20 BIGGEST MISTAKES PRESENTERS MAKE THAT BLOW UP

THEIR PRESENTATIONS AND MESS UP THEIR SALES…

AND HOW TO AVOID THEM

The premise of all of this is that PRESENTING includes leading and inspiring. Leading is defined as
getting people to understand and buy-in to a better vision of a situation than they currently are
experiencing. This could be a vision of a better process, better product, better service, better lifestyle,
better opportunity or even a better behavior than they are currently experiencing. It is also to inspire
them to feel that they can accomplish better results in terms of productivity, income, wealth, prestige
and satisfaction be more than they thought previously. Presenting is not preaching, lecturing or
dumping information into so many minds. It is inspiring the learning process and genuine excitement or
passion for something. Simply stated; the true power of presenting is in its leverage to affect and
inspire so many more people into the possibility of improving their situations. At its core, the Blair
Singer Training Academy approach is built on acknowledging participants and attendees for their
willingness to participate in the process and to open their natural desire to seek, understand and learn.

This report includes FATAL mistakes that kill any presentation and how to avoid them

1. THINKING THAT YOUR DATA IS THE MOST IMPORTANT THING

If you are like most, you have researched heavily, have a ton of experience and a multitude of back-up
examples to drive home the point that you are trying to deliver. Either that, or you have a tremendous
amount of data that the group “needs” to know in order to get the “full value” of what you have to sell or
teach them. This creates a trap that most facilitators fall into in that they are blinded by their DATA.
The thought becomes, “I must deliver all, or as much of this as I can, in the time that I have.”…or…”The
more features and benefits that I give them, the higher the probability that they will buy.”

The problem is that when data delivery becomes paramount, the group quickly becomes secondary.
Some even go so far as to pride themselves on how much they know and what gets projected is an
attempt to impress the group with their “legendary brilliance.” This is an even deeper trap that leaves
the group turned off.

The key to avoiding this trap is to remember that your task is to stimulate insatiable interest and the
desire to want to learn more. True teaching and selling is inspiring others to WANT to learn. If the
mind is shut… very little goes in. Your job is to put the group first and the data second. You do this by
good preparation but with a mindset of continually gauging the group, checking their mood, their
receptivity and drawing them into the subject through interaction, story and your own personal
excitement.

Turning them on is the key. Finding ways to excite them, engage them and to invite them into the pure
joy of learning is your primary job through techniques and activities, but mostly through your visible
passion and enthusiasm for the subject. Better to deliver 1/3 of the data and have it all received and

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have them desiring to learn more than to deliver 95%, have them remember 10% and be bored or
indifferent about application and further investigation.

HINT: Watch the participants, ask them questions, change moods or states if they look bored. Slow
down and periodically ask for questions and answers over what you just covered. Assign them into
groups of 3 to come up with one tough question or comment about application of the data; call on one
or two and do not be afraid to discuss the question in depth. (That is probably what they really want to
talk about.) Repeat this periodically and no less than once per hour of delivery.

2. ATTEMPTING TO BE INTERESTING INSTEAD OF BEING INTERESTED

Whether you are selling, managing, teaching or attempting to build a solid long-term relationship, the
mindset of being genuinely interested in what the other party is thinking, what their issues and
challenges are, or what their current state of mind is, is incredibly valuable. Your ability to actually show
real interest in another person’s plight will endear you to them and will build tremendous trust and
rapport. It is the most direct way to avoid objections.

The problem is that too many times you are worried about being interesting and therefore try to impress
others by talking about yourself, your incredible list of features, or trying to put on a show so that the
group will like you. This is a horrible trap. People love to talk about themselves and love to have you
ask them their opinions and their reflections. You can be a great facilitator by simply asking the group
about their take on the material, how it applies or does not apply to them. If your tonality shows true
interest, you have opened the door toward the building of a great relationship. If there is a hint of
condescension or lack of sincerity, credibility will fall flat.

If they object to your sale, or you sense they are not buying in, stop and ask them questions that are
not “trapping” questions, but ones that truly show interest into their thoughts, their problems and their
reasons.

HINT: Use a lot of eye contact to see where the group is in terms of energy, understanding etc. If they
are a bit down or you sense some confusion, stop and ask them how they are doing and if there is any
confusion or problems. Ask lots of questions continually to calibrate where they are at.

3. SINGLING OUT RIGHT VERSUS WRONG ANSWERS

In traditional schooling, there is a huge premium on right answers and severe penalties for wrong
answers. The biggest penalty for offering a wrong answer in primary school was the humiliation that
came along with it when the teacher told you were wrong in front of all your snickering peers. In your
presentation, you will typically be asking the group for their feedback. NEVER EVER negate the
experience of the audience.

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As a facilitator, ANY answer to one of your questions should be welcomed and acknowledged! Their
willingness to engage in the dialogue is to be thanked and encouraged regardless of their answer. If
you take an answer and publicly call it out to be wrong, you will discourage everyone else from
volunteering. (It’s scary to offer an answer in front of others.) Simply thank them for their answer and
say “Thank you for the answer but it is not quite what I am looking for.” Singling out right verses wrong
makes some better or smarter than others and may alienate those in the room who are not yet sure
about participating.

HINT: Take on the mindset that the participants may even come up with a better answer than the one
you were even thinking about!!

4. TELLING INSTEAD OF SELLING

Remember that the group is there to learn... not to be lectured to. Presenting is an interactive process
in which you gain participation and inquiry from the group. Many presenters will spend most of the time
explaining and professing why something should be done a certain way. It becomes a one-way
monologue which gets extremely boring in a few minutes. The trap is that the speaker many times
becomes a “legend in their own mind” and thinks that their oration is a wonderful thing not realizing that
they have lost or alienated half of the group.

Most people dislike being told what to do or being told that they are wrong for doing what they are
currently doing. Do not preach to them. Engage them in dialogue through questions, activities and
discussion. Most people are inspired most by DOING something or through metaphor or story. Give
them a demonstration or a series of testimonial stories and focus on a lesson or key point from it. They
will remember it for a very long time.

HINT: Think of the key points you want to drive home and create several little scenarios or problems
for the group to work out that revolve around the points.

5. TALKING WITHOUT ASKING

Similar to preaching, many of us spend too much time talking or telling in front of the room rather than
showing interest in the mood or mindset of the group. Many times it is the intimidation of being in front
of a group that drives facilitators to drone on and on. They are terrified of the group and of the chance
that someone may either challenge them, ask them a question that they cannot answer or worse not
like them. The problem is that you may be making assumptions about the intelligence, the beliefs, or of
the mindset of the group that could be WRONG! This is disastrous in that you end up going south and
they are going north.

You should being asking questions of the group regularly. Preferably every couple of minutes to gauge
how they are doing. This accomplishes two important things. Asking very quick and easy closed

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ended questions like: “Does everyone understand what we were just discussing?” or “How many of you
can see an immediate application of this information in your own environment?” and simply looking for
a show of hands or recognition will keep the energy and the interest of the room high and therefore
quick paced and interesting. Secondly, a periodic asking of certain open end questions like “Who can
give me an example of where they have seen this procedure succeed or fail in the organization?” will
show interest, will force everyone to apply the data in their own minds, and will create lively discussion
and participation in the learning process which is your goal.

HINT: If the group does not respond to your open ended questions, ask them to find a partner or two
and give them one minute to come up with one great example or answer to your question within the
minute and tell them that you will call on someone to answer after the minute.

6. AVOIDING AND STEERING AWAY FROM PARTICIPANT UPSET

Being in front of a room of people can certainly be intimidating. The fear of public speaking or simply
looking foolish in front of peers or important people strikes terror in the hearts of many of us. (Even
after decades of public speaking, I am still nervous before even the smallest of presentations!) The
worst nightmare of all is a participant of the group who simply does not agree, or worse yet, gets upset
with the facilitator in front of the whole group!

Steering clear of upset and challenge is a huge mistake because it is at the moment of challenge that a
person stands to learn the most. By being cool in the heat of the upset or challenge, the whole group
will gain whole new levels of respect for you. The object is listen to what the upset is thoroughly and all
the way through. DO NOT ATTEMPT to solve the upset or calculate a comeback or an answer while
they are still talking. Instead listen for the real cause of the challenge. Is it confusion, mistrust, a
differing experience, anger, etc. Then, rather than answer them or solve it, ask them more questions
about why they are upset, what their personal experience has been, what would make them feel better?

Then, after several questions and a lot of good listening, repeat why you perceive them to be upset and
get verification if that is correct. Do not make them wrong!! After all of this, you may attempt to offer a
solution to their dilemma. Chances are they may have come up with one already on their own if the
questioning on your part has been good. The good news is that if they are upset with you or the
material... then 90% of the time they are at least paying attention and are interested. You both
probably share a very similar value on the subject that can then become your point for mutual
agreement.

Your ability to work with this will put you in the top 1% of all facilitators in the world and will jump the
level of trust in the room many fold.

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HINT: Before you give a presentation have a friend or colleague role-play with you the most upsetting
and confrontive challenges that someone could give you and practice responding. After many hours of
practice you will be able to stand in the heat with the best of them.

7. LACK OF ACKNOWLEDGMENT
IF there is only one hint that you get from this report to take away with you, make sure that it is this one.
Remember that teaching is the act of inspiring others to want to learn more and to engage in learning.
Every time a participant says something, does something, participates at any level, you should look
them in the eye and in front of the whole group thank them for their answer, action or whatever. If done
sincerely, the whole group warms to the thought that learning is fun, that you are there FOR them and
not out to prove something at their expense.

I had a school principal in one of my workshops, who when she really got the magnitude of this concept
in one of the exercises that we were doing, nearly broke down and sobbed. She explained that until
that moment in all of her 20 years in education, she had not realized the fragility of the subconscious
mind. That for so many years of saying that it was either right or wrong, and simply moving on to the
next student without first thanking some young child for the tremendous courage that it took to simply
raise their hand, she trembled at the damage and at the lost opportunity to empower them.

HINT: Start by thanking your spouse, significant other and your children. We acknowledge our kids
when they are infants and toddlers but forget later. The mind and the spirit are always looking for
acknowledgment and a thank you for stepping into new territories.

8. OPENING A PRESENTATION WITHOUT ENGAGING THE GROUP

The most nerve-wracking part of any presentation or delivery is the first few moments. Unfortunately
that is also the time when the group is the most skeptical and judgmental. That is a horrible
combination! The key to this age old stage-fright plus group cynicism combo is a simple 4-step
process. Knowledge of these steps will make a huge difference for you.

1) Pre-prepare two good closed-ended questions that will the be first words out of your mouth.
Not Good morning, not a joke, not who you are, but two questions such as: (If your training is
about teambuilding...) “How many of you would like to have a hot, high performance team?”
and “Have any of you ever experienced the slightest bit of frustration with anyone on your
team?” By asking these two questions and looking for a show of hands. You have taken the
heat off of you and thrown it out to them to think about. They are immediately engaged because
you have forced them to listen, think and answer something.

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You have immediately broken the mold of ‘sit, observe and check this person out.’ In a brief
instant you have set the tone by engaging, asking a question that tells them that you know the
truth behind teams and even a bit of humor that tells them that you are not too stuffy.

2) The second step after the questions is to briefly and sincerely thank them for being there,
even if they had no choice. Thank them for their time, their commitment and let them know that
you know that they have a ton to do outside this session and you will do your best to make it
worth their time. By acknowledging their presence you have sent a message that you
appreciate them, that they are revered, and that you know that there are other things they could
be doing. That will allow them to take their minds off of the other things they can do and be
present.

3 & 4) In less than 30 seconds, introduce yourself and in a non-grandiose, but impactful way.
Let them know who you are intimately and why you have ‘earned the right’ to speak on the
subject at hand. At the same time give them major benefits to why they should listen to your
information. Ex: My name is Blair Singer and after 25 years of teaching groups in size from 2 to
10,000+ there are some critical distinctions I have learned that will allow all of you to avoid the
potential pain and discomfort that comes with front of the room delivery. My experience over
that period of time spans the countries of US, Canada, Australia, New Zealand, Singapore,
Malaysia, Hong Kong, Indonesia, South Africa and the UK. As a result, what I am about to
deliver to you may not only change your outlook on presenting, but may also change your life!
More importantly I think that you will receive more positive feedback and personal fulfillment
than you have ever experienced before!

Give the group the big reason “WHY?” they should listen. Give them the benefits and what they will
walk away from this presentation with that will benefit them immediately.

HINT: Practice these steps in advance over and over until they are natural and automatic. This will
allow you to settle down and will immediately enroll them at the same time. By the way, after you ask
the each question, remember to say “Thank You!”

9. BEING OUT OF TOUCH WITH THE GROUP’S REALITY

For whatever reasons, I find that many facilitators get so enthralled with their subject material that they
forget that there is a live audience out there! Either that, or they are so concerned with getting through
their agenda of material that they ignore the obvious things that are occurring right before their eyes. A
great example is a manager that is all fired up about a new project that he or she is attempting to ‘sell’
to the troops. The group is tired, burned out and skeptical, yet the manager drones on anyway about
the possibilities, the challenges, the benefits, etc. The gap between the speaker’s reality and the
group’s reality grows wider and wider resulting in boredom, skepticism, restlessness and lack of buy-in.

There is a technique that I have used very successfully called “As-Is’ing” or telling it as it is. This
technique simply requires that you constantly monitor the group and when you sense any drop in

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energy, note of separation or attention, simply call-it! For example, if the energy drops and you know
that it is after lunch and they are sleepy, say, “How many here would love to take a nap right now?” Or,
if you have called an unpopular meeting and pulled people from busy schedules, lead by asking, ”How
many of you could be somewhere else right now? How many are still thinking about it? Thank you for
being here anyway!” This technique, while obvious, psychologically clears the air of sentiment that is
already clouding the environment. It will immediately bring up the energy level and participation level
because “they” know that you know what is really happening.

Do not make the mistake of feeling the need to take on a role of superiority, of having to be bigger than
reality, or stoic to the real circumstances that are out there. I have seen facilitators talking to groups
where the air conditioning has broken down, everyone is perspiring heavily and extremely
uncomfortable and the speaker drones on pretending like there is no problem. The subconscious
message is that the speaker does not care and has not a clue to reality.

HINT: Know considerations up-front and acknowledge them early. When the room acts sluggish, it
could be because you have lost reality with them and may be talking over their heads. Check by asking
the group directly if there is: confusion, major objections to what you have said, need for a break, lack
of understanding, something else going on etc. Simply acknowledge it, solve it if you can, and move
on.

10. LOSS OF HUMILITY (THE “I DID GREAT!” SYNDROME)

Every great teacher, facilitator, leader and speaker that I have observed works very hard to be the best
that they can be. The trap of many rookie instructors is that they sometimes equate their own energy
with the receptivity of the group. I think that in the decades of public speaking, I have never given the
‘perfect’ delivery. It is similar to golf. Feeling good about what you have delivered as long as it is
tempered with a deep sense of humility.

Ask yourself, “Did I give them every opportunity to learn? Was there a better way that I could have
delivered that piece of information? Did I enroll 100% of the group? What could I have done better?”
etc. These are questions that great Olympians ask themselves as they continue to raise the bar on
their performances. I have watched facilitators with good basic abilities flounder by becoming legends
in their own mind. So enthused with themselves, they forget to keep in mind the huge responsibility
that they take on by teaching.

You have been granted a precious commodity called another person’s time and access to their mind.
Successfully delivering to them is not a conquest to boast about, it is a supreme honor to be thankful
for. The greatest leaders that I have known, while they were powerful and impactful, they were all
humble to the fact that it was great people “out there” that they worked with that made things work...not
them. As Robert Greenleaf so well said, “A great leader has as their greatest desire, to serve.”

HINT: Celebrate your wins, but temper them with true thanks for those who received you and
supported you. When you start feeling too cocky, take deep reflection because in the facilitation,
leading, speaking business, that mindset will set you up for a fall.

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11. LOSING THE ROOM

As I mentioned earlier, you must keep in close reality with the group. If not, they begin to drift away
from you like a ship whose mooring line has been snapped. Many presenters, if and when they do
sense this taking place, simply press on harder, start perspiring, talking louder (as if that would help)
and only aggravate the situation.

There are two ways to lose the room. The first way is the quiet way. Due to boredom, confusion or
skepticism or fatigue they get heavier and heavier until they are simply occupying space and not
engaged at all, simply waiting for the time to end. The second way is the loud way, where one or two or
even the whole group outwardly revolt against what you are doing, saying or delivering. This is the
scariest as it easily and quickly moves to chaos, aggression and the possibility of high confrontation.

The best solution in all cases is to “as-is” the situation or call a time out and ask the group what is going
on for them. If the group is getting sluggish, get them to discuss in pairs or threes what is going on for
them, what their understanding of the material is at this point, or give an application example of the
material. If it is getting hostile and out of control, stay calm and with equal energy, but not anger.
Demand an explanation for what the problem is and truly listen to what is being said. By allowing the
air to clear, you will have everyone very present and attentive, which is good. Ask what would work
best for them at the moment and make changes if necessary. DO NOT try to ignore it, roll over it or
shout it down. All of those techniques will be like adding gasoline to a burning flame.

HINT: Watch other speakers and take note of when you feel the room going south and how they
respond to it. Become highly sensitized to how things ‘feel’ in the room and question the group when
something feel out of sorts.

12. LETTING “THEM” OFF THE HOOK

Many facilitators and trainers truly aim to create interactive and participatory learning environments.
Yet, many time they give in to the discomfort with being in the front of the room and cave in to lecture
mode, thus losing the room. It is important that if you want to be a great leader and a great facilitator of
people, you must be able to turn the pressure off of you and onto them. In other words, rather than
having to be the ‘talking head’ with all the answers, your job is to pull the answers from the group.

By continually challenging them, asking them questions and forcing them to answer, the rusty wheels of
thinking begin to creak into gear again. How do you do this? You do it two ways: First you deliver your
material in the form of asking lots of questions. I think I was clocked at 10-30 questions per minute!“
How many of you have ever experienced “X”? Who can tell me how “X” works? etc. etc.” The second
way is by continually tasking the group to talk over among themselves what has been discussed and to
challenge them to come up with evidence and examples of the point that you just covered. Give them
exercises and puzzles to solve.

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Finally the most powerful and the most difficult is to NOT ANSWER THEIR QUESTIONS!!!! That’s
right! IF you answer their questions, you have taken them off the hook and robbed them of their
thinking. IF a question is asked, simply turn it around and ask who in the room knows the answer to the
question asked or at least has an idea. Someone will always have a thought about it. Even if they are
not quite correct, thank them for their answer and probe deeper for further answers to the question.

Too many times the facilitator fields a question and two things happen. Either they are so excited to be
able to share their ‘infinite wisdom’ on the subject and dazzle the group with their brilliance, or they are
afraid of the silence that follows upon returning the question to the group. Do not worry... it is the silent
roar of real thinking going on. Keep asking and someone will answer. Done properly, a crescendo of
answers begins to build until a synergy of great answers starts flowing from the group. A person will
remember ten times more if THEY feel that THEY discovered the answer on their own. They earned it.
They dug for it. They were acknowledged by you in the process of doing it whether they were right or
not and they feel good about it and will do it again next time. If you answer it directly, that is what the
attendees expect will happen and sit back and accept the data with much more cynicism because it
came from you and not from them.

HINT: Remember to keep the heat on them. Ask them, ask them again.

13. DEATH BY POWERPOINT

Some people will spend countless hours designing massive PowerPoints with dozens of bullet points
and feel that they have done a great job in service to the group. Yet, sadly they discover that when the
PowerPoint goes on, and the lights go down, the group is either nodding off to sleep or stone cold
bored with the presentation. I’ve never met one person inspired by a PowerPoint unless it had graphic,
emotional and dramatic impact in the form of a visual.

PowerPoint takes the focus off of YOU, which is the source of ENERGY and PASSION and transfers
the focus to digital text on a screen that is probably not even close to where you are standing. If you
are going to use a PowerPoint… just list out your entire presentation, send the participants the
PowerPoint, and don’t waste their time to have to come see you. Rather, use flip charts, which can be
created spontaneously with your energy, passion color and suspense. Keep the energy focused on
you, the group, then back to you. Not to some digital images someplace else.

HINT: When using flip charts, write in colorful ink (with multiple colors per page), use thick markers and
draw images. The use of color with words stimulates both the right and left sides of the brain getting
them to work together to comprehend and remember what you are teaching them.

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14. LETTING THE ENERGY DIE

For 8-12 years of the average person’s life, they are forced to sit in a seat in a classroom in school and
listen… and not move. It is no wonder that kids are bored in school and very few of us remember what
we learned there. Learning requires energy. Plus, there is clear evidence that you learn more when
you are awake then when you are asleep.

Many presenters drone on and on maintaining their own energy levels at best, but letting the energy of
the room sink to a lowly, horrible death. If your audience is checked out, it doesn’t matter how good
your information is, they will never get it. Therefore, at the moment you feel the energy drop in a room,
offer some of sort of change of state, for example: Have them discuss something that you just covered
with the person sitting next to them. Have the group stand up and stretch. If you are bold enough, have
them give each other high 5’s and tell each other how awesome they are. At the minimum, when you
feel the energy drop, ask a “yes or no” question to the group and demand a response, such as: “How
many of you would like to have more fulfillment in your life?” and ask them to raise their hands.

HINT: You can raise someone’s mental energy and focus by asking them to do something physical.
That is why having people high-5, stand and stretch and turn to a partner and discuss a topic can all
help increase energy. Focus on small physical actions like interaction and movement.

15. NOT SETTING THE RULES OF ENGAGEMENT UP FRONT

If you desire to create a participatory environment in your presentation, it could get out of control. It
becomes difficult to regain the attention of the room once they start talking if they are in some sort of an
activity. It can become difficult to maintain order, and even when you take a 10-minute break, it may
take 25 or 30-minutes to get them all back in the room. So the way to minimize that happening is
somewhere near the beginning of your presentation to set some rules of engagement and get
agreement from the entire group to play by those rules.

People cannot to be expected to comply with rules they don’t know about or have never agreed to.
Later, if things start to get a little crazy, you can remind the group of the rules they agreed to in order to
pull their behavior back in line. And by the way, always remember if there is a lot of activity going on in
the room, it is usually a good thing because they are probably having fun.

HINT: I usually set the rules after the first break. This has allowed me some time to interact with the
audience and form a connection before asking them to agree to my rules for the event. You can ask
people for their agreement with a simple show of hands. You do need to also ask if there is anyone
who does not agree (so they don’t say later, I did not raise my hand). As long as your rules are
reasonable, all the hands should go up. If they don’t, you can find out if maybe one of your rules is
unreasonable due to the context of the space, etc.

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16. NOT WALKING THE TALK

How receptive would you be to a coach standing on stage who is clearly, massively overweight? Would
you trust that that person would be a great coach for you if they displayed an obvious lack of discipline
with themselves? If their clothes are wrinkled or their shoes scuffed up, what message does that tell
you about their self-worth as well as their ability to be the mentor you to your goals? You want to learn
from people who have the experience of what they are teaching you, wins and failures.

Beware of teachers that have no teachers… or coaches that don’t have a coach… or investment
advisors that don’t have successful investments… or business speakers that are broke. An intelligent
perceptive person in the audience can smell a lack of congruence.

If you are trying to pretend to walk the talk, you will lose credibility, support and trust. The solution is to
be 100% honest and most importantly, clean up your act. Share the knowledge that you have and don’t
try to be somebody that you are not… (at least, that you’re not – YET).

HINT: Get coached from people who have successfully accomplished, or directly helped others
accomplish the goals you have for yourself. Keep track of your successes, as you will use this to be
able to share with your audience important information from first-hand experience.

17. NOT KNOWING HOW TO HANDLE THE HEAT

If by chance a participant gets aggressive with a question, complaint, or problem, don’t avoid it, instead,
follow these 3 steps:

1) Take a deep breath – this keeps the oxygen flowing to your brain and your blood flowing which
you will need both of.

2) Physically position yourself away from the person who is issuing the challenge; this helps to
diffuse the tension. Most people tend to walk toward the challenger thus creating more
confrontation.

3) Ask questions. Always ask questions… do not make statements. Upon any and every answer
they give you, always acknowledge by saying, “Thank you”. If there is emotion involved, attempt
to identify their emotion with questions. Never try to solve a problem with somebody that is in an
emotional state in the room. By identifying the emotion correctly, the tension will begin to
dissipate, and then together, you can solve the problem in a sane context.

HINT: If someone is emotional, they are not going to be able to have a very logical or constructive
conversation. When emotions go up, intelligence tends to go down. No matter how often they try to
deflect the conversation to the “problem” or who is to blame, stick with getting to what they are feeling
first and bring those emotions down… then you can enjoy the re-emergence of their intelligence for a
constructive problem solving conversation.

15650 North 83rd Way, Suite 103 Scottsdale, AZ 85260 +1 (602) 224-7791
©2017 Blair Singer Training Academy, XCEL Holdings LLC, Blair Singer
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18. NOT MANAGING THE ENVIRONMENT

Participants are forced to endure horrible conditions at times, in order to get the information they seek.
Don’t make them do that. If they are uncomfortable or distracted, it is going to make them much less
receptive to your message. Possibly even resentful.

Instead, create an ideal environment for them by checking things such as the room temperature,
adequate lighting, complete “hotel room-like” neatness, no auditory or visual distractions, views clear of
obstruction, a sense of safety, enough space to move around, and cleanliness. And if you really want to
wow them, appropriate ambient music in the background as they come and go from the room, while
they are doing activities, and even while they are discussing topics with other participants. Studies
have shown that everything in the physical environment it is either adding to the learning experience or
subtracting from the learning experience. Nothing is neutral.

HINT: Have team members assigned to helping you keep the space clean throughout the day,
including commonly shared spaces like bathrooms and lobbies. Whenever possible, there should also
be resources available to help you with anything else you may need if you suddenly have an issue with
the temperature, lighting, etc. This is not a set it and forget it activity. You need to ensure all of these
elements are managed throughout the entire time you have your event.

19. SELLING WITHOUT GIVING VALUE FIRST

Participants feel cheated if they go to a presentation that promised education and what they got was
just a very long sales pitch. Participants get skeptical, lose trust, and will even spread bad rumors
about you. I learned a rule many years ago that was called the Rule of Reciprocity: If you want to
receive something; first give something. If you want to sell something to a group, first give them great
value in the form of usable information, coaching, or training. In other words: Teach, then sell. Think
about it, which would you feel better about:

A) Being subjected to a 90-minute sales pitch?

or

B) Receiving 70 minutes of great usable life-changing information and then being offered the
opportunity to purchase something that will continue to enhance your experience?

Which would you prefer, A or B?

HINT: Make sure you are solving a problem for your audience – that is how you deliver value. If
someone wants to learn now to have more confidence, to be a better parent, or sell more, give them a
solution that they can use right away. THAT is what you should teach… that is the value. If you want
to sell them more later, you can offer to teach them additional solutions, or teach them how to
specifically apply the solution you already gave them to their situation, or to hold them accountable…
your offer can just build on what you already gave them for free.

15650 North 83rd Way, Suite 103 Scottsdale, AZ 85260 +1 (602) 224-7791
©2017 Blair Singer Training Academy, XCEL Holdings LLC, Blair Singer
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20. LACK OF PREPARATION, STUDY AND MENTORSHIP

Anybody that is in your audience has had to overcome time considerations, possibly financial
considerations and logistical considerations in order to be there. Contrary to what you might think as a
presenter: THEY are at risk; not you. They deserve the best you can offer them. That means be
prepared.

For example: Know your audience’s needs, wants, and the language they speak. The minute you
begin to address the room, the group already assumes you are an expert. Do not disappoint them.
Have a plan and deliver what you promised. Most importantly, by the time you show up in front of a
room, you should have studied, practiced and practiced some more.

Seek high level coaches/mentorship that will show you how to deliver your content in a manner that is
compelling, impactful and powerful. This includes HOW you deliver, not just what you are delivering. It
is not a good idea to wing it in front of an audience.

HINT: Most people think they need to practice their content delivery. They think if they mess THAT up,
they will ruin their presentation. Yes, content matters, but I assure you, it is just as important (if not
SIGNIFICANTLY MORE important) to practice how you will DELIVER that content in order to avoid all
the mistakes listed above! So, I will say it again, PRACTICE, PRACTICE, PRACTICE asking
questions, acknowledging, handling confrontational behavior, raising energy, using flip charts and
everything else discussed above. Your ability avoid the mistakes above will allow you to deliver
presentations that most other trainers will never be able to do because they will make 5-10 of these
mistakes in EVERY presentation they give! Commit to yourself, get a coach and/or mentor, and be the
presenter your audience deserves and will want to learn from again and again and again.

To learn more about Blair Singer, his upcoming programs, available

products and complimentary tools, please visit: www.BlairSinger.com.

15650 North 83rd Way, Suite 103 Scottsdale, AZ 85260 +1 (602) 224-7791
©2017 Blair Singer Training Academy, XCEL Holdings LLC, Blair Singer