius. The
points are plotted inPolar coordinates rather than Cartesian coordinates. The dataset having the
maximumvalues covers the maximum area in the whole graph.How to add graphics in a slide? If a
page requires graphics and bulleted text, split the page based on thegraphics orientation. If the
graphics is vertical, round or square, place the bulleted text to the side of the graphics. If the
graphic is used to help illustrate a point within the text, place the graphic to the right of the text. If
the text is used to explain the graphic, place the graphics to the left. If the graphic is horizontal,
place the bulleted text above or below the graphics. If the graphic is used to help to illustrate a
point within the text, place the graphic beow the text. If the text is used to explain the graphic,
place the graphic above the text.Multimedia Presentations With the advent of multiple formats we
now have several new and excitingways to present information. The formats allow the incorporation
of animation,moving pictures, and sound into presentation, which extends our abilities to
presentinformation that encourage audience to understand information much better way.Thus, it is
often to our advantage as presenter to use many different formats andmodes to present the
information on a topic. One of the advantages of using multimedia is to convey information
quicklyand effectively to all audience. The latest developments of multimedia technologieshave
offered various tools for creating an attractive and effective multimedia learningenvironment. For
example video and animations help bring to life scientific principles,and multimedia allows audience
understands complex concepts more easily. This hasmade multimedia presentation as a common
trend in todays world. Presentationsoftware like MS Power Point, Open Office Presentation and HTML
web pages allow 83
98. Secrets of Successful Presentersus to add audio, video, text, images, sound, graphics, animations,
etc. ourpresentations. Remember audience respond to information differently. Videos can beeffective
training aids if you edit them carefully and use at the appropriate times.Videos can illustrate an idea
and put it into an action. The theme of the video mustcorrespond with the main points you are
discussing. Show only the parts that arerelated. Remember, the video is not the entire presentation;
it just supports the mainpoints. Give the participants suggestions of what to watch for. A question and
answersession, discussion and/or a handout should accompany the video.66Adding Quotations
According to the Oxford Dictionary of Modern Quotations a quotation is ``asaying or piece of writing
that strikes people as so true that they quote it (or allude toit) in speech or writing. Quotations are
commonly used to strengthen an argument.The effective use of quotations augments the power of
your arguments and makesyour presentation more interesting. But you must be careful in selecting
quotations asit can cause negative impact of your presentation. Here is a checklist to ensure thatyou
are doing the right thing: make an opening impact on the reader build credibility for your
presentation add humor make the presentation more interesting close the presentation with a
point to ponder upon If the quotation does not meet a few of these objectives, then it is of
littlevalue.Concluding Discussion Presentation design can be considered as skeleton of the
presentation. A gooddesign helps presenters to present information in an effective way whereas a
bad 66 http://www.1000ventures.com/business_guide/crosscuttings/presentations_main.html 84
99. Secrets of Successful Presentersdesign ruins the whole efforts. In this chapter we have shed light
on some importantfactors of a great design. Consistency is considered an important chracteristic of a
successfulpresentation as it makes audience to understand your presentation easily. It issuggested
that presenters should follow a steady and rational reason in presentinginformation and try to avoid
any contradictions. He/she ensure that various elementsof his/her presentation should maintain
uniformity in order to make sense.Consistency makes it easy for audience to understand provided
information.Consistency applies to many presentations elements like colors, font style &
sizes,placement of text and images, back ground, charts and tables, etc. Color can be a powerful tool
for presenting information. It conveys meaningand influences attitudes. For this you need to learn
about primary colors, secondarycolors and tertiary colors. You must remember, certain colors have
commonassociations in society. Therefore choose background and foreground colors verycarefully.
Your presentation must show a balance between professionalism andattractiveness. Remember, the
colors of your presentation may look different whenprojected. Therefore, test your presentation on a
projector to verify the desire colors The selection of appropriate fonts for your presentation is equally
important.There are two primary types of fonts, display fonts and content fonts. Display fontsare

showy, flashy, and sometimes extreme-looking. Use these fonts where there islittle text to be read
and the idea is to catch the audiences attention. Display fontsinclude script fonts, block fonts,
engraved fonts, and many others. The simple sansserif fonts and the simple serif fonts fall into
content font category. Usually, for onlinepresentations san serif fonts are recommended as they are
more readable. You alsoneed to think about font size. Fonts size should be big enough to be seen by
the entireaudience. Images are commonly used in presentation as people learn better from wordsand
pictures than from words alone. Use images to communicate, not just to decorate.Select images for
your presentation very carefully and ensure the selected images 85
100. Secrets of Successful Presentersshould guide your audiences attention. Simple, clear, relevant
visual images willlend support to your spoken words and leave your audience with a positive
attitudetoward you and your product, service or proposal. Always us good quality images as agood
image speaks a thousand words which maximizes the audiences retention. Keep It Small and
Simple (KISS) is a universal rule advocated inpresentation world. Take a balanced approach and add
design elements in a coherentway. Arrange things Chronologically. Give only important
information and giveinformation one bite at a time. Do not push audience to read all the points
before.Avoid using too much animation and slide affects. However, try to preventmonotony. Use white
spaces to make your presentation more effective. White spacesare known as Rest areas for the
eyes. Sometimes you may need graphics to supportyour message. Do not use an image/graphic
unless it supports your point. Clip-art canbe effective if used to visualize your message. Use a
consistent color scheme and textstyle for image/graphic element throughout your document. Videos
can illustrate an idea and put it into an action. Videos can be effectivetraining aids if being edited
carefully and being use at the appropriate times. Thetheme of the video must correspond with the
main points you are discussing. Showonly the parts that are related. Remember, the video is not the
entire presentation; itjust supports the main points. Give the participants suggestions of what to
watch for.A question and answer period, discussion and/or a handout should accompany thevideo.
Graph and charts are most commonly used tools for presenting quantitativedata. We have disused
about various types of graphs and explain how to choosewhich type of graph to use. For example,
when smaller changes exist, line graphs arebetter to use than bar graphs. Pie charts are best to use
when you are trying to compareparts of a whole. Area graphs are used to track changes over time for
one or moregroups. Waterfall chart shows an increase or decrease in an initial value. Polar
Chartsprovide a mechanism to compare various qualitative and quantitative aspects of asituation
graphically. 86
101. Secrets of Successful Presenters In this chapter, we have discussed about the importance of a
good design andexplained varied elements of a good design. You must pay attention to
thepsychological impacts of the contents you are sharing with your audience and shouldhave a
complete control over the interest of your audience while presenting yourpresentation. We hope
information provided in this chapter will help you to make aneffective design for your presentation.
87
102. Secrets of Successful Presenters Chapter 7: Delivering Presentation It is a great thing to know
the season for speech and the season for silence. SenecaIntroduction William Faulkner, one of
Americas greatest southern writers, gave abeautifully written speech accepting the Nobel Prize for
literature in 1950. Hisuplifting words about the human spirit have been immortalized in this
speech.However, the presentation in Stockholm, Sweden, was a rhetorical failurebecauseof his
delivery. When giving the speech, he spoke in low tones, mumbling at times.He did not make eye
contact with the audience. When Faulkner finished, even thoseon the front row could not have given
a clear summary of the speech. So, how can youmake sure your well-prepared presentations are
delivered in a memorable fashion? Remember, a presentation is not only the information you are
delivering. It isa process of demonstrating your competency & passion. Audience judges you
throughyour appearance, knowledge, delivery, stress, facial expressions and body language.We have
observed, some presenters show fear and anxiety during their presentationand fail to make their
point. Some of them, who do not have even fear of public 88
103. Secrets of Successful Presentersspeaking, are unable to convey their ideas effectively as they
are not equipped withappropriate skills.67 It is a common saying that the first impression is the last
impression. We cantmake a first impression twice. Audiences judgments could not be changed what
theymake at the start of our presentation. We must take care of our appearance, our words,our tone,
our body language as they are very significant. The point of presentation is to convey a message to
an audience. The mostpowerful message will have no impact without an effective delivery. So we
need toplan our opening sentences and practice them in front of a mirror. We can start
ourpresentation by giving an anecdote, or starting with a quotation or a hypotheticalsituation. To
grabs the audience attention we need to tell them what is at stake andwhy they should care.
Otherwise anything else we will say to them will not have anyimpact. Delivering presentation is an
art. Each individual has his/her own style. Butthere are some guidelines which can help presenters to
make their point effectively.After starting your presentation, state what you are trying to accomplish,
how you willdo that and why. Explain these things briefly, quickly and effectively and it should
bemore than 2-3 sentences. The next thing you need to do is to give a short preview ofwhat your
presentation will consist of, just to tell them what to expect. The previewshould be no longer than one
minute. During this, use short sentences. Keep technicalinformation at a minimum. Grab attention
with a joke, an interesting fact, a shortanecdote, a quotation, a positive statement, a provocative

question - somethingdesigned to arouse curiosity and get the audience looking and listening to you.
In above paragraph, we have given some ideas about delivering an effectivepresentation. The
detailed discussion about these aspects is presented in varioussections of this chapter. We hope, the
knowledge presented in this chapter will helpyou to strengthen your presentation skills. Lets start
this chapter with an importanttopic, Delivery. 67
http://www.stanford.edu/~agustinr/etc/presentationguidelines.pdf 89
104. Secrets of Successful PresentersDelivery There are no hard and fast rules about how to deliver a
presentation.Nevertheless, the first 2-3 minutes of the presentation are most important as
audienceshave positive feeling about you. They have come over to listen to you. These fewminutes
are a great opportunity to build an encouraging environment, so dont missthis opportunity. The
biggest item that separates ordinary presenters from world class ones isthe ability to connect with
audience in an honest and exciting way. Dont hold back;be confident and let your passion for your
topic come out for all to see. Here are someuseful tips which will help you to deliver your
presentation more effectively. Keep your presentation short. Humans have short attention spans
when it comes to passively sitting and listening to a speaker. It is better to have the audience
wanting more of you than to feel that they have had more than enough. Reinforce your
communication through repeating your message, showing some examples, explaining how it impacts
audience. Reinforcement requires audience participation and interaction. Test their comprehension
and give them reward. Tell your audience early in the presentation that you will have a question and
answer period at the end of your speech. People are more likely to ask questions if you tell them at
the beginning that they will have this opportunity. Get closer to your audience by moving away from
or in front of the podium. The podium is a physical barrier between you and the audience. Removing
this barrier will help you build a positive connection with the audience. Avoid reading directly from
your actual slides. Slides are not your notes. You have prepared them for your audience. Stand on
the left. Having you on their left is a more natural place for them to start reading and direct their
vision. The audiences eye flow follows 90
105. Secrets of Successful Presenters the direction in which they read the text. Do not walk across
the slide, point things on the slide out. Try looking at individuals rather than scanning the group.
One sure way to lose an audience is to turn your back on them. And while youre maintaining great
eye contact, dont forget to smile as well. Unless your topic is very grim, a smile can be a very
powerful thing. Be careful about the time limit. Do not speed through the presentation, as if pressed
for time. It wont do anybody any good. You should have a short summary for each slide and know
which slides are important. That way when you are pressed for time you just say the main points of
the important slides and then you move on. Repetition in a presentation is important as it helps the
audience remember key points, however if it is overdone or done at the wrong points speakers run
the risk of boring their listeners or putting emphasis on unimportant points. For example, in your
introduction, tell your audience what you plan to tell them in the body of your presentation. In the
body of your speech, explain your points and in the conclusion, repeat what you have told them in
the body of the speech. Getting attention and arousing interest should be an important task of an
effective presenter. You must realize that your presentation style can play an important role in
creating interest, activity and motivation. Usually, presenters use anecdotes for this purpose. An
anecdote is a short, interesting story, based on your own or anothers experience. Although some
speakers use them in their introductions, anecdotes are particularly used in the body of the
presentation as they can reel in the audiences attention if it is wondering. Content, evidence and
organization are important but just as important, if not more so, is the style, language and delivery of
this presentation. Do not forget that it is not a single element that holds the audiences attention; it is
the combination of multiple elements working together. In simple words, be courteous, gracious, &
professional during yourpresentation. If audience ask questions or give comments, you should be
gracious andthank them for their input. Even if someone is being difficult, you must keep to the 91
106. Secrets of Successful Presentershigh ground and at all times be a gentleman or lady and
courteously deal with suchindividuals. The true professional can always remain cool and in control.
Remember,it is your reputation, so always remain gracious even with the most challenging
ofaudiences. In forthcoming sections we have discussed some other important aspectswhich will help
you to become a successful presenter.Managing Voice The voice is probably the most valuable tool of
a presenter. It carries most ofthe content that the audience takes away. Thats why it is usually
advised that try tosound natural, your rhythm and tone should be appropriate to the message you
aredelivering. Followings are the main terms used for defining vocal qualities: Volume: how loud the
sound is. Speak loudly enough to reach all the members audience without overpowering those closest
to you. The goal is to be heard without shouting. In order to plan for adjusting volume, it might be
helpful to know as much as you can about the occasion and setting. Ask questions such as: How
large is the room and how is it shaped? How will the room be set up? Will there be a stage and
podium? If so, will it be in the center or will some people be farther away? How many people will be
in the room? Will they be doing anything that could increase noise in the room (i.e. eating,
reviewing materials)? Knowing the answers to these questions can help you plan whether you might
need to increase or decrease your volume. Then, practice controlling the volume of your voice in a
variety of rooms with a listening partner. When you begin your presentation, if you are not certain

whether your volume is correct, ask your audience. As a general principle, good speakers lower their
voice to draw the audience in, and raise it to make a point. 92
107. Secrets of Successful PresentersTone: is defined as sound, or the character of a sound, or a
sound consideredas of this or that character; as, a low, high, loud, grave, acute, sweet, or
harshtone.68 Tone is also defined as a whining style of speaking; a kind of mournfulor artificial strain
of voice; an affected speaking with a measured rhythm hada regular rise and fall of the voice; as,
children often read with a tone. Withthe exception of body language, presenters tone of voice is their
biggest assetin creating a positive impact on their audience. For example an airplane soundhas a
different effect than leaves being rustled by the wind. You must know, volume is not the only means
of controlling yourvoice. Have you ever heard a speaker who presents in a tone with novariation? Your
voice is a tool that can be used to draw attention to importantpoints or complement specific ideas.
When used this way, it engages anaudience and encourages them to listen. One way to practice use
of tone is byreading aloud and using tone in different ways. Choose a childs storybook orpoem for a
text that begs to be read in a variety of tones, perhaps with adifferent voice for each character. Then,
put these new techniques to play inyour presentation. Remember, a voice that carries fear can
frighten theaudience, while a voice that carries laughter can bring smile on their faces.Pitch:
frequency of your voice is called pitch. The shorter the wavelength, thehigher the frequency, and the
higher the pitch of the sound. In other words,short waves sound high; long waves sound low. Use your
natural pitch. Thiswill help you to act naturally.Pace: This is how long a sound lasts. Talking too fast
causes the words andsyllables to be short, while talking slowly lengthens them. Varying the
pacehelps to maintain the audiences interest. For most of us, this is natural except when we are
nervous or excited. Practice and you can figure out whatsounds natural and appropriate for the point
you are making.68 http://ardictionary.com/Tone/4772 93
108. Secrets of Successful Presenters A common problem with nervous speakers is setting a steady
pace. Many of us want to get the presentation over as quickly as possible, and it shows as we speed
through our delivery. Pace is the speed at which you put thoughts together out loud. Speak slowly
and with purpose. Take your time and use notes to regroup at the end of sections or when changing
ideas. When you feel you are speaking too slowly, you are likely speaking just right for your audience.
Remember, it may take a few seconds for your audience to hear and understand what you have said.
It will take even longer for them to make the transition from one topic area to another. So, set your
pace slowly to give your audience the best possible delivery. Intonation: Apply voice inflation, i.e.
introduce a variety in your voice. Avoid speaking in monotone. Both projection and tone variance can
be practiced by taking the line. "This new policy is going to be exciting" and saying it first with
surprise, then with irony, then with grief, and finally with anger. The key is to over-act. Put more
feeling into your voice and make it livelier by changing in your intonation. At this stage some readers
may be thinking that how could they improve theirquality of voice. There are two handy methods for
improving your voice: 1. Record your own voice & practice listening to your voice while at home,
driving, walking, etc. Then when you are at work or with company, monitor your voice to see if you
are using it how you want to. You can use your cell phone to help you manage your voice, as most
modern phones have voice recording option. 2. To really listen to your voice, cup your right hand
around your right ear and gently pull the ear forward. Next, cup your left hand around your mouth
and direct the sound straight into your ear. This helps you to really hear your voice as others hear it.
This way you can get control on your voice.Passion Your passion towards your presentation is the
most important factor whichhelps you in not only convincing but also in impressing your audience.
Passion allstarts inside. You must believe in what you have to offer, that what you have to say is 94
109. Secrets of Successful Presentersimportant, and that its imperative for your listeners to get it. If
you do not feel thatway, stop now; youll never be able to deliver a great presentation. 69 You need to
realize that the facts do not always speak for themselves. Theyusually need someone to bring them
into life. As a presenter, you are the person whoknows the importance of the information you are
delivering to your audience.Therefore, explain to your audience why this information is so important
to you, andmore importantly, explain why it is so important for them. Use a phrase such as
"Thereason this is so important is..."Language As mentioned in the previous chapter, the language
which you use duringyour presentation rates your presentation. Therefore, try to use very simple,
clear andcommon language. In case of technical presentation, use the commonly used term. Donot
be too verbose. Avoid using slangs, colloquial language. You would haveexperience, many people use
words like uhm, so, yeah, etc. These words arecalled filler words. Filler words usually annoy
audiences which distract theirattention. The excessive use of filler words also portrays your
personality verydifferently. Avoid using filler words as much as you can. During your presentation,
speak slowly and clearly enough that everyone inyour audience can understand every word. Use
simple sentences, rather complex ones,and try to keep your vocabulary usage simple. The golden
rule is that when you speak,convey confidence and show interest in what you are presenting. Speak
with feeling.Good presenters usually go and then pause and then repeat. They also do not use
somany ands.Movement During the presentation, movement of a presenter on the stage is the
mostcritical aspect which may either act as a vehicle to transport ideas or inhibit the wholeprocess of
communication. Some people move on the stage so awkwardly or clumsilywhich stop audience to
concentrate on what presenter intends to say. Therefore, it issuggested that a presenter should move
appropriately and with purpose do not movesimply because you are nervous. Your movement
should be natural and support your 69
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110. Secrets of Successful Presenterswords and the rest of your presentation. But, do not move
constantly. Pause for effect.Stand still to make an important point, and move when it is
appropriate.Facial Expressions Facial expressions are one of the most secret weapons of presenters.
Facialexpressions not only help presenters to convey their messages appropriately, but alsohelp the
audience to understand conveyed messages in true spirit. For example,smiling is often contagious
and others react favorably. People who have mastery ontheir facial expression are the most
successful presenters. For example, smiling is apowerful clue that transmits happiness, friendliness,
warmth, and liking. So, if yousmile frequently you will be perceived as more likable, friendly, warm,
andapproachable. They will be more comfortable around you and will want to listen toyou more.Body
Language Body language and hand gestures are powerful supporting tools of presenters.If we wish to
communicate well, then we need to understand how we can (and cannot)use our body to say what
we mean. We can communicate numerous messages by theway we talk and move. Standing erect
and leaning forward communicates that we areapproachable, receptive, and friendly. Interpersonal
closeness results when we and ouraudience face each other. As a general principle, speaking with
back turned or lookingat the floor or ceiling should be avoided as it communicates disinterest. A lively
speaking style captures attention, makes the material moreinteresting, and facilitates understanding.
Body language help you to communicatedifferent impressions to the audience because people not
only listen to you, they alsowatch you. For example, slouching tells audience you are indifferent or
you do notcare - even though you might care a great deal. On the other hand, displaying goodgesture
tells your audience that you know what you are doing and you care deeplyabout it. Remember, if you
fail to gesture while speaking, you may be perceived asboring and stiff. Body language comes in
clusters of signals and postures, depending on theinternal emotions and mental states.70 Some of
them are given in table below: 70 http://changingminds.org/techniques/body/body_language.htm 96
111. Secrets of Successful Presenters Aggressive body language Showing physical threat Attentive
body language Showing real interest Bored body language Just not being interested Closed body
language Many reasons are closed Deceptive body language Seeking to cover up lying or other
deception Defensive body language Protecting self from attack Dominant body language Dominating
others Emotional body language Identifying feelings Evaluating body language Judging and deciding
about something Greeting body language Meeting rituals Open body language Many reasons for
being open Power body language Demonstrating ones power Ready body language Wanting to act
and waiting for the trigger Relaxed body language Comfortable and unstressed Romantic body
language Showing attraction to others Submissive body language Showing you are prepared to give
inSome Useful Tips: Here are some other useful tips which will help you to improve your deliveryskills:
Stand in correct posture; straight and erect [feet, knees, hips, shoulders all in a straight line] Do
not be stiff; be relaxed, be causal and radiate energy. But do not be lazy. Use your body parts to
send signals Gestures should be deliberate, but not excessive. Make sure that the gestures do not
distract audience attention but rather reinforce what you are saying. Place hands down when not
gesturing. 97
112. Secrets of Successful Presenters Just let your body react to how you feel. Hand movements and
their positions cause a great deal on your presentation. Therefore, it is suggested that: Do not keep
hands in your pocket. Do not keep hands Handcuffed behind your back Do not keep your arms
crossed. Do not put hands in fig leaf position. Do not wring your hands nervously. Make a
good eye contact with your audience. This helps to regulate the flow of communication. It signals
interest in others and increases the speakers credibility. Speakers who make eye contact open the
flow of communication and convey interest, concern, warmth, and credibility. The rule of thumb for
eye contact is three to five seconds per person.Active Listening Good speakers not only inform their
audience, they also listen to them. Bylistening them, you come to know if they understand the
information and theinformation is important to them. Active listening is not the same as hearing!
Hearing is the first part andconsists of the perception of sound. Listening, the second part, involves
an attachmentof meaning to the auditory symbols that are perceived. Passive listening occurs
whenthe receiver has little motivation to listen carefully. Active listening with a purpose isused to gain
information, to determine how another person feels, and to understandothers. Some good traits of
effective listeners are: Spend more time listening than talking (but of course, as a presenter, you
will be doing most of the talking). Do not finish the sentence of others. Do not answer questions
with questions. Be aware of audiences predispositions & cultural biases and know how to control
them. Never daydream or become pre-occupied with own thoughts when others talk. 98
113. Secrets of Successful Presenters Let the other speaker talk. Do not dominate the conversation.
Plan responses after others have finished speaking; not while they are speaking. Their full
concentration is on what others are saying, not on what they are going to respond with. Provide
feedback but do not interrupt incessantly. Analyze by looking at all the relevant factors and asking
open-ended questions. Keep the conversation on what the topic demands...NOT on what interest
them.Inventing Stories One of the best ways to bring audiences into confidence is by telling
stories.For this you can use your personal stories to build a friendly relationship with yourlisteners. If
youre not sharing stories, you are missing one of the most effective meansof creating trust and
confidence with your audience. They are missing a large part ofyour authenticity you could be
sharing with them, and you are missing a large part ofthe business they could be sharing with you. Of
course the stories must be relevant toyour message. Start and maintain a story file that you can turn

to when preparing yourpresentations so you can easily increase the impact of your message.71 For
putting story together, you need to know that every good story has solidcontents. It has a beginning,
middle, and an end. In crafting your story you mustconsider that it should have a point and be
adapted to your audience. It has a logicalsequence of events. Also it makes a logical relation with the
topic. You can use thefollowing given framework when creating your story. Story Frame Main Point
(Header Statement) Context Your company revenue is expected to double within the next 5 years.
Audience Role You must provide the distribution capacity to meet these revenue targets. Point A The
capacity among your current facilities will not meet future needs unless a significant investment is 71
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114. Secrets of Successful Presenters made. Point B The future logistics network will be designed to
satisfy capacity requirements based upon rational investments. Solution We are going to conduct a
cost vs. service tradeoff analysis to determine the optimum role, number, location, and size of
facilities needed to meet future needs.Feed back Listening can be one of our most powerful
communication tools! Part of thelistening process is getting feedback. Feedback helps us to assess
the effectiveness ofour communication. Feedback could be of five types: 1. Evaluative: Makes a
judgment about the worth, goodness, or appropriateness of the other persons statement. 2.
Interpretive: Paraphrasing - attempt to explain what the other persons statement mean. 3.
Supportive: Attempt to assist or bolster the other communicator 4. Probing: Attempt to gain
additional information, continue the discussion, or clarify a point. 5. Understanding: Attempt to
discover completely what the other communicator means by their statements. You also need to know
that feedback may be positive or negative. Positivefeedback is more readily and accurately perceived
than negative feedback. Alsopositive feedback fits what most people wish to hear and already believe
about them.Negative feedback is most likely to be accepted when it comes from a credible sourceif it
is objective in form. Subjective impressions carry weight only when they comefrom a person with
high status and credibility.Preliminary Preparations Great presentations always require some preplanning. Without pre-planningyou may not be able to get what you are expecting. Here are some
tips to carry out this 100
115. Secrets of Successful Presentersbit. Firstly, make an outline of preparing and conducting a
meeting, such as acquiringa room, informing participants, etc. Secondly, make an outline for your
presentation.Finally, the important part - practice, practice, practice. In this regard keep in yourmind
what Conrad Hilton says, Successful men and women keep moving. Theymake mistakes, but they
dont quit. Your practice session should include a "live" session by practicing in front ofcoworkers,
family, or friends. They can be valuable at providing feedback and it givesyou a chance to practice
controlling your nerves. Another great feedback technique isto make a video or audio tape of your
presentation and review it critically with acolleague. In advance of your presentation: Think positive
thought: visualize yourself feeling at ease with the audience. Use affirmation (e.g. I can do this. I
am prepared. It will go well. Make sure all the equipment is working properly. Practice a lot. Do
not just think presentation is through: act it out, in front of friends or family. Time each section of
your presentation and develop a schedule. Even memorize the first two minutes of your presentation,
so you breeze on through the time when butterflies are most active. Remember that the people in
your audience are human too, just like you. They want you to succeed! When you enter into the
room, enter very gracefully. Your body language andyour movements should not portray that you are
nervous. Channelize your energies.Before you start your presentation, take a deep breath, look your
audience, give eyecontact and find a few friendly faces in the audience for reassurance smile. Be incharge of your body, relax your nerves by taking a deep breath and try to maintain thecalm feeling in
you. Focus on making your movement fluid and confident, neither tooslow nor too fast.Proximity
Cultural norms dictate a comfortable distance for interaction with others. Youshould look for signals of
discomfort caused by invading others space. Some of theseare: rocking, leg swinging, tapping, and
gaze aversion. Typically, in large rooms,space invasion is not a problem. In most instances there is
too much distance. To 101
116. Secrets of Successful Presenterscounteract this, move around the room to increase interaction
with your audience.Increasing the proximity enables you to make better eye contact and increases
theopportunities for others to speak.Tension & Nerves Anxiety and tension are the key enemies of a
presenter, which ruins the voice,posture, and spontaneity. For example, the voice becomes higher as
the throat tenses;shoulders tighten up and limits your flexibility, while the legs start to shake and
causeunsteadiness. This situation forces the presenter to act unnaturally. This is the timewhen you
need to be in control. You do not need to get rid of anxiety and tension!Channel the energy into
concentration and expressiveness. You should know thatanxiety and tension is not as noticeable to
the audience as it is to you. Even its notyou; the best presenters face this situation and make
mistakes. The key is to continueon after the mistake. If you pick up and continue, so will the
audience. Winnerscontinue! Losers stop! Actors recognize the value of nerves...they add to the value
of theperformance. This is because adrenaline starts to kick in. Its a left over from ourancestors "fight
or flight" syndrome. If you welcome nerves, then the presentationbecomes a challenge and you
become better. If you let your nerves take over, then yougo into the flight mode by withdrawing from
the audience. Again, welcome yournerves, recognize them, let them help you gain that needed edge!
Do not go into theflight mode! When you feel tension or anxiety, remember that everyone gets them,
butthe winners use them to their advantage, while the losers get overwhelmed by them. Tension can
be reduced by performing some relaxation exercises like standwith your feet about 6 inches apart,
arms hanging by your sides, and fingersunclenched. Gently shake each part of your body, starting

with your hands, thenarms, shoulders, torso, and legs. Concentrate on shaking out the tension. Then
slowlyrotate your shoulders forwards and the backwards. Move on to your head. Rotate itslowly
clockwise, and then counter-clockwise. Similarly, before the presentation,visualize the room,
audience, and you giving the presentation. Mentally go over whatyou are going to do from the
moment you start to the end of the presentation. During 102
117. Secrets of Successful Presentersthe presentation, take a moment to yourself by getting a drink
of water, take a deepbreath, concentrate on relaxing the most tense part of your body, and then
return to thepresentation saying to yourself, "I can do it!"Questions Although some people get a
perverse pleasure from putting others on the spot,and some try to look good in front of the boss,
most people ask questions from agenuine interest. Questions do not mean you did not explain the
topic good enough,but that their interest is deeper than the average audience. Always allow time at
theend of the presentation for questions. After inviting questions, do not rush ahead if noone asks a
question. Pause for about 6 seconds to allow the audience to gather theirthoughts. When a question
is asked, repeat the question to ensure that everyone heardit (and that you heard it correctly). When
answering, direct your remarks to the entireaudience. That way, you keep everyone focused, not just
the questioner. To reinforceyour presentation, try to relate the question back to the main points.
Encourage audience to ask question. Say, A question Im often asked is.Ask the question and
then answer it. Some time people do not ask question. Start aquestioning answering session by
saying, A question Im often asked is. Ask thequestion and then answer it. This will pump energy
into the session. Make sure you listen to the question being asked. If you do not understand it,ask
them to clarify. Pause to think about the question as the answer you give may becorrect, but ignore
the main issue. If you do not know the answer, be honest, do notwaffle. Tell them you will get back to
them...and make sure you do! Answers that last 10 to 40 seconds work best. If they are too short,
they seemabrupt; while longer answers appear too elaborate. Also, be sure to keep on track. Donot
let off-the-wall questions sidetrack you into areas that are not relevant to thepresentation. If someone
takes issue with something you said, try to find a way to agreewith part of their argument. For
example, "Yes, I understand your position..." or "Imglad you raised that point, but..." The idea is to
praise their point and agree with them. 103
118. Secrets of Successful PresentersAudiences sometimes tend to think of "us verses you." You do
not want to riskalienating them. You are a professional! No matter how hard you try, not everyone
inthe world will agree with you! Keep cool if a questioner disagrees with you.Tips to Handle
Questions: Some tips to handle questions are listed below: Anticipate the question that might come
up. Look at the person asking the question and listen carefully to the questioner. Repeat or rephrase
the question. By repeating the question you also insure you understood what the person asked.
Keep your answer concise and to the point. Dont give another speech. The audience will be bored if
you take too long to answer a question. If you can answer with a yes or no, then do so. This
keeps the tempo moving and will help keep the audiences attention. Avoid saying That was a
great question, or Good question. If the next person asks a question and you give no positive
adjective, then the person may think you did not approve of the question and that could discourage
others from asking questions. If you want to affirm a specific question, simply say, Thanks for
asking that question. Make everyone feel equally good about asking questions. Always maintain
control of the speaking situation. When you open your presentation for audience participation, there
are risks of losing control. Anticipate the unexpected. Plan ahead as much as possible. Look at your
content and think about likely questions the audience will ask. Prepare your own questions to ask.
Dont be afraid to say, I dont know, and move on to the next question (You might add that you will
be glad to get back to them with an answer at a later time). Sometimes instead of asking a
question people make an extended comment or a speech. This person has no question. A way to
handle this is to watch the persons speaking rate, and when he or she takes a moment for a breath
interrupt with Thanks for your comment.Next question? Look to the other side of the room and
the long-winded speaker is not sure whether you interrupted him or whether you really thought he or
she was finished. Do not 104
119. Secrets of Successful Presenters allow the person to continue with the speech because it will
deprive other members of the audience of the opportunity to ask questions.Habits We all have a few
habits - while presenting in front of audience- and some aremore annoying than others. For example,
if we say "uh," "you know," or put ourhands in our pockets and jingle our keys too often during a
presentation, it distractsfrom the message we are trying to get across. The best way to break one of
thesedistracting habits is with immediate feedback. This can be done with a small group ofcoworkers,
family, or friends. Take turns giving small off-the-cuff talks about yourfavorite hobby, work project,
first work assignment, etc. The talk should last aboutfive minutes. During a speakers first talk, the
audience should listen and watch forannoying habits. After the presentation, the audience should
agree on the worst two or threehabits that take the most away from the presentation. After
agreement, each audiencemember should write these habits on a 8 1/2" x 11" sheet of paper (such
as the word"Uh"). Use a magic marker and write in BIG letters. The next time the person gives her or
his talk, each audience member shouldwave the corresponding sign in the air whenever they hear or
see the annoying habit.For most people, this method will break a habit by practicing at least once a
day forone to two weeks.Concluding Discussion Delivering presentation is an art. There are no hard
and fast rules aboutdelivering a presentation. Each individual has his/her own style. Nevertheless,
thefirst 2-3 minutes of the presentation are the most important as audiences have positivefeeling
about you. These few minutes are a great opportunity to build an encouragingenvironment, so dont

miss this opportunity. Try to demonstrate your skills,competency and passion. You need to remember
that audience will judge you throughyour appearance, knowledge, delivery style, facial expressions
and body language.Hence, you take care of these things. Showing fear and anxiety during
presentationnot only hold you back to make your point but also damage your image. 105
120. Secrets of Successful Presenters The biggest item that separates mediocre presenters from
world class ones isthe ability to connect with audience in an honest and exciting way. Dont hold
back;be confident and let your passion for your topic come out for all to see. It is a goodpractice if in
the start of you presentation, state what you are trying to accomplish,how you will do that and why.
Explain these things briefly, quickly and effectively.You also need to give a short preview of your
presentation. During your presentationgrab attention with a joke, an interesting fact, a short
anecdote, a quotation, a positivestatement, a provocative question or something designed to arouse
curiosity and getthe audience listening to you. Avoid reading directly from your actual slides.
Slidesare not your notes. You have prepared them for your audience. Reinforce yourcommunication
through repeating your message, showing some examples, explaininghow it impacts audience.
Always remember, voice is probably the most valuable tool of a presenter. Itcarries most of the
content that the audience takes away. Thats why it is usuallyadvised that try to sound natural, your
rhythm and tone should be appropriate to themessage you are delivering. Use very simple, clear and
common language. In case oftechnical presentation, use the commonly used term. Avoid using
slangs, colloquiallanguage and filler words. Such words usually annoy audiences. Be
courteous,gracious, & professional during your presentation. If audience ask questions or
givecomments, you should be gracious and thank them for their input. One of the best ways to bring
audiences into confidence is by telling stories.For this you can use your personal stories to build a
friendly relationship with yourlisteners. For putting story together, you need to know that every good
story has solidcontents. It has a beginning, middle, and an end. In crafting your story you
mustconsider that it should have a point and be adapted to your audience. It has a logicalsequence
of events. Also it makes a logical relation with the topic. Movement of a presenter on the stage is the
most critical aspect which mayeither act as a vehicle to transport ideas or inhibit the whole process
ofcommunication. Do not move on the stage awkwardly or clumsily. It stops audience toconcentrate
on your presentation. Facial expressions are one of your most secretweapons. It helps you to convey
your messages appropriately and help the audienceto understand your messages in its true spirit.
Your smiling face will make you more 106
121. Secrets of Successful Presenterslikable, friendly, warm, and approachable. A lively speaking
style captures attention,makes the material more interesting, and facilitates understanding. Similarly,
yourbody language and gestures could be powerful supporting tools as well. Bodylanguage help you
to communicate different impressions to the audience becausepeople not only listen to you, they also
watch you. Be careful, if you fail to gesturewhile speaking, you may be perceived as boring and stiff.
Hence, if we wish tocommunicate well, then we need to understand how you can (and cannot) use
yourbody to say what we mean. Communication is a two way stream, or a bidirectional process.
Goodspeakers not only inform their audience, they also listen to them. By listening to them,you come
to know if they understand the delivered information. Encourage youraudience to ask question. Make
sure you listen to the question being asked. If you donot understand it, ask them to clarify. Pause to
think about the question as the answeryou give may be correct, but ignore the main issue. If you do
not know the answer, behonest, do not waffle. Similarly feedback of your audience is equally
important.Feedback may be positive or negative. In both cases it helps you to assess
theeffectiveness of your communication. You must remember great presentations always require
some pre-planning.Without pre-planning you may not be able to get what you are expecting. Finally
weremind you what Antony Robbin says, If you want to play the game and win, youhave to play it
full out. You ve got to be willing to feel stupid, and youve got to bewilling to try things that might
not work- and if they dont work, be willing to changeyour approach. We hope the information given
in chapter will help you to deliveryour presentations in a memorable fashion 107
122. Secrets of Successful Presenters Chapter 8: Tips & Guidelines "Careful with fire" is good advice
we know. Careful with words" is ten times doubly so. William CarletonIntroduction Every creature of
God represents his perfection as a creator. God nevercreated a single soul as missing the perfection
of a great creature itself. By perfection,it might be assumed here that every individual takes birth
with a different andappreciable talent, which might not be possessed by everyone else. Every human
being, even the physically challenged, hearing impaired, dumband visually challenged people are
gifted in one way or the other. It is that design ofhuman beings that is modeled to achieve the best of
satisfaction among humans butthrough their own effort and practice; for this practice makes a man
perfect; and to gocloser to this perfection, they need to overcome the most common mistakes that
mayruin them. For some, it might be eloquence of speech, while for the others it might bethe pitch of
their voice itself. Whatever the specialty maybe, it is a presenters duty tosharpen and unveil it in
front of the world. Similarly, it is very important for a presenter to have sufficient knowledgeabout the
common mistakes that may occur during his/her presentation and theireffective remedy too. In this
chapter we are going to talk about those issues that may 108
123. Secrets of Successful Presentersdestroy a presentation along with the presenter. So let us now
read about how toovercome these mistakes.Handling Tough Situations Situation Know-it-all - A
participant who feels like more of an expert than you Remedy: Do not fight it. Involve know-it-alls in
presentation. They may have some great information to contribute. Allowing them to participate

and share their thought will not only show how confident you are, but also help them get more out of
your presentation. Situation Unprepared participants Those who havent prepared for the
presentation as you requested. Remedy: Do not force your agenda; modify it to meet your
objective. Be flexible participants. Take something out of your agenda to allow the group time to get
up to speed. Keep in mind your overall objective of the presentations. Situation: After -lunch nap
time One of the toughest times to keep people engaged Remedy: If you have anything to do with
planning the lunch selection, go light and no heavy desserts. Situation: Non-stop talker A
participant who carries on conversations during the presentation. 109
124. Secrets of Successful Presenters Remedy: Take a few moments to share what you talked about.
This usually makes the participants more involved and stay engaged with you instead of others.
Situation: Encounter an uncooperative or hostile audience member- A single orseveral audience
members ask unexpected questions and make you a target of anuncooperative or hostile attitude.
Remedy: Sometimes these people really want answers to their questions but at other times the
interrupter has a hostile motive. Always have a plan of how to respond. Distinction the questioner
is launching an attack on the material that you are presenting. Or trying to drag you into the areas
that you are not prepared to speak about. Stay calm and dont go there stick to your guns and the
messages that you have pre-prepared for yourself. Answer each question as briefly as possible.
Limit your answers to one breath in length. And before stating your answer, ask yourself if this
material will be covered later in your presentation. If it will be, tell the interrupter that the material
will be covered later. After giving your answer, go straight into the next topic. Remember that if
someone or a group of people start being disruptive during your presentation, you wont be the only
one wholl be annoyed or upset. You can use the audience to support you in dealing with difficult
members within it. You are the speaker and therefore the person in control. Dont let one audience
member ruin it for everyone else. Answering Difficult Questions- A single or several audience
members askunexpected or difficult questions. Treat your audience with respect and answer their
questions directly and honestly. 110
125. Secrets of Successful Presenters If you know the answer, please consider saying: Thank you.
Thats a very interesting question. Ill have to get back to you on that, after Ive spoken to
(whomever). I dont know is a very acceptable answer to some difficult questions. So relax.
Never feel like you do have to know everything.Common Mistakes & Their Remedies Poor Knowledge
on the topic Remedy: Use the cue cards. Do not read the text word by word straight from the
slide. Using the wrong fonts Remedy: Use Arial, Helvetica or Times New Roman. Avoid script type
fonts which are hard to read on screen Avoid using small text size. Use large fonts (30-40 points).
Use 6-8 words per line. Use 7 lines or less per slide. Use no more than two different fonts one for
headings, another for content and no less than a 30 pt font so that people at the back of the room
can read them easily Making the slides too colorful Remedy: Avoid using a lot of colors. Limit the
colors on each screen to a maximum of 4. Poor background choices will result in poor visibility.
Patterned or textured backgrounds make text hard to read Keep the color scheme consistent. Using
too many bullets Remedy: Use bullet points for key ideas. Avoid using too many bullets. 111
126. Secrets of Successful Presenters Do not use more than 6 lines per slide. Use full sentences
only when they are quotes. Spelling and grammar mistakes Remedy: Always perform a spell &
grammar check before going for the real presentation. Going too long or too short Going too long is
being disrespectful of the other time. It also makes you look unprepared and unprofessional. Be
precise and stay on track. Rehearse and time your presentations. Dont be too short. It makes
audience difficult to understand you. Explain topics appropriately in a concise manner. Using
annoying animations and sound effects Remedy: Too much animation can be distracting and look
childish. Avoid using animations with sound unless absolutely needed. Avoid flashy, flying and
twirling animation. Design your presentation with the "less is more philosophy Using copyright
images from the Internet Remedy: Try using good quality images. Check out the copyright issues.
Choose from the clip art.Dealing with Unexpected Disasters Find out that the time allocated has
been reduced. At the very worse, you can make your points, support with the essentials, ask and
answer the most likely questions on your list. 112
127. Secrets of Successful Presenters The slide equipment fails. The show must go on. Apologize
the audience and then add something like Now return with me to a distant past, before
powerpoint, when all we had for presentations was our notes and perhaps a blackboard or
flowcharts. Then, make the most of your primitive tools. You tell a joke that falls flat. Ouch! Just
shrug your shoulders and apologize: I am sorry. I got that joke at a clearance sale. You lose track
of where you are. Figure out where you are from your sides and notes. If you cant just be honest:
My brain has derailed. Who can back me up so I can be on the track again? You get nervous and
flustered. Never get disappointed when something unexpected happens during the presentation; for
instance, you slightly trip as you walk. Maintain your poise and self-control; a faint sign of agitation
will create a negative impression. Always remember what Arnold Palmero says, Always make a total
effort, even when the odds are against you. Collect yourself immediately and continue with the talk
but you might want to say a little something like a dash of humor before commencing with your
speech.Presentation for International Audience Internationally, electronic presentations are prepared

in English with tworeasons: firstly, English is considered as an international language. Secondly,

almostall presentation software support English language. If you are preparing a presentationfor
international audience, you must understand that all of your audience may not beEnglish native
speakers. Therefore keep your message simple. Use simple sentencestructure and use small words
rather than long words. Do not use slang, moretechnical or cultural jargons and idioms and stay away
from cultural sayings. During your presentation, repeat key words and phrases. When the audience
isnot familiar with your language you need to repeat the important facts and informationmore than
once. Make your presentation visual to make things easier to understand. Speak slowly and distinctly.
Never talk to fast. Articulate every wordcarefully. Pause frequently to give your audience time to
catch up. Use body language 113
128. Secrets of Successful Presenterswherever possible. Use strong eye contact and "smile". A smile
is universal and oneof a speakers most effective tool. Support your message with visual aids. Be
aware that each different culturehas different meaning to gestures, color, and images. Handouts and
electronic slidescan help you convey your point, but keep it simple and stay away from
confusinggraphs. If you follow these guidelines you should be well on your way to a
successfulinternational presentation.Dealing People with Disabilities As a result of efforts made by
international community regarding the rights ofdisabled people, increasing numbers of people with
disabilities are participating inpublic meetings. Making presentations accessible to people with
disabilities is animportant aspect which is commonly ignored. In order to provide as inclusive an
atmosphere as possible, presenters need togive due consideration to the limitations of people with
disabilities. In this regard,some guidelines are listed below which will help people with disabilities to
participatefully in the event. Much of this information presented below has been adapted from,and is
reproduced from the University of California, Berkeley Disabled StudentsProgram72. Repeat
questions posed by disabled people in the audience before responding to the questions. Reserve a
few seats in the front row for people with disabilities. When reading directly from text, provide an
advance copy and pause slightly when interjecting information not in the text. Avoid darkened
meeting rooms; full lighting is necessary for many people with visual and/or hearing disabilities. 72
http://paa2006.princeton.edu/accessibility_guidelines.pd 114
129. Secrets of Successful Presenters When using an overhead projector with transparencies or a
PowerPoint presentation, use a large print font of at least 18 points. Pace the presentation of
material; if referring to a handout, allow time for participants with visual disabilities to find the
information. Avoid making statements that cannot be understood by people without sight: For
example, This diagram sums up what I am saying about statistics. (Do not worry about using
words and phrases that refer to sight: for example, See you later! Such expressions are commonly
used, and most people with visual disabilities do not find them offensive.) Verbally describe objects
and processes whenever possible. In making comparisons and analogies, use familiar objects that
do not depend on prior visual knowledge. Foods and objects found around the house are good
choices. If a sign language interpreter is present, speak directly to the participant, not to the
interpreter. People with hearing disabilities often use assistive listening devices that sometimes
work in conjunction with their hearing aids. These devices may include small microphones that a
participant will ask a presenter to wear; the amplification will not interfere with other audio-visual
equipment. People who are deaf often benefit from real-time captioning, in which verbal
information is transcribed into visual format by a transcriptionist (very similar in function to a court
reporter) in real-time. If a captioner is present, speak directly to the participant, not to the captioner.
People with upper body weakness may not be able to raise their hands to participate in question-andanswer periods. Establish eye contact with participants and call on them when they indicate that they
wish to contribute. A wheelchair is part of a persons personal space. No one should lean on a
chair, touch it, or push it unless asked. Whenever you are talking one-to-one with a person in a
wheelchair, you yourself should be seated so the person does not have to peer upward at you. In
communicating with people who have speech impairments, resist the temptation to indicate that you
have understood when in fact you have not. People with speech impairments are accustomed to
being asked to repeat, so 115
130. Secrets of Successful Presenters do not be afraid that youll offend them if you ask them to say
it again or to spell words that you cant decipher. Service dogs for people who are blind, hearing
impaired, deaf, mobility impaired, or who have other disabilities are not pets and should not be
distracted by petting or talking to them. Refrain from asking the person with a disability about the
service animal or the persons disability.Things to Remembers Until now you would have made this
clear that presentations are a way ofcommunicating ideas and information to a group of people. It
allows presenters tointeract with audience and get immediate feedback. One of the disadvantages
ofpresentations is that people cannot see the punctuation and this can lead to mis-understandings.
An effective way of overcoming this problem is to pause at the timewhen there would normally be
punctuation marks. Always remember that a good presentation contains the following ingredients:
Content - It contains information that people need. Unlike reports, which are read at the readers own
pace, presentations must account for how much information the audience can absorb in one sitting.
Structure - It has a logical beginning, middle, and end. It must be sequenced and paced so that the
audience can understand it. Whereas reports have appendices and footnotes to guide the reader, the
speaker must be careful not to lose the audience when wandering from the main point of the
presentation. Packaging - It must be well prepared. A report can be reread and portions skipped over,
but with a presentation, the audience is at the mercy of a presenter. Human Element - A good

presentation will be remembered much more than just a good report because it has a person
attached to it. But you still need to analyze if the audiences needs would not be better met if a report
was sent instead. So always keep in mind people buy people first, if they believe in you, they will
believe in your words & message. 116
131. Secrets of Successful PresentersLast Minute Tips In this book we have discussed various aspects
of presenting an effectivepresentation. In the lines below, we have listed some useful last minute tips
forpresenters. List and discuss your objectives at the beginning of the presentation. Let the
audience know how your presentation fits in with their goals. Discuss some of the fears and
apprehensions that both you and the audience might have. Tell them what they should expect of you
and how you will contribute to their goals. Not all details are important. Keep things simple and
balanced. Use less than seven words in each slide. A fancy background is disturbing. Keep in your
mind; white spaces are a valuable resource. It makes our visual messages stronger; fill it for a reason.
Rehearse, rehearse, and rehearse before you go to face the audience To take full control, design
your message to engage brains and memory of your audience. Your presentation should be
consistent, beautiful and give a logical flow. Bright and bold colors, and pictures as well as simple text
could guide your viewers attention. Check all the equipment, lights, sound system and make sure
backup equipment is available in case of any emergency. Control your voice. Do not speak to
yourself or screen but speak to your audience. Speak clearly and loudly enough for all to hear. Do not
speak in a monotone voice. Use inflection to emphasize your main points. Also, do not stand between
the visual aid and the audience. Consider the time of day and how long you have got for your talk.
Time of day can affect the audience. After lunch is known as the graveyard section in training circles
as audiences will feel more like a nap than listening to a talk. Prepare hands outs. If you have
handouts, do not read straight from them. The audience does not know if they should read along with
you or listen to what you read. You should be the main attraction not the presentation software.
Stay calm, relax and smile. Do not forget to breathe. Go close to the audience and Use humor to get
your message across. 117
132. Secrets of Successful Presenters Know your audience; learn their names as quickly as possible.
Based upon the atmosphere you want to create, call them by their first names or by using Mr., Mrs.,
Miss, Ms. Also tell them what name and title you prefer to be called. Give yourself and your
audience time to digest information. Your audience should feel captivated not captive. Always start
with an objective. A good objective answer the question: what result do you want from your
audience? In the middle, less contents, more meaning and end with your audience taking action. Do
not put both hands in your pockets for long periods of time. This tends to make you look
unprofessional. It is OK to put one hand in a pocket but ensure there is no loose change or keys to
jingle around. This will distract the listeners. Use remote control to change the slides, if possible. Do
not wave a pointer around in the air like a wild knight branding a sword to slay a dragon. Use the
pointer for what it is intended and then put it down, otherwise the audience will become fixated upon
your "sword", instead upon you. Do not lean on the podium for long periods. The audience will begin
to wonder when you are going to fall over. Circulate around the room as you speak. This movement
creates a physical closeness to the audience. Listen intently to comments and opinions. By using a
lateral thinking technique (adding to ideas rather than dismissing them), the audience will feel that
their ideas, comments, and opinions are worthwhile. Get to the presentation before your audience
arrives; be the last one to leave. Be prepared to use an alternate approach if the one youve chosen
seems to bog down. You should be confident enough with your own material, not the presentation
outline, determine the format well. Use your background, experience, and knowledge to interrelate
your subject matter. Focus your answers Do not go over timeConcluding Discussion In this
chapter, we have tried to help presenters with an overview of tips andguidelines to be followed for a
successful presentation. As it is already said, nobody inthis world is perfect, but we can try to
minimize the chances of unfortunate mistakesto happen and be converted into blunders. Such
blunders can ruin the esteem of apresenter. To avoid that bad luck in an important presentation, it is
very essential for a 118
133. Secrets of Successful Presenterspresenter to know about these mistakes beforehand and have a
remedy ready tosupport him/her during their presentation. So, the best thing is to get yourself
preparedbefore you go for a presentation. For a tip, just be yourself; present yourself at easewith the
complete knowledge about the contents to be prepared and the completeknowledge about the needs
of your audience. Take your time and try to connectyourself with your audience to develop a
connection of goodwill between you andyour audience. Always welcome your audiences reaction and
feedback with a smileon your face and you are done with it. Finally, we would like you to keep in
yourmind what Samuel Aidoo said, Each failure is simply another chapter to the story ofour lives. To
fail is to understand what not to do. Remember it and dont give up untilyour goal is achieved. We
would like to end this book with the golden saying of Mr.Thomas Jefferson, I find that the harder I
work, the more luck I seem to have. 119
134. Secrets of Successful Presenters Notes 120
135. Secrets of Successful Presenters Notes 121
136. Secrets of Successful Presenters Notes 122

137. Secrets of Successful Presenters Dr. M. A. Pasha & Dr. S. Pasha Why this book? In todays
competitive world we should all be on the lookout for waysto make ourselves stand out in business
world. Being able to create and make aneffective presentation is a great way to make ourselves stand
out. Either we are aCEO, project manager, entrepreneur, sales person, teacher, or a public
speaker,we need to strengthen our presentations skills to influence other to achieve ourgoals. For this
we need to learn about the secrets of successful presenters. Successful presenters possess
appropriate knowledge, skills and attitude to achieve the objectives of their presentation. For this
they take advantage of their knowledge about: the secretes of information & cognitive theories;
learning methods divulged by learning theories and how to use them effectively; learning styles and
how to select suitable method to gain presentations objectives; individuals learning capacity and
how to maximize their learning gain; audiences stereotypes their attitude & psychology. Knowledge
of such aspects not only helps them to select appropriatecontents, design and delivery style for their
presentation but also reduce thephysical and psychological stress of their audience. This way they
make theirpresentations memorable and thriving. This book is for those who does presentations or
may need to do apresentation in the future. Unlike most presentation books that say the samethings
regarding presentation design and delivery, Secretes of World ClassPresenters divulges those
secretes which help readers to learn above mentionaspects to become world class presenters. It will
also give you the ins and outsfor presenting yourself, your business, and your cause with a
comprehensive,understandable, and thriving way.
Recommended

Transcript

1. The Great ten Secrets From Anthony RobbinsThe Top ten results Secrets and techniques From Anthony
RobbinsIn excess of 25 years US-based motivational speaker and achievements mentor Anthony Robbinshas been
enthusiastically pursuing the solutions to questions for example What styles humanbehaviour? And even how can
we create enduring changewithin oursleves and others?.He has spoken in the front of more than three million
people around the world together withmarketed around thirty-five million guides and audio instruction products.After
being present at his 4-day Unleash The Power Within workshop not too long ago in KualaLumpur I found out
numerous tips on how to execute at your best.I actually joined in his well-known barefoot walk over hot coals. This
beneficial physical metaphorshows exactly how you can eliminate their deepest and greatest problems with
concentration,enthusiasm and determination.Part rock show, part discovering encounter, part aerobic workout, the
workshop was attended bygreater than 4,000 individuals in a large indoor sporting stadium which had been built for
theCommonwealth Games.Standing 67", weighing 265 lbs and with a shoe size of 16, Robbins was extraordinary
on stageas he utilized the energy of the crowd.The fact is, security guards need to line the stage as he is actually
frequently swamped by overeager followers.At 43 years old, he has become greatly prosperous and dealt with
people like President Clintonand Nelson Mandela.What was it like?Scorching, humid, high energy and very simple
take home messages packaged with a high-techlighting, audio and video show.I was impressed, encouraged and
got some great ideas from it.This is my present to you. The Best 10 Insider secrets of Success I discovered from
investing 4days with Tony Robbins.1. YOUR POTENTIAL IS DETERMINED (OR Restricted) BY YOUR SELFBELIEF.
2. Because the promotional materials states that the event was about developing breakthroughs,moving beyond
doubts and limiting beliefs, attaining goals and objectives and discovering correctneeds, transforming dreams into
reality, developing rewarding important relationships, andmodeling the ways of optimum performers to deliver a
quantum difference in everyday life.If you eliminate the hype, the simple message is should you believe in yourself
enough you couldattain any-thing.A memorable one-liner was "the only thing thats holding you from receiving what
you would like isthe story you keep on telling yourself".2. The Majority Of People Possess SELF-DOUBT AROUND
UNIVERSAL THEMES.Question everybody and most people will acknowledge they lack assurance in some areas
oftheir life. The exciting matter I found out from this workshop is the fact this self-doubt is arounduniversal themes.
These themes go across age, gender, spiritual, social and language barriers.Common uncertainties consist of I am
probably not good enough, I am lazy and No-one likesme.3. YOU CAN Discover Strategies TO Eradicate SELFDOUBT.Robbins calls it immersion in which you separate old patterns and develop a new one byrepetition. He takes
advantage of a number of Neuro-Linguistic Programming methods toaccomplish that with his audiences.He says
"progress is not automatic".A memorable instance in the seminar was when ever we were required to visualize ourselvesinside a bubble and inside that bubble was a series of videotapes neatly arranged in a time-linethat
represented all our recollections in our existence so far. We were required to remove theharmful videotapes and
eliminate all of them. That was followed by time spent visualising thefuture and how your life will look 10 and 20
years from now.4. BELIEF Has An Effect On Numerous LEVELS.The Robbins message was that 3 points condition
our self confidence. He calls them the Triad.These are our patterns of physiology, concentrate and language or

meaning.He highlighted this with the quote: "where focus will go energy flows".5. OUR Principles AND BELIEFS
Form OUR Behavior.Robbins emphasizes it is possible to "vanquish whichever is holding you back from taking
action".
3. Taking walks barefoot across a bed of glowing coals is the physical metaphor he uses in hisseminars to show this
point to the skeptics.Eliminate damaging self-belief and take significant action are his secrets to success.6. TO
Generate Optimistic Final results You Need To Take on Enormous Measures."Where attention runs energy flows" is
a quote used by Robbins in his presentation to highlightwhy you have to know your end result and the reason why
accomplishing this really is important.But a majority of folks neglect to take on the next step. They delay, put off and
find manyexplanations or excuses to never act.Robbins feels "progress is not automatic" and "action is power". Take
action, even when it will bethe wrong action. He says it will be "never a failure when you learn something".7.
MATCHING & MIRRORING Generates CONNECTION, TRUST & EMPATHY.Robbins put in a fair amount of time in
the seminar discussing and displaying interpersonalcommunication skills.He put to use people from the target
audience to demonstrate precisely how the process of"matching and mirroring" the non-verbal communication and
body language of others can be areally powerful way to connect to individuals.Essentially, you develop connection
by implementing the body language of the man or womanyou will be conversing with.He states "rapport is power"
and "total responsiveness is created by a feeling of commonality".If you have learnt these types of methods before
and havent used them for quite a while, Irecommend the time has come to dust all of them off and put them into
action next time you mightbe conversing with somebody on a one-to-one basis.8. Any-thing IS POSSIBLE When
You Pay Attention To PASSION AND PURPOSE.Robbins thinks that "to have an extraordinary quality of life you will
need a couple skills: thescience of accomplishment (the ability to take everything you visualize and make it real) and
theart of fulfilment (this allows you to enjoy every moment of it)."He says "success without fulfilment is
failure".Discover your passion and purpose in your life. My purpose would be to make a difference in
4. peoples lives and utilize my gift as a speaker.9. MODEL YOURSELF ON OTHER ACHIEVERS.To gain
improvements rather quickly and improve to a new level of accomplishment, Robbinsbelieves learning from other
folks who definitely are the best in their area is the most effective wayto ensure success.He told the story of just how
he wished to increase his tennis game and so employed AndreAgassi, the then number one ranked player to assist
him achieve this.Who could you model yourself on?"Peoples lives are a definite reflection of the expectations of their
peer group," according toRobbins.10. Achieving success IS BUILT ON A HEALTHY, HIGH ENERGY BODY, HEART
AND MINDIn case you are not healthy - each one of the above factors are unimportant.Your overall health is
decided and based on the way you live.One major change Ive made since the seminar is to actually eat a healthier
diet and exercise ona regular basis.By the way do you wish to know how I became so successful in such a short
period of time? Iexplain it within my Free Guide How to Unleash The Power WithinReceive your step-by-step
Success GuideDown load it Free Right here: Free Success Guidehttp://www.sunnyjames.com/guideSunny James is
a motivational speaker, author & creator of the Believe In Yourself SuccessSystem, helping people live their life with
Passion, Purpose, Happiness & Success!

ranscript

1. ANTHONY ROBBINS RAPID PLANNING METHOD "The Fastest Way to Results" The RPM Philosophy
2. Welcome You can't manage your time if you don't have a plan for your life. The RPM Life Planner
System Software is a mind revolution: it transforms your massive demands and responsibilities into
the exciting realization that you can accomplish something truly meaningful. It helps you to focus and
define your life by making you ask yourself new questions. Once you know the results you are after,
how to achieve them becomes immediately clear. Anthony Robbins' RPM Life Planner Life
Management System Software is unlike any scheduling software you might have seen before. Not
only does it give you many of the functions you expect from scheduling software, it gives you
functions you would only expect from a sophisticated project- planning system. Here's what the RPM
Life Planner can help you do: Turn any idea into reality through a simple planning process
Replace your "to-do" list with a daily plan that maximizes your time and guarantees your
accomplishment Enter all your action items once, and let your computer copy them over into
different schedules Integrate the planning and the scheduling of personal and professional longterm and short- term projects Create a compelling vision for the areas of life that matter most to
you and much, much more.
3. Getting the Most Out of RPM Life Planner Help We've created an on-line help file that we think is
truly outstanding. Here's a brief description of each of its elements: Quick Start Want to start
planning that project right away? Get going on your life plan? Polish your descriptions of your Roles?
This section links you instantly to step-by-step instructions for using the most popular sections of the
RPM Life Planner. Getting Started with RPM This is the technical information you'll need to get the
software up and running and to navigate through it. It's divided into two main sections: Installation

(Installing and Starting Up, Registering Your Copy, System Requirements, Technical Support)
Software Basics (The Home Screen, the Main Menus, Screen Conventions, Abbreviations and
Indicators, and so on) The RPM Philosophy This section takes you through the conceptual foundation
of RPM. A Tour of the RPM Software This section provides an overview of the RPM Life Planner
software, with links to the step-by-step sections. Whether you're new to the RPM Life Planner or an
old hand, check this section out to get your bearings. Managing Your RPM Files Here's where you'll
find out, in an easy, question-and-answer format, how to save, store, back up, copy, import and
export the files you create with your RPM Life Planner software. Step by Step With the RPM Life
Planner This is where you'll find detailed instructions for using each section of the software. FAQ
We've compiled a sampling of some of the most common questions we receive on the tech support
line and forum.
4. Quick Start There are a number of ways to begin using your RPM Life Planner software. The
section Step-by- Step With the RPM Life Planner provides detailed instructions for using the RPM
Life Planner to: Create your vision Identify your categories and roles Plan your week Plan
your day Plan a project Manage your company (Click an item to go to that "how-to" section.)
5. INTRODUCTION THE FOUNDATION Outcomes/Results for this section 1. To create a foundation for
understanding the RPM system by explaining that the key to RPM is developing a new psychologyand that this psychology is based on teaching you to consistently ask and answer three simple
questions. 2. To destroy the possibility of your ever making a to-do list again and instead providing
you with a sense of absolute freedom and empowerment that comes from having a clear outcome or
result and a strong reason why you want to do something. 3. To help you understand that this system
may take a little longer to master, but that this system will help you experience far greater results
and tremendous levels of fulfillment. 4. To start getting you excited about what this system will
ultimately mean for your life - in terms of what you contribute to others and most importantly, in the
level of personal joy, fulfillment, fun, and success you will experience on a daily basis. Purpose of this
section 1. The time is now to start training you to think in an entirely new way. 2. We want to
maximize your understanding by explaining a couple of core principles that will aid in your overall
understanding of the use of this system. 3. Because clarity is power! Once you understand the
essence of the system, learning the details of how to use it will be a lot simpler. 4. Because we want
to free you from your stress and to give you more choices, freedom, and certainty about what you
can achieve and experience in your life. 5. Because you deserve to experience an extraordinary
quality of life!
6. The RPM Philosophy Anthony Robbins' Rapid Planning Method (RPM) is a proven system for taking
anything you can envision and making it real. At its core, RPM is a system of thinking. In fact, the
most important result that will come out of your using this life management software is that it will
literally train you to think in an entirely new way, causing you to focus on what's truly most important
to you in life. When you are focused in this direction, you will begin to not only produce extraordinary
results, but most importantly, you will experience an amazing level of personal fulfillment in the
process. Traditional planner software causes you to focus on one very specific question: What do I
need to do? To-do lists can keep you busy, and checking off a series of tasks can provide the illusion
of progress. But have you ever crossed off everything on your to-do list and still felt like you had not
really accomplished anything? There is a big difference between movement and achievement. The
RPM system causes you to focus first on what you want - the results that you are committed to
achieving in your life - before you figure out what you need to do. You then design all of your activity
around making progress toward achieving what you want. Whether they are aware of it or not, people
who achieve fulfillment in life have an RPM plan. They consistently focus on three things to produce
results in their lives: 1. They know what they want: the Target or Result they are after. 2. They know
why they want it: the compelling Purpose that gives them the drive to follow through. 3. They know
how to make it happen: they have a MAP (Massive Action Plan) that is flexible to get them there. You
will learn to think about and use these three components whenever you use the RPM system. You will
learn to create a Results-Focused * Purpose-Driven * Massive Action Plan
7. How You Will Benefit from Using the RPM System RPM Planning taps the power of focus. What you
consistently focus on in your life, you will achieve. By focusing on the result or outcome you desire,
you'll come up with a more effective action plan and will ensure that you are consistently moving
toward it. RPM Planning ensures that you are making progress and achieving balance in all the areas
of your life that matter to you most. By helping you develop a plan for your life before you ever start
planning your time, RPM ensures that you are consistently making progress on what is most
important to you. This prevents you from allowing yourself to live in reaction to the demands of the
moment, or from focusing on one area of your life at the cost of another. RPM Planning prevents you
from falling into the trap of mistaking movement for achievement. With RPM, all of your actions are
consciously designed so that you are moving toward a common outcome or result. Your actions also
have a purpose behind them so that you are associated to why it is important to you to achieve your
result. RPM Planning gives you a sense of purpose and fulfillment for your life. Most people walk
around unconsciously chipping away at seemingly random actions. In fact, many people have
accomplished a great deal in their lives, only to reach a point where they start to ask themselves, "is
this all there is?" RPM planning gives you a compelling reason behind all your actions-so that you are
focused on the meaning and value it provides to your life. RPM Planning immediately reduces stress,
helping you transform overwhelm into a sense of certainty you can accomplish what it is you want.

Instead of having you focus on a huge list of action items (or "to-dos'), the RPM system causes you to
focus only on a smaller number of results or outcomes. RPM Planning provides ultimate flexibility
recognizing that there is more than one way to achieve a result. RPM will teach you to develop a MAP
or an action plan that gives you multiple ways to get something done. Thus, you won't need to cross
off every action on your list to achieve the result or outcome you are after. RPM Planning taps into the
power of synergy. Traditional to-do list planning does not recognize the relationship between tasks. By
combining related tasks into a single result or outcome, RPM Planning gives you the opportunity to
accomplish multiple tasks simultaneously and maximize your effectiveness.
8. RPM is an Art As you learn the specifics of how to use this system, it will be important for you to
remember that planning your time is an art. Just as chemists create oil and acrylic paints and artists
use them to create art, we created the science - the software - and it's up to you to make art with it!
While we want you to understand the details of this system, you have already learned the most
important piece - how to think in terms of results vs. random activity. People often ask, "What if I
don't master this system perfectly? Will I still get the same result?" Of course! The purpose of your
RPM software is simply to help you use the system of thinking we have already taught you: 1. To
focus on the specific result or outcome you are after 2. To engage strong enough reasons, or a
compelling purpose, to drive you to follow through 3. To develop a flexible MAP - a massive action
plan - that will help you to achieve your result or outcome. As a society, we are used to just slamming
through all the activities that are in front of us. So, taking the extra moment in the beginning to first
decide what it is you want -- and to associate to your reasons why you want it - will likely take you a
bit longer. Once you do master this system, however, you will feel more efficient, more productive,
more fulfilled, and more alive than ever before. The RPM thought process will become second nature
to you and you will be astounded by the speed with which you are able to not only create your plans,
but act on these plans to produce results. Let's get started! And to do that, there are a couple of
concepts that are important for you to understand before delving into the details of your RPM Planner
...
9. What is Time? When we ask this question, the kinds of answers we get are, "Time is something we
measure by a calendar or clock," or "Time is a measurement of activity." Webster's Third New
International Dictionary defines time as "a period during which something exists or continues." None
of these definitions, however, really explain what time is to us. Time is nothing but an emotion or
feeling: It's a way of looking at a moment, or at life, that produces an emotional state within us. Think
about it. How do you know how long something really takes other than by how it feels? If you are
doing something that doesn't fulfill you, then a minute can seem like an eternity, can't it? Similarly,
when you love what you're doing and you are totally engrossed in it, time can fly by. It literally ceases
to exist. The bottom line is that time is completely driven by emotion. There is a big difference in how
you experience it if you are walking around stressed vs. if you are spending the moments of your life
doing things that really matter to you. So, while there is no more physical time for any of us, there is
a lot more time for what really matters to you. The RPM system is designed to help you set up your
life so that you experience time in a whole new way-a way that keeps you consistently fulfilled.
10. The Power of Focus There are so many things competing for and demanding your focus in life.
Thus, if you don't make a conscious effort to control your focus and decide in advance which things
you are going to focus on (i.e. where you're going to put your emotions, time, and energy), you'll live
in reaction to the demands of the moment. Mental Focus: What you pay attention to, think about,
picture, and say to yourself. Very few things in life are absolute. How you feel about things - and even
the meaning you attach to a particular experience - is all dependent upon your focus. You can always
find something in your life to be unhappy about: just look around, find the areas of your life that don't
quite meet your expectations and then focus on them and intensify these feelings. Before you know
it, you're upset! On the other hand, if you focus on what is already great about your life (or what
could be great), you can always make yourself feel better immediately. In fact, whether you are
succeeding at what you're doing right now in your career, your personal life, your health, or your
relationships is largely a reflection off what you are focusing on in these areas of your life - or if you
are even focusing on those areas at all. Is all your focus on your job at the expense of your personal
life? Or, are you focused on being spiritual, but then not taking care of your body? Or, are you
focused on taking care of everyone else, all of the relationships in your life, but not doing a quality
job of taking care of your own emotional well-being? Or, in your business are you focused on
marketing, but not looking at the finances of your business? Whether you are stressed or fulfilled has
little to do what what you're actually doing, or even the results you are producing. If you're stressed,
it's a result of where you are putting your focus. Focus is the ultimate power that can change the way
we think, the way we feel, and what we do in any moment. When we change our focus, we change
our lives. What we focus on determines the direction in which we move. The power of the RPM
system is that is causes you to consistently focus on what it is you want in life. The Power of
Questions The most powerful way to direct your focus is through the questions you ask. Remember,
the process of thinking or evaluating, is nothing more than the process of asking and answering
questions. The challenge most people face is that they are not conscious about the questions they
ask themselves. Questions are the laser of human consciousness. They concentrate our focus and
determine what we feel and do. Think of questions this way: Imagine that your brain is the ultimate
computer, and in that computer is the answer to any question you could possibly have.

11. Suppose you consistently ask yourself, "Why do these things always happen to me?" Your brain
will search its database and take every possible form of input it's ever received - what people have
ever said to you; what you've ever said to yourself; and what you've ever read, heard, or seen. Then,
it will create an answer for you: "They always happens to you because you are a turkey!" Right?
Whatever you ask yourself consistently, you will get an answer to. If you ask, "How come I'm so
lucky?" your brain will search until it finds references to support the fact that you are lucky. If you ask
a better question, you will come up with a better answer and therefore, a better result. As we've
already discussed, traditional time planning is based upon the question, "What do I need to do
today?" If you keep asking yourself this question, you are undoubtedly going to feel stressed because
most of us can't possibly achieve everything on our to-do list! By changing the questions you ask
when managing your life, you will immediately change your focus, gain access to new resources
within yourself, and produce a better quality result. All human progress is preceded by new
questions. It is by questioning our limitations that our greatest strengths are unveiled. It is by
questioning conventional wisdom that new truths are unearthed. It is by questioning our capacity as
human beings that this capacity expands.
12. The Three Questions of the RPM System You now know that there are three things you must train
yourself to focus on when using the RPM system. It only makes sense then, that the way we help you
train yourself to do this is by giving you specific questions to ask. Thus, the essence of the RPM
system is that it consistently focuses you on three distinct questions: YOUR TARGET: What Result are
you committed to achieving? What is your Outcome? YOUR REASONS: What is your Purpose? Why do
you want to do this? YOUR MAP: What is your Massive Action Plan? What are the specific actions you
need to take in order to achieve this result? Whether you are planning a day, a week, a project, or
even a conversation with someone, your plan will be based around asking and answering these three
questions. If you did nothing else but start asking and answering these three questions, you would
immediately begin to see a radical shift in your thought process and therefore the results you are
producing in your life. HINT: The sequence in which you ask these questions is the difference between
success and failure. For example, you may know all the individual digits in a person's telephone
number, but unless they are in the right sequence, the numbers are useless. Similarly, knowing all
the numbers to a combination will not open the lock if they are not in the right order. Let's take a look
at these three questions in more detail...
13. Question 1: What is the specific Result you are committed to achieving? RESULT: The target you
are after; the specific, measurable result or outcome that you want to achieve. Here is an example to
help illustrate the difference between having a result or outcome that you are committed to
achieving and a simple action. An Action ... One spring morning, Elvis wakes up, takes a good look at
himself in the mirror, and shudders in disgust. He just can't bear carrying around those twenty extra
pounds he's gained in the last few years (and subsequent love handles). That morning, he decides to
solve his problems by adding going for a ten-mile run to his to-do list. By the end of the run, he is
exhausted, his lungs hurt, he's sweating like a pig, and his heart feels like it's going to pop right out
of his chest. The next morning his muscles are so sore he can barely move, and he has a big, fat, ugly
blister on his big toe. To console himself, he goes to Denny's for a Grand Slam breakfast and decides
that exercise is simply not for him. A Result or Outcome ... The problem is that Elvis focused only on
the action item of going for a run instead of establishing a clear picture of what he really wanted. Was
the result or outcome he wanted to run ten miles? No. What he really wanted was to lose 20 pounds.
So often we forget what our real result or outcome is and we start thinking instead that we have to
write out a to-do list to make it happen. There are many ways Elvis could have achieved his result or
outcome if he knew what it was. What he really needed was a compelling result or outcome something like, "To lose 20 pounds and enjoy the process of reaching my ideal weight and vitality."
HINT: Notice that Elvis' result is specific and measurable. Rather than saying "I want to lose some
weight," Elvis has a better chance of hitting his target if he makes it much more precise, specific, and
measurable. And, what do you think adding the words, "enjoy the process" might do to Elvis' chances
of success? When you are clear about the specific result you want to achieve and you focus on that
result, your behavior changes instantly. To give another example, when you are only focused on what
it is you need to do, for example, "Call John Smith," you can call John and certainly cross it off your
list, but this does not guarantee that you truly accomplished something meaningful. Instead, what if
you had been clear about your result or outcome in advance and decided that what you really wanted
(i.e. your result or outcome) was, "To connect with John Smith so that he feels totally supported and
nurtured." This not only increases your chances of really achieving this, but it gives you a lot more
flexibility - you can call John, but you could also drop him a quick note, or send him an e-mail, or have
dinner with him one evening. The first step in RPM - deciding on the clear result or outcome you want
to achieve - is the most important step in creating your RPM plan. NOTE: We will use the words
"result" and "outcome" interchangeably throughout this guide and in your RPM software. The reason
is that a "result" is usually a lot more specific and precise than an
14. outcome. However, when you are first thinking about what it is you truly want to achieve, it
sometimes helps to think about your overall outcome and then work to make it specific and
measurable. Question 2: What is your Purpose? Why do you want to do this? PURPOSE: The
compelling reasons why you want to do something-reasons that will give you the necessary drive to
follow through on your plan. Once you know what it is you really want (i.e. your result or outcome),
you need to associate to why you want to do it-your purpose for wanting to achieve this result.

Reasons come first and answers come second. Your purpose will provide you with the emotional drive
to follow through and to do whatever it takes to achieve the result you desire. For example, it's one
thing to have a result or outcome that says, "I want to become a millionaire within six months." It's
another thing to add a compelling purpose to it by saying, "I want to become a millionaire within six
months BECAUSE I will be able to help my children, BECAUSE I want to make a difference in the
world, BECAUSE I want to develop the pride of knowing that I've overcome so many challenges in my
own life, BECAUSE I want to be an example for other people-if I can do it, anyone can do it!, and
BECAUSE I want to create many magical, fun moments for myself and those I love." Let's take our
example of Elvis. RESULT OR OUTCOME: To lose 20 pounds and enjoy the process of reaching my ideal
weight and vitality. Now, let's add a compelling purpose to this result. PURPOSE: To feel great about
myself. To increase my sense of control over my life. To increase my strength and vitality. To raise my
self-esteem and feel sexy. To become the stud-muffin of my wife's dreams. HINT: There is no right or
wrong answer to anyone's purpose -- what moves you emotionally might be totally different from
what moves someone else. The key is to use emotional words -- words that create joy, excitement,
and fun. To that end, sometimes a 5 word can be much more powerful than a 50 word that sounds
important. Here are some questions you can ask to help elicit your purpose: Why do I want to do
this? What will it give me? What will it help me give to others? How will it make me feel?
15. Once you've decided upon a clear result or outcome, the second step is to define your purpose.
This is one of the most important parts of the process because without it you lose your emotional
drive. Without it you have more stress, which can cause you to give up when the inevitable
challenges arise.
16. Question 3: What is your Massive Action Plan? What are the specific actions you need to take in
order to achieve this result? MASSIVE ACTION PLAN (MAP): The specific steps or actions that you need
to take in order to achieve your desired result or outcome. Now that you have a clear, specific result
or outcome and some compelling reasons, or purpose, to drive you to follow through, you still need a
plan to make it happen. The third step in RPM is to develop your Massive Action Plan (MAP). Your MAP
is simply the specific steps, or actions, you need to take in order to achieve our result. The beauty of
the RPM system is the flexibility your MAP provides! First, you will discover that there are many ways
to achieve a result. And this also means that if one set of actions doesn't work, then another will.
Second, you don't have to accomplish every single action item in your MAP in order to achieve your
result. You'll find that most often, a small number of actions make the biggest difference in your
ability to achieve your result. This is the 80/20 rule. 20% of what you do in life usually makes 80% of
the difference. Notice how these two principles work in Elvis' Massive Action Plan below. RESULT OR
OUTCOME: To lose 20 pounds and enjoy the process of reaching my ideal weight and vitality.
PURPOSE: To feel great about myself. To increase my sense of control over my life. To increase my
strength and vitality. To raise my self-esteem and feel sexy. To become the stud-muffin of my wife's
dreams. Now, let's add a Massive Action Plan (or MAP) to Elvis' result and purpose: Elvis' Massive
Action Plan (MAP): 1. Consult with a nutritionist 2. Set up a new diet plan with healthful foods 3. Go
shopping for healthful foods 4. Throw away all the junk food in my house 5. Research ideal gym to
join 6. Join my ideal gym 7. Schedule 45 minutes per day to exercise 8. Take pictures of myself naked
to motivate me to change HINT: Does Elvis need to complete every action on this list to lose 20
pounds and enjoy the process of reaching his ideal weight and vitality? The answer is no. He could
simply shop for healthful foods, schedule 45 minutes a day to exercise and make a lot of progress
with those two actions alone. And, while this is Elvis' list, are there different actions someone else
might take to achieve a similar result? Now that you understand the three fundamental steps of RPM,
you are ready to begin setting up your life plan
17. INTRODUCTION MORE FULFILLMENT Outcomes/Results for this section 1. To help you understand
that it's ridiculous and impossible to create a plan for your time without a clear plan for your life. 2. To
help you understand the specific steps you need to take in order to develop you life plan specifically, to help you define the areas of life that matter to you most (i.e. the categories of your
life) and organize them in a way such that they are making consistent progress in each of them. 3. To
give you the distinction of adding specific roles to each of the areas of your life as a way of expanding
your identity, creating more fun, and changing the emotions you associate to each area. 4. To show
you how to tap into the seven forces that create vision and momentum in each area of your life. 5. To
give you a tremendous enthusiasm and belief that you can create the ultimate balance, results, and
fulfillment you are after! Purpose for this section 1. Because once you complete your life plan,
learning how to plan your days and weeks to move toward this life plan is simple. 2. Because this is
where the fun, joy, passion, and fulfillment is! 3. Because having a compelling vision is what will keep
you going when the going gets tough. 4. Because we want you to have a way of organizing your life
so that you feel your life is manageable and that you truly can make progress in all the areas of your
life that count. 5. Because we want you to feel the sense of accomplishment and pride that comes
from knowing who you are and what's most important to your life!
18. Creating Your Life Plan One of the strategies that makes the RPM system so effective is that the
first thing you do when you sit down to create your plan every week is to review what it is that's most
important to you in your life (and we'll cover the weekly planning process later in this manual after
you understand the concepts in each section!). Specifically: You'll look at your overall vision and
purpose for your life, You'll review all the areas of your life in which you are working to making
progress, and You'll remind yourself of your top goals. From there, you'll actually create your plan

for your week. This ensures that you are focused on the big picture of what's important to you before
you begin planning your time. Doesn't it make sense that you have to have a plan for your life before
you create a plan for your time? And how do you think it will affect your planning if each week you
are first reviewing what's important overall in your life? In this section, we're going to walk you
through the steps you can take in order to create this life plan. While it may take you some time to do
this, it's important to remember two things: 1. Once you have taken the necessary time to create
your vision, you won't need to do it again! While you might want to review and update it periodically
(i.e. once every quarter, six months or once per year at a minimum), you will have established a road
map for your entire life. 2. This part of the process can be a lot of fun! Remember, you are taking
time to do what 99% of the population has not done-decide what it is you want from and for your life!
And, you don't need to do it in one sitting. A lot of people will decide to tackle this step by setting
aside 2-3 hours per week over the course of 1-2 months to accomplish this. The one trait that any
successful and fulfilled person has cultivated - whether they are great writers, business people,
teachers, musicians, educators, artists, parents, politicians, or athletes - is their passion and
enthusiasm for life. We all need a compelling vision for our lives - a vision that is so powerful, we are
driven to do whatever it takes to drive through the inevitable obstacles to achieve it. Having a
compelling vision for our lives is what gives us a sense of absolute fulfillment and joy and causes us
to remember that we are in pursuit of something greater than the current moment. In the end, what
makes us truly happy is not so much what we have achieved in our lives, but who we have become in
the process. What creates lasting fulfillment is the knowledge that every day we are growing and
expanding as people; that our capacity to love and care is deepening; and that our lives have a
special and unique purpose on this planet. So how do you create this compelling vision? Simply put,
developing your plan for your life is nothing more than the process of asking and answering some
specific questions to decide what it is you want from your life, what your life's about, and who you are
committed to becoming in the process. This is what we will do as we walk you through the steps
toward More Fulfillment. INTRODUCTION YOUR DRIVING FORCE
19. This section is divided into two parts: Your Driving Force Your Categories of Improvement First,
we are going to take a look at "Your Driving Force" - which is basically the process of defining your
overall vision and purpose for your life. Then, we'll start to delve into creating categories of
improvement -- which is the process of defining the specific areas of your life that you want to
consistently make progress on and improve. Your Driving Force There are six main parts to your
Driving Force: 1. Your ultimate vision for your life 2. Your ultimate purpose for your life 3. Your identity
for your life (who you are and what you stand for) 4. Your code of conduct 5. Your values 6. Your
passions Your Ultimate Vision To complete this part of your life plan, simply set aside some time to
answer the following questions. When you do this, we recommend that you go somewhere were you
will not be interrupted and if you can, choose an environment that inspires you (i.e. the beach, the
mountains, a favorite park, an art museum, or even a favorite tree in your back yard). You might also
want to bring a set of headphones and a CD player so that you can play music that inspires you while
you are answering these questions. One more thing: Be sure to put yourself in an emotional state of
certainty -- where you feel strong; where you remember who it is you really are inside; and where you
know that while you will inevitably encounter some challenges along the way, you have the power,
the skills, and the heart to turn anything you dream about, into reality. Write a paragraph, or two, that
answers the following questions: What do you want to create for your life? If all of a sudden you had
the energy again like you were a little kid and the journey had just begun, what would you be excited
to tackle? What is it that would get you up early and keep you up late at night? What would your
life be about? What does that vision look like? If you had no fear of moving forward, what would you
do in your life? What challenges might you be excited to overcome? What do you want to contribute
to your own life and the lives of others? If you knew you could have it any way you want it, what
would you really want for your life? What do you want to give, create, be, feel, or share?
20. Your Ultimate Purpose Write a paragraph, or two, that answers the following questions: Why
must you achieve this ultimate vision? What is your ultimate purpose for your life? What will it give
you to achieve this vision in your life? How will that make you feel? Ultimately, why do you want to
achieve your vision? Whose lives will you touch in the process? What is the purpose that would
drive you to push through anything that might try to hold you back? How would it feel to achieve
the ultimate vision for your life? What emotions do you want to experience as a result? Your
Ultimate Purpose: An Example Because my life has a meaning and a purpose and to honor this is the
most powerful way to show my respect for myself and for God. By endeavoring to become more
myself, I can set a strong example of what's possible for others. Because I believe that we only get
one trip through this lifetime and it's important to enjoy the process. What we remember in the end
isn't all the things we have done, but the lives we have touched and the memories we have created
along the way. Because I believe that you get what you give in life and so it's important to give
everything you can to help others. To take care of myself and have a passionate love affair with
myself to ensure that I have more to give. Because I want to reflect outward the gratitude I
consistently feel inside. I also want to ensure that my body reflects the soul I know I am inside. To
give my friends, family and loved ones absolute certainty about my love for them-so that it lasts well
beyond my physical years on this planet. To feel proud and excited about my life and what I can give,
share, and experience. To have a blast, create an unbelievable story, and leave behind a legacy that
grows and inspires my friends and family for generations to come. Your Identity Let's take a moment
to define what it is we mean by "your identity:" Your identity is comprised of the beliefs you use to

define what makes you unique as a human being. The reason this is so important? Our beliefs about
ourselves are among the strongest forces that shape our lives. We will always act consistent with our
view of who we truly are - whether that view is accurate or not. In other words, the strongest force in
human personality is the need to remain consistent with how we define ourselves.
21. Therefore, the words you use to describe who you are, are incredibly important - they will
determine what you do, what you say, how you behave, what you strive for in life and what you fail to
even try. Your identity can be the very thing that limits you from becoming more - or it can be the
impetus to incite you to even greater heights. To create your identity - your ultimate picture of who
you really are (or want to be) and what you stand for write a paragraph or two that answers the
following questions: Who are you? How do you define yourself? What is the essence of who you are?
What metaphors do you use to describe yourself? What roles do you play? If you were to look up
your name in a dictionary, what would it say? What are some characteristics you embody (or aspire
to embody)? What is it that you stand for in your life? Forget your past - who are you now? You have
you decided to become? What are your standards for your life physically, emotionally, spiritually,
financially, in your relationships? What kind of person are you now? What do you want to feel or
experience more of in your life now?
22. Your Code of Conduct Your Code of Conduct is the collection of standards that you hold yourself to
each day no matter what happens. It's one thing to define your ultimate vision, ultimate purpose, and
identity, but it's another thing to make sure that you are consistently living these things every day.
The idea of a Code of Conduct dates all the way back to Benjamin Franklin, who used to keep a list of
all the virtues he was committed to embodying each day. Then, each day, he would check off on a
chart which virtues he lived that day and which he did not. This way, over time, he was showing up
each day how he truly was committed to being. To create your Code of Conduct, simply answer the
following question: What emotions, emotional states, or virtues are you committed to practicing
and living each day? Your Values Your values are the emotions that are most important to you in life.
If you have not already decided what you value most in your life, you can follow the following steps to
do so. 1. Ask yourself, "What's most important to me in life?" Then, keep asking, "What else is most
important to me in life?" until you run out of answers. 2. Establish a hierarchy by asking yourself,
"What's more important for me to feel: _________ or ______?" 3. Take one of your values and compare it
to every other value on the list by asking this question until you know which is most important:
"What's more important for me to feel, _____ or _____?" Do this with every value on the list until their
order has been established. 4. Create rules for each value by asking yourself, "What has to happen in
order for me to feel _______ ?" (Ask this several times for each value, as people most often have
multiple rules for every value.) INTRODUCTION YOUR CATEGORIES OF IMPROVEMENT Now that you
know what your life is about overall - your ultimate vision, ultimate purpose, identity, and code of
conduct - let's start looking at the individual areas (or categories) of your life. Today, the unspoken
expectation is that, in order to be a thriving, contributing, happy, and successful member of society,
we must be multi-dimensional. We must be able to fulfill multiple roles within our businesses: we
must be able to ... manage and lead, create effective relationships with other team members,
use technology to communicate, effectively manage costs, and work at lightning-like speed to
stay ahead of the competition.
23. Similarly, in our personal lives, we strive to be ... a loving spouse an outstanding parent fit,
healthy and strong an effective financier a lover a best friend a community activist, and a
spiritual being. In order to ensure that you are making choices that support you, the RPM system
provides you with a way to define up front all of the areas of your life that are important to you - and
what you want in each area - before you actually create the plan for your time. This way, you are
consistently focused on your most important goals in each area of your life so that you can
experience balance. In this section, we will show you how to identify the most important areas in your
life -- areas that you are going to continually focus on, measure and improve. These are areas of your
life that, if you don't improve, the quality of your life will suffer, and if you do, you'll become more
successful and fulfilled than you ever imagined. To do this, let's first take an honest look at where you
stand in some of the areas of your life today. Categories of Improvement... The Wheel of Life The first
step in figuring out where you want to go is to look at where you already are. This exercise is
designed to give you an overview of just that: you will determine the areas in your life where you are
doing very well, as well as some areas where you might want to be putting more of your focus. Look
at the wheel below and notice that it's divided up into different sections corresponding to some of the
typical areas in life: your finances, emotions, family and relationships, spirituality, career, and
physical health. Pretend that the middle of the circle corresponds to zero and the outside ring of the
circle corresponds to ten. Now, taking one area at a time, grade yourself on a scale of zero to ten of
where you are today vs. where you really want to be. For example, you might rate yourself at a seven
in your family life, an eight in your finances, a five in your emotional life, a nine in your career, a six
in your spirituality, and a seven in your physical health.
24. HINT: Be honest with yourself! It's only by giving yourself the gift of self-honesty that you can
truly take your life to the next level. Lying to yourself-or even "slightly exaggerating" the truth- might
feel good for the moment, but ultimately denigrates the quality of your life. And, it is by being honest
that you gain the drive to follow through. No one is perfect-and this exercise will give you a great
overview of where you might want to start to take your life to the next level. Answer This Question
Imagine drawing a line across each section, rating yourself on a scale of zero to ten, and coloring in

each section to get a true picture of where you really are in each area. And then answer this
question: If this were a tire on my car called Life, how would my car run? How would you do even at
10 mph? How would you do as an achiever going 100 mph? If you are like most people, your car is a
little out of balance and it's going to be one heck of a bumpy ride! The same is true of your life: when
your life is out of balance, you tend to experience more bumps in the road. You can still achieve your
desired destination, but it's going to take you longer and the ride isn't going to be as smooth or fun!
So, if you don't like the shape of your wheel, remember that this is a very natural feeling. One of the
beautiful things about the human spirit is that no matter what level we've already achieve in our
lives, we are constantly striving to become more. The secret is to find the appropriate balance
between appreciating where you are and taking your life to the next level. Dissatisfaction is the first
step to fulfillment. It's now time to take that dissatisfaction and turn it in to drive to create what you
desire and deserve in all the areas of your life that are important to you. The balance in life is
between satisfaction and dissatisfaction and between fulfillment and drive. The ideal state is to be
happy and driven, where you have enough satisfaction to enjoy where you are (who you've become,
what your life is like, the process you're in) and feel enough dissatisfaction to want more, to feel the
drive to grow and contribute. My Life This next section is perhaps the most important section in your
RPM software because what you are doing is putting the stakes into the ground and deciding what
areas of your life you are committed to
25. focusing on and improving on an ongoing basis. Once you have completed this section, you will
be reviewing it every week before you create your weekly plan to make sure that you are on track. To
make it simple, we are going to divide your life up into two main areas: your personal life and your
professional life. We call these Areas of Management because they are specific areas of your life that
you are going to manage on an ongoing basis. Within each of these areas of management, we are
then going to decide on the specific categories you are going to consistently focus on and improve, or
your Categories of Improvement. Personal Categories of Improvement Let's start with your personal
life. What are some of the areas that you believe you must focus on and constantly improve in order
for your life to be successful and fulfilling? (HINT: See below and the following page for some
examples): HINT: There is no right or wrong number of Categories of Improvement! Some people
might have 10 or 12 areas of their personal lives that they want to focus on whereas others may have
only four to six areas. In general, most people have eight to 10 Personal Categories of Improvement.
However, what's most important is that you create categories for all of the parts you want to focus on
in your personal life.
26. Some Examples ... Tony Robbins Paige Anderson Jane Carter Henry Thompson Physical Power:
World- Class Health & Fitness Health-"Buns of Steel" Emotional Fitness Health & Vitality Emotional
Juice Fun-"Fun was had by all" Family Heart & Soul Personal Growth Outstanding Family Life Family &
Friends-"The Buddy System" Physical Prowess Family Extraordinary Friendships Community-"What
can I give?" Forever Friendships Fun Absolute Financial Freedom Financial -"Show me the Money!"
Home Sweet Home Long-Lasting Friendships Renaissance Man-CANI! of AJR Gracious Giver Financial
Freedom Creator of the Good Life Wealth Wizard Emotional Well-being Extraordinary Community
Leader & Contributor: Force for Good Spiritual Soul Spirit & Soul: Force for God HINT: Remember the
Power of Language: Notice how Tony spiced up the names of his Personal Categories of Improvement
by using language that inspired him. Take a moment to refine your categories so that the titles of
them are juicy for you -- use language that causes you to want to spend time in each of these areas
of your life! Professional Categories of Improvement You've probably noticed that most people's
personal categories are very similar - people usually have categories surrounding their health,
finances, family/relationships, emotional well-being, spiritual growth, etc. On the professional side,
however, people sometimes get a little overwhelmed at first because it can be more difficult to
organize your professional life into distinct categories. To help you, we recommend two things: First,
remember that you don't need to do this perfectly! Second, take a look at some of the examples
we've included for you. You may start to see some patterns that might apply to you. HINT: Again,
there is no right or wrong number of Categories of Improvement! Some people might have 10 or 12
areas of their professional lives that they want to focus on whereas others may have only 4-6 areas.
In general, most people have 8-10 Professional Categories of Improvement, however, what's most
important is that you create categories for all of the parts you want to focus on in your professional
life. Some Examples ... Jolie Jenkins, Actress Danielle Cross, Homemaker & Mom* Margaret Lewis,
Purchasing Manager
27. Maximizing Current Jobs-Acting Roles Quality Kid Time! Team Manager (Purchasing Team)
Obtaining New Jobs-Auditions Outstanding Meals & Nutrition Communications Master Management of
Jolie, Inc.- Managing my managers & agents Captain of Cleanliness Lean, Mean, Buying Machine Everexpanding Acting Skills- Ongoing training of my voice, etc. Lightning-Speed Laundry Secure &
Maintain World-Class Vendors Networker Extraordinaire- Constantly expand my identity Nurturing of
Danielle, Inc. Product Quality Control Home Improvements Manage & Master Costs Great Neighbor
Relations Proactive, Superior Customer Service Fantastic Family Fun CANI! Any Aspect of the Business
Look for Patterns: People usually have a category about maximizing their output or production (sales
numbers, acting roles, etc.), improving their own skill sets in their job (for example, ongoing training),
building their identity (through networking, building relationships with other important team
members, and so on), communications (including empowering teams, managers, etc.), and
supporting clients and costs. * If you don't work full-time, can you still treat your home like a business
just as Danielle has done above? Might this increase not only your effectiveness, but your fulfillment?

Spicing up Your Categories with the Power of Roles Let's take a moment to add some emotional power
to your categories by spicing them up with some roles! For each category, what are the specific roles
you play? Who are you in each of these categories of your life? For example, perhaps your category
title is "Financial Wizard," but within that category, there are several roles you fulfill, such as
"Protector of the Family Assets," "Investor Extraordinaire," and Budget Master." There are two reasons
for adding roles to each of your categories: 1. To ensure that each of your categories has all the
appropriate textures. If you are simply focused on outstanding finances without a sense of the roles
you play in that category, you may not consistently focus on all the pieces of this category that are
important to you - such as investing, saving, budgeting, asset protection, or even saving for the
purchase of fun toys or vacations. 2. To give you more emotional "juice" and fulfillment. For example,
there is a difference between focusing on a Category called "Family" and focusing on a Category
called "Family" with the following roles added to it: Outstanding Parent, Best Friend, Extraordinary
Spouse & Lover, Amazing Son, and Sibling You Can Count on. Adding roles to your categories will give
you more drive and purpose to follow through.
28. Your Vision for Success To maximize the results you achieve in each of your Categories of
Improvement (Personal and Professional), you will create your vision for each of these Categories. You
will come back to this vision every week to inspire yourself, keep yourself associated to the reasons
this is important, and to use it as a checklist of all the results you are committed to achieving in each
category. Then you can make sure, as you create your weekly plans, you are on target in each of your
categories. There are three pieces to define for each of your categories: Your Ultimate Vision Your
Ultimate Purpose Your Roles Most people spend one to three hours completing a vision for each
category. The best use of your time might be to complete one category per week, taking several
weeks to finish. You will want to review your categories every year and perhaps make some minor
changes as well as set new results/outcomes for that year, but once the overall vision for each
category is complete, you are finished with it! The Time of Your Life (Anthony Robbins' ten-day
instructional program designed to walk you through the entire RPM system) can help you with this
task. At the end of Day 4, Tony walks you through a process that helps you envision each category
and define, by answering a series of questions, each of the seven components of your vision. To
purchase The Time of Your Life, contact us at productsales@tonyrobbins.com, or click over to
www.tonyrobbins.com, and click Visit Tony Robbins.
29. INTRODUCTION MORE TIME Outcomes/Results for this section 1. To teach you the mechanics of
the RPM system so that you know the practical steps to creating plans for your weeks, days and
projects. 2. To give you a fundamental skill for reducing stress - the power of "chunking" - that will not
only be useful in using the RPM system, but that will support you in many other contexts in life. 3. To
teach you the 5 Master Steps of Planning, which provide the foundation for planning anything. 4. To
give you a sure-fire method to plan your weeks - the Weekly Planning Process - that will ensure that
you stay associated to and follow through on the vision for your life (your life plan) that you worked
so hard to create in the last section. 5. To ensure you understand and are excited that once you
complete this section, you are ready to go - all that remains after this is the detail of walking through
your actual RPM software planning steps - you will already know how the system works! 6. To help
you get associated to the power of this system, how it works and why it is much more powerful than
a simple to-do list. Purpose of this section 1. Because now that you understand the psychology of
RPM and are emotionally associated tyour overall vision and purpose in life, the mechanics will make
a lot more sense! 2. Because "chunking" is not only fun but, used effectively, is one of the premier
tools for reducing stress and managing anything. 3. Because once you understand the 5 Master Steps
to Planning, you will be able to apply it to and plan anything! 4. Because we want you to start to see
how it all fits together and have the sense of completion of truly understanding this system! 5.
Because the Weekly Planning Process is the fundamental place where dreams are turned into reality where your life plans are converted into action.
30. Transforming Stress into Success: The Power of Chunking Chunking: Grouping together
information into ideally sized pieces so that they can be used effectively to produce the results you
want without stress or overwhelm. The most stressful moments are those in which we feel we simply
have too many pieces to focus on. In fact, stress is often equated with the word overwhelm, which,
according to Webster's College Dictionary, is defined as to overpower with superior force or numbers.
Our minds have the ability to take any experience in life and pull it apart into a million pieces - or to
tie it all together into one piece. For example, if you take on a project and try to do the whole thing all
at once - to eat the whole whale in one bite - you're going to be a bit overwhelmed! Similarly, if you
take a task and make it into too many small steps, it's equally daunting, overwhelming and
frustrating. The number one skill that will allow you to succeed at anything and not be stressed in the
process is the ability to take a variety of action items and group them together so that they help you
achieve a common outcome/result - chunking. Most people are only able to focus on a limited
number of things at one time. For example, when most people are learning, they tend to remember
things that are grouped into threes. In fact, how do most people count? One, two, three many!
Anything above three things becomes too much for us to remember. There are examples of this
everywhere in our society: Most people have three names: first, middle, last. Most phone numbers
are grouped in series of three numbers: 800-555-1212. Most addresses are chunked into three lines
- and the third line is even chunked into threes: John Q. Public 123 Main Street Anytown, Anystate
00010 Most web addresses are in chunks of three: www.webaddress.com. Most symphonies are
chunked into three movements. Traffic lights are set up with three chunks: green, yellow and red.

Even RPM is chunked into three questions for you: (1) What is the Result I'm committed to achieving?
(2) What is my Purpose? (3) What is my Massive Action Plan? RPM is a Visual Chunking System What
makes RPM effective is that it is a Visual Chunking Device - a fancy way of saying that the way the
RPM Blocks are organized on the page or screen is critically important to help you maximize the
system. At its essence, an day's MAP is simply a group of RPM Blocks related to the Results/Outcomes
that are most important for that day.
31. Similarly, a Weekly Plan is a group of RPM Blocks related to the Results/Outcomes that are most
important for that week. And a Project Plan is a group of RPM Blocks related to a specific subject - an
Ultimate Result and an Ultimate Purpose you are committed to achieving. Now that you understand
what an RPM Block is and have a sense of where we are going, let's look at the Five Master Steps to
Planning. These Five Master Steps will show you how to put it all together - how to walk you through
the process of converting your vision into real, scheduled, actionable RPM plans.
32. The 5 Master Steps of Planning There are three main places where you create your RPM Plans:
Your Daily Planner, Your Weekly Planner, and your Project Planner. Whether you are planning a day, a
week, or a project, the Five Master Steps of Planning are the same. Step 1: Capture Ideas, Wants, &
Needs Step 2: Create Your RPM Master Plan Step 3: Commit to Block Time & Resolve Your Musts Step
4: Schedule Specific Time to Work on Your Results Step 5: Complete, Measure & Celebrate Your
Results Before we delve into some specific examples, let's first look at an overview of these five
steps. After the overview, we'll walk through the specifics of how to use these five steps to plan your
day, your week, and your projects. Step 1: Capture: your ideas, wants and needs This step of
planning is something most people are already familiar with - it's nothing more than quickly
brainstorming anything you think you need to do. This doesn't need to be in any particular order.
Simply type in the errands you you need to run, phone calls you need to make, projects you want to
complete, etc. This Capture list will become the foundation upon which your plan is created. HINT: If
you want to sit down and capture everything you need to do in one sitting, that's fine, but you can
also quickly jump to the Capture section of your Day, Week, or Projects any time you think of
something you need to do and enter it. This way, if you think of something in the middle of the day,
you can take two seconds, enter it and then forget about it until you sit down to create your plan.
Step 2: Create your RPM MAP (Massive Action Plan) This step of planning is the process of turning
your capture list into RPM Blocks. To do this, you will look at your capture list for your day, week, or
the project you are working on, and start to notice relationships between some of the items. As you
do this, ask yourself the following questions: What is the most important RESULT or OUTCOME that I
must produce in order for this day (week/project) to be both successful and fulfilling? What is my
PURPOSE? Why do I want to do this? What will it give me? What specific actions do I need to take to
achieve this result or outcome? What is my MASSIVE ACTION PLAN OR MAP? Step 3: Commit to block
time and resolve your 'musts' No plan is worthwhile unless you bring the emotion to the plan that will
make it happen: Commitment.
33. For each RPM Block (or if you prefer, each Action item that's part of each RPM block), you MUST
take a moment and commit to blocks of time when you will work on it. For example, look at your
week and decide in advance which day you will work on each item and for how long. Step 4: Schedule
It! Once you've committed to blocks of time when you will work on your plan, you can schedule
specific times in which you will do it. There are two steps to completing your time schedule: 1. Enter
the times of all the specific appointments and meetings that you have committed to (these are times
that cannot fluctuate and must happen at a specific time-i.e. doctor's appointment, meetings, etc.). If
you want, you can even schedule time when you sleep, do your morning routine, etc. Just write "DR,"
which stands for Daily Routine. 2. Block out chunks of time when you will work on your RPM blocks.
Step 5: Complete, Measure & Celebrate! Step five is called C-M-C: Complete what it is you're going
after to get your result, Measure whether you're on track or not, and then Celebrate your results your victories, your magic moments, your accomplishments. Here are the specific steps you will take
at the end of each day (week/project): Go through each of your RPM blocks. For each action item in
every RPM block, note its status (In Progress, Done, Abandoned) Take a moment to capture
everything that you've achieved and celebrate it. Also, think about any of the special moments - or
what we call "Magic Moments" - that you want to include. We've even given an entire screen in the
Journal section of your software just for recording Magic Moments and achievements. This process is
vitally important to your planning for two reasons: You cannot manage what you don't measure. By
checking in on a daily basis (or at a minimum a weekly basis), you will know where you are on track
and where you're not so that you can correct your course a lot more quickly. You must keep score of
your wins. So often people walk through their lives not realizing just how much they are
accomplishing, giving, experiencing-how much is really great in their lives if they just take a moment
to stop and appreciate it. Think about it: if an RPM block, or a project plan was important enough for
you to do, then it's worth taking a moment to think about what it is you gained from the process, isn't
it? Tips for Planning Your Ideal Day The first thing to do: check your Monthly Calendar for an
overview of your time. Remember that, for the Daily Planner, Steps 3 and 4 occur on the same
screen (Schedule). You will enter the block times during which you've committed to make progress on
specific Results/Outcomes, and you will enter in the scheduled times for things that must occur at a
specific time.

34. Your Daily Plan is actually the last set of screens that you will use. You start at the level of your
Life Plan (Your Categories & Projects), then your week and then your days. So let's now take a look at
how to use your Weekly Planner
35. How to Plan Your Ideal Week REMEMBER: To create your weekly RPM plan, you will follow the
same Five Master Steps of Planning. Here is an overview of how you use these five steps to plan a
week. Step 1: Capture Ideas, Wants & Needs Step 2: Create Your MAP (Massive Action Plan) Step
3: Commit to Block Time & Resolve Your "Musts" Step 4: Schedule It: Imagine & Anticipate the
Results & Rewards Step 5: Complete, Measure, Master & Celebrate Your Results! STEP 1: CAPTURE:
Ideas, Wants & Needs Anytime during the week that you think of a phone call you need to make or an
action item you need to do and you don't already know the specific day you are going to do it, enter
it onto the Weekly Capture screen. Then you can let go of it with the confidence that it will be there
waiting for you when it's time for you to plan your week. Then, once a week when you sit down to
create your Weekly Plan, you will add to this capture list by brainstorming any additional outcomes,
actions, projects, calls or communications that need to happen that week. If I'm capturing something
I know I need to do the following week, why would I put it on my Weekly Planner instead of entering it
on the Capture screen of my Daily Planner? What if I think of something I need to do not next week,
but the week after next? Step 2: CREATE your MAP (Massive Action Plan) This is the same process
that you used to design your day: You review the items you've already captured in Step 1, and create
RPM blocks for your week. Again, to do this, you'll look at your Capture list and ask yourself the
following questions. 1. What is one of the most important results/outcomes I must produce this week?
2. Why do I want to do this? What is my purpose? 3. What actions must I take in order to achieve this
result? Then, after you've created your first RPM block, you'll review the remaining items on your
capture list and ask yourself the same three questions again: 1. What is another one of the most
important results/outcomes I must produce this week? 2. Why do I want to do this? What is my
purpose? 3. What actions must I take in order to achieve this result? You will continue this process
until two things have occurred: First, your capture list is empty;
36. Second, you are certain you have created RPM blocks for all of the most important results you
need to produce that week. To complete this step, you will then go back through all your RPM Blocks
and number each block in order of priority (so that you know which RPM blocks are most important
for you to achieve that week). I have some actions on my capture list that seem to be random - at
least, they are unrelated to any specific result. What do I do with them? This process makes sense to
me, but I don't understand how any of this planning relates to the life plan I created in the previous
section. How can I make sure that I am making progress on all of my Categories of Improvement?
How do my weekly plans relate to my daily plans? Once I've completed my plan for my week, how
does this translate into my day? Step 3: COMMIT TO BLOCK TIME & Resolve Your "Musts" In this step,
you'll create your weekly time line by committing to blocks of time during specific days of the week
that you will work on each RPM Block (or if you want, you can commit time for all of your Must actions
in each RPM Block). By deciding which days you are going to work on these specific
Results/Outcomes and Must actions, and then committing a certain number of hours to work on them
each day, you will be able to see the big picture. You'll see how many hours of work you've
committed for each day, which days may be overloaded and which days may be a bit light. This will
help you balance your week before you actually start to create your daily schedule. It will also ensure
that you allow enough time each day to focus on and achieve what's most important, not letting
various interruptions throughout your day take over. Step 4: SCHEDULE IT: Imagine & Anticipate the
Results & Rewards Step 4 is perhaps the most important step in the Five Master Steps of Planning.
The reason is that you could have the best plan in the world, but if you don't schedule a specific time
during which you will take action on this plan and lock it in, chances are it won't happen. At the
weekly level, you complete your schedule by looking at your weekly plan (your commit section) and
locking in the specific days you are going to work on each of your RPM blocks. Step 5: COMPLETE,
MEASURE & CELEBRATE YOUR RESULTS! At the end of each week, you'll want to look at your Weekly
Plan to determine how many of the RPM Blocks you've actually completed. To do this, you'll use the
same key to measure every action item as when you plan your day: 1. For any items that you didn't
complete that you want to transfer to the next week, take a moment to transfer them to your Weekly
Capture for the following week to make sure this gets done.
37. 2. Once you have measured your plan to determine what you completed, what's still in progress,
those items you discovered you didn't need to do, and those items that you want to transfer to the
following week, take a moment to really learn from your week and celebrate your results. To do this,
open your Journal screen and answer the following questions: o What did I achieve this week? What
did I do well? What did I accomplish that I am proud of? How did this week serve to enhance the
quality of my life? What were some of my magic moments - memories that you will cherish for weeks,
months or years to come? o What did I learn from this week? If I didn't get as much accomplished as I
expected, why not? Were my purposes compelling enough to drive me to follow through? Or, did I
simply have more RPM Blocks than were realistic for me to really accomplish this week? In the end
our lives are nothing but a series of moments. So, taking the time to really associate to these
moments, to look at what was really great as well as some things that may have been challenging for
you, is what will ensure that you experience a life of meaning and lasting fulfillment. This is one of
the most important processes in the entire RPM system because it's what allows you to learn and
grow from your past as well as to really celebrate your wins at the deepest level. The Five Master

Steps: Planning Your Ideal ... Using Project Plans as Pathways to Power The speed at which you create
your RPM plans increases geometrically once you begin to use this system. The reasons for this are
two-fold: 1. You are constantly not only improving your speed at doing your plans, but as the RPM
thought process becomes second nature to you, you will be thinking and creating plans at lightning
speed. 2. Often you will create a plan - an RPM block, a plan for your categories, or a plan for a
project - that you will be able to use again and again. This is because the same kinds of
Results/Outcomes tend to show up in your life consistently (especially those related to your
categories of improvement). Capitalize on plans that have already been created - your own as well as
other people's plans. If someone you know has created a project plan to help him or her lose weight
could you use this same plan as a basis with only a few modifications? If so, it is a Pathway to Power:
a pathway that has already produced results that you or anyone else can use to accelerate not only
the pace at which you complete your RPM plan, but the speed with which you produce the result.
HINT: If you have access to the person who created the original plan, you might also want to ask
them what was great about their plan as well as if there is anything they might do differently in the
future. By modeling their success, as well as their learning experiences, you can literally compress
time. Summary
38. One of the most important principles of RPM Planning is that it is a top-down planning system. To
be effective - and, most important, fulfilled - you must start at the level of your vision for your life and
your life plan. From there, you will go to your Categories of Improvement and your Vision for each
Category. From there, you will define your yearly and quarterly Results/Outcomes. And, from there,
you will finally complete your RPM plans for your week and for your day. The single biggest error
people tend to make in their planning is to focus on what it is they need to do on a particular day
before they've first re-associated to the big picture of what their life is about. Following the Weekly
Planning Process will ensure that you do not make this error! Your Hour of Power The Weekly Planning
Process is perhaps the most important piece in the entire system because it is the very thing that will
ensure you are using and incorporating all of the elements of your life plan, your projects - everything
that's most important to you - in your day-to-day life. The process will take about an hour to an hour
and a half to complete (keep in mind that it will likely take a little longer the first few weeks that you
do it). Step I: Connect to your Driving Force: 5-10 minutes You begin the process by reviewing the
Driving Force section of your RPM Software. Read through your ultimate vision and ultimate purpose
for your life, your identity, your code of conduct, your values and virtues, and your passions. Stop for
a moment and think about what these things mean to you in your life. Step II: Own your Roles, Goals,
and Resources: 10-15 minutes Next, review the My Life section of your RPM Planner. Read through
each of your Personal Categories of Improvement and Professional Categories of Improvement.
Specifically look at your vision for each of these categories, the roles you play in these areas and the
specific Results/Outcomes you have committed to achieve over the next year. Step III: Create your
RPM Plan for an Outstanding Week: 30-45 minutes This is where you do most of your planning for the
week. There are four main parts to this step: 1. Learn from the past: Review last week's RPM plan to
determine your top 10 to 12 accomplishments as well as the most important things that needed to
get done and didn't. 2. Review your RPM Project Plans to determine which RPM Blocks, if any, you
need to make progress on or complete this week. 3. Follow the 5 Master Steps of Planning for your
week.
39. Step 1: Capture (As you brainstorm, be sure to transfer over the items that your review indicated
need attention this week.) Step 2: Create your RPM Master Plan Step 3: Commit Step 4: Schedule
Step 5: Celebrate 4. Review your RPM Weekly Plan and decide upon the most important three to five
Results/Outcomes that you need to focus on this week. (We recommend that you chose three from
your professional life and two from your personal life.) Step IV: Set Yourself Up to Win So often in
planning people lament that, "I had my plan completely done and then something outside of my
control changed and I wasn't able to complete my plan!" This last step is like an insurance policy to
help protect you when the inevitable challenges do arise. First, schedule your most important
Results/Outcomes (from the step above) in your Daily Plan. Second, take a moment to think about the
challenges that might come up. For example, an employee might call in sick, or your brother is
coming to town and you know this will create interruptions, or you might be called into an important
business meeting. If you realize that something you've already planned might be a challenge,
consider adding a second time to work on it, knowing that it's likely you'll need to change the time.
Scheduling the most important things first helps insure that they will not be affected by anything new
that comes up. Giving you room to move things around, gives yourself a much better chance of not
only completing your most important Results/Outcomes, but also enjoying the process as well.
Schedule Specific Time to Complete Your Hour of Power! Take a moment right now to put the stakes in
the ground and commit to a specific time each week for doing this planning process no matter what.
We recommend one of two times: Friday afternoon (so you can enjoy your weekend knowing things
are set for the following week) or Sunday afternoon or evening (so you can begin your week by
associating to what it is you want to accomplish). Power Strategies Share your Life Plan as well as
your Categories of Improvement, Roles, and Projects with those closest to you.
40. This is effective both in your personal life (so that your friends and family know what is most
important to you and can support you if start to get off track!) as well as in your professional life (so
that your co- workers and boss can help ensure that your personal outcomes are consistent with your
professional outcomes). Find a buddy with whom you can share the process. You can support each
other by: Checking in once a week to make sure you each completed your Weekly Planning Process

Reviewing each other's plans Giving each other feedback Encouraging each other Sharing
Pathways to Power. Share the entire RPM Block or Project Plan with your "leveragee" when you
leverage an action item to someone. Remember, you want to teach those around you to think in
terms of Results/Outcomes as well. Also, by being clear about the specific Result/Outcome you are
committed to achieving, the person you leverage things to might have additional ideas about how to
achieve the result more quickly, more effectively, and with the use of fewer resources. Deal with
phone calls by using these two effective strategies: If calls come in to you on a regular basis that
you need to track, be sure to record them in the Communications Log section. If you call someone
and are unable to reach them, enter this fact in your Communications Log as well. Keep track of juicy
words! When you find words that create emotion for you, you might want to keep track of them in
one place so that you can refer to them when you create your plans (you might enter them in your
Journal). Usually you will find patterns in the words that consistently have the power to move you
emotionally and create drive so you want to capitalize on them as much as possible. At the end of
each day, take a moment to ask yourself the question "Who was I today? How has this day added
value to my life and the lives of others?" Remember, who you are is much more important than what
you accomplished. Scheduling RPM Plan Updates There is no right or wrong schedule for updating
your RPM. We offer the following as a guideline. Once Per Week: Complete the Weekly Planning
Process to create your plans for your week (and then the night before or morning of, create your RPM
Plans for your day). Once Per Month: Review all your Results/Outcomes for each of your categories
and set new Results/Outcomes for the current month.
41. Review your month. Record everything you accomplished this month, everything you failed to
accomplish, and any Magic Moments you want to remember. Record all of your Results/Outcomes
for the next month. Once Per Quarter: Review all of your Results/Outcomes for each of your
Categories of Improvement: Record everything you've accomplished that quarter in this category.
Record all of the results/outcomes that you are either behind on or failed to accomplish this quarter.
Update or create a new set of results/outcomes for each category for the next quarter. Review all
your projects. Note where you are on track and where you might be off track, and modify accordingly.
Decide if there are any new Project Plans that you need to create in order to stay on track in each of
your categories. Once Per Year: Review your Driving Force. Refine your Ultimate Vision, Ultimate
Purpose, Identity, Code of Conduct and Values and Rules. Review all of your Categories of
Improvement (personal and professional). Add, delete or modify your categories if necessary for the
coming year. Create a new vision for new categories. Review all of your Results/Outcomes for each
of your categories and set new Outcomes/Results for the new year.
42. Checklist for the Five Master Steps You can print this page to serve as a reminder. Step 1: Capture
Did you thoroughly exhaust your list of actions, communications, etc. that you need to do?
(Remember, this is just a place to dump ideas - to get them out of your head - so you can then create
your plan.) Step 2: Create your RPM Master Plan Result/Outcome Is your result/outcome specific and
measurable? Could it be made more specific? Does it require more just one Result/Outcome to
achieve your ultimate result? (If it requires more than one, this is a PROJECT and will most likely
require more than a week or month to complete. Start a Project Plan now to improve the quality of
your life.) Does it contain words or phrases like "create, establish, determine, begin, resolve,
maintain, or make major progress on?" Purpose Does your purpose give you the necessary drive to
make you want to follow through? Is it emotionally compelling? Does it use 5 words that give you
more juice? (Ask yourself: Why do I want this? What will it give me and others? How will it make me
feel?) Did you include the Role this Result/Outcome fulfills? Massive Action Plan (MAP) Are your
Actions specific activities that you could follow through on today? Are they clear enough that anyone
else could pick up your RPM Block and complete them? Is your action item ruthlessly specific? Does it
specify who, what, where, when, and/or how? Step 3: Commit to Block Time Did you even do this
section? Remember, unless you commit your time and schedule it, you will not follow through! Did
you list each of your Results/Outcomes and then the most important Actions under each? Step 4:
Schedule it Did you put those items that have to happen at specific times first? These are items that
must occur at a specific hour and cannot fluctuate. Did you schedule blocks of time to work on
specific RPM Blocks based on your Commit section? Step 5: Complete, Measure & Celebrate Are you
following through and actively making progress on your plans each day? At the end of each day, did
you review your RPM plan and mark items that are done, leveraged, in progress, moved or abandon?
You cannot manage what you don't measure! Did you capture your accomplishments, Magic
Moments, and anything you could learn from for the future? Remember to celebrate your wins along
the way.
43. Common Mistakes Don't expect to be perfect! Remember, planning your life is an art, not a
science. If you are having challenges, however, it may be because you are falling into one of the
common pitfalls outlined below. Pitfall Solution Writing very long Action items. Remember, RPM is a
visual chunking system. Part of its power is this visual organization. If your Actions are too long, you
won't be able to see your RPM blocks as individual units, and the Actions will look more complex than
they actually are. Brevity is power! Including the items you've leveraged when you dial in duration
times. This is one of the fastest way to cause yourself to feel overwhelmed! If you leverage the action
item "File RPM Project Plans" to John Smith, it might take you 10 minutes to explain to him what to do
and to follow up to make sure he completes it, but it might take John Smith 30 minutes to actually
complete the action item. So you should dial in just 10 minutes, not 40. Not being specific enough
with your Result Commitments/ Outcomes. Did you use powerful, specific verbs such as "create,"

"establish," "determine," "begin," "resolve," "maintain," or "make major progress on?" Are you listing
a specific, measurable result such as a date by which you are committed to achieving it? Is there a
specific way to measure if you've achieved it? Note the difference between "To become more fit and
healthy" and "To sculpt my body into a 125 lb, 18% body fat, energetic, vibrant, strong, and beautiful
woman by May 30, 2001." Not using language that moves you emotionally in your Purposes.
Remember, sometimes a 5 word has a lot more power to move you emotionally than a seemingly
more sophisticated 50 word. There is no right or wrong answer to what belongs in your Purpose - as
long as you use phrases that drive you to want to complete the result. For example, "To foster a
competitive spirit in the jurisdiction in which I work" may not move you as much as saying, "To kick
butt, take names, and leave a legacy in this industry!" Not writing purposes at all! We call this
'Rmmmm' (for Result/MAP) - the sound your car engine makes when it's trying to start but it doesn't
have any gas. The Purpose is what will give you all the excitement and drive you need to follow
through. This is particularly important when the going gets tough and the inevitable challenges come
up. You must take the time to complete Purposes that compel you if you want to be fulfilled in the
process. Not being specific in your language of Action items. Test your Actions. If you gave one of
your Actions to a total stranger, would he or she understand it? Would he or she be able to complete
it without further instruction from you? Putting too few Actions in your RPM Blocks; creating too many
Do most of your RPM Blocks contain only two or three Actions? If so, you may be over-chunking,
which creates too many RPM
44. RPM Blocks. Blocks. As a general rule, you should have at least three Actions in an RPM Block;
more often, you'll have five Actions per RPM Block. Look at your RPM Blocks. Can any of them be
chunked or grouped together into a common outcome/result? Managing your life by Projects.
Remember that RPM is a top-down planning method. You always want to start at the level of your Life
Plan and your Categories of Improvement and then work your way down into your Project Plans,
Weekly Plans, and Daily Plans. Committing every single Action on your Commit screen. Try
committing only your Result/Outcome and the Must Actions. This will allow you to chunk your plans at
a little bit higher level so that they feel less overwhelming to you. Creating too many Projects. You
may be over-chunking - creating Projects where a simple RPM Block will suffice.
45. Frequently Asked Questions What's the difference between a Category of Improvement and
Project? Or between a Project and an RPM Block? Or between an Action and a Result? How many
RPM Blocks should I have? How many Actions should I have in a typical RPM Block? What does RPM
really stand for? Is it the "Rapid Planning Method" or "Results-Focused, Purpose-Driven, Massive
Action Plan?" What's the difference between an Outcome and a Result? When I'm creating my
RPM blocks and I'm prioritizing the individual action items, am I prioritizing them based on which is
most important to accomplish, or based on the order I'm going to do them in? It seems like RPM
takes a lot of time to learn and use. Why should I spend the extra time to do this? And why do you
say RPM is the fastest way to results? What is the difference between a Result/Outcome and a
Purpose? How do I schedule projects from Weekly to Daily more efficiently? I'm already
overwhelmed! The RPM system sounds fabulous, but what an incredible amount of work. What's the
difference between a Category of Improvement and Project? Or between a Project and an RPM Block?
Or between an Action and a Result? Categories of Improvement If there is an area of your life
(personal or professional) that requires consistent focus and improvement, then it's a Category of
Improvement. This is an ongoing focus in your life and likely extends throughout a quarter, year, or
longer and has several projects associated to it. Projects If there are multiple results or outcomes
required in order to achieve the result you're ultimately after, then it's a project. Most likely, this will
require more than a week or even months to accomplish. RPM Block If the result you're after requires
more than one action, at a minimum, it's an RPM Block. Most likely, this can be done in a day or a
week. Action Item An action item is one, simple, specific, measurable task that you can take today.
The true test of a well-formed action is that you should be able to give it to a total stranger and they
should be able to complete it without any further clarification from you. How many RPM Blocks should
I have? How many Actions should I have in a typical RPM Block? While there is no absolute, as a
general rule most people have:
46. Six to eight RPM Blocks in their Daily Plans Eight to twelve RPM Blocks in their Weekly Plans
Eight to twelve RPM Blocks in their Project Plans (although this tends to vary more widely depending
on the scope of the project) Four to Six Actions in their RPM Blocks (fewer than three Actions is not
really enough for a complete RPM block - if this is the case, look for other ways to chunk your actions
together into a related Result/Outcome) What does RPM really stand for? Is it the "Rapid Planning
Method" or "Results-Focused, Purpose-Driven, Massive Action Plan?" The answer is: Both! The name
of this life management system is the Rapid Planning Method, or RPM for short. To make it simple for
you to remember, however, we've also made the steps of RPM coincide with the initials of the name
of the system: the Result you are after, the Purpose that will drive you to follow through, and your
Massive Action Plan (or MAP) to give you the specific steps to achieve your result. Also keep in mind
that RPM is a life management system and not a time management system. This is an important
distinction because the most important thing for you to focus on in the process is what you want for
your life before you even begin to plan how you want to spend your time. What's the difference
between an Outcome and a Result? First, a little background: Originally, the name of the RPM system
was OPA, which stood for Outcome-Focused, Purpose-Driven Action Plan. When we first started
teaching the OPA system, however, we began to notice three things: People were having a little bit
of difficulty coming up with Outcomes that were very specific and measurable - they were emotional,

but tended to be a little more general in nature. People sometimes were confused by the difference
between an Outcome and a Purpose. When we began saying that an outcome is really a specific
result that you are committed to achieving, people instantly understood the difference. People tend
to have a stronger level of resolve about going after a result they are committed to vs. an outcome,
primarily because the word "result" connotes a more definitive resolution. For these reasons, we
changed the name of the system to RPM. But after all that, we realized that sometimes Outcome is
simply the better word, so we decided to use both. The best way to keep the two words straight is to
ask yourself: "What is it that I really want?" "What is my real Outcome?" "What is the specific,
measurable Result I am committed to achieving?" When I'm creating my RPM blocks and I'm
prioritizing the individual action items, am I prioritizing them based on which is most important to
accomplish, or based on the order I'm going to do them in?
47. The answer to this question is to some extent based on personal preference! The way we teach
the system is for you to number your actions based on priority rather than order. The reason for this
is that the RPM system is always based on having you focus first on what's most important to you.
And, another word for priority is "importance." It's very possible that the item you will probably
complete last on your list (because sequentially you may need to do some of the other things first) is
actually your highest priority and it's important to remember that when you are working on your plan.
Most often, however, the priorities usually end up coinciding with the order in which you need to
achieve them. The bottom line is that if you prefer to work based on the order in which you need to
achieve them, you will still get the same result. The most important thing is that you stay focused on
your result/outcome first and that you stay associated to your compelling purpose. It seems like RPM
takes a lot of time to learn and use. Why should I spend the extra time to do this? And why do you
say RPM is the fastest way to results? RPM is a unique philosophy and learning new ways of thinking
always take more time. Usually, however, if someone is really struggling with this issue it's because
they are missing just a couple of key distinctions that will allow them to maximize their results and
time using this system. There are several things you need to keep in mind. 1. RPM does take a little
extra time to master -it's like learning to drive a stick shift car. At first, you have difficulty focusing on
all the different elements-the stick shift, the clutch, steering, watching the road, etc.-but once you
master it, it becomes second nature to you. You ultimately get to the point where you can not only
drive the stick shift car effortlessly, but you can also talk on the phone, listen to the radio, drink your
coffee, etc! And, the truth is that this system may take you a bit longer to use even once you've
mastered it because hopefully you are taking the time to complete all the components. Usually the
things in life that have the most meaning and the highest rewards are the things that require a little
more effort our part. The reason we call it the Rapid Planning Method, however, is that when you are
using the system consistently, it will absolutely accelerate the pace at which you achieve the results
you want most. Because you will be absolutely clear about what it is you want and why you want it,
you will become more focused, more passionate, more committed, more resourceful, more flexible,
and more fulfilled in the process. When you do this, you begin to create an unbelievable momentum
in your life. The rewards for living this way are unimaginable. Since you've made this investment, you
obviously see the value in the system. What we recommend is that you use the system for 30-days,
as once you do, you will have not only mastered the use of the system, but you will have formed the
habits that will ensure you consistently follow through for a lifetime. 2. Invariably, if someone is
having difficulty with the system, it's because they are spending most of their time in their Weekly
and Daily plans, or worse yet, they are starting there every week. One of the most important
characteristics of the RPM system is that it works top down. It's critically important that you begin
each week by re-associating to your life plan-what your life is ultimately about, who you are and who
you are becoming, the categories of your life, the roles you play, etc. Then, your weekly and daily
plans will contain the fun, the joy, and the fulfillment you not only desire, but that you deserve.
48. 3. Remember, time is nothing but an emotion or a feeling. The way to have time speed by and
feel euphoric is if you are focused on what's most important to you in your life. The joy in life comes
from the process of knowing that we are making progress in the areas that matter to us most. In the
beginning, you will likely not have all of your project plans done, or perhaps even all of your
categories specifically defined. As a result, what many people invariably do is they begin to do all of
this at the level of their weekly or daily plans. Then, their weekly plans become filled with much more
than they can possible accomplish in one week because they are trying to eat the whole whale in just
one bite! Take some time each week to work on your categories and projects and whatever you do,
be careful to not try to put everything including the kitchen sink in your weekly or daily plans! 4.
Finally, and perhaps most importantly, the biggest level of fulfillment in RPM planning comes from
two places. o First, it comes from having purposes that really are compelling for you. If you are not
writing purposes that move you emotionally (or worse yet, if you are not writing purposes at all!), not
only could you lose your drive to follow through and achieve the result at all, but more importantly,
you'll ultimately forget why you are doing it at all! o Second, you need to take time, at a minimum
once per week, to stop and celebrate all your victories. Life moves so quickly in the 21st century that
you must take all the moments you can to acknowledge where you already are and where you are
going. Taking just five or ten minutes a week can do amazing things for you when you use that time
to remember some magic moments you shared with people to think about what you really did
accomplish to think about what you're happy about or grateful for. This is what will ultimately
determine whether your life feels joyous and fulfilled or stressful and incomplete. What is the
difference between a Result/Outcome and a Purpose? A Result/Outcome is a specific, tangible final

product, end result, or objective. A Purpose, on the other hand, is the reason why you are doing
something. Your reason or purpose is what will cause you to take the necessary action to produce the
result. Your Purpose is the subjective reasons why this is important to you. Here are some tips to help
you differentiate between them. Result/Outcome Typically begins with phrases like: make major
progress on, create, establish, determine, resolve, etc. Usually your result/outcome is not only
something you could measure whether or not you achieved, but it is something that a stranger could
evaluate based on objective data. (For example, if your result is to lose 10 pounds, weigh 160 with
16% body fat, a stranger could make the evaluation to see if you achieved it. Or, if your result was to
make a million dollars in net income in 2001, again, a stranger would be able to evaluate it.) Purpose
Typically begins with phrases like: because, so that I feel energized, in order to learn, to feel or
experience more love, etc. And, typically you will use words or phrases with emotion: because
49. they deserve it, to feel proud, to make a difference, to give back for everything I've received, to
kick butt and take names!! Usually your purpose are feelings or emotions that only you can
determine whether you feel. If your purpose does not invoke strong, positive emotion in you, keep
digging to find the words and feelings that will move you most. Finally, remember that the three
questions of RPM are specifically designed to ensure that you are using the system effectively. If you
ask and answer the specific questions as designed, you will come up with the appropriate answers: 1.
What do I really want? What is my outcome? What is the specific result I'm committed to achieving?
2. Why do I want to do this? What is my purpose? What will it give me (or others)? How will this make
me feel? 3. What specific actions do I need to take to make this result happen? What is my Massive
Action Plan? How do I schedule projects from Weekly to Daily more efficiently? When you are creating
your weekly plans, remember that to be effective, you will want to go through the entire Weekly
Planning Process (again, this will take you 60-90 minutes each week). As part of this process, before
you create your weekly plans, one of the steps is to review your projects to determine what, if
anything, you need to work on that week. When you complete this review, you will write down on
your capture section of your weekly plan what portions of specific projects you want to work on (and
again, remember to abbreviate your capture: R3 Prjct Finances). Then, when you complete Step 2 of
your weekly plan (Create your RPM Master Plan), you will be including any RPM Blocks related to the
projects you want to work on this week. Finally, because these projects are now part of your weekly
RPM Blocks, they will automatically show up in your daily plans because you are planning your days
based on your weekly plans. I'm already overwhelmed! The RPM system sounds fabulous, but what
an incredible amount of work. Here are some tips for making RPM a part of your life: Don't try to eat
the whole whale in one bite! Use what you've learned about chunking so that you go about mastering
this system in a way that supports you. In fact, you might want to think of your implementation of
RPM in three distinct phases: Phase I: You are consistently using RPM as a system of thinking. You are
consistently asking and answering the 3 questions of RPM: (1) What's the specific result I'm after (2)
What's my purpose? And (3) What is my Massive Action Plan to follow through? Instead of creating
"to-do" lists, you are creating RPM Blocks in order to achieve your results. Phase II: You are
consistently utilizing your Life Plan as a means to plan your weeks and days. You have established
your Ultimate Vision and Purpose. You have created Categories of Improvement for your Personal and
Professional life. You are creating and utilizing Projects to
50. achieve results. You are consistently completing your Weekly Planning Process. Phase III: You are
consistently utilizing the mechanics of the RPM system. You are utilizing the 5 Master Steps of
planning in everything you do. You understand and utilize your Weekly, Daily, and Project forms. You
are using RPM to plan your communications. You are fully benefiting from living a life that's a result of
your own design and experiencing deep fulfillment in the process. Find a buddy who wants to learn
to use this system with you! You can then keep each other on track, share your plans (Pathways to
Power), and give each other feedback about what's working and what to improve. It can also be a lot
more fun to create your Life Plan if you are doing it with someone else as your ideas and excitement
will feed off each other. Put yourself back in the gym. You wouldn't go to the gym one time and
come out and exclaim "I'm fit for life!" Anything that's worthwhile in life requires our consistent focus
if we are going to make progress in achieving the things we want. Consistently used, the RPM system,
will ensure that you achieve the results you want most quickly, effectively, and easily. To make sure
that you are continually growing, contributing, and experiencing everything it is you want in life,
however, many people require an ongoing coach to keep themselves on track. Check out additional
Anthony Robbins products, seminars, and/or Results Coaching (whereby you have a personal coach
working with you on whatever it is you want to achieve in your life) to continue your path of life
mastery. Treat yourself kindly; catch yourself doing little things right. Set up a game plan for
rewards. What will you do to reward yourself when you reach each of the three phases of
implementation of RPM?!?! How can you reinforce everything it is you are doing right? What fun
acknowledgement will you give yourself every time you catch yourself thinking in terms of results vs.
what it is you need to do?
51. APPENDIX: DECISION STRATEGY Decision Maker You should spend 5% of your time on the problem
and 95% of your time on the solution. Solutions must lead to Action, so decisions are a critical part.
The first step is to clarify by answering these questions: Get Resourceful - Before you begin
answering the questions below, put yourself into a resourceful state. Describe the current situation
and/or challenge, and do so without emotion - just give the facts. What's the current situation? What
do you also desire? What is the challenge? What are the consequences of the current
situation/challenge and what do they mean to your life? What's your vision? What are the musts in

that vision? What are your resources? Are there any absolute constraints? (Be sure not to list
more constraints than there really are.) What's the opportunity in this challenge? What decisions
have you already made and what decisions do you need to make? Now it's time to make some
decisions and in order to do that you need to get clear on what your Outcomes and options are. 1.
Outcomes: Write down the specific results you're after, and what has to happen for you to know
you've achieved each Outcome (Evidence Procedure) Also write down why you want each Outcome
(Purpose), and then prioritize your Outcomes. 2. Options: One option is no choice. Two options is a
dilemma. Three options is a choice. Write down all of your options, including those that might initially
sound far-fetched. You can then prioritize your options. 3. Consequences: Brainstorm and write down
the upsides and downsides of each option. Ask yourself what you could gain from each option and
what it could cost you. Then write down a summary of what each option will mean for your life if you
pursue it. 4. Evaluation: Evaluate each of your options' upsides and downsides. Specifically, you will
identify which Outcomes are affected by each upside/downside, the importance of each
upside/downside happening in order for you to get those Outcomes, the probability that each
upside/downside will occur, and the emotional benefit or consequence to you if each upside/downside
occurs. When you have finished, review your options and eliminate those that are unacceptable
based on your desired Outcomes. 5. Mitigate: Review the downsides of each option and brainstorm
Alternatives, Options and Strategies (AOS) that can eliminate or measurably reduce these downsides.
Then write down the upsides and downsides of each AOS.
52. 6. Resolve: Review your refined list of options now, and select the one that you have the most
certainty will get the largest number, if not all of your Outcomes, with the most probability of
success, and has the most upsides and the least downsides. Then develop a plan and specific time
line for its implementation and take massive Action to implement it. O's Affected = Outcomes
Affected Imp = Importance (-10 - 10) % = Probability (0 - 10) EB/C Emotional
Benefit/Consequence (-10 - 10)
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Transcript

1. Neuro-Linguistic-Programming EMOTIONAL INTELLIGENCE &

2. self knowledge, self mastery
3. He who would like to change the world, should try to change himself first.
4. EI helps us to understand our self NLP- helps us to change our behavior Who here would like to change ?
5. Negative thoughts & emotions Adrenalin waste
6. Would you like to change your state on command? 1. Passion ! 2. Faith ! 3 . Vitality ! 4 . Inner & outer Clarity!
7. Success "getting what you want. ie the DESIRED OUTCOME = The Belief System + The Mental Syntax +
The Physiology

8. : Re-programming your mind/body to produce the results you want. Studies and isolates our thoughts &
behaviour we are when we are at our best, and seeks to reproduce these patterns and trigger them to occur, at
our will/command. Examines different ways people think , feel, communicate, and build relationships with one
another .(ref: exc.cocktail party+ bell) NLP
9. Basic Principle You have all the internal resources and capabilities you need to achieve your (true/real) goals. You
cannot achieve these goals on your own however-You need to collaborate with others. You want to learn to
communicate effectively . What does effectively mean? (ref: demo-Basketball in bin) There is no failure, only
feedback.
10. 2. Potential 3. Actions 4. Results 1. Beliefs CYCLE OF SUCCESS or FAILURE
11. BELIEFS Which is the right view?-Overview
12. ( manure) GRATITUDE life is Wonderful
13. . Life scenario ? ? ? ?
14. Comfort Zone Experiential Seminar If you always do what you have always done, you will
keep getting the results that you have always gotten.
15. Specific Skills You can acquire via NLP 1
The ability to manage your emotional state .
o concentration ,
o trust ,
o enthusiasm ,
o motivation ,
o empower
o learning .
Reprogram 90% 10%
16. 2. The ability to think creatively & empower others to do so.
17. video
18. 3. The ability to speak & express yourself with words & gestures that others will respond positively to.
19. : PINKIE Universals All? Every? Never? RING Should, Shouldn't, Must, Can't What would happen if you did?
What causes or prevents? MIDDLE Verbs How specifically? INDEX Nouns Who or what specifically? THUMB Too
Much, Too Many, Too Expensive Compared to what? The following chart can help one memorize key expressions
that cut through verbal fluff FINGER (Remember This) RIGHT HAND (When You Hear This) LEFT HAND (Respond
With This)
20. 4. To take decisions and commit to these
21. 5. To pay attention, using all of your senses (to see what is being said and not)
22. Tone of Voice 38% Words 7% Dr. Albert Mehrabian, UCLA Professor 10
Body Language (eyes, posture, open/closed, gestures) 55% The Power of Persuasion
23. The Power of Persuasion The following are the NLP outcome questions: "What do I want?"
"What is the objective?" "What am I here for?" "What do I want for you?"
"What do I want for me?"
24. The 4 asic Pilars of N L P
25. Setting your goal - knowing what you want. Precision is the key to success. The more precise you are knowing
what it is that you want and why, the more likely you are to get exactly what you want. And the more likely you are to
know when you have achieved it. It is whole way of thinking - consistently ask yourself and others what you/they
want.
26. Relationship , and specifically that quality relationship of mutual trust and responsiveness known as rapport .
Whatever you do and whatever you want, being successful will involve relating to and influencing others. Establish
rapport with yourself and then others.
27. Communication with others
o I appreciate and...
o I respect and...
o 3. I agree and...
28. Exc. Inner Dialogue/negotiation Leading to change of behavior 2 chairs
29. There is no FAILURE, only FEEDBACK contd Sensory acuity - using your senses: looking at, listening to
and feeling what is actually happening to you (NOW). Only then will you know whether you are on course for your
goal and can use this feedback to adjust what you are doing is necessary.
30. Eye Cues Visual Constructed (he is lying) Visual Remembered Auditory Constructed (lying) Auditory
Remembered Kinaesthetic Auditory Digital Internal Self-Talk (needs hard facts) Visual Constructed/Remembered
Contd INTER-FACE R L

31. CLUE/MODE VISUAL AUDITORY KINESTHETIC BREATHING High in chest Even Low in the stomach
SPEECH Quick bursts Even Slow and deep FACE COLOR Pale Normal Flushed HEAD TILT Up Balance Down
32. Tools : Anchors Affirmations
33. Bio-electrical & chemical computer
34. RE-WIRING To Make New Connections Dopamines Happiness Hormones
35. ? ? ? ... Pink
elephant Anchors-Stimulation Auto-pilot Lemon Anchors- Napoleon Sparta Autostop Goddess
36. beta range (14-35 Hz). alpha range (8-13 Hz). theta range (4-7 Hz) delta range (.5-3 Hz).
37. Deep Relaxation Practice
38. The Position of the Pharohs
39. Everyday for 10 minutes in front of the mirror Or With CD
40. What do I want? New Life Scenario. Realize Your Dream
41. 1 2 3 4 5 6 7 8 9 10 Material Goods Social Work Risk-Adventure Artistic Creation Intellectual Creation
Social-Friendships Spirituality 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3
4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10 Your VALUES
42. 1. Must depend on you . 2. Must not harm anyone or the environment . 3. Must be able to prove that it it is
materialized Gratitude Journal , Rules for 'Dream-Life'
43. INSTANT PROBLEM SOLVER
44. www.alkistis.net youTUBE videos SKYPE sessions
45. Ultimate Success Formula (USF): 1. Know precisely the desired outcome. 2. Take massive action to achieve the
outcome. 3. Notice quickly whether the action is working. 4. Change the approach as required to attain the outcome.
These powerful people of modern times share seven common traits: 1. Passion! 2. Belief! 3. Strategy! 4. Clarity of
Values! 5. Energy! 6. Bonding Power! 7. Mastery of Communication!
46. V. The Seven Lies of Success The word "lie" in this context does not mean "to be deceitful or
dishonest." Rather, it is a useful way to remind readers that no matter how much they believe in a concept,
they should be open to other possibilities and continuous learning. The following seven beliefs can be found again
and again in successful people: 1. Everything happens for a reason and a purpose, and it serves me. 2. There is no
such thing as failure. There are only results. 3. Whatever happens, take responsibility. 4. I do not need to
understand everything to be able to use everything. 5. People are my greatest resource. 6. Work is play. 7. There is
no abiding success without commitment.
47. VI. Mastering Your Mind: How to Run Your Brain (PART A) This chapter covers a broad range of topics on
subjective experience. Traditional Psychology versus Neuro-Linguistic Programming The traditional school of
psychology treats the brain like a tank that fills with emotional liquids and assumes that if the tank is not drained
regularly, it will eventually overflow. The NLP model of the brain treats the brain like a computer that runs different
programs at different times, and assumes that the individual has within his or her conscious power the ability to
choose which programs will run and even to erase or rewrite programs. The Structure of Human Experience The
structure of human experience is based upon a human being's five senses, or modalities of perceiving the world:
visual, auditory, kinesthetic, olfactory, gustatory. Each of these modalities are in turn composed of ingredients called
submodalities, such as color and brightness for visual, volume and tempo for auditory, etc. The power of negative
past events over one's state can be diminished or even eliminated by the scramble of one's own internal
representational submodalities of those events, e.g. diminishing brightness and volume, etc.
48. Association versus Disassociation (PART B) Another important distinction is association versus disassociation:
Association: An individual experiences the internal representation of a past event as if he or she were in his or her
own body again. Disassociation: An individual experiences the internal representation of a past event as if he or she
were watching from outside his or her body. The Swish Pattern One mental tool for making a behavioral change
more automatic and consistent is the swish pattern, which consists of three steps: 1. Form an intense, fully
associated internal representation of the behavior to be changed, including the pain you feel from the behavior. 2.
Form an intense, fully disassociated internal representation of the new behavior that is desired, including the
pleasure you would feel from the new behavior. 3. Swish the two pictures in your mind so that the old behavior
automatically triggers the new behavior. The swish itself is done as follows: 1. Make a big, bright picture of the old
behavior. 2. Make a small, dark picture of the new behavior in the lower right-hand corner of the first picture. 3. In
less than one second, simultaneously and enthusiastically say the word "wooosh" and have the small
picture grow in size and brightness until it bursts through the big picture and smashes it to smithereens. Pause to
experience the new state fully. 4. Open your eyes to break the state. 5. Close your eyes and repeat steps a-d again
at least five times. Speed and repetition are key to the success of the swish pattern. 6. If the old behavior pattern
appears again, repeat step e with ten to twenty repetitions.

49. VII. The Syntax of Success Syntax, or strategy, is the order in which actions are taken. Duplication of another
person's strategy allows duplication of that person's results. A system for representing another person's sensory
strategy is available through NLP shorthand: V Visual A Auditory K Kinesthetic O Olfactory G Gustatory e external i
internal d digital (words) t tonal (tone of sound) R Remembered C Constructed Different people have different
strategies for achieving states of love, anger, happiness, persuasion, etc. Knowing one's own strategies and those
of others is vital to achieving lasting success.
50. VIII. How to Elicit Someone's Strategy By applying the following principles, a person's strategy for achieving any
state can be learned and accessed. The Three Primary Modalities The three primary modalities with which people
align their subjective experiences are visual, auditory, and kinesthetic. When communicating with another person, it
is extremely helpful to appeal to his or her primary modality. Eye Movement and Accessing the Brain's Resources A
person's internal representation can be known by watching their eye movements. Different locations of the eyes'
focus reflects access to different internal sensory systems. The chart below shows a fairly reliable mind-map for
90% of all people when facing those people, with the remaining 10% being organized in a reverse manner:
51. Strategy Elicitation In this discussion, X represents a particular state, the strategy for which is being elicited.
That state could be love, anger, motivation, etc. Get the person into that state by asking, "Can you remember a
time when you were totally X'd?" Once the person is in state, ask, "As you remember that time..." 1.
"What was the very first thing that caused you to be X'd?" bullet Record the external modality. 2.
"What did you do inside your mind at that point?" bullet Record the internal modality. 3. "What did
you do inside your mind after that?" bullet Record the internal modality. If the person is very X'd at that point,
the elicitation is complete. If not, continue eliciting syntax until congruent completion of state. After this is achieved,
go back through the recorded list of modalities and elicit the specific submodalities within each modality. A written
strategy will then exist for re-creating that state in that person.
52. IX. Physiology: The Avenue of Excellence The cybernetic loop between mind and body allows a person to
change his or her physiology in order to change the way he or she feels. Posture, breathing rate, and a host of other
factors can be changed to improve one's state of mind and even health at will. Norman Cousins, for example,
laughed his way back to health from a normally fatal illness. Congruency between mind and body is important to
growing personal power. Mirroring and matching another person in a particular state will allow you to share the
experience of his or her state.
53. X. Energy: The Fuel of Excellence The Living Health program follows six basic principles: 1. The power of
breath. 2. The consumption of water-rich foods as 70% of one's diet. 3. Effective food combining. 4. Controlled
consumption. 5. Effective fruit consumption. 6. The protein myth.
54. SECTION II: The Ultimate Success Formula XI. Limitation Disengage: What Do You Want? In order to apply the
Ultimate Success Formula, one must first know the desired outcome. The following five rules provide specific
instructions on formulating desired outcomes: 1. State the outcome in positive terms. 2. Be as specific as possible.
3. Have an evidence procedure. 4. Be in control. 5. Verify the outcome is ecologically sound and desirable.
55. The 12-step goal-setting workshop follows: 1. Make a dreams list of things to have, do, be, and share. 2.
Estimate completion dates for the dreams. 3. Pick the four most important goals for this year. 4. Review them
against the five rules for outcomes. 5. Make a list of the important resources already yours. 6. Focus on times you
used some of those resources well. 7. Describe the character you need to attain your goals. 8. Write down what
prevents you from having the goals now. 9. Create a step-by-step plan to achieve each goal. 10. Come up with
some models. 11. Create your ideal day. 12. Design your perfect environment. As part of your "gratitude
diary," make a list of all the things that you now have that were once goals.
56. XII. The Power of Precision Precise language has the power to move people in useful directions, while sloppy
language can misdirect them. How to Get Whatever You Want: Ask! 1. Ask specifically. 2. Ask someone who can
help you. 3. Create value for the person you are asking. 4. Ask with focused, congruent belief. 5. Ask until you get
what you want using the USF.
57. XIII. The Magic of Rapport An essential tenet of NLP is that the meaning of a person's communication to other
people is the response elicited from those people. Mirroring and Matching The way to go from discord to harmony is
to go from concentrating on differences to concentrating on similarities. The more people are like each other, the
more they will like each other. Mirroring and matching another person's physiology, tonality, and preferred
representational system during interaction builds rapport in minutes. This happens because communication
between people is generally transmitted in the following ratios: bullet Words 7% bullet Tonality 38% bullet
Physiology 55% Keen observation and personal flexibility are the two keys to mirroring. The most effective leaders
build rapport with the masses by appealing to all three representational systems with a sense of congruity. Pacing
and Leading Pacing is just graceful mirroring. Once one has established pacing with another person in a

conversation, he or she can begin leading that person by initiating change rather than just mirroring the other
person.
58. XIV. Distinctions of Excellence: Metaprograms A metaprogram is a powerful internal pattern that helps
determine how a person forms his or her internal representations and directs his or her behavior. They help to
dictate the sorting of important data from unimportant data based on context and stress. The following are the most
common metaprograms. 1. Moving toward versus moving away. 2. External versus internal frame of reference. 3.
Sorting by self versus sorting by others. 4. Matching versus mismatching. 5. Persuasion by sensory building blocks
and frequency of stimuli. 6. Possibility versus necessity. 7. Working style: independent, proximity, team. 8. Emotional
versus logical thought. 9. Detail versus big picture. 10. Beginning versus completion. 11. People versus activity.
Supplemental: The Myers-Briggs Metaprograms 1. Extraversion versus Introversion 2. Sensing versus INtuition 3.
Thinking versus Feeling 4. Judging versus Perceiving The two ways to change a metaprogram are by either a
Significant Emotional Event (SEE) or by a conscious decision to change. Metaprograms can be used as a tool for
the following two actions. 1. To calibrate and guide one's communication with others. 2. To implement personal
change.
59. XV. How to Handle Resistance and Solve Problems The Agreement Frame Flexibility is important to effective
communication. Avoiding resistance from others keeps others involved in what one is saying and leaves them open
to new ideas. Avoiding negators like "but" and "however" in communication goes a long way
toward eliminating resistance from others. The agreement frame allows one to converse with others of differing
viewpoints while neither creating resistance in others nor compromising one's own values and beliefs. The
agreement frame uses the following three key phrases. 1. I appreciate and... 2. I respect and... 3. I agree and... This
process is a form of verbal aikido, redirecting force rather than attempting to overcome it. The Pattern Interrupt
People often fall into self-perpetuating patterns of negative or destructive behavior. Interrupting that pattern with a
totally unexpected action can have lasting effects on erasing that pattern from that person's behavior while replacing
it with a new, empowering pattern.
60. XVI. Reframing: The Power of Perspective Reframing in its simplest form is changing a negative experience into
a positive one by changing the frame of reference used to perceive the experience. Reframing can be done based
on context or content. The following six-step reframing process changes undesirable behavior into desirable
behavior while maintaining the important benefits of the old behavior. 1. Identify the pattern or behavior you wish to
change. 2. Establish communication with the part of your unconscious mind (part X) that generates the behavior. 3.
Separate intention from behavior. 4. Create alternative behaviors to satisfy intention. 5. Have part X accept the new
choices and the responsibility for generating them when needed. 6. Make an ecological check for congruency of all
parts.
61. XVII. Anchoring Yourself to Success An anchor is a sensory stimulus linked to a specific set of states. Anchoring
is basic Pavlovian conditioning of the nervous system. The following are the four keys to effective anchoring. 1. Put
yourself (or someone else) in an intense, fully associated state. 2. Apply the stimulus (trigger) at the peak of the
emotional state. 3. Use a unique stimulus or trigger. A handshake would not be very good, for example, because
your hand is frequently shaken. 4. Remember exactly how you set the anchor--the exact look, word, touch, etc., so
you can replicate the anchor you set in step 2. An anchor can be linked to either positive or negative states.
Anchoring happens all the time, usually at an unconscious level. It is useful to make a chart of major positive and
negative anchors in one's life. One can then go about collapsing negative anchors and making best use of positive
anchors.
62. SECTION III: Leadership: The Challenge of Excellence XVIII. Value Hierarchies: The Ultimate Judgment of
Success Values are a person's global belief systems about right and wrong, good and bad, important and
unimportant. To know fully what a particular value means to a person, it is necessary to know that person's
evidence procedure for achieving that value. When a list of a person's values is made and ranked in order of
importance, a hierarchy of values results. To promote a harmonious relationship, not only must common values be
found, but the other person's most important values must be supported and fulfilled as much as possible. A person's
values usually change over time. It is important to maintain the flexibility necessary to keep one's most important
values congruent and in harmony so that no values conflict arises.
63. XIX. The Five Keys to Wealth and Happiness 1. You must learn how to handle frustration. 2. You must learn how
to handle rejection. 3. You must learn how to handle financial pressure. 4. You must learn how to handle
complacency. 5. Always give more than you expect to receive.
64. XX. Trend Creation: The Power of Persuasion Modern technology has created media that can transmit
worldwide influence and persuasion. In today's world, persuasion skills are a necessity. One is either the persuader
or the persuaded. Using skills learned earlier in this book, coupled with modern media technology, one can create
global trends for either constructive or destructive purposes. It is important to pay attention to the information one is

broadcasting to the rest of the world, as well as what one is permitting to go unfiltered into one's own mind. XXI.
Living Excellence: The Human Challenge When one understands and applies the technology presented in this
book, that person has access to his or her own Unlimited Power. The consistent application of these principles can
allow the reader to produce outstanding results in any chosen endeavor. Producing values for oneself and others by
becoming a team player can be one of life's greatest joys.