Tip #1:  Marcia's Gem                                 
Always ask yourself, "Who is this slide or PowerPoint for?"

If it is for you (the presenter), then rethink it and make the slide or PowerPoint for the audience.  Lecture from your notes not the slides or PowerPoint.
Retention of information is the goal.  By keeping your audience engaged, you will be a more effective presenter.
 - Marcia

Tip #5: Pictures Grab Attention
Terrific Tips for Trainers, Instructors, Facilitators & Presenters! 

When you are designing a PowerPoint presentation and/or handouts, make sure you include images such as photos, cartoons or graphics to illustrate the information.  Remember the image must relate to the content.  Keep it simple and use images that will make an impact.  A picture is worth a thousand words.

Bonus Follow-up Ideas from Tip #4 Choosing Color Carefully

Ed Gash, President/CEO of Eagle Wings, Inc. shares:

• No red or green letters
• Use the 6x6 rule: no more than 6 lines per screen and 6 words per line.

 - Marcia

Want more information NOW?  Visit our website at www.mljackson.com, Articles and Ideas. 

This tip is from the workshop, "PowerPoint Unplugged" and can be customized for your organization.  Call Marcia at 704-366-5929 to schedule your next keynote or training session.

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Tip #6: Write it to Remember it!
Terrific Tips for Trainers, Instructors, Facilitators & Presenters! 

Current brain research shows that if you write it you will remember it.  Instead of giving copies of your PowerPoint slides, use one of the following techniques to help your learners remember it:

1. The Note Taking Technique - have your audience take notes.  Ask them to write down the important words, phrases, and concepts they want to remember.
2. The Fill-in-the-Blank Technique - use a graphic organizer or note taking pag e that has concepts pre-printed with important words or phrases left blank so that the participant can fill in blanks as you lecture.
3. The Mark-up Technique - have your concepts pre-printed on a note taking page.  Then have participants highlight, circle, or underlineimportant words or phrases.

All three of these techniques require your participant to be actively involved so that they will remember it. 

 - Marcia

Bonus Follow-up Idea from Tip #5 Pictures Grab Attention

Phil Adams, M.Ed., Central Piedmont Community College shares:

        "Do not read the slides.  People are fully capable.  Use graphics for emphasis with the presentation."

Want more information NOW?  Visit our website at www.mljackson.com, Articles and Ideas. 

This tip is from the workshop, "PowerPoint Unplugged" and can be customized for your organization.  Call Marcia at 704-366-5929 to schedule your next keynote or training session.

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Tip #7: Keep Your PowerPoint Short
Terrific Tips for Trainers, Instructors, Facilitators & Presenters! 

This is the final tip in the PowerPoint series.  Please stay tuned for tips on dealing with generational differences...Bridging the Generational Divide.

- Marcia

Want more information NOW?  Visit our website at www.mljackson.com, Articles and Ideas. 

This tip is from the workshop, "PowerPoint Unplugged" and can be customized for your organization.  Call Marcia at 704-366-5929 to schedule your next keynote or training session.

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Tip #8: Two Timely Tips to Improve your Training, Speaking, and Presenting.

I recently attended a dinner meeting of a professional association and listened to our guest speaker who was charming and had many fabulous ideas.  The speech was well organized and jam-packed with ideas and suggestions.  The pacing of the presentation reminded me of two important tips for when we give presentations:

1. Pause after important points – This gives listeners time to absorb your ideas and helps you to signal emphasis.

1. Give examples – Share stories of ways others have successfully implemented the ideas and suggestions you are discussing. Remember to illustrate ideas and concepts with examples, stories, anecdotes, pictures, video, music, or art.

Help your audiences get the full benefit of your talk by using these two important tips when you plan your presentation.

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Tip #9: Bridging the Generational Divide
Millennials (born 1980 – 2000)

Tip #1:   We are on the leading edge of a workplace tsunami; the Millennials (Gen Y) are coming.  A few things to keep in mind to best manage, supervise, and work with this eager-to-please group:

• They want to be part of a team and be recognized for their individual contributions; sincerely show interest in their goals and personalities

• They want you to take a personal interest in their job/career; help them develop new and relevant skills

• They want the latest in technology both hardware and software; ask them what technology solutions they recommend

• They want a flexible work schedule that fits into their life; offer to work around some of their personal priorities.

Tip #2:   If you are coaching a Millennial make it all about them and their future, not just about the company.  Help Millennials make the connection between their goals and the goals of the company.

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Tip #10: 

We have all been conditioned to get information in 8 – 12-minute segments.  Do you know what has conditioned us?  You are correct, TV.  Americans watch an average of almost 4 hours of TV per day – WOW!  The TV advertisers and marketing folks know to capitalize on how the human brain takes in information; that is why they break up your favorite show with commercials every 8 – 12 minutes works. 

Here are a few things we can learn from TV about how to help our learners learn.

1. We need to chunk our stuff.  Divide your instruction into “bite-size” pieces of lecture with interaction build it.
2. We need to use the 10-minute rule.  Try to interrupt your lecture about every 10 minutes and have the learners do something with that information.
3. Close enough is okay.  10-minutes is a guide, it may be every 12 minutes or longer if you have never included interactive pieces before.
4. Every ten minutes, we change something.  You can change the environment/classroom, you can change the learners, or you can change yourself. Just moving around the room as you lecture or having the learners pair up for a discussion are ways of making a change.
5. Whenever possible, we need to use images to teach concepts.  Use stories, metaphors, analogies, diagrams, doodles, cartoons, mind maps, and graphics.

The main thing is we need to engage our learners to help the learning stick!!!!!

(This information comes from “Preventing Death by Lecture” training program, where I am the Training Associate of Sharon Bowman, Bowperson Publishing and Training.)

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Tip #11: Take time to rest, relax, reflect, and re-energize.

It is July and I am in Maine on my annual pilgrimage to our “camp”.  For most of my life this is the place of family vacations, great times with friends, and just plan relaxation.  I find a new rhythm to time here; hours slip away in the peace and quite of the woods and water.  I breath deep; this must sustain me for the busy months ahead.

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Tip #12: Terrific Tips for Bridging the Generational Divide

With 4 generations currently in the workplace and with the impending tsunami of Millennials about to hit the workplace, we need to be better equipped to deal with the needs and expectations of each other.  This series of Terrific Tips is designed to give you some tools to Bridge to those on the other side of the Generational Divide.

Since most of my clients and participants need to know about the Millennials, let’s start there!

Millennials  born 1980 – 2000

Companies need to provide the latest and greatest equipment, software, gadgets, fast internet access, handheld everything.

Think video games: Millennials need opportunities to experiment, they learn best thru trail and error; virtual games mean no borders, Millennials communicate with people all over the world.

This generation has never known a world without technology; computers have always been part of their world.  They can get frustrated with other workers who do not catch on or keep up with them.

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Tip #13: Brain Science and Effective Instruction

Sharon and I would like to share this article with you.  ENJOY!

Brain Science and Effective Instruction
By Sharon Bowman, Author: The Ten-Minute Trainer and Training from the BACK of the Room!
Your presentations and training programs will be more interesting, energizing, and memorable for your learners if you keep in mind three important brain-science principles for effective instruction, regardless of whether the learning takes place online or in real classrooms:

1. Movement trumps sitting (when learners move, more oxygen flows to the brain, enhancing brain function and learning).

2. Talking trumps listening (when learners talk about the topic, they move information from short-term memory to long-term memory).

3. Images trump words (the human brain remembers mental images longer than printed or spoken words).

Here are a few short, quick interactive strategies to help you apply the three principles (most activities can be done in one or two minutes):

1. Movement trumps sitting.
A.  Stand, Stretch, and Speak: Direct learners to stand up, stretch their bodies (arms, legs, torso, neck, etc), then share with their table groups their own summaries of what they have learned so far.

B.  Bend, Breathe, and Write: Direct learners to drop a pen/pencil on the floor, and then, as they pick it up, exhale forcefully and inhale deeply. Then they write a short summary of the most important concepts they've learned so far - they can read their summaries to their table groups, if time allows.

C. Standing Pair-Share: Direct learners to stand and form pairs (or triads). Give them one or two minutes to discuss important facts, major ideas, questions they still have, or whatever is most topic-related. If time allows, have a few pairs volunteer to tell the group a summary of their short discussion.

D.  Mini-Walkabout: Direct learners to form standing pairs/triads and then to take a "walkabout" around the room or around their table, talking about how they plan to use what they've learned or how the topic relates to their respective jobs. When they return to their starting point, they thank their "walkabout partners" and sit down. Playing upbeat music makes this activity more lively and fun.

E. Ball Toss: Direct learners to stand and take turns tossing a soft object (Koosh or nerf ball, stuffed animal, bath sponge – anything soft and throwable) to each other. The person who catches the ball states an important topic-related fact, and then tosses the ball to someone else to do the same. After a few ball tosses, thank the participants and have them sit down.

2. Talking trumps listening.
A.  Seated Pair-Share: Learners turn to a person seated near them (triads are okay), and spend about a minute discussing what they've just learned. They can also share summaries, questions they still have, or whatever you feel is important to the topic.

B.  Shout Out: Ask for a number from the group (they might say "seven"). Direct the group to come up with seven facts they've learned about the topic (or seven facts they already know about the topic). They take turns verbally stating facts until the number is reached. Vary this activity by varying the number and by using it as an opening, closing, or review activity.

C.  Take-a-Guess: Before a lecture segment, have learners state what they think will be covered during the content, what words might go in the printed "blanks" on worksheets, or what some topic-related questions might be. If time allows, have a volunteer print some of this information on a chart, then come back to it at the end of the lecture segment to compare their "take-a-guess" responses to the material covered.

D.  Myth or Fact: In small groups, learners sort a series of index cards on which you have printed some myths or facts about the topic. You can then either give them an answer key, or include the answers as part of the lecture. Then have learners resort the cards again, as a pre- and post-lecture activity. Or put myth/fact statements on slides and have learners discuss the statements with seated partners.

E.  Small Group Discussions: Give learners a topic-related question, statement, or fact to discuss or brainstorm responses. If time allows, have a few table groups share summaries of their discussions with the class.
3. Images trump words.

A. Doodle Drawings: Invite learners to draw a doodle, line, logo, flow chart, or cartoon representing a procedure, concept, or content piece. They label their drawing and, if time allows, explain it to another learner.

B.  Slide Graphics: Whenever possible, add an interesting, topic-related clipart or photo graphics to important slides so that you are showing an image as well as printed information. The image will be remembered longer than the information.

C.  Worksheet Graphics: Whenever possible, add photos and graphics to worksheets as well.

D.  Stories, Case Studies: Whenever possible, illustrate the information you are presenting with a short story or case study to make it more image-rich in the learners' minds.

E.  Metaphor Magic: Use metaphors and analogies to explain procedures or interrelated information (example: "This concept is like a _______ because ____________").  Learners can make up their own metaphors for the concepts/procedures (example: "This database procedure is like a car engine because ... ").

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Tip #14: Are your learners connecting?

Make it easy for your learners to connect with each other, the topics, and you as their guide. Plan for them to connect to each other, this lowers learners’ nervousness and increases the positive anticipation.  Connections create community and a sense of community lowers the barriers to learning.  Back on the job participants can use these connections to continue to support each other.
Here’s what I do:

#1 Create a welcoming and fun environment. 
Set up tables with 4 – 7 participants at each and make sure there is space for the participants to move around.
Hang quotes, posters and flip charts for up-coming activities are on the walls.
Put colored markers, highlighters, pens and sticky notes of various colors & sizes in paper bags or boxes on each table.
Engage kinesthetic learners by having toys, stickers, pipe cleaners, play dough, Lego’s and items that relate to your content such as wire, parts, credit card blanks, or play money.

#2 Learn everyone’s name within the 1st hour.
Correct pronunciation is important to your participants.
Offer prizes to participants who recall the names of their fellow participants.

#3 Create opportunities for participants to learn from other.
Mix it up - sometimes learners work together as table teams and other times have them regroup into new learning teams.  Plan for 3-6 different groupings per day-long session.

#4 Be aware of the class’ needs and address concerns. 
Negotiate the start, break, lunch and end times for classes that run several days.
For day-long classes negotiate lunch and break times.
Hang a flip chart as a way to gather feedback about the session.  Participants can leave sticky notes about what is working and what could be improved, for example - great interaction, enjoyed the fishbowl activity, room too hot/cold, need water, can we go outside, etc.
Review and address comments after every break.

#5 Give learners a way to celebrate their success.
In a 3-day class I give a canvas bag, called our trainer tool bag. At the end of each day learners pass their bags around their table and everyone writes a positive note on each table mate’s bag and signs their name.
In shorter sessions Workbooks, t-shirts, hats, other objects can work well – if you are training cooks, how about signing aprons?

Remember:  It is all about the learners!

Marcia

Want more information?  Check out Sharon Bowman’s newest book, Training from the Back of the Room: 65 Ways to step aside and let them learn.

Also check out my two new (and under construction) websites:  www.resources4trainers.com and www.wetrainthetrainers.com

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Tip #15:

Have you ever heard of Manga or graphic literature? I hadn’t until I attended the Training Magazine 2009 Conference in February. Daniel H. Pink was one of the keynote speakers; his original topic was to be from his book A Whole New Mind. He did an unusual thing by offering the audience a choice between the original topic or learning about Manga using his latest book, The Adventures of Johnny Bunko: The Last Career Guide You’ll Ever Need.

The audience overwhelmingly chose the new topic, intrigued by the comic book style of presentation. What an exciting journey it was for this Baby Boomer. First, I learned that Manga is extremely popular worldwide, especially with the younger generations. Second and most importantly, I learned how Pink used Manga to teach job hunting skills to the Millennial (Gen Y) generation. Johnny Bunko is a groundbreaking example of using Manga for training in America.

I am experimenting with using Manga for a module in my Bridging the Generational Divide program because it will appeal to the Millennials.  Look for graphic literature in your library and bookstores and see if it could be just the thing for your next training program.

Check out my two new websites: 
www.resources4trainers.com
www.wetrainthetrainers.com

My current email address is still the best:  Marcia@MLJackson.com

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Terrific Tip # 16:

Books make our lives so much richer – here are a few excellent ones I want to share with you!

My latest favorite books:
PresentationZen: Simple Ideas on Presentation Design and Delivery – Garr Reynolds   This is a beautiful book: simple and elegant, just like the message if offers. Do not miss the foreword by Guy Kawasaki. 

Brain Rules: 12 Principles for Surviving and Thriving at Work, Home, and School – John Medina   This book takes brain research and then applies it to work, home, and school. Medina is a wonderful storyteller.

Training from the BACK of the Room!  65 Ways to Step Aside and Let Them Learn – Sharon L. Bowman   Another wonderful book (her ninth) where she shows you ways to get your learners learning. “The real learning takes place when learners become active creators of their own learning experiences.”

Using Brain Science to Make Training Stick: Six Learning Principles That Trump Traditional Training – Sharon L. Bowman  Her 10th book and fascinating how she ties the latest brain research into useable information and activities to make your training more memorable.

Reminder: Sharon and I are business partners and have jointly written a facilitator’s guide to supplement her book Preventing Death by Lecture!

Websites of these fine authors:
www.PresentationZen.com
www.Brainrules.net
www.Bowperson.com
www.GuyKawasaki.com
(great blog post on the 10-20-30 rule of PowerPoint)

Check out my two new websites: 
www.resources4trainers.com
www.wetrainthetrainers.com

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Terrific Tip # 17:  The 10 Minute Rule

Remember the 10 minute rule: stop lecturing after 10 minutes and give your learners a chance to review and apply it.

Pair-shares and small group discussions are fast and fun ways to increase interaction and get your learners talking about the topic. Studies show that interaction increases their retention level.

Here are some tried-and-true statements you can use to kick off the discussions when pair-shares are appropriate:

• Tell your partner the 3 most important things you’ve just learned.

• Make a drawing representing the idea or concept that you consider most important, then share it with your partner.

• Tell your partner the one way will use this information.

• Write down one word that captures the essence of what you think is the most critical point, then share it with your partner.

• Write down one word that captures the essence of what you think is critical to remember; share it with your partner.

Fun ways to form pairs:

• Find your “sole” mate (has shoes like yours)

• Longest hair/shortest hair

• Similar color shirt or top

• Fewest pets/most pets

• Traveled longest/shortest distance

• Newest/oldest car

• Newest/oldest house

• Fewest/most books read this year

• Wearing most/least jewelry

• Most/least credit cards in wallet

• Matching post cards or photographs

Small groups are used to discuss the pros and cons, barriers and benefits, or how they will apply the information on the job. It is a good idea to have your questions or statement prepared ahead of time.

Fun ways to form groups:

• Seasons of the year

• Sports teams

• Deck of cards – same # or suites

• Favorite color

• Regions of the country

• Favorite kinds of music

• Number of years of experience in job/company/industry

• Favorite food

• Animals, vegetables, fruit

Theme it to your event/program (ex: types of pipe material)

For more ideas check out our recommended reading list on
www.wetrainthetrainers.com

Check out my new website: www.resources4trainers.com

Have ideas to share with trainers? Please send along to me, they might be selected to be a Terrific Tip. You will be famous!

Remember, make your training sticky!

Marcia Jackson
Training Resources

This comprehensive training package includes everything you need including a 75-page facilitator’s guide, with detailed instructions and facilitator’s script for presenting this exciting three-hour workshop.

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