Total SIGHT and SOUND Appeal

A Facilitation and Presentation Skills

Workshop
SIGHT AND SOUND APPEAL

What comes to mind when

you hear the phrase “sight
and sound appeal”?

On a scale of 1 (”gotta work

on that”) to 5 (“I’ve got it
all”), where do I rate?

What do I need to work on ?

 WORKSHOP OBJECTIVES

At the end of the day, YOU will be

able to:

Assess your comfort zone in delivering

presentations
Review and learn tips and techniques for
effective presentations
Practice learned skills and give and receive
feedback from colleagues
The Elevator Experience

Come up to the
front.
Pick a topic.
Talk about the
topic for five (5)
minutes.
Therefore,
A PRESENTATION IS …
PLANNED
ORGANIZED
USES VISUAL AIDS
TAILORED FOR A
SPECIFICAUDIENCE
THE TRAINING MANAGEMENT SYSTEM

Performance
Discrepancy

Program Evaluation Program Needs

Analysis

Program
Implementation Program Design
 THE TRAINING CYCLE

PROGRAM NEEDS ANALYIS

PROGRAM EVALUATION PROGRAM DESIGN

PROGRAM
IMPLEMENTATION
ROLES AS TRAINERS/ FACILITATORS
PROGRAM NEEDS
ANALYSIS

NEEDS ANALYST

PROGRAM PROGRAM
EVALUATION DESIGN

EVALUATOR PROGRAM DESIGNER

INSTRUCTOR/FACILITATOR
PROGRAM
IMPLEMENTATION
WHAT IS LEARNING?

A relative permanent
change in perceptions,
attitudes, and behaviors
in a positive direction of
an individual, group or
organization
 WHAT IS FACILITATION?

Guiding learner(s) through

the change process;
implementing change
through planned/unplanned
actions
 FACTORS AFFECTING LEARNING

LEARNING STYLES
PURPOSE OF (How we process, apply REWARDS FOR
LEARNING “Experiences”) LEARNING
(Outer Meaning)

PHYSIOLOGICAL LEARNING SPIRITUAL

(Exercise, Diet) (“Inner” Meaning)

LEARNING
LEARNING
TEACHING/TRAINING ENVIRONMENT
CLIMATE (Temperature, Seating,
(Psychological) STYLES
(Should Integrate All Lighting, etc.)
Factors)
 MERCURY
Nine VENUS
Planets EARTH
According MARS
to Distance JUPITER
from the
Sun SATURN
URANUS
NEPTUNE
PLUTO
Nine Planets According to Distance
from the Sun
MERCURY My
VENUS Very
EARTH Excited
MARS Mother
JUPITER Just
SATURN Sat
URANUS Upon
NEPTUNE Nine
PLUTO Pizzas
WHOLE BRAIN APPROACH TO LEARNING

GETTING THE
MOST OF YOUR
LEARNER’S MIND!

Howard Gardner, Multiple Intelligence Theory, 1991

 THE BRAIN’S HEMISPHERES

LEFT DOMINANCE RIGHT DOMINANCE

WORDS RHYTHM
NUMBERS COLORS
LINES SHAPES
LISTS MAPS, GESTALT
LOGIC IMAGINATION
ANALYSIS DAY DREAMING
Well-designed Effective Training Effective
Training Style Training
progran Program

Using principles of adult learning

 THE ADULT LEARNER

ASSUMPTIONS IMPLICATIONS FOR

ABOUT THE CHARACTERISTICS TRAINING AND
ADULT LEARNER EDUCATION

• Experienced • Identifies with his • Use more

work experiential
• Values his techniques
experiences and • Emphasize on
relates new practical applications
experience with old • Capitalize on
experiences learning from
• Has acquired fixed experiences and
habits and patterns learning
of thought collaboratively with
• Contributes to others
learning of others
 THE ADULT LEARNER

ASSUMPTIONS IMPLICATIONS FOR

ABOUT THE CHARACTERISTICS TRAINING AND
ADULT LEARNER EDUCATION

• Readiness to • Has phases of • Time learning with

growth and his developmental
Learn teachable moments tasks
• Need for group
homogeneity

• Problem- • Organize learning

• Needs to see the
Centered immediate around problem
Frame of Mind application of areas starting with
learning current concerns
 THE ADULT LEARNER

ASSUMPTIONS IMPLICATIONS FOR

ABOUT THE CHARACTERISTICS TRAINING AND
ADULT LEARNER EDUCATION

• Self-directing • Wants to be treated • Create a relaxed,

with respect friendly, and
informal
• Wants to be treated environment
as a unique
individual • Involve the learners
in all phases of
• Wants to make own learning
decision
APPROACHES TO LEARNING IN A TRAINING
PROGRAM

LOW PARTICIPANT INVOLVEMENT HIGH PARTICIPANT INVOLVEMENT

PEDAGOGICAL
Trainer-centered

Group-centered
ANDRAGOGICAL
 PREPARING FOR A PRESENTATION

Define Objective
Analyze Audience
Plan Your Design
Collect Materials to Illustrate Points
Construct Your Presentation
Choose Your Visual Aids
Practice! Practice! Practice!
SOME QUESTIONS TO HELP DETERMINE
YOUR AUDIENCE

What is their work background, social

background, educational level?
What do they need? Want?
What “turns them on”?
What do they expect in terms of
content? Presentation style?
Are they “conservative”? “Innovative”?
SOME QUESTIONS TO HELP DETERMINE
YOUR AUDIENCE

What attitude do they have toward the

presentor? The subject matter? The
Company?
What are they especially proud of or
loyal to?
What ideas, feelings, or experiences do
they have in common?
Are there factors affecting the timing of
the presentation?
Are there words or topics better left
unsaid?
SUGGESTED ORGANIZATION FLOWCHART

MAJOR TOPIC

SUB TOPIC 3
SUB TOPIC 1 SUB TOPIC 2
and so on …
 TRAINING DESIGN/PLAN
Title of the Course: Transformational Leadership and Management Program

Objectives:
At the end of the course, participants will be able to:
1) Gain appreciation of a more systematic approach to managing an organizational unit
2) Familiarize one's self on the concepts and principles of management functions with focus on risk management and accountability
3) Gain insights on values and culture building and effective customer relations

Participants (Type and No.): 40 Managers

Duration: Three (3) days

Course Details:
Module/Topic Teaching/Learning Resource
Day/Time Module/Topic Content Highlights
Objective Methodology Person
DAY 1 Introduction Protocol Standard Opening Project Team
8:00 AM Leveling of House Rules D
Expectations Introduction of Facilitator Main Facilitator
Participants’ Expectations Give-Gain-Question exercise
Setting and Leveling using metacards

8.30-9.00 The pax will be able to gain Course Objectives and Plenary Discussion: The Main facilitator
logical basis for the program. Framework facilitator will lead the group in
Present the program an interactive discussion .
framework and objectives
 Module/Topic Teaching/Learning Resource
Module/Topic Content Highlights
Objective Methodology Person
9:00-9:45 At the end of the session, the :
9:45-190:00 participants shall be able to: Exemplary leaders are The Facilitator lead Main facilitator
everywhere. discussion on leaders and
1.Relate their workplace and Exemplary leaders share characteristics that pax
personal experiences with similar characteristics and admire in these leaders.
exemplary leaders traits. Small group and plenary
Leadership characteristics cut discussions
across different cultures.
Transformational
Leadership Framework,
Applications,

2. Reflect on the leadership Leadership Facilitator -led discussion.

challenges that they have qualities and practices
encountered and how they
can act on these

9.45-10.00 MORNING BREAK

10.00 -12.00 Leadership practices Facilitator-led Discussion Main facilitator

and commitments Individual exercise
by Kouzes and Postner - Personal values
- Corporate values
Facilitator-led discussion on
how values are formed and
Day/Time
manifested in personal life
and in the workplace.
COURSE TITLE: MODULE:
MODULE TERMINAL OBJECTIVE(S)

PROCESS DESIGN / METHOD SHEET

PROCESS OBJECTIVE(S) METHOD KEYPOINTS TIME
(State objectives in terms of motives, skills, and subject
matter)

METHOD SHEET/ PROCESS DESIGN FORM

How Do I Develop Total Sight and
Sound Appeal?
 GETTING YOUR STAGE READY

Your Roles and Responsibilities

FACILITATOR
RESOURCE SPEAKER
PROCESS OBSERVER

Safety and Security Officer

Stage Manager
Stage Manager
 Session Room Arrangement
 THEATER STYLE
 CLASSROOM
 CLUSTERS
 LOUNGE
 Equipment and other logistical
requirements
 FOOD and DRINKS
 LIGHTS, CAMERA and GRIPS
 HANDOUTS and PROPS
Safety and Security Officer
 Physical Security
 IDENTIFICATION CARDS
 Health and Wellness
 SPECIAL DIETARY REQUIREMENTS
 EMERGENCY MEDICINES
 HOSPITAL AND MEDICAL FACILITIES
 RESTROOMS and REST AREA
 Resources and Personal Belongings
Getting Things Done Through
Individuals and Groups
Facilitating and Group Process Skills
 “Wise men speak because
they have something to say;
Fools because they have to
say something”
Plato

A Quick Look-back at the

Communication Process
Idea Message Received
Internal Noise

Internal Noise Decoding, History,

History, Bias Bias, Interpretation

Encoding
Message, Feedback
Channel/Method
Relationships of Thoughts, Feelings and Action

• World
See • What is going on

• Interpretations
Think • Past experiences

• Reactions
Feel • Emotions

ACTION
Process Observation and Analysis
A Quick Look Into How Persons Act in Groups
 MAJOR COMPONENTS OF ANY
INTERACTION

CONTENT PROCESS

REFERS TO: REFERS TO:

•WHAT IS BEING TALKED • HOW THE SUBJECT IS BEING

ABOUT DISCUSSED;
•THE SUBJECT MATTER OR • WHAT IS HAPPENING
TOPIC BETWEEN AND AMONG
•THE TASK WHICH THE GROUP GROUP MEMBERS WHILE
IS WORKING ON THEY ARE WORKING
PROCESS OBSERVATION AND ANALYSIS
(POA)

Shows where the group

is in terms of GROUP
DEVELOPMENT

Provides valuable
information about
group member’s
strengths and areas
for improvement
WHY OBSERVE AND ANALYZE PROCESS?

When something is happening but the group is

not making progress, look at the process.
Oftentimes, it is the major cause of the group’s
ineffectiveness.
Most of the time, people are only focused on
what others are saying (CONTENT)
And very little attention is given to how they
say it (PROCESS)
 POA is basically “MIRRORING”

DESCRIBING A GROUP

• What is happening to “I SEE”

them
• What they are doing

“I THINK”
• How these affect them
and the task they are
doing
POA ON TWO LEVELS

INDIVIDUAL or
SELECTED
PERSONS/PLAYERS

GROUP or GROUPS
As a Process Observer…
I WITHDRAW FROM ACTIVE
PARTICIPATION
IN THE GROUP.

I WATCH THE GROUP IN

ACTION.
I TAKE NOTES
ON
WHAT I SEE.
WHAT TO LOOK FOR IN A GROUP
(ROBERT BALES)

• Participation
• Influencing Styles
• Leadership and
Decision-making
• Task Functions
• Maintenance
Functions
WHAT TO LOOK FOR IN A GROUP
(ROBERT BALES)

• Group Atmosphere
• Feelings
• Membership
• Group Norms
• Self-oriented
Behaviors
• Communication
 INDIVIDUAL BEHAVIORS TO OBSERVE

TASK BEHAVIORS
(behaviors relevant to the group’s fulfillment of its task)

• INITIATING
• SEEKING INFORMATION, OPINION
• GIVING INFORMATION, OPINION
• CHALLENGING
• CLARIFYING and ELABORATING
• SUMMARIZING
• CONSENSUS TESTING
INDIVIDUAL BEHAVIORS TO OBSERVE

MAINTENANCE BEHAVIORS
(behaviors relevant to group’s good working
relationship)

• HARMONIZING
• GATE KEEPING
• ENCOURAGING
• COMPROMISING
• STANDARD SETTING and TESTING
 WHAT TO LOOK FOR IN GROUPS

GROUP ATMOSPHERE:
(General impressions that may affect individual and
group functioning)

• Do members seem involved and

interested?
• Is the atmosphere one of work, play,
satisfaction, taking flight, sluggishness,
etc.?
 WHAT TO LOOK FOR IN GROUPS

PARTICIPATION:
INDICATORS OF INVOLVEMENT THROUGH
VERBAL PARTICIPATION

• High participators? Low participators?

• Shifts in participation?
• How is the silent participant treated?
• Who talks to whom?
• Who keeps the ball rolling?
 WHAT TO LOOK FOR IN GROUPS

COMMUNICATION

• Who talks? For how long? How often?

• Who do people look at when talking?
• Who talks after whom?
• Who interrupts whom?
• What style of communication is used?
Process Observation and Analysis
(POA) Tools
 SOCIOGRAM

Dana

Candice Tina

Mae
EJ

Krista RJ

JC
OTHER PROCESS OBSERVATION AND
ANALYSIS TOOLS
GUIDELINES IN OBSERVING PROCESS OR
WHAT IS HAPPENING IN A GROUP

Withdraw from active

participation in the group

Watch group in action

Take note of what you SEE

GUIDELINES IN OBSERVING PROCESS OR
WHAT IS HAPPENING IN A GROUP

Put aside pressing personal

concerns

Be firmly grounded in the

events of here-and-now
GUIDELINES IN OBSERVING PROCESS OR
WHAT IS HAPPENING IN A GROUP

Take note of what “I SEE” and “I HEAR”

data only (when necessary)

Do not interpret what is happening while

you are observing

Find a strategic position – not too far, not

too close – where you can see what is
really happening
GUIDELINES IN OBSERVING PROCESS OR
WHAT IS HAPPENING IN A GROUP

Prepare your recording

instrument/s to make data
collection easy
Person and Platform Skills
 PERSON SKILLS

Posture
Movement
Gesture
Eye contact
Voice
Appearance
 BODY CONTROL

HEAD and
FACIAL
EXPRESSION
SHOULDER
and CHEST
HANDS and
HIPS
LEGS and
FEET
 HEAD AND FACIAL EXPRESSION

IDEAL: stable head,

alive, facial
expression
consistent with
message
 HEAD AND FACIAL EXPRESSION

BAD HABITS:
bowed, rotating,
moving sideways,
always nodding,
detached
UPPER BODY

IDEAL: Chest out, stable

shoulder
BAD HABITS: deflated
chest, shoulders
slumped, rotating, up
and down movements,
forward and backward
movements
EYE CONTACT

Focus on one participant

at a time
One complete thought,
sentence
At least 5 seconds
Move to another
participant
Select at random
Balance distribution
Continue making eye
contact
Let’s do some more improvizations!
EXERCISE ON EYE CONTACT

 ROUND 1: In dyads, no words, focus on

partner’s eyes for 3 minutes

 ROUND 2: In dyads, keep eyes on partner, talk

about something. If partner looks away, tap on
the knee

 ROUND 3: Up on the front, practice looking at

audience. At a signal, talk about something
while maintaining eye contact
 LOWER BODY

IDEAL: legs stable and

in balanced position, feet
stable

BAD HABITS: Shaking

leg(s), weight balance
on one leg, up and down
movement, “dancing”
WHY GESTURE?

 They clarify and support your words

 They dramatize your ideas
 They lend emphasis and vitality to
your words
 They help dissipate your nervous
tension
 They function as visual aids
 They stimulate audience
participation
 They are highly visible
SOME BAD HABITS

“Cluster look”
Scanning quickly
The “sideways” glance
Blinking very fast
Looking at
 The ceiling
 The floor
 One participant only
 One side only
 A QUICK IMPROVS ACT

Think of an object
Go up in front of group
Without divulging the object,
describe it using hands and
other gestures
 QUALITY OF LOOK

CARING
PASSION!
CONFIDENCE
 SUBJECT MATTER
 PRESENTATION
SKILLS
 HANDLING
DIFFICULT
PARTICIPANTS AND
QUESTIONS
 MIDDLE BODY

IDEAL: Hips and hands stable. Hands in side

position.

BAD HABITS:
 Hips rotating, side movements, forward and
backward movements.
 Hands: the “butterfly”, scratching, finger
movements, the “cowboy”, the “fig leaf”, “on
the draw”
 PACING

To increase pace, use less

examples and pauses
To slow down pace, use
more examples and
pauses
Exercise on Voice Control
In dyads, using numbers

Round 1: Monotone
Round 2: Happy numbers
Round 3: Command Number
Round 4: Variations on a theme
with movements: up and down,
sideways
 VISUAL POISE – Standing

FOR LADIES FOR MEN

 FEET  FEET APART
TOGETHER  HESITATION -
 FEET SLIGHTY BASIC
APART
 HESITATION –
BASIC
 INFORMAL
HESITATIONS
VISUAL POISE – Hands and Arms Positions

FOR LADIES FOR MEN

CUPPED HANDS FRONT
CLASPED HANDS SIDE
LOTUS BACK
INVERTED LOTUS
LACED
Hand and Arm Positions

 Cupped Hands
 Clasped Hands
Hand and Arm Positions

 Lotus
 Inverted Lotus
Hand and Arm Positions
 Lace
Hand and Arm Positions

If hands are hanging down place them

slightly in front or at the back. Avoid on
the sides since this adds width to your
body.
Hand and Arm Positions

For folded arms resting on the opposite

arms, make sure fingers are not tucked
in.
 VISUAL POISE – Sitting

FOR LADIES FOR MEN

DOUBLE L CONTINENTAL
SEMI S DE QUATRO
CROSS S HACIENDERO
REGULAR LEG DOUBLE L
CROSSING
Sitting Positions for Ladies

 Double L
Sitting Positions for Ladies

 Semi S

Slide

and … Tuck
Sitting Positions for Ladies

 Regular Leg Crossing

 Cross S
Sitting Positions for Gentlemen

 Continental
 De Quatro, Haciendero
 Double L
VISUAL DRILLS
Standing Walking
Sitting
PLATFORM SKILLS

Board work
Flip Charts
Slide Projectors
Handouts
Pointers
Microphone
Environment
Giving Instructions
Reducing Anxiety
THE AVERAGE TIME A PERSON SPENDS ON

32% Talking
15% Reading
11% Writing
42% Listening
 BUT DO WE REMEMBER ALL?

When TOLD :
70% RECALL AFTER 3 HOURS, 10%
RECALL AFTER 3 DAYS

When SHOWN:
72% RECALL AFTER 3 HOURS, 20%
RECALL AFTER 3 DAYS

When TOLD, SHOWN AND DONE:

85% RECALL AFTER 3 HOURS, 65%
RECALL AFTER 3 DAYS
A LEARNER LEARNS THROUGH HIS 5
SENSES

SIGHT 87.0 %
HEARING 7.0 %
SMELL 3.5 %
TOUCH 1.5 %
TASTE 1.0 %

MAXIMIZE USE OF ALL

SENSES
HOW TO USE VISUALS EFFECTIVELY

Use headlines
Label charts and graphs boldly and clearly
Make fonts large and bold
Highlight key points
Design graphics horizontally
Leave margins around visuals
Keep visuals clear, concise and simple
In preparing narratives and texts, use
appropriate vocabulary
 USING THE BOARD

 Write on the board sideways

 Don’t write and talk at the same time
 Mentally divide the board into 3 or 4 parts and
use as an easel
 When erasing on the blackboard, one motion
downwards each time
 When using a whiteboard, erase from center
outwards on a circular motion
 Rule of thumb: size of letters: 3 inches, in block
letters
 Always label points that you enumerate
 USING THE FLIP CHARTS

Use dark colors for main ideas, other

colors for emphasis
Roll and flip
Plan out what and where you will write as
part of the design process
Use a new page for each new thought,
idea, concept
“Strip tease” prepared charts
 USING THE PROJECTOR/LCD

Introduce your slide or visual

Ensure point is properly understood before
moving on to the next slide
Do not stand on the opposite or front of the
lamp (if using non-mounted projector)
Put off, cover, or freeze lamp light if not in
use
Use a pointer, presenter, pencil, pen, hand
for emphasis
“Strip tease”
HAND GESTURES AND BODY MOVEMENTS

Avoid excesses

Use a visual to avoid stiffness

Control self by holding the board

Use definitive gestures

 CONTROLLING NERVOUSNESS

 Avoid handling something in your hands.

 Hold something solid instead, eg. table or
chair
 Handle your voice tremors
 Breathe deeply10x
 Avoid non words like “ehem”, “ah”, “mmm”
 Use your notes as a guide, “security blanket”
 Look for a friendly face in your group and
address the person, smile at the person
 Move from one spot to another (minimally)
 HANDLING YOUR NOTES

Put your notes on cue cards

Print letters big enough to read

even from afar

Print lightly with a pencil on

your comfortable side of the
easel paper

Print on short strips of paper

SOME TIPS FOR REDUCING ANXIETY

Organize
Visualize
Practice
Breathe
Focus on relaxing
Release tension
Move
Practice, practice and practice
SOME CREATIVE OPENINGS

 A relevant anecdote
 An analogy or example
 A strong quote
 Get the audience to do something
 Ask the participants a question
 Use an imaginary situation
 A real, dramatic or humorous
situation
 Refer to a topical or current event
 A strong dramatic visual aid
 A controversial opening
SOME MINOR PARTICIPANTS DISTRACTORS

 Sleeping
 Working on laptap and other electronic devises
 Eating
 Long and winding questions
 Reading newspaper
 Playing “basketball”
 Turing pages of manual, reading ahead
 Talking to other participants (verbally,
electronically)
 Walking in and out of room
 SOME CALAMITY DISTRACTIONS

Tapping on table
Heckling
Complaining
Not agreeing
 With presentor
 With other participants
Proving he/she is better than other
participants
Making rude comments
Acting without authorization
 LET’S
DO
IT!
Prepare for a 10 to 20 minutes presentation.

Apply all techniques and tips learned in the

session.
Lights…
Camera,
ACTION!
 SMALL GROUP DISCUSSION

5 Insights and learnings on

Facilitation Skills

3-5 Skills and Competencies we

need to develop to be effective
facilitators