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**Step-by-Step Guide to**

**Dynamic Community Presentations**

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**Indian Health Service**

**Nutrition Unit**

**January 2007**

**Transforming Community Presentations**

**From Dull to Dynamic**

**Your actions determine the audience response**

Imagine you just finished a presentation to community members. You had a
great time interacting with the audience members. They smiled, laughed,
shared, and asked questions. Everyone was engaged in a thought-provoking
discussion filled with multiple perspectives and personal examples. The
room was filled with "emotional heat." Several people shared how much
they enjoyed your presentation and some wondered when you would return.
At the end, you glow with success and happiness.

Now imagine a very different experience. The topic and audience are
similar, but the audience reaction dramatically different. Instead of
engaged audience members, you see nodding heads and dull expressions,
all tell-tale signs of boredom. The presentation lasted 20 minutes, but
it felt like 2 hours. No one shared stories or asked questions. As
people hurried to leave the room, you felt unsuccessful and dejected.

So what makes the difference between the two audience reactions?

Your actions make the difference. In this manual, you'll learn exactly
how to deliver dynamic, memorable presentations that change lives.

**What's the purpose of your presentation?**

Some presenters think their presentation goal is to communicate
information. They believe that if people simple *knew* what to do, they
would do it. But practical experience and extensive research suggests
that it is simply not enough to know what to do. Consider this fact:
Most Americans *know* that eating less food and being more active is the
way to lose weight. Despite this knowledge, Americans continue to
struggle with weight loss challenges.

People are wired for emotion. In fact, research suggests that decisions
result from emotional and rational thinking rather than rational
thinking alone. This means that you need to create an experience where
people *know* what to do and *feel* that change will make a positive
difference in their lives.

**Actions of successful presenters**

**Talk with audience members before and after the presentation**

The dynamic presenter arrives very early. She knows she needs time to
set up and relax before connecting with participants as they arrive. If
audience members are in the room as she arrives, she greets them warmly
and chats casually with them before setting up her equipment.

People don't act on information from people they don't like, so
successful presenters try to make people like them. Your first step to
an effective presentation is to "work the room" so that people can see
you are friendly, warm and fun. *What* you say is as important as *how*
you say it. Be friendly. Ask and say their names and then share yours.
Treat audience members with the warmth and friendliness lavished on old
friends.

Your goal is to be an authentic person who cares and likes other people.
Say everything with a smile so they know you like them as people, not
just audience members. Best of all, you'll enjoy connecting with others
and receiving smiles and nice conversation.

Perhaps you are thinking that this first step of connecting with the
audience is nice, but not necessary. You may even feel that a
professional, brief greeting is enough. Please reconsider. Professional
but cool greetings may make audience members feel they are being
processed rather then welcomed. Letting them know you are just like them
and "walk in their shoes" helps make your advice be more relevant to
them later. It also establishes your credibility as a "real person"
rather than a health educator.

**Suggest, don't dictate**

Most adults do not want people to tell them what to do with their lives.
Health educators who *tell* people what they need to do rather than
*suggest* change are likely to meet resistance.

In addition, it helps to ask audience members about changes they are
considering rather than suggesting changes for them. The more *they*
initiate the change, the more likely they will act on it.

**Use questions and activities to get**

**Audience members to talk and share**

Adults aren't sponges sitting on stairs, waiting to be filled with
knowledge and facts. They have rich lives filled with stories,
experiences and learning. Your presentation will be more fun and
meaningful if audience members talk and share their experiences.
Whenever possible, ask audience members to share their tips, stories and
experiences rather than telling them your own.

**Redirect questions to the audience**

It is likely that you will be asked questions during the presentation.
Rather than answer them yourself, redirect them to the audience. This
helps keep people engaged. For example, suppose you are asked: "How can
I get my child to eat vegetables?" Rather than answer it yourself,
redirect it to the group: "Who has some practical tips on how to
encourage children to eat vegetables for Elaine?"

**Emotion-based messages and materials**

Please review the emotion-based messages and materials contained in the
manual appendix. These materials were developed specifically for
American Indians to convey simple actions associated with the Dietary
Guidelines for Americans. They are featured in the two PowerPoint
presentations and are great take-home reminders of the actions discussed
in the presentations.

Here's a list of the six handouts, key messages and target audiences:

Handout #1: Soaring Bald Eagle

Key message: Drink water instead of soda or juice

Target audiences: Parents, pregnant women, people with diabetes, people
interested in weight loss, children

Handout #2: The Original Sweet

Key message: Eat fruit---fresh, canned, dried or frozen---instead of
candy

Target audiences: Parents, pregnant women, people interested in weight
loss, children, and people with diabetes along with conversations about
how to "count" fruit in their daily eating pattern

Handout #3: Nature's Gift to You

Key message: Eat vegetables---fresh, canned or frozen---instead of fried
foods like potatoes

Target audience: Parents, pregnant women, people interested in weight
loss, and people with diabetes

Handout #4: What's Wrong Here?

Key message: Enjoy food, but eat only the amount that is right for you

Target audience: Parents, pregnant women, people interested in weight
loss, and people with diabetes

.

Handout #5: Bear: Honey only on occasion

Key message: Eat treats only occasionally, not everyday

Target audience: Parents, pregnant women, people interested in weight
loss, and people with diabetes

Handout #6: Are you full yet?

Key message: Listen to your body; don't let the amount of food on the
plate dictate how much you eat

Target audience: Parents, pregnant women, people interested in weight
loss, and people with diabetes

**PowerPoint Presentation for Community Elders**

This presentation can be used with community seniors in a variety of
settings such as congregate dining. It is likely that many, or even
most, of the audience face the daily challenges associated with
diabetes, heart disease, excess weight and/or high blood pressure.
Tailor the presentation to the challenges mentioned by group members
whenever possible.

Rather than talk about the health challenges directly, this presentation
talks about traditional ways and how they can help people facing health
challenges. This approach is likely to resonate with Elders.

**Slide #1**

While greeting and welcoming audience members, show slide #1:

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**Slide #2**

Start by getting the audience involved. Ask the questions on slide #2.
These questions are intended to evoke feelings and thoughtful
discussion, so don't rush the process and be comfortable with silence as
they think about and share their responses. Summarize their answers
briefly before moving on.

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**Slide #3**

Continue the conversation by sharing the characteristics of people
living in a traditional way of life. On slide #3, highlight "willing" as
a key characteristic of people living a traditional way of life. Connect
"willing" with health by asking: "What are you willing to do to have the
healthy life you desire?"

Please note that the questions are intended to highlight successes, not
failure. Keep the tone light, lively and hopeful. If they don't have
successes to share, ask them to share success stories of friends and
family.

Note: If time is limited, use only the first five characteristics of
people living a traditional way of life, and then move on to slide #13.

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**Slide #4**

Keep the conversation going by highlighting "committed" as a
characteristic of people who live a traditional way of life. Ask: What
are you committed to doing everyday to keep healthy?

Respond positively to each action mentioned by audience members. Success
fuels success, and your role is to applaud every action people are
committed to taking in their quest for health.

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**Slide #5**

Ask people to guess other characteristics of people who live in
traditional ways OR simply show them the next characteristic:
Persistent. If time permits, ask these questions:

\--What stories or examples of persistence have you seen among family or
friends?

\--What do you do to make your health better, even when it's not easy to
do?

\--How will the community be stronger if our health is better?

\--Why is important for Elders to model persistence for other community
members?

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**Slide #6**

The fourth characteristic of people living a traditional way of life is
"balance." If time permits, ask these questions to encourage active
participation on this topic:

\--What keeps people from living balanced lives?

\--What happens when lives become unbalanced?

\--How is (diabetes, heart disease, weight, etc) effected when lives are
unbalanced?

\--What fun, health-promoting activities are traditional in your
community?

\--What can your family do together to live a more active, balanced
life**?**

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**Slide #7**

At this point, you have revealed four characteristics of people living a
traditional way of life. Ask the audience to suggest other
characteristics; write them on a flip chart or board, if possible. Some
of their suggestions may jive with other characteristics in this
presentation; others may be nice additions to weave in as you reveal
more characteristics of people living in traditional ways.

Tell the group that you consider "purposeful" an important
characteristic of people living a traditional way of life. Ask these
questions, if time permits:

\--What are some examples of lives lived with purpose?

\--How can your health impact your life purposes?

\--How does your health affect passing on our Elder's wisdom and roles?

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**Slide #8**

Ask audience members if they agree "patience" is an important
characteristics of people living a traditional way of life. Ask audience
members to share stories of patience. Encourage stories that demonstrate
how patience can lead to better health. Ask them what they patiently
work at that may lead to better health.

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**Slide #9**

Reveal "open" as a characteristic of people living a traditional way of
life. Ask these questions, if time permits:

\--Can traditional ways of living be compatible with being open to
trying new things?

\--Can new foods and ways to prepare them fit with traditional ways of
life?

\--What new food ways have helped you stay healthy?

\--What traditional food ways have helped you stay healthy?

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**Slide #10**

Reveal "courage" as another characteristics of people living a
traditional way of life. Ask these questions, as time permits:

\--Why is courage needed for people seeking a traditional way of life?

\--How can courage help you have better health?

\--What courageous acts are you willing to try this week to have better
health?

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**Slide #11**

Present "adaptable" as the ninth characteristic of people living a
traditional life. Ask these questions, if time permits:

\--What foods do you eat today that you didn't eat five years ago?

\--What activities do you enjoy today that you didn't do regularly five
years ago?

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**Slide 12**

Reveal the final characteristic of people living a traditional way of
life: fun loving. Ask these questions, if time permits:

\--What examples of fun and relaxation do you remember from your youth?

\--How do Elders model healthy ways to have fun?

\--What are ways you build fun activities into your week?

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**Slide #13**

The first 12 slides highlight characteristics of people living a
traditional way of life. With this slide, the discussion becomes more
personal by encouraging them to share changes they would like to make.
Assure audience members that everyone has many successes to celebrate,
but most people still want to change to be even better. Ask the question
from the slide: What change can you make for your future, the future of
your family and future generations?

It is likely that a wide variety of answers will be offered. After many
have shared, encourage them to share changes they would like to make
related to eating, activity or health.

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**Slide #14**

With this slide, the emphasis shifts to simple ways audience members can
enjoy a traditional way of life through food ways and activity.
Summarize and affirm all health changes mentioned in the discussion
prompted by slide #13. Explain that you will suggest six simple,
practical and tasty changes that are all traditional and lead to better
health.

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**Slide #15-16**

Show slide and pause while audience members react to image and words.
When all appear to be finished, read the headlines**.** Ask the
questions posted on slide #16:

\--What are practical tips for eating more fruit instead of sweets?

\--How can eating fruit instead of sweets help you live in harmony?

Note: If talking with people with diabetes, provide information about
how to "count" fruit in a diabetic eating plan.

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**Slide #17-18**

Allow audience members time to react to the image and words. Read the
headlines and ask these questions, as time permits:

\--How are vegetables a gift to you and your family?

\--What tips can you share on eating more vegetables?

\-\--Is it possible to learn to like vegetables?

\--How can eating more vegetables help you honor your traditions?

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**Slide #19---20**

Show Slide #19, allowing people time to react to the image and words.
Read the headlines and ask these questions, as time permits:

\--How will drinking water instead of soda help you be in harmony?

\--How will you benefit when you drink water instead of soda?

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**Slide #21-22**

Allow time for audience members to react to the image and words of slide
#21. Ask them these questions, as time permits:

\--How do you know when you have had enough to eat?

\--How can eating just until full, not stuffed, help you live a
traditional way of life?

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**Slide #23-24**

Show slide #23 and allow time for audience members to react to the image
and words. Ask these questions, as time permits:

\--What will help you life in balance and harmony: cleaning your plate
or eating just until full?

\--What can you do to honor the gift of food?

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**Slide #25-26**

Show slide #25 and allow time for audience members to react to image and
words. Ask these questions, as time permits:

\--When do "treats" become harmful?

\--How often is "occasionally?"

\--How will eating "treats" only occasionally help you live in harmony?

\--What might be advantages of eating fewer "treats?"

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**Slide #27**

Read Hopi proverb featured on slide #27: You must live your life from
beginning to end; no one else can do it for you." Ask audience members
what simple, small change they plan to make in the next day, based on
the discussion today. Suggest that change can be hard, but it is
required for healthy lives from beginning to end. Encourage but don't
force sharing. Thank people for coming and mingle with audience members
after the presentation.

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