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Archive for lecture

How many ways do you teach–and how often do you change your delivery? Is your class boring–or exhilarating to your attendees?

Quick! Count the number of ways you teach. Are you a ‘one-trick’ pony, or do you vary your teaching methods and strategies often?

The picture is from the last Instructor Development Workshop I just taught. My awesome attendees posted what they thought were the most valuable teaching strategies they got from the session. Wow–they won’t be boring presenters now!

Are you stuck in one method?

We all have a favorite method to teach. Why? Because it’s our behavioral ‘style’. Many of us in the real estate industry like to lecture. Admittedly, it’s the easiest. We can control the audience–we think! We are the whole show. We don’t want input. After all, we must know more than the students, right? We are experts. We want to provide lots of information, and we don’t have much time to do it. So, we talk–and talk–and talk.

The problem with the presenter being the whole show…..

Unfortunately, though, the attendees get real tired of hearing us in about 10-15 minutes. Oh, I know. A very few lecturers can be entertainng for longer than that. But, learning studies show that learning drops way off in a short period of time when the students are not involved.

How much do you want your students to learn–and retain?

You would think, that, the more we talk, the faster we talk, and the more information we provide, the more the students grasp and remember. But, as you can see from the study below, that’s not the case. If we’re just talking, the student retains only 20%. But, if we’re using various other training methods, the student retention goes WAY UP.

The REAL Reason We Rely on Lecture

OK. I’m going to throw back the covers on a dirty little secret: We lecture because we aren’t trained in other methods of teaching. In addition, the courses we are given to teach are not even courses–they’re little books, or ‘streams of consciousness’. So we grab them and talk.

The other big problem with relying on lecture

When I teach Instructor Development, the attendees always want to know how to deal with the ‘chatty Cathys’ or the ‘disruptive Dans’. So, let’s look at how those challenges occur. They occur when we rely on lecture. It’s easy to lose control when someone wants to take over and teach the class to us, or argue, or comment with a war story! And, that only occurs when you lecture or hold a discussion.

Divide and conquer

What if you could develop alternative methods to deliver your content? What if you could divide them in various ways so those chatty Cathys and disruptive Dans couldn’t run their schticks? What if you could control your audience with grace? What if you could help your attendees learn more and retain better? What if your attendees could find your training fun, exhilarating, exciting, and engaging? It’s possible if you learn and use other methods of teaching. That’s what we explore and practice in my Instructor Development Workshop, and my distance learning version, Train the Trainer.

Let me help your association or business quit those old boring lectures and make every course come alive with new, creative teaching methods. I’ll customize a training to meet your needs.
Are you doing sales presentations and need to capture interest and action?
Are you doing clock hour trainings and want to put the excitement and participation in your course?
Do you want me to certify your instructors to teach clock hour courses? Contact me and we’ll get it done! carla@carlacross.com
How do you start your course? Is it encouraging, inviting, and accomplishes something? Or, do you just wander into your subject?

Here are three common mistakes we make in starting a course–and what to do to launch it right. This is excerpted from my Train the Trainer distance learning program, that qualifies as an approval method to become a clock-hour instructor in Washington state. 

  1. Mistake One: Not doing a warm-up, or the wrong warm-up

In starting a course,  step one is to create rapport. To do that you use warm-ups. Have you ever been in a class where students were directed to introduce themselves and say what they did? That was a kind of a warm-up, and but it’s just so boring!  You hear about three or four people and you’re thinking, “Oh, please, please just quit before you get to 30 or 40 of them.” You don’t really learn anything, do you? Avoid those kinds of warm ups. In the resource section of Train the Trainer, and my ‘live’ version, Instructor Development Workshop, there’s a list of great books with warm ups and exercises. Get those books, and start thinking about what warm up would be appropriate to what you’re teaching.

My Warm-Up for the ‘live’ Instructor Development Course

When I’m teaching this course live, I start it by inviting people to tell me who their best teacher was, and why. Actually, I don’t have them tell me.  I have them tell each other. Then, we make a list of best teacher attributes. We get people talking to each other, we get them refining things, we get them sharing common things that they have experienced.

Later, when I ask little tougher questions, they’re going to contribute because they know I’m not going to hurt them! And, the people in the class aren’t going to hurt them.

Why I Use the ‘Best Teacher’ Warm-Up

 Why do I use the warm up of the best teacher? Because that’s part of the course. See if you can come up with a warm up that lead you segues you into what you’re going to teach.

2. Mistake Two: Spending Too Much Time Telling about YOU

Have you ever been in a course where the instructor spent the first half-hour (or more), telling the attendees about himself/herself? Don’t do that! You’ll see, from , my courses,  there’s a natural flow to the four-step course launch process. It doesn’t include a half-hour on instructor bio! Instead, you can introduce yourself in 3 minutes. And, provide your bio–and most importantly–why you’re qualified to teach this course–in your outline, in your pre-course email, in a handout, etc.

3. Mistake Three: Launching Right into the Course By Saying ‘We’ve Got a Lot to Cover’

Oh, how exciting!!! It’s about as exciting as saying ‘I’ll never get through that outline, so bear with me.” If you have 3-4 hours of class, take time to go through the four steps as I’ve described in my courses. Those steps include telling the benefits the attendees will get from the course, and then asking them what they want from the course. 

Launching your course is the most important part of the whole experience. People remember the beginning and the end. Be sure your beginning is carefully ‘choreographed’, and you do what needs to be done for specific reasons–not because you saw someone else do it!

Want some methods to ramp up your training? Keep them interested? Reduce your anxiety? Control those pesky audience members? Join me for my unique take on Instructor Development Workshop, coming up Oct. 3-4, 2019 in Bellevue, Wa. Click here to register.
How many times have you walked into a training room to teach and found it arranged improperly? Here’s how to assure you start right BEFORE training begins!

Trainers: Here are some pointers on setting up your room so you achieve the highest learning from your efforts. (excerpted from my upcoming Train the Trainer 2.0 distance learning course–all in new software; coming in November).

Note: At the end of this blog, grab my schematic of various room configurations. Decide which is best for your training purposes.

Many times I walk into a room and it’s not set up right, even though I gave the meeting planner a schematic of exactly how I want the room arranged. I have to be there at least an hour before to get it set up right (and I highly recommend you always check out the room beforehand and get to the meeting room an hour before you speak).

The Magic of the Chevron

What do I mean by chevron? That means the chairs or desks are arranged in a V, with the point at the back of the room. The reason for the V is that the people at the outside corners of the room, or along the side of the room, can see the instructor. If the desks or chairs are arranged straight across the room, the students are not facing toward where you are in the middle.

What about Round Tables?

 Round tables are great if you’re facilitating a lot and people are going to work together. But, round tables may work against you because they take up a lot of room. Let’s say you’ve got 100 people in the room and they’re at round tables. You’ve got a lot of space to cover. Also, if you’re going to be switching deliveries often (that’s how you teach, to avoid lecture) (and I hope you are), you may be asking people to switch tables frequently and that can be confusing. Be sure you match your room configuration with the kind of teaching that you’re going to do.

Is the Room Big Enough?

Sometimes the room isn’t big enough. When I’m doing this distance learning Train the Trainer class as a live class, (Instructor Development Workshop--coming up Oct. 3-4, 2019 in Bellevue, Wa), I need to have a room at least twice as big as one would need if I was just doing a lecture; because I’m dividing people up and they have to have room to roam. They have to have room to do exercises, And, on day two, students are going to actually do a presentation to their peers. I either have to have quite a large room where I can separate into groups of eight or nine people, or I have to have two or three rooms depending on how big the class is. Do you have some special considerations? Be sure to spell them out to your meeting planner prior to your presentation.

Communicate with Your Meeting Planner

Be sure to communicate with the meeting planner the room space you need. I have a 3-page schematic and description for my Instructor Development Workshop set-up so I don’t have any surprises when I get to the room!

Grab the schematic on room configurations here.

 

 

 

 

 

Here are four ways to avoid boring them to tears in a training session.

I just sat in on a training session for new real estate agents, and I had trouble sitting there. Why? Because the presenter was using almost all lecture.  Yes, the agents were listening intently. Yes, they seemed eager to learn. But, that lecture was not helping them learn. They needed to get involved!

Not only that, the students were new real estate agents, scared of a new career in which everything was up to them! They needed exercises to get confidence, to create ‘buddies’, and to meld as a team.

So, instead of lecturing, try breaking up your presenter-directed lecture with these techniques:

  1. Do a warm-up to loosen up everyone, teamify, have fun, and show that it’s going to be an exciting, fun-filled, course (more about how to do a warm-up in another blog).
  2. Instead of asking a question and letting people raise their hands to answer, turn it over to the group, and work in small groups to come up with answers. Then, name a reporter and compare answers (this is the task force, which I’ll also blog about later). This makes it much more interesting to the people, they get to know each other, and they gain confidence that then can come up with good answers.
  3. Pair up people to have them compare opinions, thoughts, and answers. You’ll be starting the buddy system now.
  4. Use accountability: Do you have it built in? You’ll want to build in assignments to complete so the students are learning in the field. That way, they’ll pay much more attention to you and learn a lot more.

Your turn:

How can you use these methods to wake up your students, get them involved, and get them learning at a much higher level?

 

Here’s a great way to teach: the case study. It’s a technique almost every trainer/presenter can use to break up that monotomous and less than effective teaching method too many of us rely on–the lecture.

This month, I’m focusing on training and trainers. Why? Because you actually have the ability to change lives!

In my last blog, I provided a video on the case study.

What’s a case study?

A small group exercise that has people working on a ‘story problem’. This ‘story problem’ can be quite intricate and long. It should have elements that you’ve taught earlier. Usually, case studies are given toward the end of the course to put judgment to work and check learning. It has the ‘story problem’. Then, it asks students to make decisions about the ‘story’ based on what they’ve learned in your course.

Click here for an example of a case study I use when I teach Instructor Development Workshop.

Why Use a Case Study?

. It also tells you if you need to spend some time in certain areas.

Get More Great Reviews, Too!

The bonus for your using the case study? You’ll get more students really enjoying the course, learning better, and giving you great reviews!

Gain My Perspective on Teaching AND New Skills!

Want more teaching skills? Join me for one of my instructor workshops. They have 15 clock hours and fulfill the qualifications to become an instructor in Washington state for clock hour courses. The next one ‘live’ is coming up Oct. 3-4 in Bellevue. See more here.

Or, if you want to get certified to teach clock hour courses and learn great new teaching skills ‘on your own time’, check out my distance learning version of the course, Train the Trainer.

Have you already taken instructor courses? If so, you’ll love my advanced course, Beyond the Basics: Training Techniques to Make that Course Come Alive. We use your course and put exciting, innovative teaching methods into it so you gain confidence AND the skills to energize your courses. I’m teaching this course ‘live’ Oct. 23-24 in Bellevue (7.5 clock hours, too).

Top tips for trainers: Use the Case Study.

This month, I’m focused on helping trainers refine their skills. So, I’ll be sharing some short videos I’ve made to explain various types of teaching techniques.

Is lecture your favorite method of teaching? Maybe you think it’s your only way! Wrong!!!! In fact, relying on lecture and ‘wimpy’ discussion makes you lose control of your audience–and bore them to tears. Instead, use what we trainers term ‘alternative delivery methods’–teaching alternatives to lecture. Your students will learn much more, will be more participative–and love you to death!

Watch this video on ‘case study’–one of the teaching techniques almost every instructor can put into almost every class.

Want more teaching skills? Join me for one of my instructor workshops. They have 15 clock hours and fulfill the qualifications to become an instructor in Washington state for clock hour courses. The next one ‘live’ is coming up Oct. 3-4 in Bellevue. See more here.

Or, if you want to get certified to teach clock hour courses and learn great new teaching skills ‘on your own time’, check out my distance learning version of the course, Train the Trainer.

Have you already taken instructor courses? If so, you’ll love my advanced course, Beyond the Basics: Training Techniques to Make that Course Come Alive. We use your course and put exciting, innovative teaching methods into it so you gain confidence AND the skills to energize your courses. I’m teaching this course ‘live’ Oct. 23-24 in Bellevue (7.5 clock hours, too).

You can always see all my courses, the calendar, and resources at www.crossinstitute.com.

Here’s how not to have an out-of-control classroom!

In an earlier blog, I gave you some tips to controlling audiences. There’s no reason your class attendees should feel the class is out of control. After all, it’s up to us to keep that class interested, interesting, and moving. Here are more tips to do just that.

  1. Limit the general discussion. You are behind time (You did time your class and put your time frame on your outline, didn’t you?). You see 5 hands raised and you need to move on. Here’s the phrase:

We have time for 2 more questions.

2. Stop the chatty Kathys. There are a few techniques you can use that work.

Walk away from Kathy so she can’t catch your eye and/or wave her hand in your face.

Ask each person to write it down first. (stops the hand jerking into the air!)

Ask the person to tell another person, not the whole group.

Ask for feedback this way: What did you hear {your work partner} say that you really liked?

Quit teaching only from the front of the room. Be sure you can walk down the aisle, and, if you have a mike, it allows you to do so. Making eye contact and respecting the learners in all parts of the room is graceful and effective.

Handling Really Tough Situations

Sometimes, once in a great while, someone just has a meltdown. If that happens, take a short break. Take that person out of the class (never, ever address a concern in front of others, or try to rival a stand-up comedian, the sarcastic but always funny Don Rickles. You aren’t and you’ll lose). Use this dialogue when you get that person alone:

“I’m feeling badly {be sure and use the word feeling} about what’s going on in there. What can I do to make this a good learning experience for you?” Or, “We need to move ahead and can’t seem to do so. What can I do for you so we can move ahead together?”

When all else fails, personally and privately invite that person out of the class.

Who is Important?

The learning of the majority of the class is what is important. It’s up to you as training/facilitator/presenter to gain and use the skills that assure a great course experience. In my opinion, it’s not the ‘student’s fault he/she is successful at disrupting the class (most of the time!). It’s the inability of the instructor to artfully use the strategies above to defuse the situation.

Keep honing those skills, and thank you for dedicating your experience to our industry!

P. S. Don’t forget to gain 42 Innovative Presentation Methods that increase your effectiveness, click here.

Ultimate_RE_Trainer

Tips, Tricks, and Just Plan Great Strategies for the Real Estate Trainer

It’s harder than ever to provide effective training today. So, we need all the new strategies we can get! The Ultimate Real Estate Trainer’s Guide helps you through all types of situations, and provides dozens of ideas for you to use. See it here. 164 pages/4 audios. $129.95 plus shipping. Click here to find out more.

Here are the 5 great performance principles I learned from my piano teacher.

Why are these so important? Because, as trainers, we want to

change behavior,

 

 

not just impart information!

Big questions right now: Are you training with methods that actually change behavior, or are you just imparting information you think will help your students?

PS. If you want creative training techniques that really do change behavior, check out my unique course, Instructor Development WorkshopOr, see my distance learning version, Train the Trainer. Both qualify instructors to teach clock hour courses in Washington state.

Why Some Get Results–and Others Don’t

Recently, one of my coaching clients (an owner of a real estate company) asked me, “Why do some trainers and coaches get great results and others don’t–but seem to be working as hard?”

Great question, huh? In fact, if we trainer/coach types knew that answer, we could build our systems so that we assured great performance! So, I went back to my ‘former life’–that as a musician and piano/flute teacher, and thought, “Why do some piano teachers create great performers–and others don’t?”

Why Use Piano Teachers as the Analogy….

I use the analogy of the piano teacher, because it’s easy to hear differences in sloppy and great performance. I’m sure you’ve heard 2 people play the same piece of music. One plays it accurately and one just kind of slops through it. Or, some piano teachers’ students drop out, unmotivated to practice, while others stay motivated, challenged, and achieve high performance–even if they don’t seem to have great talent.

Five Proven Components for Great Performance

From having taken piano lessons since age six, gaining a degree in piano performance, and having taught piano at the grade, high school, and college level, I’ve had an opportunity to see the great and the not-so-great–both teachers and performers. Here are the five components I’ve discovered make the biggest difference in great performance (which is what you want to shoot for when you teach!).

1. Great piano teachers screen in and screen out.
They don’t let just anybody take lessons from them.

Trainers and coaches: What’s your ‘screen in’ process? Do you have one? Do you have a list of questions you ask? In our coaching company, we have a prescribed list of questions we ask potential clients (and we unfortunately have to turn down some). I even have a Coachability Assessment I provide potential clients. Click here to request your copy.

2. Great piano teachers set expected standards (minimums) during the screening process–not after the lessons start!
Those standards include: Amount of practice each day, recitals attended and played in, going to lessons, etc.

Trainers and coaches: What do you expect of your clients? Make a list of at least 5 standards now–and get the ‘mutual expectations’ agreement in writing prior to letting them into your program.

3. Great piano teachers figure out the ‘competency levels’ they want their students to attain–and when they expect them. They won’t let the students perform in front of others if the student has not reached compentency levels.

Trainers and coaches: How good do you expect your students to get in that one-month training program you’ve been doing? Do you even measure skill levels? Which skill levels to you measure? How? Do you have your students practice their listing presentations until they reach the level of competency you believe the real client expects? What an eye-opener! Make a list now of 5 skills and the level of competency you want your students to attain in your training program. You’ll see your outcomes go way up just by doing this.

4. Great piano teachers get better performance because their excellent students motivate other good students to excellence.

Trainers and coaches: Have you ever gotten yourself into the situation where you felt like you were way above the other people in your group? This isn’t an ego thing–it’s just a ‘I don’t belong here’ thing. Likes attract. Good performers motivate other good performers. Excellent performers stay. Are you creating a self-motivating group–or, are you creating a situation where your good performers will leave for a team that is ‘more like them’? This goes back to those ‘screen in’ and setting competency principles. I know we all feel challenged when people don’t appear motivated. Here’s one of the secrets to fire them up!

5. Great piano teachers provide lavish praise–when deserved.

Behavior that’s rewarded is repeated.

If you have competency levels, you have a way and a reason to praise. Your students/clients know when they have reached those levels–and can expect praise, too! In fact, strong students/clients will ask you for praise. Write down the 5-10 methods you use to appreciate and praise good performance. If you can’t get to 10, figure them out.

But, what about the method? The specific coaching, the training? Yes, the method is important, but the coaching/training techniques above are much more important. I’ve heard some great performers and some poor performers all playing the same kind of music from the same method. At the same time, great methods should have some ‘built-in’ features that assure the trainer/coach is achieving these 5 principles.

Principles, System, Coaching–Putting it All Together

From talking with prominent trainers, managers, and coaches, we’ve pinpointed a need for all those training and coaching today to get the coaching they need to turn out great performers. So, each one of these 5 principles is in my initial online training program for newer agents: Up and Running in Real Estate. Check it out. Your agents will be performing better and faster with this program and principles.

Is Your Initial Training Program Getting the Results you Want?

Or, a better question: Do you know what the results are? With my online training program, Up and Running in Real Estate, you see the progress your agent is making each week. You measure the results in concrete terms. Check it out. It will save you time, and money, and give you much greater retention!

Teaching adults effectively: How are you doing it?

This month, I’m writing a blog series to help trainers write great courses or take those courses and make them ‘live’. From writing courses for most of the major real estate franchises, and training thousands of real estate instructors, I’ve found some undeniable truisms. Here’s one:

 So, let’s look at these truisms and write our courses to reach the adult learner effectively. This is one of the areas we address in my resource on how to write a course (click here to see it).

How Adults Learn and Retain: How to Weave These Principles into your Course

Benefits to teaching to these principles in your course:

  • Adults aren’t bored (!)
  • Adults feel important
  • Adults pay attention
  • Adults retain more
  • Adults feel protected; low risk environment
  • Adults like you better
  • Easier for you to teach!

The Big Principles to Keep in Mind

Adults learn through association:

We learn what we already knowa Two fellows teaching community colleges instructors how to teach shared that one with me. How insightful!

How do skilled presenters accomplish this in a course environment?

Do you relate what you’re teaching to the adult’s prior experience? Or, do you jump right into a complex theory and expect your students to keep up…..

Adults learn by doing

Life is truly ‘do it yourself’. Do you have your students doing an action in class? What happens in your course to assure the students are doing? How do you know they can do whatever it is you are teaching them to do? Observe it in class, of course!

Retention soars when adults do and say something at the same time. How are you using this principle in your course?

How much doing of significance do you have planned in your class?

To live by my own principle, I just increased the amount of ‘student’ teaching I have during my Instructor Development Workshop. The students loved it and showed me I can get them into action faster and more often than I thought!

Big principle: How we retain information is directly related to how we acquire that information.

Would you say that instructors are most concerned with short-term, or long-term student learning?

Adults learn from each other

Use teaching methods to encourage information exchange.

How do you assure students are exchanging information? Are you using various alternative delivery methods (not lecture) to assure students are learning not only from you, but from one another?

Adults learn through repetition

Use several approaches to the same concept/process. Does your course offer review and repetition to assure students are really learning?

Adults learn through rapid recall

What rapid recall methods have you seen used in the classroom? Do you do this so you ‘tie up’ each section before you move on?

Adults seek to satisfy individual needs

Experience levels vary greatly. How would an instructor find out each student’s individual experience levels prior to getting into the classroom? When I’m teaching my Instructor Development Workshop, I provide each attendee a ‘pre-conference survey’ at registration, so I can see the needs and level of learning of that person. Even the words used give me some powerful hints about each attendee’s priorities and beliefs!

Adults learn practical information.

They want information and skills to directly apply to their lives–right away.

How have you seen instructors assure that the information is not only applicable, but that the student applies the information to their challenges, while in the classroom? Are you assuring that each of your attendee translates the course information/skills into action plans?

Go back to the course your teaching or writing and see if you are adequately addressing how adults learn. Doing so is one of the attributes of a real course, not just an ‘information overload!

Honestly: Are the Courses You Teach Boring? (Even to YOU?)

Come join me to put these creative, fun teaching methods into your course. Attend Beyond the Basics: Advanced Skills to Make that Course Come Alive, coming up April 23-24 (approved for 7.5 clock hours in Washington state).

We’ll be working with parts of a course you bring. We’ll put in some great methods and then practice to see how they work–a unique opportunity!

There’s no other course like this–and your chance to get some individual and small group coaching to make your teaching and your course a huge success! Click here to see the course and register.

Creating a course? Here are the 6 ‘ws’ you need to answer to assure you have a course–a good course!

Trainers: Here are some tips on how to gain focus on that great course you want to create–that course that’s been bouncing around in your head for years! In my next few blogs, I’m going to give you some specific tips to make your course truly ‘teachable’. Why? From teaching for over 2 decades, I’ve found many courses are not actually very ‘teachable’. In fact, they are either

1) Streams of consciousness

or

2) Information dump

If you’ve picked up someone else’s course’, and tried to teach it, I’ll bet you know what I mean. Unfortunately, too many times, courses are written from an ‘information organization’ perspective, not a teaching perspective. In fact, because so many instructors have expressed frustration, I’ve just finished a resource on how to write a course (see below).

Gaining Focus for your Course

Let’s look at the 6 W’s that you should answer before starting to create your course: The What, Why, Who, When, Where, What Next of your course, so you can clarify what you want to accomplish and gain focus. As I give you these, take time to answer each of these questions.

What course do you want to create?

That’s certainly okay in a course, but not as a whole course. Instead, you have a ‘persuasive presentation’. Sometimes we want to impart our beliefs to people or make them ‘be’ in some way, but that’s not a course. (Be responsible, be customer-service oriented, etc.) Now, it’s true that can be one of the objectives of a course, but, just getting in front of people and telling them how they should be won’t make it as a course!

Do you see this course as an overview? An introduction? Comprehensive? A series?

Why? What are your compelling reason(s) to create this course? Be sure it’s not just all about you….

Who is this course for? What segment of the population do you want to address? One of the mistakes we make is not narrowing our focus to the level of expertise of our desired target audience.

What is their level of learning in your topic right now?

Who would not benefit from your course?

Do you need to narrow your scope for this course?

Where (type of delivery)

Is this course ‘live’? Is it distance learning? Will it be given as a webinar? Your decisions will direct you to the delivery methods (how you will teach).

Note: If you haven’t taken my Instructor Development Workshop, this would be your first step. Or, you can take the distance learning version, Train the Trainer.

Armed with the answers to the 6 W’s, you can gain a laser focus for your course, and go to the next step of course creation.

Expert Guidance to Write that Great Course!

SSS_coverIf you’re serious about writing that great course, this is the resource for you. Step by step, Carla Cross, who has written courses for Re/Max, Better Homes and Gardens, Keller Williams Realty, GMAC, Royal LePage, and CRB, shows you exactly how to create your course and your outline. And, for those Washington state instructors, she shares tips on how to get your course approved for clock hours.

Check out How to Write Your Course with Substance, Sizzle, and ‘Sell’.

This resource is digital. You will get access immediately.

Bonus: Keys to a Killer Introduction. Most introductions are boring! Find out how to make yours sparkle AND inform. Plus, your introduction should make people enthusiastic about hearing you and adopting your ideas. This eBook and videos will show you how to make your introduction really work for you.

Includes:

2 instructional videos