How to Run Seminars & Workshops: Presentation Skills for Consultants, Trainers and Teachers
Robert L. Jolles
Format: PDF / Kindle (mobi) / ePub
The Trainer's Guide to Training
Most new trainers and presenters know all they need to know about their chosen subject. Unfortunately, few of them actually know how to present what they know. For more than a decade, Robert Jolles's How to Run Seminars and Workshops has taught tens of thousands of people how to sell, teach, stand up, and deliver an effective training session on almost any subject in almost any setting.
This new Third Edition updates this classic guide for anyone who has to get up and move an audience. Just as he did in the book's previous editions, Jolles-former head of Xerox's world-renowned "train the trainer" program-shares proven, effective techniques for winning over an audience, holding their interest, conveying important information, and moving that audience to take action! For seasoned pros, this is an invaluable tool for becoming a world-class seminar and workshop leader. For novices, it's a step-by-step self-teaching guide that provides the confidence and the techniques speakers need to survive and thrive in front of an audience.
Packed with straightforward, trustworthy advice, this reliable resource covers all the bases for today's professional trainers and speakers, including research and preparation, questioning techniques, pacing, visual aids, evaluation and support, feedback, and more:
- Creating your own seminar business
- Recognizing different personalities and types of behavior
- Training groups with diverse needs
- On-site preparations
- Maintaining the audience's interest
- The latest technology and visual aids
- Giving feedback and coaching
- Presenting your best self to the audience
- Developing a training staff
- And, most important, how to sell your message
Trusted by thousands of professional trainers for the latest tactics and practices in seminar and workshop leadership, How to Run Seminars and Workshops, Third Edition is the ultimate guide for anyone who makes a living sharing what they know with others.
to net out whatever they are talking about. If that does not work, be prepared to jump right into their monologues with a statement of your own relating to their points. Then, tie it back to your topic and hang on for dear life. An example of such an exchange would sound like this: ENLIGHTENER: . . . which can make a difference in how you want to handle this situation. Now, when I was a child . . . PRESENTER: So, in handling this situation, you would first work with the administrator. You know,
fellow trainees a rather unfriendly push causing an overload and resignation. The problem is, you the presenter are also balancing on a thin line of wanting to not answer the question while assuring the class the ■ 87 ■ ■ Getting Started ■ question was not as difficult as it sounded. Sometimes, you can accomplish both as illustrated in the following exchange: TRAINEE: CLASS: PRESENTER: TRAINEE: PRESENTER: Can you give us a better idea of the PC6300’s ability to send and/or receive
remind the trainees of the need-toknows of the process, objective, and utility, and jump on it. You are now ready to rumble! MASTERING THE UPPOPPR Well, what do you think? Mastering the UPPOPPR is challenging. The rewards, however, will make it all worthwhile. One of the most important lessons that can be learned from working with this process comes from the art of selling. Think back on the teachers or presenters who really made a difference in your life. Did they just dispense information or ■
questions you intend to use. As you begin to demonstrate the safety of participation, the room begins to thaw. The actual delivery approach for overhead questions can be done a couple of ways. Sometimes, if you just ask the question and extend your arms out, trainees will assume the question is aimed at anyone who wishes to respond. Of course, you may wish to not be quite so cute, and try asking a question similar to the following example: PRESENTER: Can anyone tell me at least two of the four
that all the trainees were able to hear what was asked. It can be frustrating to be sitting in a training room, hear a trainee from the other side of the room mumble a question that cannot be made out, and hear the presenter say, “Boy, I’m glad you asked that one! Tuesdays and Thursdays without fail.” Many trainees will not ask what was said; they will simply sit back and stew. A few minutes, an hour, a day later the presenter gets sniped by the trainee who could not hear and wonders, “What’s