Effective presentation skills quick takes

This guide is designed to provide you the materials and direction to successfully deliver the Effective
Presentation Skills course in a classroom environment. It assumes the instructor has functional proficiency
in the subject matter. Use the Resources section of this guide for further research into the topic.
This guide includes instructions for you to say and do during the class, as well as materials to help you
prepare and conclude the course.
Please read the description of the target audience carefully, as well as the learning objectives. By correctly
positioning the course you can set reasonable expectations for the participants.
TARGET AUDIENCE
This course is designed for supervisors and managers in services, typically the district or provincial level,
who are responsible for giving presentations to a variety of audiences. There are no prerequisites for this
course.
LEARNING OBJECTIVES
When participants complete this course they will be able to:
q Apply the four cornerstones method of a successful presentation
q Develop and organize presentation content
q Prepare and deliver a more effective presentation
q Use visual aids and supportive materials effectively
1
QuickTakesTHE ART OF PUBLIC SPEAKING

Quick Overview
This session provides some basic pointers that will help you to identify a suitable topic and question for your
EP.
Even if you already have a topic in mind, the session will offer you tools to use to refine and focus your
theme and the questions you ask – it may also lead you to develop ideas you hadn’t considered yet.
It’s crucial to put some time and energy into this choice in order that you can make the most of project, and
hopefully avoid regretting your choice when it’s too late and you’re most of the way through.
You may need to revisit some of the activities after the session, or take more time away to reflect or discuss
your ideas with friends or teachers – so don’t feel that you need to have reached any final decisions over
the next 40 or so minutes
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THE ART OF PUBLIC SPEAKINGQuickTakes

Why give a talk?
First of all I would like to highlight on why you should give a talk in the first place. It is the most effective way
of getting your point across. For example, you have a prototype to show and explain. If you put it in front of
the audience without saying anything, most of the audience will not understand what you are trying to say if
you do not talk about it.
Why are presentation skills important?
In many fields, the ability to communicate orally is just as important as the ability to write well.
Unfortunately, many people fear public speaking and try their best to avoid it as much as possible causing
them to lose out on key opportunities to:
q Deliver information about their programs and services
q Influence and persuade stakeholders, government leaders, etc.
q Educate the public on specific health issues
q Enlist support for financial and managerial needs
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How do you feel about giving a talk? Do you think it will be scary or do you think it will be fun? The next
activities will help you reflect on this.
Take 5-10 mins
A) In pairs, chat to your partner about an example of a really inspiring or effective talk you can remember
watching.
Maybe you have or have had a facilitator whose teaching style you really like. Maybe it was a speech from a
public figure that you enjoyed or a lecture/talk that you attended and you felt the speaker was extraordinary.
You may have a favourite stand up comedian - what do/did you like about them?
List some characteristics of the most interesting or inspirational talks that you remember:
B) People have different strengths when it comes to writing and speaking. For instance you might be
naturally witty or love to be on stage. It could be that you prefer preparing a talk because you find that
you are much better at explaining things verbally than you are at writing them down. On the other hand
you might be most comfortable when it comes to writing, and feel nervous you’ll forget your words or be
very shy. Identifying your strengths and weaknesses early on will help to make the most of what you’re
already good at, and also identify specific ways that you can improve your presentation style and boost
your confidence.
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Glossophobia
This is the Top Ten List of Global Fears:
1. Fear of public speaking (Glossophobia)
2. Fear of death (Necrophobia)
3. Fear of spiders (Arachnophobia)
4. Fear of darkness (Achluophobia,Scotophobia or Myctophobia)
5. Fear of heights (Acrophobia)
6. Fear of people or social situations (Sociophobia)
7. Fear of flying (Aerophobia)
8. Fear of open spaces (Agoraphobia)
9. Fear of thunder and lightning (Brontophobia)
10. Fear of confined spaces (Claustrophobia)
Briefly discuss the methods for managing stress.
Progressive Muscle Relaxation reduces muscle tension and general mental anxiety by isolating one
muscle group and creating tension for 8-10 seconds, and then letting the muscle relax (allowing the tension
to go).
Mindfulness helps cultivate inner calmness by increasing one’s awareness of thoughts and feelings. It has
been shown to help people with stress-related conditions by focusing on body sensations and breathing.
Meditation is clearing the mind of stressful outside interferences. Meditation involves achieving a state of
consciousness in which the individual focuses on a single thing, such as a key word, sound, image, or their
breathing.
Guided Imagery is designed to direct one’s thoughts to a safe, comfortable place free of stress such as a
beach or garden. A variety of tapes, videos, CDs, and scripts are available to help guide your imagination to
a relaxed and focused state.
Humor Therapy – uses the power of smiles and laughter to aid healing. Laughing is found to lower blood
pressure, reduce stress hormones, and increase muscle flexion. Laughter also triggers the release of
endorphins, the body’s natural painkillers,and produces a general sense of well-being.
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What do you think your strengths and weaknesses are with respect to public speaking?
An example of a Bad Presentation performed by BTEC students
Being able to give a good and clear presentations to a public audience is a skill that you and your future
employer will value greatly in a wide range of situations. Presentation skills, alongside writing and research
skills, teamwork, and time management, are key transferable skills, which will have relevance to your future
career in whatever field that may be. Prospective employers expect reference to these key skills in
applications, and short presentations are increasingly used as part of an interview process.
When you are asked to give a talk, think about how to develop the skills involved in doing this – not just
about the topic you will be talking about.
To give a talk, you research a lot and you have to know your work inside out so this process makes you
more confident in the subject you are going to talk about. Standing up in front of an audience can be scary –
the only way to overcome this is to get lots of practice!
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Giving an effective talk is largely about thinking ahead and carrying out thorough preparation. There are
various stages in preparing your presentation. You can break down each step in chunks such as the steps
mentioned here.
Title?
If you are giving a presentation as a part of your extended project qualification, you will give a talk about the
research that you have conducted. So decide a title of your talk – this may be your EP title. To some extent
your decision will depend on the brief that your tutor-assessor gives you.
Purpose?
What are you hoping to achieve with your presentation? Being clear about its purpose helps you decide what
to include or omit, and what approach to use. For example:
q if the presentation aims to inform or explain the process you have been through, it helps to have a logical
order and to use examples
q if the presentation aims to persuade people that your conclusions are right, it also helps to be convincing
- use plausible evidence and show positivity and enthusiasm.
In the context of your EP, it is likely that one major aim of your presentation will be for you to reflect on the
process you have undergone and its success.
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Research the topic, so that you know enough about its background to feel confident with your particular
angle on it. Get your facts and figures ready. Remember, you will still need to reference any sources, facts,
figures you use just as you would in an essay.
Four cornerstones method
As Lois DeGeorge stated:
“You may have the best idea, the best product or best proposal. However, if you cannot present it in a
professional manner it may never be recognized as valuable.”
Explain to the audience that there are four simple steps for giving a successful presentation, called the four
cornerstones method:
Mastering these four areas will give you the skills needed to prepare and deliver a more effective
presentation.
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You should be aware of the following before starting your presentation.
q Time and duration of your presentation
q Mode of presentation (Are you going to be on a stage or in front of class? Will it be
formal/informal?)
q Venue and what are the facility available
q Assessment criteria
Make sure you know your brief because there is no point preparing your talk until you know it.
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Your presentation should have a clear beginning, middle and the end i.e. an introduction, main body and
conclusion. It is often said that during the lectures when you hear things once you are likely to remember
only 1/3 of it. So if you say it 3 times it is more likely that the audience will remember 100% of it! So - Say
‘what you are going to say, ‘Say’ it, then ‘Say’ what you have said.
Your presentation should always have a take home message or the main finding as there could be more
than one conclusion. For instance, in the context of the extended project you may want to reiterate
something interesting that you have learned about the subject your project addressed. Or, you might want to
emphasise something you have learned whilst undergoing the research process – for instance that in future
you’ll approach time management differently!
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Opening:
One of the functions of the introductory part of a presentation is to gain the attention of the audience.
Capture the interest of the audience by making your opening comment/statements strong.
Now lets look at an example!!
q Meet Mr William Shakespeare
q He lived about 400 years ago
q He wrote many many plays
q In his plays there were many great speeches
q We’ll now look briefly at one to see if it follows our structure
This is the speech given by Mark Anthony after the death of Julius Caesar in the play Julius Caesar
Brief outline of the plot
The characters Brutus and Marc Antony were involved in the assassination of the leader of the Holy Roman
Empire, Julius Caesar.
Marc Antony is now doing the dirty on Brutus. Marc Antony and Brutus were friends and they had a plan
together.
Brutus has just given a speech essentially saying the Julius Caesar had to be killed for the good of Rome.
Marc Antony is now going to try to turn the people against Brutus with his speech.
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To pitch a presentation correctly, you must consider the audience in terms of their level of knowledge, the
degree of formality and the type of language used.
Know your audience
Why is it important to know your audience?
Possible answers: know their purpose for being there, know who you are presenting to (managers,
supervisors, government officials, new employees, etc.), etc.
Knowing your audience allows you (the speaker) to determine what and how you need to present. You are
also able to address their interests in a tailored fashion.
Start by creating an audience profile that includes (as much of the following information as possible):
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Audience Information Why?
Roles and Responsibilities Use job related examples
Age Ensure the use of age appropriate
content/materials
Knowledge Base Tailor presentation based on knowledge of the
audience
Learning Styles Incorporate all learning styles
Culture Use culturally sensitive content/materials
Number of Participants Ensure enough materials/handouts are available
Purpose for Attending Address the question, what’s in it for me (WIFM)?

q Gathering information about your audience does not have to be complicated. You can:
q Arrive early to talk to members of the audience beforehand
q Distribute a survey before the presentation
q Talk with the organizer
q Review evaluations from past presentations
q Attend a presentation before yours to get a sense of what the group is like
q Ask for information or written materials that describe the audience
Always ask yourself…
q Why am I doing this presentation?
q What do I want the outcome of the presentation to be?
q Provide information (increase awareness)
q Change attitudes (create emotion)
q Build new skills (experimental activities)
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Here are a few things it is helpful to find out:
q What do members of the audience do? (Are they students, lecturers, or others?)
q What level of knowledge do the audience have on the topic that you are going to talk about?
q What will be new to them?
q Is anything that you are going to say which will alarm them?
q What is the benefit to the audience of listening to your presentation?
Remember it takes a few minutes for an audience to establish a relationship with the speaker.
q Introduce yourself
q Introduce the topic
q Set ground rules
q Incorporate an ice breaker (if appropriate)
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Sections Example Statements
Get the audiences’ attention This year alone more than 1,000,000
teen girls in the United States will
become pregnant. Of the 1,000,000,
one-half are 17 years old or younger.
Introduce yourself Hello, my name is Mary Jones.
Announce the topic Today I am going to talk to you about the
problem of teen pregnancy.
Justify the topic Teen pregnancy impacts millions of
mothers, children, school systems, and
our economy.
Establish your credibility I have first-hand knowledge of teen
pregnancy because…
Give the audience a preview
statement
Today I am going to tell you the problems
with teen pregnancy, then I will cover the
causes, and finally I will offer several

Here are some additional tips for gaining the audience’s attention:
q Explain how the topic, facts, and information are relevant to the listeners
q Ask the audience what are their expectations for the presentation
q Use humor
q Use novelty and variety in the introduction
q Use a case study or tell a story relevant to the experiences of the audience
q Use interesting pictures and audiovisual aids
q Personalize the presentation by smiling, making eye contact, and addressing the audience
members by name
Rhythm
Pattern of sound created by choice, arrangement of words
Parallelism
Similar arrangement of pair or series of related words, phrases, sentences
“Rich and poor, intelligent and ignorant, wise and foolish, virtuous and vicious, man and woman—it is ever
the same, each soul must depend wholly on itself.”
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The body is where the bulk of your main points and supporting information are located. Results should be
presented in an easy format in order for the audience to see the trends and relationships in your data.
q Decide the three main points you wish to convey
q Support each main point with facts, evidence and reasons (if appropriate)
q Use a variety of presentation styles that incorporate at least one interactive exercise for each
main point
Building confidence as a speaker starts with knowing yourself. This includes knowing:
q Your style
For example: use humor, use stories, prefer to stand behind a podium, etc.
q Your skills/strengths
For example: ability to build rapport with audience, great graphical designer, etc.
q Your weaknesses
For example: use filler words, talk to soft, nervous in front of a group, etc.
22

Keep in mind, the attention of the audience should be maintained throughout the presentation. What are
some activities that can be used to engage listeners while emphasizing key points. Explain to the
participants that using more than one technique is recommended to maintain interest and to help retention.
People learn, process, and absorb information in different ways. For this reason, information needs to be
presented in a variety of ways so that it appeals to people’s different learning styles.
People can be categorized into three main groups according to the way they process information:
Visual Learners: People who absorb information best if it is presented visually, such as through books,
reports, handouts, diagrams, graphs, and imagery. Visual learners will tend to learn best through slide
presentations,pictures, charts, videos, etc.
Auditory Learners: People who prefer to talk out problems and listen to speeches but with plenty of variety
of tone, pitch, and rate. They tend to learn best through lectures, discussions, etc.
Kinesthetic Learners: People who prefer action, movement and like to be involved. They prefer a relaxed,
non-threatening environment. They learn best by doing, i.e. role plays, activities,demonstrations,etc.
Inclusive language
Does not stereotype, demean on basis of gender, race, religion, disability, sexual orientation, etc.
q Avoid stereotyping jobs, social roles by gender
q Use names groups use to identify themselves
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Avoid Generic “He”
q Avoid generic “he”
q Avoid “man” when referring to men & women
Ineffective:
Each time a surgeon walks into the operating room, he risks being sued for malpractice
More effective:
Each time a surgeon walks into the operating room, he or she risks being sued for malpractice.
Use Self-Identifiers
Ineffective:
The Paralympics show what handicapped people can accomplishin the athletic arena.
More effective:
The Paralympics show what people with disabilities can accomplish in the athletic arena.
24

Once you've considered these points you can now begin to choose what you will say and show in your
presentation, knowing that it will be of interest or benefit to your audience.
25

You can make notes to prompt yourself using a number of different methods.
You may like to write out your script in continuous prose, as a way of rehearsing it. However if you do this it
is advisable to then subsequently reduce the script to bullet points – otherwise you’re likely to read the script
which rarely makes for an entertaining talk. Remember that for your EP you are not giving a ‘speech’ but
rather talking people through your process and findings.
26

Bring your presentation to a close by finishing as strongly as you started.
Provide your audience with a clear “take-home” message by returning to the key points in your presentation.
q Summarize the main points
q Incorporate a memorable closing or call for action
q Provide a list of resources or references
q Ask participants to fill out an evaluation form
q Allow time for questions and answers
Memory and Recall
q Recall: We have very poor recall in general because we have short cultural attention spans.
q Grouping elements correctly (in 3’s) can help your audiences recall your message.
q Transitions, signposts assist in making sense of speeches.
q Opening and conclusions count—primacy and recency again.
27

Refine and narrow the topic so that you have a few main points or headings (usually between three to seven,
depending on the length of the talk – a common structure is 3 x3; 3 main points with 3 sub-points) on which
you can elaborate, together with supporting evidence for your argument or train of thought.
For a 10min presentation it is recommended to limit your talk to 6-7 slides if using PowerPoint. Even if you
are not using slides, this is still a helpful guide to the number of headings you should be working to.
Unless you are confident that you can ad lib and not forget important details, write brief notes onto ‘prompt
cards’ to help make sure that you cover the ground you intend to, and in the right order.
28

This guide is designed to provide you the materials and direction to successfully deliver the Effective
Presentation Skills course in a classroom environment. It assumes the instructor has functional proficiency
in the subject matter. Use the Resources section of this guide for further research into the topic.
This guide includes instructions for you to say and do during the class, as well as materials to help you
prepare and conclude the course.
Please read the description of the target audience carefully, as well as the learning objectives. By correctly
positioning the course you can set reasonable expectations for the participants.
TARGET AUDIENCE
This course is designed for supervisors and managers in services, typically the district or provincial level,
who are responsible for giving presentations to a variety of audiences. There are no prerequisites for this
course.
LEARNING OBJECTIVES
When participants complete this course they will be able to:
q Apply the four cornerstones method of a successful presentation
q Develop and organize presentation content
q Prepare and deliver a more effective presentation
q Use visual aids and supportive materials effectively
29

Visual aids are tools used to help reinforce the main points of a presentation and cater to the different modes
in which individuals learn and retain information.
As a large group discussion, ask the participants to write the appropriate visual aids in the boxes provided.
General tips for using visual aid equipment:
q Practice beforehand
q Do not obscure the screen
q Cover the information until you are speaking about it. Otherwise the listeners will read what is
on the slide or overhead, rather than concentrate on what you are saying
q Ensure all listeners can see the visual aid
q Talk to the audience – not the board or screen
q Check the light in the room to ensure it is not too bright if using slides or projector.
q Have a backup plan just in case the equipment does not work
q Keep the layout simple and with minimum detail
It’s worth considering using visual aids as they are another way of helping people to understand what you
mean and remaining engaged with your talk.
Here are a few things that you might do:
q You may decide to distribute handouts. Keep these relatively short and use bullets points.
q Ask questions to facilitate audience participation to reinforce key points. This can be a good
warm up or conclusion activity.
q Flip chart paper/white or black board
q Power point slides and projector
q Present prototype or object of interest
q A short game or activity that reinforces your argument or illustrates an aspect of your project
q Pictures/movies/posters
q You may use audio music or radio clips or your own recording
QuickTakes
30
THE ART OF PUBLIC SPEAKING

Power point sides are one of the most common, popular and effective visual aids used these days. So we
will deal with this in a bit detail and talk about some do’s and don’ts.
Let’s do a small exercise to explore how you might adapt your presentation to ensure it’s suitable for your
audience.
Take 5-20mins
You will be given information on photosynthesis or the water cycle. The point of this exercise is not to practice your
scientific understanding, but most of you here should have studied these phenomena at some point, even if it was
a few years ago now!
Your facilitator will split you into groups, each group will prepare for one of the following audiences:
A) students from your year studying a range of subjects
B) students from year 8 (i.e. 12/13 year olds)
C) Your family members and those of your peers (for instance other members of your EP group)
Keep it brief: consider carefully what information you need to convey, and how it should be conveyed given your
intended audience.
[Please note: This activity can be lengthened / shortened easily. To keep it brief, give students a time limit. To
extend it, invite each group to come up and deliver their presentation in turn, and invite feedback/discussion from
other members of the class]
QuickTakes
31

It is essential to factor time in for questions and answers, whether it is during or after the presentation.
Tips:
q Consider what questions may be asked and prepare answers ahead of time
q Do not be afraid to say you do not know the answer to a question
q Always be polite when answering questions
q Allow the audience to answer some of the questions. This technique will enhance their experience and
encourage knowledge sharing
33

It really is true that practice makes perfect – or at least better and more relaxed – when it comes to giving a
presentation or talk. Here are few suggestions for how you might go about gaining this practice.
q Deliver it to yourself – for instance in front of a mirror if possible
q try it on your friends
q try it on your gran!
If you decide to practice your talk on other people, don’t just choose people you know will be really nice. But
don’t choose to practice on someone who is usually negative and discouraging either! What you want is
somebody who will listen and given you helpful feedback.
Vocal Variety – Speaking clearly and projecting your voice helps the listener(s) maintain interest in your
presentation.
Tip: Avoid giving monotone presentations by considering these four ways of varying your voice:
Speed – from slow to fast
Volume – from soft to loud
Pitch – from low to high sound quality
Enthusiasm – from low to high energy
Question: Do you seem flat and disinterested, or over-the-top and melodramatic?
34

Stance and Gestures – Using stances and gestures appropriately can help convey a confident image and
reinforce key points in an interesting way.
Tip: Stand with your feet directly below your shoulders (not in a stiff manner) and make slow gestures to
emphasize or illustrate key points.
Question: Does your body look stiff and immobile, or relax and calm?
Pause and Breathe – Taking time throughout a presentation to pause and breathe helps the presenter to
remain calm, remember speech content, and maintain the audience’s interest.
Tip: In order to pause and breathe, the speaker simply pauses for a few seconds at the end of a thought or
sentence and take a deep breath from the diaphragm not the chest.
Question: Are your sentences running together?
Avoid filler words: These are words (also known as vocalized pauses) that some speakers use instead of
pausing and breathing. Examples include “um,” “ah,” “uh,” “and so,” and “you know.” Most speakers are
unaware that they are using these words and how distracting it is to their message.
35

Context
36

These proportions are symbolic but the point that the body should form by far the greater part of the talk is
important – much like an essay
Opening – I’ve told you what we’re going to cover, why and what you should hope to get from the
talk
Main body – that’s where we are now – I’m giving you all the information I’ve collected and sorted.
Of course, the main body needs its own structure so that it flows well and is well organised, makes
sense to the audience – this bit is up to you…
Close – I’ll sum up and give you the bumper sticker version
37

This slide has too much detail and no audience will be able to make a sense of it. So it is an absolute no-no
to include things in this detail for you PowerPoint presentation. So how do you think that you can convey the
message in this slide in more simpler way. You may have to compromise with the detail a bit.
Teachers suggested question to group at this point: Can anyone suggest how we might simplify this table
and yet convey the information effectively?
This slide captures the main information in a much simpler format. Some detail has been sacrificed, but this
will be much more useful to the viewer than the previous version. It is your job as a presenter to be an editor:
you are doing the hard work for your audience, choosing what it is most helpful for them to know and how
best to present it so that they can understand it and find it interesting and informative.
How NOT to do PowerPoint by Don McMillan. www.technicallyfunny.com
QuickTakes
38

Small text will be very difficult to read. A recommended size for the main body is between 20 – 28 and
between 30 – 40 for the headings.
Another very important rule is to keep it simple. Too many colours are very difficult to read and the colour
which does not stand out from the background for example is yellow and in this case its almost impossible to
read.
Too many different fonts and styles makes slides very chaotic.
It’s best to use a maximum of 10 words in a line and not more than 8 lines per slide.
QuickTakes
39

Lots of potential visual aids (ask for suggestions – write on board) CHECK TIME TO SEE IF CAN DO
q Whiteboards
q Flipcharts
q Pictures/ slides
q Flow charts
q Diagrams/ Charts/ Graphs
q Video/audio clips
q Objects
q PowerPoint (which can incorporate almost anything)
40

However well you think a visual makes your point, it’s no use if the audience can’t see it or make sense of it.
41

42
This is esp. important when using PowerPoint. Let me just ask – how have you found my slides so far?
What if I’d done this?

Good design builds confidence
43

Click the icon in the centre for the sound
44

Verbal Delivery Issues:
You'll want to work towards an elevated, conversational style.
The audience wants you to talk to them not at them.
Use a sincere tone that lets the audience know you're that you are invested in the material.
Be yourself.
45

Structuring the presentation content is perhaps one of the most important aspects of a presentation. There
are three main parts of a presentation:
Opening (Time Spent: 10-20%)
Body (Time Spent: 65-80%)
Close (Time Spent: 10-25%)
46

To make eye contact is one of the most important parts of delivering a talk or visual presentation. So try to
make eye contact with as many people as possible. It creates a very positive atmosphere and makes your
audience feel included in your presentation. As a result they get more out of the presentation.
Your could try practicing this on your friend without letting him/her know it’s what you’re doing. After the
workshop, try having a conversation without making eye contact. Try to notice if they are unnerved or
respond to you differently from how they usually would. Make sure that you tell them afterwards what you
were doing!
It’s important when talking to maintain an appropriate pace, not too slow and not too fast. If you are nervous
you may be tempted to talk fast and you may not realise it. The only way to learn to speak at the right pace
is to practice.
q Do not forget to take pauses and use your voice and pauses to move between points
q Pauses for emphasis
q Pauses not only while presenting but also between the slides to give audience some time to absorb what
you have presented so far
q Pauses are very powerful and you adequately get your point across. This video will probably make you
realise that how powerful are pauses. Play Martin Luther King’s Speech on I have a dream.
Most importantly relax, breathe (it’s surprisingly easy to forget to do this) and remember that your audience
is on your side.
47

Do not jump to answer. Pause and give yourself a little time to organise your thoughts before answering.
Also think if you have already answered the question during the presentation or your research.
Try not to see questions as threats but rather take it as an opportunity to talk more about your work even if
the question seems confrontational.
If you do not know the answer you can buy time by saying it is a very good question, or say thanks for the
question. If you do not understand the question and you need clarification it is ok to request to repeat or
rephrase it and while you say that you can think of possible answers.
Do not answer the question that you do not know the answer for. It is fine not to know answers, no one is
expert on everything, if you think it raises an interesting issue, acknowledge it and say thank you for the
question/it is an interesting question/it’s a very good point but that is something that we have not considered
but will be interesting for future study.
If you know the answer do not waffle. New approach is to break down your answer in clear brief points.
48

Take 10-20mins
This can be used as an extension / homework exercise.
Use the topics that we have covered in this workshop, repeated on the workbook.
QuickTakes
49

Take some time out now to prepare for your presentation breaking it down in the ways we have discussed
during the workshop.
50

52

QuickTakes
54
What is the best idea you gained today that you will take action on in the next 30 days?
Your action plan
What you will:
1. Start doing?
2. Stop doing?
3. Continue doing?

A professionally qualified accountant he was awarded with:
1988 Degree from the Institute of Chartered Secretaries and Administrators
(United Kingdom)
1991 Post Graduate Diploma in Hospital Administration from MPC International Houston,
Texas
2000 Awarded Associate member of Institute of Financial Accountants (United Kingdom)
2001 Certified Financial Planner (Financial Planning Association of Malaysia)
Next steps & implementation
Our programmes are completely customized and affordable. We coordinate your desired outcomes and
always exceed the client’s expectation by providing succinct, sustainabletake home value.
Programmes & offerings include:
One on One’s
Corporate Retreats
Strategic Talent Triage
Organisational Development
Selection of new employees
360° Leadership Surveys
Employee Engagement or Climate Surveys
QuickTakes
55

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