THE UNITED STATES JAYCEES~A LEADERSHIP TRAINING ORGANIZATION

Introduction 2
CHARACTERISTICS
OF A GOOD TRAINER
Speaking Ability 3
Honesty 3
Sincerity 3
Dependability 3
Being Human 3
Enthusiasm 4
Flexibility 4
Creativity 4
TYPES OF TRAINING SESSIONS
Lecture 5
Discussion 5
Combination 6
HOW TO PREPARE YOURSELF
AND YOUR MATERIAL
What Topic 7
Training Target 7
How Long 7
How Many 7
What To Accomplish 8
Research Outline 8
Research Guide 8
Training Outline 9
Handouts 10
Audiovisuals 11
Summary 11
HOW TO GIVE A PRESENTATION
Facilities 12
First Impressions 13
Starting The Presentation 13
During The Presentation 13
Before The Close 14
Closing 14
Follow Up 14
SUMMARY
APPENDIX
I. Types of Audiovisual Presentations 15
It Trainers Checklist 16
 SO YOU'RE GOING TO BE A TRAINER
Introduction
"How was the training session?"
"Well, first of all, he read his material to us."
"That's bad."
"Yeah - and besides that, he read it poorly."
"That's worse."
"Not only that, it wasn't worth readingl"
The above comments might be humorous if they were not so realistic.
Unfortunately, though, it seems every Jaycee at one time or another has been through
such an experience.
If you have a desire to be a good trainer, this manual is written for you. If you
are a regional director training district directors or a chapter Community Development
vice president training committee chairmen, presenting an orientation program or con-
ducting a session on any specific topic, this manual will help you become a good
trainer.
The bali's in your court - what will you do with it?

CHARACTERISTICS OF A GOOD TRAINER

At some time during the past, you probably did some sort of training and
didn't realize it at the time. You probably had an opportunity to talk in front of a group
and explain how to do something or how to fix something - that was a small training
session. You probably have given a report before a group or participated in Speak-Up
in your local chapter. If you have done any of these, you have had some experience in
talking before a group and training people.
There are many young men like you who are developing their skills in the
area of training. There are definite characteristics that a good trainer should have. We
will discuss those characteristics in the following paragraphs.
 Speaking Ability
The first and most logical charactenstlc of a good trainer is the ability to talk
in front of a group.
It is beneficial to have some prior experience in talking before a group of
'-.....--people There are many ways to obtain this experience, such as the ones we
discussed earlier. Experience develops the ability to think and react while you are
giving your presentation.
You don't have to be entertaining to present your ideas logically and
confidently. You just have to get your ideas and thoughts across to the group.
Communications is a key to life itself and makes the difference in a suc-
cessful training session. You should be able to relate to others so they can understand
what you're really saying. How you talk and the words you use must be simple. In other
words, use the KI.s.S. method. Keep It Simple Stupid.
Voice control is a giant part of communications. Your voice must carry well
so it does not become monotone. You will want to be able to talk loud and then soft so
you can keep the attention of the people you are training. Remember: communicate,
don't confuse

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

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

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

Being Human
Can you remember sitting In a training session like the one you're thinking
of dOing? The Instructor told a joke and no one laughed, or he told a Joke about
,---,someone that failed to get a laugh and he gotlrntated. Maybe he made a remark or
VISibly embarrassed someone Dont make that mlstakel You can't do that and still be a
good trainer Remember, the people In your audience are human Just like you Don't let
mistakes like those rUin your training session Be fair to all people concerned. Treat
everyone with the respect that you would like to have If you were the Jaycee sitting In
that training session Do unto othl>r..; a::; you would havp them do unto you" MANUAL 0
 Enthusiasm

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

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

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

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

Lecture

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

Discussion
The DISCUSSION TYPE training session will consist of presenting infor-
mation and providing for audience feedback on that tOpiC. You ask the audience ques-
tions and solicit answers. The audience asks questions that were spurred by the
discussion.
You might use humorous stories, games or role playing to make your point
In a discussion type training session. you are the moderator You ask the key ques-
"- tlons to keep the discussion roiling. Once you gain some expenence, you Will have the
audience training themselves Dunng a discussion type training session, you will
er CL ')IE.r rj u, ent sltua~IOPS Below are sor 1, samrl( questions you might ask to help
yOIJ dunng certain situations m a diSCUSSion session
To call attpntlon to a pOint tf']at has not been considered: "Has anyone
th ug'. abn l this rhR.se Of the ,)roble'Y ')
 *To suggest that no new information is being added: "Can anyone add
anything to the information already given on this poin!?"
*To bring the generalizing speaker down to earth: "Can you give us a
specific example of that poinP" "Your general idea is good, but I wonder if we can't
make it more specific. Does anyone know of a case, ... ?"
*To handle the impatient, cure-all member: "But would your plan work in all
cases? Who has an idea on that?" "Hadn't we better reserve judgment until we all
know more about this problem?"
*To suggest that some are talking too much: "Are there any of those who
haven't spoken that have ideas they would like to present?"
*To draw the timid but informed member into the discussion: "Pete, here,
has worked on an extension. Suppose we ask him whether he ever saw ... ?"
*To handle a question the leader can't answer: "I don't know. Who does?"
*To encourage a speaker to talk with the group, not at the leader: "Don't
you think you'll be heard better if you face the rest of the group?"
*To cut off a speaker who is too long-winded: "While we're on this point,
let's hear from some of the others. Can we save your other point until later?"
*To help the member who has difficulty expressing himself: "I wonder if
what you're saying isn't this ... ?" "Doesn't what you've said tie in with our subject like
this ... ?"
*To break up a heated argument: "I think we all know how Seymour and
Harger feel about this. Now, who else would like to discuss the issue?"

A discussion type training session is fun for you and for the Jaycees who
are being trained. Be sure to take time at the beginning of the session to explain the
subject you will cover and what needs to be accomplished. If this is done, it will set the
stage for the whole session. The discussion type training session may be better for
training district directors or committee chairmen. It is excellent when used during a
mid-year training session for local presidents, local officers, and district or regional
directors. These sessions are discussion type presentations. The discussion type
training is a very common session and makes the best use of everyone in attendance.

Combination
The COMBINATION TYPE training session is a little of the lecture type
and the discussion type put together. This session consists of making a short talk on a
particular topic for 10-20 minutes and then going into a discussion of the points you
have made. For example, you might have 50 minutes to do a training session on
retention and activation for local presidents. You could talk for 10-20 minutes on
activation programs and give your audience some ideas on retention. Then go into a
discussion session with the Jaycees sharing ideas and programs on how their
chapters retain and activate Jaycees. The combination type training session can be
very effective and get everyone involved.

You will find that nearly every Jaycee training session will be either a
lecture, discussion or combination type session. Determining the type of training
session to use is up to you. There are many things that can determine which type of
training session to use where. The size of the group, the facility, the topic to be covered
or the people to speak before you on the agenda could determine the type of session
you use.
If the guy who spoke before you used the lecture type presentation and put
everyone to sleep, then you might make your presentation the discussion type. Asking
questions would wake everyone up and get them involved. You may have planned to
have a discussion session with 30 people When you arrive there are 100 people
present, so you might change your presentation to a lecture or combination type. The
reason you do this is because it's not easy to involve 100 people in a discussion You
could use the combination type and still give them an opportunity to ask questions.

Remember - above all, the best type of session is one you are most
comfortable with.
 HOW TO PREPARE YOURSELF
AND YOUR MATERIAL

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

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

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

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

How Many?
How many Jaycees do you expect to attend the training session? Simply
ask how many people they are planning for and this will give you some idea of what to
expect. MANUAL 0
 What To Accomplish?
The person who invited you to train should give you his idea of what he
wants to accomplish. If he doesn't tell you, then be sure to ask. Determine what you feel
needs to be accomplished during the session, then put your actions and material
together to accomplish that goal.
Now that you have all these facts, you will want to determine which type
training session you will conduct. Remember, you must be flexible.

Research Outline
Once you have answered the questions above, you are ready to research
your material. Your first step is to put together a research outline. It doesn't need to
be fancy, just a simple outline of the points you feel need to be made about the topic to
be covered. As an example: If your topic is Activation-Retention, your research outline
could be as follows:

1. Activation Programs Offered

2. Springboard
3. SPOKE
4. Spark Plug
5. Orientation - Individual Development, Community Development, Management
Development
6. Personal Attention
7. Awards
8. Keep Member Involved
9. New Idea or Project from Him
10. Personal Growth He Receives
11. Ask Members to Rejoin Every Year
When you complete this short outline, you can research material for those
specific areas. Don't worry about the order, just make sure the subject will be covered.
You must be comfortable with all the material you intend to use. Any new
material you plan to use that is unfamiliar to you must be studied until you feel comfort-
able with it.

Research Guide
Now you are ready to research and prepare your material. There are many
places you can research material on any given subject. The greatest resource
available to you is the manuals published by The United States Jaycees.
Below are some common topics and The U.S. Jaycee manuals that cover
various aspects of those topics.

Topic Where to Look

Communications Chapter President's Handbook, State Program Man-

ager's Handbook, Communication Dynamics, Offi-
cers' & Directors' Guide, District Director's Handbook
Regional Director's Handbook, State Vice President's
Handbook, Guide to Successful Publications
 Working With People Guide to Working with People, Chapter President's
Handbook, State Program Manager's Handbook, Dis-
trict Director's Handbook, Regional Director's Hand-
book, Officers' & Directors' Guide, State Vice Presi-
dent's Handbook, Springboard and Degrees of Jay-
cees manuals.
'- Extensions Extension manual, Chapter President's Handbook,
District Director's Handbook, Regional Director's
Handbook, Officers' & Directors' Guide, "Go for the
Growth."
Recruitment Chapter President's Handbook, District Director's
Handbook, Regional Director's Handbook, State Vice
President's Handbook, Officers' & Directors' Guide,
"If Someone Would Only Ask."
Managing the Chapter A Guide to Chapter Planning, Chapter President's
Handbook, Officers' & Directors' Guide.
Retention & Activation Springboard, Degrees of Jaycees, Personal and
Leadership Dynamics, Chapter President's Hand-
book, District Director's Handbook, Regional Director's
Handbook, Officers' & Directors' Guide.
Successful Meetings Guide to Successful Membership & Board Meetings,
Chapter President's Handbook, Officers' & Directors'
Guide.

The easy way to research material is to look in the tE.ble of contents.

You might find the actual subject or something that relates to it. This way you
don't have to read the whole book and this can save time. Some other suggested
resources:

U.S. Jaycees Sales Catalog Training Scripts

Your Own Experiences (personalize it) Motivational Tapes & Books
Libraries Speech File (yours or borrow someone's)
Magazines Old Newsletters
State Magazines Someone Else's Friend
LINK Attorneys
The Concept Teachers
FUTURE Magazine Your Boss
Past Local, State, & National Officers Your Girlfriend
A Friend Your Wife
City or State Officials

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

Training Outline
You are now ready to make your training outline. The training outline
determines the order of your presentation and serves as notes for the presentation
itself. When you sit down and put together your outline of what you intend to cover, then
you will find that it's time to research some more material. Most of the time a good
'- outline will make you remember things you left out. Make sure your outline includes all
the points you want to cover during your presentation. A good outline is the difference
between success and failure. Is it really important to have a training outline? Well,
the best trainers in the country use them.
On the next page is a sample training outline on Activation-Retention.
Remember that the outline you put together is for you, so add the things you need.
 SAMPLE TRAINING OUTLINE
Activation-Retention
I. What Is The Problem? 7. Keep up with changes in his life
A. Retention is not the problem - 8. Compliment and reward good
Activation is the problem performances
II. Two Areas of Activation 9. Use Spark Plug program
A. Activation of New Members 10. No such thing as deadwood -
1. Get him involved just a tree that hasn't been
2. Get to know him wa tered
3. Be his friend III. Retention
4. MAKE HIM FEEL IMPORTANT A. Where does it begin - when a
(wanted and needed) member joins
5. Give him some responsibility B. Length of membership
6. Get him involved in activities 1. Depends on how he is treated
other than manual labor 2. How quickly he gets involved
projects C. Problem occurs because:
7. Give him a short orientation 1. Lack of activity
a. Chapter 2. Lack of personal attention
b. State 3. Lack of feeling needed
c. National D. Excuses
8. Offer him Springboard and 1. Burned out
SPOKE programs 2. Done it all
9. Make sure he is on newsletter 3. Chaired all the projects
mailing list 4. He was jUgt a paper member
a. Make sure his name appears anyway
in newsletter as a new a. I've been in many Jaycee
member meetings in my career, but I
b. Newsletter keeps him have yet to walk into a meet-
informed on chapter ing and see a paper member
activities hanging on the walill
c. Make sure his name is E. Retention happens when a
spelled correctly chapter cares about its people
B. Activation of Old Members IV. Summary and Close
1. Keep him involved A. NOBODY WANTS TO BE-
2. Keep him informed on chapter LONG TO A GROUP OF
activities STRANGERS
3. Continue to call him for help and B. Care about people
advice C. Get them involved
4. Be persistent D. People are our business
5. MAKE HIM FEEL IMPORTANT Leadership's our game
6. Ask new Jaycees to call him for The community's our workshop
advice JAYCEES is our name

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

Handouts
Handout for Orientation
This type of handout gives the Jaycee attending an understanding of what
he will be doing during the session. It provides a comfort level and a direction for
participation that can help the Jaycee get the most out of the meeting. Such handouts
may include schedules, agendas, information on special activities, information on
trainers, and where to go to get what. These should be handed out prior to the start of
the session.
 Handouts for Reference Purposes
These handouts generally contain a lot of details. They could be a copy of
your presentation, a pamphlet promoting your topic or a copy of a manual that covers
the topic. These should be distributed after your presentation. If you give them out dur-
ing the presentation, they will read instead of listen.

Handouts for Knowledge

These handouts include true/false questions, fill-in questions, exhibits,
cartoons or a brief outline of your presentation. These would be used to make a point
during your presentation and as a reminder to the Jaycee after he leaves. This handout
should be given out before the presentation, or at the point it is needed in your
presentation.

Handouts for Skill Reinforcement

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

Audiovisuals
One of the best assets you have to put on a "dyn-o-rlite" training session
is audiovisual aids. There is no great need to prove the effectiv mess of these aids.
Studies show we learn
1 percent by taste
1.5 percent by touch
3.5 percent by smell
7 percent by hearing
87 percent by SIGHT

Also, audiovisuals greatly increase the retention of information. People

generally remember -
20 percent of what they HEAR
30 percent of what they SEE
50 percent of what they SEE AND HEAR

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

Summary
What next? Let's look back and see if we have the information necessary
to present a good training session. Ask yourself:
o Do I know my topic?
o Do I know my audience?
o Have I prepared a research outline?
"- 0 Have I researched my topic?
o Have I decided on the type of session?
D Am I comfortable with the material I have?
o Have I prepared a training outline?
o Have I studied all the new material I'm using?
o Have I prepared handouts if needed?
o Have I practiced using my AN equipment?
If you can answer YES to all these questions, then you are ready to start
thinking about how you will actually give the presentation. (A more detailed checklist
can be found in Appendix 11.)
If you have used all the key elements of "How to Prepare Yourself and
Your Material," you have all the necessary elements to make a great presentation.
Preparation and practice make a training session successful.

HOW TO GIVEoA 'PRESENTATION

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

Facilities

As a trainer, you will be affected by how good or bad the facility is. The
worst facilities are those that have 500 seats and 40 people, or 50 seats and 150
people. If you have more seats than people, ask those in the back and off to each side
to move to the front. Many speakers won't do that for fear the few in the back will be
offended. Don't worry about it, the majority of the people are already sitting in the front.
They don't like others to exclude themselves from the group. That is enough to give you
the confidence to tell people to sit in the front of the room. If you have more people
than you have seats, try to make everyone as comfortable as possible. Stay in the front
of the room and ask them to sit on the floor or stand along each side. Then proceed as
best you can. Don't worry about it, the majority will love it.
The ideal facility or room IS one that is big enough to hold all the people and
small enough to look fulL You will find you function better and give a better presenta-
tion to a full room.
 First Impression
It's important that you create a good first impression. The most important
period is when you enter the room. The people inside automatically form an impression
'- of you - make it good. Remember to smile and be excited just to have the opportunity
to be there.
Another part of your first impression is developing a personal relationship
with those Jaycees attending.
The most effective presentation is the one in which the audience feels you
are speaking directly to them - personally. For this to happen, you have to put yourself
in a one-on-one relationship with them. You can establish that relationship by:
-Mingling with the group before the session. Don't be obvious, just slowly
work your way around the room spending time with as many people as you can.
-Learning the names of two or three people or as many as you can
remember.
-Learning something specific about each person you talk with - maybe
a favorite project, what his job is or some other distinguishing item, so that during your
presentation you can mention it along with his name.
-Making your physical presence felt. You can do this by walking through
the audience and touching a person on the shoulder or arm while you are talking. This
leaves a feeling that you're at their level and personally concerned for each of them.
You're a tYPical human being who is giving personal attention to each Jaycee. Once
your physical presence is established, you will be able to keep their attention much
better.

Starting the Presentation

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

During the Presentation

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

Before the Close

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

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

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

SUMMARY

"How was the training session?"

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

Types of Audiovisual Presenta.tions

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

APPENDIX II
TRAINER'S CHECKLIST
You have just been asked to go to Eight Mile, Alabama, and do a training
session for the Alabama Jaycees. You have checked your calendar - it's open, and
you feel comfortable with the subject to be covered. You have accepted the invitation.
What next?
This is a short outline of what you might do from the time you accept the
invitation, do the session, and return home.
o You would discuss the session with the person who invited you to be the trainer.
o You would ask:
o What subject will I be covering?
o Who will be attending (what officers)?
D How much time do I have (would basically be determined by subject)?
o How many Jaycees will be attending?
D What do you want to accomplish?
o Where will we be meeting (room to be used)?
o How should I dress?
o When should I arrive?
o Determine what you feel needs to be accomplished.
o Determine the type training session to conduct.
o Put together a research outline.
D Research and gather material.
o Remember the U.S. Jaycee manuals and training scripts.
o Call a friend who's training ability you respect.
o Pull out material you are comfortable with.
o Make your training outline.
o Determine training aids to be used.
o Continue to ask yourself questions.
o Example: Does this example, story, poem, or statement relate to people and
subject?
D Does it sell a point?
o Is this what they came to hear or is it what they need to hear?
o Regroup thoughts and material for final outline.
o Try to forget about it for at least a day or two if possible.
o Come back and go through your notes again.
o Make checklist of things to carry with you.
o If you are using films, handouts, slides or other things necessary for the session,
never put in your luggage and check your baggage ifflying. ALWA YSCARRY ON
THE PLANE' IF DRIVING, BE SURE IT GETS INTO THE CAR!
o Send letter confirming arrival and departure.
o Day of departure.
o Run through checklist again.
o Arrive at the airport early if flying.
D Go over notes on session.
o Tell wife and secretary where you can be reached.
o Be sure to get name tag.
o Take alarm clock.
o Arrival.
o Smile.
o Ask to see the meeting room.
o Be prepared to do something that's not on the agenda.
o Go to bed early.
o Enter room smiling and excited.
o BE EARLY.
o Give presentation.
o Accept plaque or certificate as if it was the only one you ever received'
o Have one-on-one session with president to discuss session.
o Follow up with letters or postcards.
o Say something good even if it hurts.
 Page 1 of 5

I sa.1E TIPS ONEFFEX::TIVE

PRESENTATION

I. PREPARATION

A. It's a good idea to have the following items with you at all Jaycee
functions and meetings:
1. How'Ib Get Involved With U. S.
2. Slide-sound Governmental Affairs presentation
3. 1975-76 RSVPCatalog
4. RSVPforms
5. Governmental Affairs Prorrotional Materials
(Posters, Booklets, Newsletter, Billboard flyer, Patch, etc.)
6. Sample Kits
7. State Chainnan' s Manual
8. State Directory
9. Others?

B. Read up on any area you wish to emphasize.

(Why? If you are talking about a subject and your infonnation 1S
incomplete and inaccurate, you lose your credibility with your
audience. )
C. Be sure you have clear in your mind what you want to say, how you want
to say it, and what messages or major thoughts you want to be sure to
leave with your audience.
D. Putting Your Talk or Speech Together
1. Use 3 x 5 index cards or outline sheets to keep your talk on
target and on time.
2. Use colored inks for emphasis r::oints.
3. N1.ID1ber
your index cards consecutively in case they are out of
order.
4. If you need a complete, word-for-\'\Drd speech on paper, have
your talk typed on white paper, double- or triple-spaced, all
cap lettering, using a large typing elerrent. (There are special
typewriters for this purPJse, and extra large lettered IBMtyping
elements. )
E. Practice your SPeech or talk in front of a mirror or group of friends
or co-workers.

27
 SeITETips on Effective Presentation--continued Page 2 of 5

F. Ixm't forget to use exarrples, analOCJies, for instances, experiences,

stories, and case histories.

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

II. UNDERSTANDING
YOURAUDIEOCE
A. WhoIs Your Audience?
B. What are their interests? What are their needs?

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

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

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

(I) Neat, clean appearance.

(2) Combhair and freshen up just before you ITEetyour audience.
(3) Shine shoes.
(4) Wear your name tag and officers pin

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

28
SerreTips on Effective Presentation--continued Page 3 of 5

If you are going to talk on a specific subject in which your biography

does not reflect your experience or qualification in that area, rrodify
your biography (or just write in) those things that rrake you qualified
to speak on the subject.
B. YourOpeningRerrarks.
(1) Congratulate the chapter (or Jaycee rreeting group) on the fine
job they are doing.
(2) Plug the chapter president: Greetings from State Jaycee President
or National.
(3) Actually rrention a few of the outstarrling projects or activities
of the chapter. Whatrecent contribution have they ITBdeto their
carmunity? Cite sarre of the chapter's rrenbers by naIre. (Youcan
talk to the Jaycee chapter president before you speak and ask him
arout these things.)
(4) Be sure they feel you are glad to be with them; glad to share
ideas and viewpoints on the Jaycee fuverrent.
(5) Be careful of too muchhlllTOr,as ycu nay errl up entertaining your
audience, but leaving them nothing else.
(6) Don't be afraid to rap with ordinary Jaycee rrernbers;just don't
rap with the "big-shots".

V. YOUR
TALK
ORSPEECH
A. Length - Tine your speech to fit your atrlience. Openand close on tine.
A long, roring speech could be self-defeating if you can rrake your point
in a short, emphatic talk. Whatways can you think of to help you keep
your talk to the appropriate tine?
B. Variety in Your SPeech/I'alk Presentation:
(1) Voice quality and body language - Whisper; inflection; gestures;
voice tone; mannerisms. DonI t be afraid to look at your audience,
but don't stare at the sane people all the tine.
(2) Atrlio-Visuals - Use audio-visuals including video-tape; l6rnn
ITOvieprojector; audio cassette; overhead projector; flip-charts;
chalkboard; exhibits; opaque projector; slide projector; record
player, etc.
(3) Hand-outs - Use harrl-outs or samples. Although it I s best to hand
these out at the errl of your presentation, you nay find it con-
venient to pass out a hand-out during a presentation, especially
whenyou refer to it during your talk.
(4) fuverrent in Ibom- If the roomis snaIl enough, you might leave the
pcrlium,walk aITOng the audience, ITOveto different locations in the
room, sit on a table in front of the pcrlium, to give a ITOrerelaxed,
informal tone to your talk. Be sure if you leave the pcrliumand
mike, that your voice can carry the room.

29
SorreTips on Effective presentation--oontinued Page 4 of 5

Another wayto convey to the audience a tone of infornali ty and

relaxation is to rerroveyour suit jacket during the talk, and take
the mike off the podiumholder and (if it has a long emugh oord)
use it like an entertainer does in front of an audience without
a podiumor other obstructions.
(5) Atrlience Participation - Makereferences to others in the room.
Haveothers rrake a ccmrent or rerrark alxmt an experience or
incident. (Their rercarks nust be brief.)
(6) Use quizzes; question and answer period; rourrl-robin cOITrlEIlts;
brainstorming, etc.
(7) Exhibits - Bars; graphs; charts; diagrams; pie charts; pooto-
graphs, etc.
c. ~thods in Presenting IV'.aterial
(1) Logical or sequential (first, second, third, lastly)
(2) Corrparison

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

30
 SomeTips on Effective Presentatian--oontinued Page 5 of 5

F. The Old, Innovative, Weird

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

VI. FOIliM-UP

Probably the IIDst forgotten aspect of a talk or SPeeChis the appropriate

follaw-up.
Jaycees are notorious for describing sarething, then failing to tell Jaycees
lv.v to do it,or where to go for the information, or specific persons wh:>
can help them best.
Thus, you might consider:
(a) Writing on the blackOOardthe exact address am price where
Jaycees can obtain a piece of written material or project kit.
(b) Writing on the blackboard or harrling out a sheet of n.arres,
addresses, am prone numbers (include roth homeand business
phone numbers). Don't forget to incl1..rleyourself.
(c) Referring Jaycees to the appropriate local chapter officer, state
officer, or national staff officer whocan best help them, am
providing his narre, address, arrl prone number.
(d) Whatother gocd follaw-up procedures might be errployed?

VII. CLOSING
OF TALK
OR SPEEX:J1

A. S1..IDII'arize
the highlights of your talk.
B. Question am answer period.
C. Let your au:'lienceknowlv.v ITUchyou truly enjoyed being with them.
D. Provide any follaw-up information you have to (SEESection VI alx>ve).
E. Con't drag on the closing, be done with it. (Con't ever ap::>logizefor
anything. )
F. Welconeany Jaycees or others to visit with you later if you're not
leaving inm:rliately.

P.S. Stick to your tirre schedule; short and sweet is still the best p::>licy.

31
PREPARE YOURSELF
Review objectives.
Prepare opening comments.
Prepare information sheets or other reading materials.
Study data and information relating to your topic.
Prepare questions relating to the situation or proble~.

r-1EETINGPREPARATION
Determine time and place of meeting.
Prepare an invitation letter.
Invite or direct participants to attend.
Arrange for room set-up.
Order coffee, soft drinks, or other appropriate re~resh~en~s.
A.::-range
for tz:aining aids.

PREPARE THE ROOM

Be certain that the room is set up th8 way you want it.
See that the room is clean.
Cut off phone calls and interruptions during the session.
Have visuals and pass-outs arranged for easy accessibility.
Check that all equipment, lecturn (if using), flipcha~t, easel
are in place.
Have pencil, paper or other note-taking materials available.
Have name cards and name tags available.

AT THE BEGINNING OF THE SESSION

Start on time.
State the obj~ctives of the session, the problem, situation, and
the approach which will be used.
Motivate the individual. Remember, the best motivation ~s Y8ur
own enthusiasm.

DURING THE SESSION

Schedule breaks.
Direct, but do not dominate the discussion.
Maintain eye contact with the group.
HEETING ARRANGE:<lENTS ?ag':2 i

Periodically s~~arize to be certain the group reDains O~

track.
Ask questions to channel direction and maintain control.
Use visual aids effectively to record comments of the grou?
Be familiar enough with the problem or situation to be able
to adjust to the level and needs of the group.
Distribute pass-outs to enhance the discussion.

AT THE END OF THE SESSION

Stop on time.
Summarize the main points and review the conclusions drawn.
Clear up any I!1isconceptions.
Preview the next sessions' materials to tie in with what wa~
lo~r~o~ ~r rhi~ ~o~~inn_
 Br~fnsto~inp, Guldcl1n~s

1. Concentrate on the topic - "Storm your Brain"

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

Advnntages

Brainstorming:

1. Is stimulating
2. Is motivating
3. Sharpens the focus on the problem or topic
4. Promotes spontaneity and creativity
5. Increases efficiency and productivity
6. Involves participants in the group-ownership of ideas
7. Provides a permanent record
8. Offers a springboard to the solution of problecs
 WHO SHOULD BE TRAINED

1. Members

2. COlnmittee Chairmen

3. Directors

4. Officers

s.

Proper Training is the

Responsibility of

Each Supervisor
 TRAIN ING

IVIUST BE

CONTINUOUS PROCES~
 21

Training Methods.
METHOD USE
Individual Instruction To teach an important or complicated procedure.
Group Instruction To give basic facts that are fundamental in nature.
Lecture To give basic or supplementary information on a specific subject.
Demonstration To highlight a key principle or problem.
Conference To solve problems and direct a change of attitudes
Meetings To exchange information and get the ideas of a group.
Role Playing To give information needed immediately in short form.

Training Evaluation.

Nime _ How to properly UN this guid.: Complete this haiultion It the beginning of uch
Quartet on each person you supervise. Then see that he receives the tr.ming you have
POSt1Ion. _ marked as a priority need. After the first quarter evaluation, be sure to h'.luate the
yea' _ effectIveness ot the training he r~ei\led the previous Quarter.

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