presentation skills sample

8/12/2019 Presentation Skills Sample

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Presentation Skills

Sampl

CorporateTraining Materials

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TABLE OF CONTENTS

Preface ..............................................................................................................................................3

What is Courseware? ................................................................................................................................ 3

How Do I Customize My Course? .............................................................................................................. 3

Materials Required ................................................................................................................................... 4

Maximizing Your Training Power .............................................................................................................. 5

Icebreakers ........................................................................................................................................6

Icebreaker: Friends Indeed........................................................................................................................ 7

Training Manual Sample ..................................................................................................................... 8

Sample Module: Non-Verbal Communication Skills ................................................................................. 9

Instructor Guide Sample ................................................................................................................... 14

Sample Module: Non-Verbal Communication Skills ............................................................................... 15

Activities ......................................................................................................................................... 24

Quick Reference Sheets .................................................................................................................... 28

Certificate of Completion ................................................................................................................. 30

PowerPoint Sample .......................................................................................................................... 32

Full Course Table of Contents ........................................................................................................... 36


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Preface

What is Courseware?

Welcome to Corporate Training Materials, a completely new training

experience!

Our courseware packages offer you top-quality training materials that

are customizable, user-friendly, educational, and fun. We provide yourmaterials, materials for the student, PowerPoint slides, and a take-

home reference sheet for the student. You simply need to prepare and

train!

Best of all, our courseware packages are created in Microsoft Office and can be opened using any

version of Word and PowerPoint. (Most other word processing and presentation programs support

these formats, too.) This means that you can customize the content, add your logo, change the color

scheme, and easily print and e-mail training materials.

How Do I Customize My Course?

Customizing your course is easy. To edit text, just click and type as you would with any document. This is

particularly convenient if you want to add customized statistics for your region, special examples for

your participants industry, or additional information. You can, of course, also use all of your word

processors other features, including text formatting and editing tools (such as cutting and pasting).

To remove modules, simply select the text and press Delete on your keyboard. Then, navigate to the

Table of Contents, right-click, and click Update Field. You may see a dialog box; if so, click Update entire

table and press OK.

(You will also want to perform this step if you add modules or move them around.)

If you want to change the way text looks, you can format any piece of text any way you want. However,

to make it easy, we have used styles so that you can update all the text at once.

If you are using Word 97 to 2003, start by clicking the Format menu followed by Styles and Formatting.

In Word 2007 and 2010 under the Home tab, right-click on your chosen style and click Modify. That will

then produce the Modify Style options window where you can set your preferred style options.


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For example, if we wanted to change our Heading 1 style, used for Module Titles, this is what we would

do:

Now, we can change our formatting and it will apply to all the headings in the document.

For more information on making Word work for you, please refer to Word 2007 or 2010 Essentials by

Corporate Training Materials.

Materials Required

All of our courses use flip chart paper and markers extensively. (If you prefer, you can use a whiteboard

or chalkboard instead.)

We recommend that each participant have a copy of the Training Manual, and that you review each

module before training to ensure you have any special materials required. Worksheets and handouts are

included within a separate activities folder and can be reproduced and used where indicated. If you

would like to save paper, these worksheets are easily transferrable to a flip chart paper format, instead

of having individual worksheets.


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We recommend these additional materials for all workshops:

Laptop with projector, for PowerPoint slides Quick Reference Sheets for students to take home Timer or watch (separate from your laptop) Masking tape Blank paper

Maximizing Your Training Power

We have just one more thing for you before you get started. Our company is built for trainers, by

trainers, so we thought we would share some of our tips with you, to help you create an engaging,

unforgettable experience for your participants.

Make it customized.By tailoring each course to your participants, you will find that your resultswill increase a thousand-fold.

o Use examples, case studies, and stories that are relevant to the group.o Identify whether your participants are strangers or whether they work together. Tailor

your approach appropriately.

o Different people learn in different ways, so use different types of activities to balance itall out. (For example, some people learn by reading, while others learn by talking about

it, while still others need a hands-on approach. For more information, we suggest

Experiential Learning by David Kolb.)

Make it fun and interactive.Most people do not enjoy sitting and listening to someone else talkfor hours at a time. Make use of the tips in this book and your own experience to keep your

participants engaged. Mix up the activities to include individual work, small group work, large

group discussions, and mini-lectures.

Make it relevant.Participants are much more receptive to learning if they understand why theyare learning it and how they can apply it in their daily lives. Most importantly, they want to

know how it will benefit them and make their lives easier. Take every opportunity to tie what

you are teaching back to real life.

Keep an open mind.Many trainers find that they learn something each time they teach aworkshop. If you go into a training session with that attitude, you will find that there can be an

amazing two-way flow of information between the trainer and trainees. Enjoy it, learn from it,

and make the most of it in your workshops.

And now, time for the training!


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Icebreakers

Each course is provided with a wide range of interactive Icebreakers. The trainer can utilize an

Icebreaker to help facilitate the beginning of the course, as it helps break the ice with the

participants. If the participants are new to each other, an icebreaker is a great way to introduce

everyone to each other. If the participants all know each other it can still help loosen up the

room and begin the training session on positive note. Below you will see one of the icebreakers

that can be utilized from the Icebreakers folder.


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Icebreaker: Friends Indeed

Purpose

Have the participants moving around and help to make introductions to each other.

MaterialsRequired

Name card for each person Markers

Preparation

Have participants fill out their name card. Then, ask participants to stand in a circle, shoulder to

shoulder. They should place their name card at their feet. Then they can take a step back. You

as the facilitator should take the place in the center of the circle.

Activity

Explain that there is one less place than people in the group, as you are in the middle and will

be participating. You will call out a statement that applies to you, and anyone to whom that

statement applies must find another place in the circle.

Examples:

Friends who have cats at home Friends who are wearing blue Friends who dont like ice cream

The odd person out must stand in the center and make a statement.

The rules:

You cannot move immediately to your left or right, or back to your place. Lets be adults: no kicking, punching, body-checking, etc.

Play a few rounds until everyone has had a chance to move around.


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Training Manual Sample

On the following pages is a sample module from our Training Manual. Each of our courses

contains twelve modules with three to five lessons per module. It is in the same format and

contains the same material as the Instructor Guide, which is then shown after the Training

Manual sample, but does not contain the Lesson Plans box which assists the trainer during

facilitation.

The Training Manual can be easily updated, edited, or customized to add your business name

and company logo or that of your clients. It provides each participant with a copy of the

material where they can follow along with the instructor.


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Sample Module: Non-Verbal Communication Skills

Understanding your body language and other physical queues is very

important when you are presenting material in front of an audience.

Your non-verbal communication skills are just as important as your

verbal skills. Combined they make up the complete communication

package that you use when you are presenting your material.

The most important thing in

communication is hearing what

isn't said.

Peter F. Drucker


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Body Language

Non-verbal communication is the process of communication through sending and

receiving wordless messages. It is the single most powerful form of communication.

Nonverbal communication cues you in to what is on another persons mind, even

more than voice or words can do.

One study at UCLA found that up to 93 percent of communication effectiveness is

determined by nonverbal cues. Another study indicated that the impact of a performance was

determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by non-verbal

communication.

Body language is a form of non-verbal communication involving the use of stylized gestures, postures,

and physiologic signs which act as cues to other people. Humans unconsciously send and receive non-

verbal signals through body language all the time.

Your words represent only 7% of the message that is received. Your body language represents 55%. Butyour body language must match the words used. If a conflict arises between your words and your body

language, your body language governs.


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Gestures

Gestures are an important tool for a presenter. The challenge is make gestures

support the speaking, reinforcing ideas. Below are several basic rules for the use of

gestures:

Make most gestures above the waist. (Those below the waist suggestfailure, defeat, and despair.)

Hold your forearms parallel to the waist, with your elbows about 3 inches from the side. Make your hands part of your forearm, opening them, with your fingers slightly curved. (Limp

hands may indicate a lack of leadership.)

Use both hands to convey power.Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.


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The Signals You Send to Others

Signals are movements used to communicate needs, desires, and feelings to others.

They are a form of expressive communication. More than 75% of the signals you

send to others are non-verbal.

People who are excellent communicators are sensitive to the power of the

emotions and thoughts communicated non-verbally through signals.

Types of Non-Verbal Signals: Other than gestures already discussed, signals include:

Eye contact Posture Body movements.

They all convey important information that isn't put into words. By paying closer attention to other

people's nonverbal behaviors, you will improve your own ability to communicate nonverbally.

Intervals of four to five seconds of eye contact are recommended.

It is also important to use a tone of voice to reinforce the words in your presentation. For example, using

an animated tone of voice emphasizes your enthusiasm for a participants contribution in a debrief

session.

As a presenter, your words should match your non-verbal behaviors. If they do not, people will tend to

pay less attention to what you said, and focus instead on your nonverbal signals.


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Instructor Guide Sample

On the following pages is a sample module from our Instructor Guide. It provides the instructor

with a copy of the material and a Lesson Plans box. Each Instructor Guide and Training Manual

mirrors each other in terms of the content. They differ in that the Instructor Guide is

customized towards the trainer, and Training Manual is customized for the participant.

The key benefit for the trainer is the Lesson Plan box. It provides a standardized set of tools to

assist the instructor train that particular lesson. The Lesson Plan box gives an estimated time to

complete the lesson, any materials that are needed for the lesson, recommended activities, and

additional points to assist in delivering the lessons such as Stories to Share and Delivery Tips.


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Sample Module: Non-Verbal Communication Skills

Understanding your body language and other physical queues is very

important when you are presenting material in front of an audience.

Your non-verbal communication skills are just as important as your

verbal skills. Combined they make up the complete communication

package that you use when you are presenting your material.

The most important thing in

communication is hearing what

isn't said.

Peter F. Drucker


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Body Language

Estimated Time 5 minutes

Topic Objective To experience a situation when actions speak louder than words

Topic Summary

Hand to Chin Exercise

The presenter issues verbal instructions, but demonstrates the wrong

response in non-verbal communication. Surprisingly, most will probably

follow the non-verbal action, rather than the words.

Materials Required None

Planning ChecklistIf possible, draw a pair of hands in a gesturing pose on the flip chart, or show

an image of hands in a gesturing pose on a PowerPoint slide.

Recommended Activity

Lead a demonstration for the large group.

Ask the group to extend their right arms parallel to the floor.

Say, Now, make a circle with your thumb and forefinger. Demonstrate the

action as you speak.

Next, say Now, very firmly bring your hand to your chin. As you

demonstrate, however, instead of bringing your hand to your chin, bring it to

your cheek.

Pause and observe what happened. Most of the group will probably havedone what you did, not what you said. Some will realize this, and move their

hands to their chin. Expect laughter.

Activity Debrief

Discussion questions:

Did you ever hear the saying Do as I say, not as I do? We all know actions speak louder than words. How can we use this

knowledge in presentations?

What other barriers to effective communication does this suggest?


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Non-verbal communication is the process of communication through sending and

receiving wordless messages. It is the single most powerful form of communication.

Nonverbal communication cues you in to what is on another persons mind, even

more than voice or words can do.

One study at UCLA found that up to 93 percent of communication effectiveness isdetermined by nonverbal cues. Another study indicated that the impact of a performance was

determined 7 percent by the words used, 38 percent by voice quality, and 55 percent by non-verbal

communication.

Body language is a form of non-verbal communication involving the use of stylized gestures, postures,

and physiologic signs which act as cues to other people. Humans unconsciously send and receive non-

verbal signals through body language all the time.

Your words represent only 7% of the message that is received. Your body language represents 55%. But

your body language must match the words used. If a conflict arises between your words and your body

language, your body language governs.


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Gestures


Topic ObjectiveTo practice using gestures to reinforce the effect of non-verbal

communications

Topic Summary

Using gesturing takes thought and practice. This exercise gives participants,

working in pairs, opportunities to use gestures while speaking. The feedback

from the partner will serve as the mirror in the exercise.

Materials Required Worksheet: The Hands Have It

Planning ChecklistIf possible, draw a pair of hands in a gesturing pose on the flip chart, or show

an image of hands in a gesturing pose on a PowerPoint slide.


Divide the large group into pairs and provide everyone with the worksheet.

On the worksheet, there are 3 statements that discuss DIRECTION,SIZE, SHAPE, AND DESCRIPTION, and FEELING AND INTENSITY

Take turns practicing enhancing your message with the use ofgestures.

Select one statement for each type of statement to read. As you read, practice using gestures to reinforce your message.

Remember to keep your arms above your waist for positive

reinforcement.

Discuss your results in pairs.

Activity Debrief

What gesture did you find the easiest to use in non-verbal communication?

In general, was the addition of gestures helpful in driving home y message?

Encourage participants to practice using gestures at home in front of a

mirror.

Stories to Share

We've known for a while that we use gestures to add information to a

conversation even when we're not entirely clear how that information

relates to what we're saying," says Susan Wagner Cook, lead author and

postdoctoral fellow at the University of Rochester. "We asked if the reverse

could be true; if actively employing gestures when learning helps retain new

information."

Review Questions How can gestures help you with communication in your presentations


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Gestures are an important tool for a presenter. The challenge is make gestures

support the speaking, reinforcing ideas. Below are several basic rules for the use of

gestures:

Make most gestures above the waist. (Those below the waist suggestfailure, defeat, and despair.)

Hold your forearms parallel to the waist, with your elbows about 3 inches from the side. Make your hands part of your forearm, opening them, with your fingers slightly curved. (Limp

hands may indicate a lack of leadership.)

Use both hands to convey power.Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.


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The Signals You Send to Others


Topic Objective To practice making and observing non-verbal signals

Topic Summary

Non-Verbal Signal Savvy

Like gestures, all non-verbal signals influence communication. This exercise

gives participants, working in pairs, opportunities to use gestures while

speaking. The feedback from the partner will serve as the mirror in the

exercise.

Materials Required Worksheet: Sending Signals

Planning Checklist None


Divide the large group into pairs and provide everyone with the worksheet.

Instructions:

Take turns reading several of the statements again, this time sendingnonverbal signals such as eye contact, posture, and body movement.

Discuss your results in pairs..

Activity Debrief

Discuss the following points with the large group:

Now that you have had an opportunity to practice giving non-verbal signals

with a verbal message, what are your reactions?

Were the non-verbal signals matched to the words? Or did your partner give

you mixed messages that you had to figure out?

Review QuestionsWhat are three non-verbal signals of which to be aware during a

presentation?


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Signals are movements used to communicate needs, desires, and feelings to others.

They are a form of expressive communication. More than 75% of the signals you

send to others are non-verbal.

People who are excellent communicators are sensitive to the power of the

emotions and thoughts communicated non-verbally through signals.

Types of Non-Verbal Signals: Other than gestures already discussed, signals include:

Eye contact Posture Body movements.

They all convey important information that isn't put into words. By paying closer attention to other

people's nonverbal behaviors, you will improve your own ability to communicate nonverbally.

Intervals of four to five seconds of eye contact are recommended.

It is also important to use a tone of voice to reinforce the words in your presentation. For example, using

an animated tone of voice emphasizes your enthusiasm for a participants contribution in a debrief

session.

As a presenter, your words should match your non-verbal behaviors. If they do not, people will tend to

pay less attention to what you said, and focus instead on your nonverbal signals.


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Its Not What You Say, Its How You Say It


Topic ObjectiveTo practice three exercises using various tones of voice to emphasize

communication

Topic Summary

Vibrant Voice Tones

This exercise helps participants by exploring the impact of certain

Materials Required Worksheet: Vibrant Voice Tones

Planning Checklist

To avoid discomfort or embarrassment, this exercise will be done

independently by participants. Before you do this, check out your facility and

identify an assortment of locations where people might go to perform them.


Distribute the worksheet to everyone.

Instructions:

This is a three-part exercise to help you explore the impact of voicetone on your communications to others.

You will be working independently. Find a comfortable spot (suggestsome) where you can try these verbal activates to explore your own

voice tone.

Activity Debrief

Discuss the following points with the large group:

What are your reactions to the concept that you can perform exercises to

improve your voice tone?

Can you think of a time when having a better command of voice tone such as

we experienced today might have helped you to be a better communicator?

Review Questions Remind participants to consider adding an item to their action plan.


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Tone of Voice: We are all born with a particular tone of voice. While most

people are not gifted with a radio announcers voice, we can learn to

improve our tone of voice. The idea is have your voice sound upbeat, warm,

under control, and clear. Here are some tips to help you begin the process.

Make sure you are breathing from the diaphragm. Stay hydrated by drinking lots of water and avoid caffeine due to its diuretic effects Stand up tall; posture affects breathing, which affects tone. Smile; it warms up the tone of your voice. If your voice is particularly high or low, exercise the range of your voice by doing a sliding scale.

You can also expand the range of your voice by singing.

Record your voice and analyze the playback. Practice speaking in a slightly lower octave. Deeper voices have more credibility than higher

pitched voices. It will take getting used to pitching your voice down an octave, but it will be

worth the effort.

Get feedback from a colleague or family member about the tone of your voice.


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Activities

During the facilitation of a lesson Worksheet or Handout may be utilized to help present the

material. If a lesson calls for a Worksheet or Handout it will be listed in the Lesson Plan box

under Materials Required. The trainer can then utilize the Activities folder for the

corresponding material and then provide it to the participants. They are all on separate Word

documents, and are easily edited and customized.

Below you will see the Worksheets or Handouts that are utilized during the training of the

above lesson. They are located in the Activities folder and can be easily printed and edited for

the participants.


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Sample Worksheet: The Hands Have It

Gestures of direction, size, shape, description, feeling, and intensity are all effective when speaking.

Practice each type with your partner as you read a few of the short statements below. Word clues are

italicized for you. Then share feedback about your results with each other.

Direction

1. She jumped off the dock and sank straight downto the bottom of the lake.2. We circledthe airport for what seemed like hours until the fog lifted.3. The car was headed south, toward the border.

Size, shape, and description

1. Lying in the pail was the biggest frogId ever seen. But before Icould grabhim2. On approach, the plane dippedbefore veering slightly to the right.3. It is a large wheel, maybe the size of a salad plate. On one side, it has teethdesigned to mesh on

the shaft.

Feeling and intensity

1. I have tried to get the board to realize that this project is critical to the success of water system,but I have failed.

2. I was so excitedwhen on myfirst visit, we finally landed in Hong Kong!3. The team was so closeto winning the pennant, but they just blew it. How much morecan the

fans take?


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Sample Worksheet: Sending Signals

People who are excellent communicators are sensitive to the power of the emotions and thoughts

communicated non-verbally through signals. Again using the statements from the Gestures exercise,

select a few and practice reinforcing your message through the use of eye contact, posture, body

movements, and tone of voice. Share observations with your partner.

Direction

1. She jumped off the dock and sank straight down to the bottom of the lake.2. We circled the airport for what seemed like hours until the fog lifted.3. The car was headed south, toward the border.

Size, shape, and description

1. Lying in the pail was the biggest frog Id ever seen. But before I could grab him2. On approach, the plane dipped before veering slightly to the right.3. It is a large wheel, maybe the size of a salad plate. On one side, it has teeth designed to mesh

on the shaft.

Feeling and intensity

1. I have tried to get the board to realize that this project is critical to the success of water system,but I have failed.

2. I was so excited when on my first visit, we finally landed in Hong Kong!3. The team was so close to winning the pennant, but they just blew it. How much more can the

fans take?


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Sample Worksheet: Vibrant Voice Tones

Exercise a):Moving your voice around

1. Press your hand on your nose and say "nose".2. Concentrate on your nose as you repeat the word until you can feel your nose vibrating.3. Now do the same exercise with your hand on your throat saying "throat".4. And finally on your chest saying "chest".5. Keep practicing until you can really feel the vibration in each place.6. Notice how different each one sounds.

Exercise B): Using your range

1. Starting from a high note, say 'ar' (as in the letter r) keeping your mouth open allow the note todrop down until your breath runs out.

2. Repeat this ten times.3. Starting from a low note, say 'ou' (As in you without the y), allowing the note to rise until you

cannot support the sound.

4. Repeat this ten times.Exercise C): Resonate

To use your voice correctly it must resonate in the facial area surrounding the nose and mouth.

There are two ways to do this:

1. Hum at whatever pitch is most comfortable for you. When you have found your pitch, hum'umm' followed immediately by the word 'ready'. Repeat a few times, then try the words 'now',

'one', 'two', 'three'.

2. Hum, and then allow your lips to vibrate. You are attempting to sound like a dove. Allow thepitch to rise and fall. This is very difficult if there is any tension in the jaw or face. Done correctly

for a few minutes, your face will start to feel numb. After a few minutes, you should notice thatyour voice sounds crisper, and the sound has better attack.

Spending 5 minutes a day practicing these exercises will enhance your voice tone.


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Quick Reference Sheets

Below is an example of our Quick reference Sheets. They are used to provide the participants

with a quick way to reference the material after the course has been completed. They can be

customized by the trainer to provide the material deemed the most important. They are a way

the participants can look back and reference the material at a later date.

They are also very useful as a take-away from the workshop when branded. When a participant

leaves with a Quick Reference Sheet it provides a great way to promote future business.


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Performing a Needs Analysis

A needs analysis

measures what skills

employees have -- and

what they need. It

indicates how to deliver

the right training at the

right time.

1. What is the audiencewith the problemor need for change?

2. What tasksand does an expertperform to complete a work process?

3. What gapsexist between experts,average, and poor performers of a

work process?

4. How do we translate the needs intoobjectives to promote a strong

learning outcome?

Listening and Hearing: They Arent the

Same Thing

Hearing is the act of

perceiving sound by the

ear. Assuming an individual

is not hearing-impaired,

hearing simply happens.

Listening, however, is

something that one consciously chooses to do. Listening

requires concentration so that the brain processes

meaning from words and sentences. Listening leads to

learning.

This is not always an easy task. The normal adult rate of

speech is 100-150 words per minute, but the brain can

think at a rate of 400-500 words per minute, leaving

extra time for daydreaming, or anticipating the

speakers or the recipients next words. Listening skills,

however, can be learned and refined.

Preparing Mentally

Visualization is the formation of mental visual images. It is an excellent way to prepare your

mind before a presentation. There are several types of visualization:

Receptive visualization: Relax, clear your mind, sketch a vague scene, ask a question,and wait for a response. You might imagine you are on the beach, hearing and smelling

the sea. You might ask, Why cant I relax?, and the answer may flow into your

consciousness.

Programmed Visualization: Create an image, giving it sight, taste, sound, and smell. Imagine a goal youwant to reach, or a healing you wish to accelerate. Jane used visualization when she took up running,

feeling the push of running the hills, the sweat, and the press to the finish line.

Guided Visualization:Visualize again a scene in detail, but this time leave out important elements. Waitfor your subconscious to supply missing pieces to your puzzle. Your scene could be something pleasant

from the past.

Presentation Skills

www.corporatetrainingmaterials.com Corporate Training Materials
http://www.corporatetrainingmaterials.com/http://www.corporatetrainingmaterials.com/


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Certificate of Completion

Every course comes with a Certificate of Completion where the participants can be recognized

for completing the course. It provides a record of their attendance and to be recognized fortheir participation in the workshop.


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[Name

]

Hasmasteredth

ecourse

enaonSs

Awardedthis_______dayof___

_______,20___

CERTIFICATEOF

COMPLET

ION

PresenterNameandTitle


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PowerPoint Sample

Below you will find the PowerPoint sample. The slides are based on and created from the

Training Manual. PowerPoint slides are a great tool to use during the facilitation of the

material; they help to focus on the important points of information presented during the

training.


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Full Course Table of Contents

Preface ..............................................................................................................................................4

What is Courseware? ................................................................................................................................ 4

How Do I Customize My Course? .............................................................................................................. 4

Materials Required ................................................................................................................................... 6

Maximizing Your Training Power .............................................................................................................. 6

Module One: Getting Started .............................................................................................................8

Housekeeping Items.................................................................................................................................. 8

The Parking Lot ......................................................................................................................................... 9

Workshop Objectives ................................................................................................................................ 9

Pre-Assignment Review .......................................................................................................................... 10

Action Plans and Evaluation Forms ........................................................................................................ 10

Module Two: Creating the Program ..................................................................................................11

Performing a Needs Analysis .................................................................................................................. 11

Writing the Basic Outline ........................................................................................................................ 13

Researching, Writing, and Editing .......................................................................................................... 13

Module Three: Choosing Your Delivery Methods .............................................................................. 15

Basic Methods......................................................................................................................................... 15

Advanced Methods ................................................................................................................................. 17

Basic Criteria to Consider ........................................................................................................................ 19

Module Four: Verbal Communication Skills .......................................................................................21

Listening and Hearing: They Arent the Same Thing .............................................................................. 21

Asking Questions .................................................................................................................................... 23

Communicating with Power ................................................................................................................... 25

Module Five: Non-Verbal Communication Skills ................................................................................ 28

Body Language ....................................................................................................................................... 28


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Ask Them a Question .............................................................................................................................. 58

Encouraging Discussion .......................................................................................................................... 58

Dealing with Questions ........................................................................................................................... 59

Module Twelve: Wrapping Up ..........................................................................................................61

Words from the Wise .............................................................................................................................. 61

Gaining Closure on the Parking Lot ........................................................................................................ 61

Action Plans and Evaluations .................................................................................................................. 61

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