DCCSFS-TM-V2.0.1 Secured PDF

Copyrighted materials. For Dale Carnegie® certified trainers and candidates only.
Dale Carnegie Course®: Skills for Success
Trainer Preparation Manual

Copyright © 2009, 2010

Dale Carnegie & Associates, Inc.
290 Motor Parkway
Hauppauge, New York 11788
All rights reserved. Except as permitted under the U.S. Copyright Act of 1976, no part of
this publication may be reproduced, distributed, or transmitted in any form or by any
means, or stored in a database or retrieval system, without prior written permission of the
publisher.
Printed in the U.S.A.
ISO-404-PD-TM-0883-V2.0.1
Table of Contents
Foreword............................................................................................................................................................ 3
How to Use this Manual ................................................................................................................................. 4
How this Manual Is Organized .............................................................................................................. 4
DCC Trainer Preparation Manual Icon List ....................................................................................... 5
Delivering the Dale Carnegie Course®: Skills for Success ...................................................................... 6
Dale Carnegie Course®: Skills for Success Context ........................................................................ 6
Participant Pre-Work .............................................................................................................................. 7
Things to Do before the Course.......................................................................................................... 7
Things to Do during the Course .......................................................................................................... 7
Things to Do after the Course ........................................................................................................... 13
Additional Resources ............................................................................................................................ 13
Valuing Diversity Principles .................................................................................................................. 14
Course Objectives ................................................................................................................................. 15
Session Overview ................................................................................................................................... 16
Resources in the Participant Manual.................................................................................................. 17
DCC: Skills for Success Supply List.................................................................................................... 18
Session One .................................................................................................................................................... 21
Build a Foundation for Success ........................................................................................................... 23
Recall and Use Names .......................................................................................................................... 47
Session Two .................................................................................................................................................... 55
Build on Memory Skills and Enhance Relationships........................................................................ 56
Increase Self-Confidence ...................................................................................................................... 67
Session Three ................................................................................................................................................. 77
Put Stress in Perspective ...................................................................................................................... 79
Enhance Relationships and Motivate Others ................................................................................... 87
Session Four.................................................................................................................................................. 101
Energize Our Communications ....................................................................................................... 102
Make Our Ideas Clear ........................................................................................................................ 111
Session Five ................................................................................................................................................... 117
Disagree Agreeably ............................................................................................................................. 119
Gain Willing Cooperation and Commit to Influence Others ................................................... 131
Dale Carnegie Course®: Skills for Success 1

Session Six ..................................................................................................................................................... 145

Manage Our Stress ............................................................................................................................. 147
Develop More Flexibility ................................................................................................................... 151
Session Seven................................................................................................................................................ 165
Build Others through Recognition .................................................................................................. 166
Inspire Others ...................................................................................................................................... 173
Session 8 ........................................................................................................................................................ 179
Demonstrate Leadership ................................................................................................................... 181
Celebrate Achievements and Renew Our Vision ........................................................................ 185
Resource Section ......................................................................................................................................... 193
Application Report Schedule ............................................................................................................ 194
Reading Assignments .......................................................................................................................... 195
Warm-Up Schedule ............................................................................................................................ 197
Human Relations Principles: Pegging and Linking ........................................................................ 198
Disagree Agreeably Topics ............................................................................................................... 202
Creative Summaries and Showmanship ......................................................................................... 203
DCC Return on Investment (ROI)/Performance Improvement Project ................................ 212
Purpose of the ROI/Performance Improvement Project ............................................... 212
ROI/Performance Improvement Project Process –
Trainer and Franchisee Overview ......................................................................... 212
ROI/Performance Improvement Project Flowchart:
Option 1: Assigned as Pre-work ............................................................................ 215
ROI/Performance Improvement Project Flowchart: Option 2: No Pre-work.......... 216
Frequently Asked Questions about the ROI/Performance Improvement Project... 217
DCC® ROI/Performance Improvement Project Timeline and Materials Page.......... 218
Participant ROI/Performance Improvement Project Instructions................................ 219
DCC ROI/Performance Improvement Project Summary Report ................................ 222
DCC ROI/Performance Improvement Project Sample Reports .................................. 224
Seating Charts ...................................................................................................................................... 227
Room Arrangement: Theater ............................................................................................... 227
Room Arrangement: Small Groups ..................................................................................... 228
Room Arrangement: Horseshoe ......................................................................................... 229
Room Arrangement: Theater: “Old Way/New Way” ................................................... 230
OPTIONAL Disagree Agreeably Room Arrangement: Theater .................................. 231
OPTIONAL Unleash Our Full Potential Room Arrangement: Small Horseshoes ... 232

Foreword
“I beg of instructors not to think of this as a public speaking course. Think of it as a
course in destroying fear and building self-confidence. Think of it as a course in human
relations. Think of it as a new way of life. For it is often just that. When people banish
fear and develop confidence, their ceilings will become higher and their visibility
unlimited.”
—Dale Carnegie
Dale Carnegie knew the exhilaration and fulfillment of helping people grow toward their
potential, to a place where they had never been before. As Trainers of the
Dale Carnegie Course®, we take on a noble mission.
Dale Carnegie once remarked, “You would not be interested in teaching this course unless you
felt you were doing something to help others.” Thank you for your selfless commitment.
To help us help others, we have attempted to capture as much of Dale Carnegie’s wisdom as
possible from his forty-five years of experience helping business professionals. You will find
Dale Carnegie’s personal comments in the Core Competency Preparation Guide,
The Art of Dale Carnegie Training ®. The comments that Dale Carnegie shared provide a
foundational understanding of his expectations and the evolution of his training methodologies.
This manual provides systematic, session-by-session guidance for delivering the

Dale Carnegie Course® brand suite of products with greater understanding and consistency.
Make a practice of reviewing the Participant and Trainer Preparation Manuals prior to
delivering a program. If we each deliver the program as though Dale Carnegie were sitting in
the back of the room, surely we will continue to be true to his legacy. Let us not lose sight of
the fact that we help build the people who build successful organizations.

How to Use this Manual

Here are basic instructions for using this manual. This manual is designed as a preparation
guide, not a manual to be used in the training room. Please be sure to prepare well in advance
so that you are able to deliver the Dale Carnegie Course® in all its richness and depth.
How this Manual Is Organized
This manual is comprised of the following sections.
Item Description/Comments
Table of Contents For quick reference of materials.
Instructions for delivering Context for the program, as well as an overview of ideas for
the program preparation, delivery, and follow-up of the program.
Session-by-session directions Each session of the program has ideas and instructions for
and explanations conducting the session.
Suggested options are included to deliver the program,

summaries, reading recap ideas, and links to the
trainer.dalecarnegie.com videos.
Resource Section Items building reserve power including:

1. Application report schedule
2. Reading assignment schedule
3. Warm-up schedule
4. Human Relations pegs and links
5. Disagree Agreeably topics
6. Creative Summaries and Showmanship
7. ROI Project information
8. Seating charts

DCC
C Trainerr Prepara
ation Man
nual Icon List
Icons are used to
o denote cerrtain actions that the Traainer and/orr participantss take in thee
sessio
ons. Most arre fairly self--explanatoryy. Icons are located in the session’s left column and
they refer
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ons describeed in the right column.
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o set
of queestions will be
b in the column directlly to the righht of the icon. See example
e below.
Awards Paaperwork Summary
Bridge Practicee with Partnners

Think/Write
Flipchart Particippant Presentting

Traineer Presentingg
Handouts Q
Questions
Triads
Laptopp/Projection Unit Sm
mall Group
ourse®: Skillss for Success

Dale Carnegie Co 5
Delivering the Dale Carnegie Course®:

Skills for Success
Dale Carnegie Course®: Skills for Success Context
Our overall objective is to help participants have a Dale Carnegie® experience in eight
weeks. It is intended that participants will receive the same benefits as the 12-week
Dale Carnegie Course®. This program is designed to help Franchisees deliver this
program to diverse groups who may not be able to attend a three-month program. This
program should provide such a positive experience that it leads participants to investigate
other Dale Carnegie Training® programs.
This program is also designed to have considerable flexibility in delivery. If the number of
participants is large, some of the activities may have to be altered for small group
exercises. Perhaps only “finalists” can be invited to the front of the full group to give their
reports.
If the group is small, the Trainer will need to have some “value added” activities to insert
into the DCC: Skills for Success program without it appearing that the extra activities are an
after-thought. For example, add a brief discussion about enthusiasm from the Little
Recognized Secret of Success booklet at the end of Session Two. One way to keep the
added activity from appearing as an after-thought is to make a clear, logical bridge from
the materials being covered to the bonus subject matter.
In all cases, the Trainer should consider the needs of the participants, teams from an
organization, and the client organizations themselves to make the program relevant to
their business realities. Therefore, Trainers have the responsibility of insuring segments
are facilitated in a way that is relevant to the people attending. Additional slides are
included in the PowerPoint program to enable the Trainer to add segments from the
12-week program. Also, options and suggestions are made throughout this
Trainer Preparation Manual for adding depth and enhancing the program’s efficacy to meet
the needs of diverse client organizations and participants.
A summary sheet for jotting key ideas and actions to be taken is provided in each section
for the program participants. Use this tool at the close of each session as a refresher and
a way of identifying the participants’ personal gains.
Do not facilitate from your Trainer Preparation Manual in the classroom. Be natural,
prepared, and engaging.
Trainer Note: The suggested timetables in this manual are strictly for helping Trainers
plan their delivery. The DCC is to be facilitated, not mechanically driven. Different
situations require adjustments by the Trainer. So use the timetable as a general guideline
to keep each session within the total timeframe promised to the participants and clients.

We recommend the use of the PowerPoint visuals that have been created for this
program. It helps visual learners by supporting the information that is facilitated. It also
builds the Trainer’s credibility as someone who can use technology in a contemporary
way.
Participant Pre-Work
Whenever possible, Training Consultants should meet with participants ahead of time to
complete a Client Information Sheet (CIS) and distribute materials (Participant Manual,
How to Win Friends and Influence People, and How to Stop Worrying and Start Living). The
Training Consultant may also conduct an orientation session and/or distribute DCC ROI
project materials for the participants to start working on. This is especially typical for in-
house programs. See the ROI Project section in the Resource portion of this manual for
more details.
Things to Do before the Course

5 Things to Do before the DCC (Pre-Approach)
− Local Training Consultant should contact registrants and find out why they were
interested in this particular course and share results with the Trainer.
− Local Training Consultant should confirm date, time, and location of the course,
provide directions, and answer any questions.
− Trainer should get the class roster and identify any groups from same
company/industry. If the participants have completed CIS Sheets or Breakthrough
Plans prior to the start of the course, ask the Training Consultant to review them
with you, so you can better understand each participant’s needs.
− Trainer should check web pages to learn more about the companies and identify
customizing opportunities and potential in-house target prospects.
− Trainer can review the Product Library and www.sales.dalecarnegie.com for business
with the same organization.
Things to Do during the Course

In all sessions, and particularly in Session 1A and 1B, help people to relax and feel
comfortable in a supportive, new environment. The Trainer Team should greet everyone
as they come in and introduce participants to others to help them feel at ease, much like
the host at a party.
Be naturally inquisitive as you and your coaches greet participants; ask them things like,
“What’s your name? Where do you work? What do you do at your organization? How
long have you been doing that? How did you learn about Dale Carnegie®? What
prompted you to get involved?” and so forth. This will allow you to learn more about
each participant, putting both of you at ease and assisting you in introducing participants to
one another. The more you know about the participants in advance, the more relevant
you can make it for them.

Remember to focus on individuals and demonstrate, through your behavior, that this
program is about their growth and development. The best way to do this is to listen
attentively to each person, answer his or her questions, and ask questions. While meeting
and greeting participants, do not allow yourself to be preoccupied with the details of
delivering the session or setting up equipment. Because you are a model of
Dale Carnegie’s Human Relations principles, be especially sure to demonstrate your
genuine interest in each of the participants. Remember, you never get a second chance to
make a good first impression!
Be enthusiastic and engaging! Smile, walk with a spring in your step, and laugh easily. The
participants are watching you closely. You are always on stage and you must make it your
constant goal to be uplifting and inspirational. You will better be able to do this if you
arrive early and are thoroughly prepared.
Participants may ask you detailed questions about the Dale Carnegie® methodology. As
reserve power, understand our methodology in terms of the 6 Ps. If questions arise
regarding our methodology, these statements will assist you in responding.
1. In the DCC, you can expect active Participation. In this program, we will learn
new skills by doing things both in and out of this room instead of only listening to
lecture.
2. We facilitate the DCC over 24 hours of sessions containing commitments,
practice, and reports. Learning and applying new skills in this way increases the
likelihood that these new habits will become Permanent.
3. The DCC is very Practical. Throughout the training, each of us will work on
things that are important to us and to our professional success. We will learn
tools that we can apply immediately. The techniques presented have been tested
over decades and work in our personal and professional applications.
4. We know that a Positive environment, where participants are encouraged rather
than embarrassed, results in people achieving their goals more quickly. Participants
are likely to position themselves for “breakthroughs” and experience longer-lasting
results when encouraged and supported by the Trainer Team.
5. As a coaching team, we know that opportunities lie outside our comfort zone.
Our goal is to gently, but persistently, Push participants out of their comfort
zones to achieve the goals they have set for themselves. Often, this “stretching”
makes participants aware of other opportunities they did not know existed.
6. Each segment of the program is Person-centered. In other words, each
participant has his or her own set of skills, opportunities, and challenges. The
DCC is flexible enough to be relevant to each person’s unique circumstances. The
Trainer’s role is to help put each process and principle covered in the course in a
context that is meaningful for each person participating in the program.
Course Coaches should be prepared with several examples for each exercise and the
Trainer should screen these ahead of time for relevancy and specificity. In those situations
where there are no Course Coaches, the Trainer should have current, relevant examples
to show that this is a program that is lived, not just facilitated or attended.

When summarizing sessions, have three to four points in mind that you want to make.
Use a variety of methods to summarize based on your audience and number of
participants. See the Resource Section in the back of the Trainer Preparation Manual for
some suggested summary methods.
Use plenty of exhibits, relevant outside material, and creativity throughout the program.
Creating relevance is extremely important in helping participants grasp how these
concepts fit in their everyday lives, especially at work.
When making assignments and referring to sessions, stay away from statements such as,
“Next week, in Session A …” and simply communicate what we will be preparing for.
Participants do not make distinctions between our “A” and “B” segments.
See the Resource Section for additional materials and suggestions.
Remember that you may be the first representative of Dale Carnegie Training® they have
met. We must build rapport quickly. Be sensitive to their lack of knowledge or familiarity
to our processes.
Who Comes to the DCC and What Are Their Expectations?

Time and money are being invested in Dale Carnegie Training®, and our job is to respect and
exceed the various expectations of those involved. As Trainers, we should increase our
awareness of and align our expectations with that of the four different expectation points of
view:
1. Expectations from a Participant’s Point of View

A participant usually falls into four categories: Learner, Vacationer, Hostage, or
Saboteur. Depending on which category they fall into, expectations will differ.
Learner Expectations
• To gain the knowledge and skills promised in the marketing materials/flyers
• To view the Trainer as the expert and obtain content and information
• To network and learn from others
• To have fun
Vacationer Expectations
• To relax and enjoy their “day off” of work
• To meet new people and network
• To have fun
Hostage Expectations
• To fulfill the boss’s desire that they attend training
• To do the minimum to get through the day

Saboteur Expectations*
• To disrupt the training
• To take the Trainer and class on tangents
* In the case of the saboteur, the Trainer must make a decision as to whether that
person should remain in the training.
2. Expectations from the Buyer’s Point of View

Organizations are often fulfilling an obligation to offer training to their employees.
Most employees are entitled to some sort of training throughout the year as part of
their incentive to stay and grow with the company. As employers, their expectations
of the training are:
• To satisfy their curiosity about the quality of Dale Carnegie Training®
• To broaden employees’ horizons and increase their value to the organization
• To have the employees learn a new skill or improve upon a skill
• To see a return on their investment
3. Expectations from the local and corporate Dale Carnegie Training® Point
of View
• To exceed participants’ expectations
• To cross-sell and obtain additional business, primarily in-house
4. Expectations from the Trainer’s Point of View

• To exceed the expectations of the participants, their supervisors/organizations,
the local Dale Carnegie® Franchise, and the Dale Carnegie® organization
• To have fun and provide a unique Dale Carnegie® experience
How to Exceed Expectations
In order to exceed these various expectations, the program must quickly demonstrate a
unique Dale Carnegie Training® experience containing the following elements:
• Positive, Enthusiastic, and Passionate Attitude

• Fun, Friendly, and Welcoming Atmosphere
• Variety of Training Methods
• Business Relevance
• Many Examples
• Showmanship
• Participant Involvement
• High Energy
The following are suggestions we can take prior, during, and after the course to ensure
that expectations will be exceeded.

10 Things to Do during the Course

− Be completely prepared and ready one hour prior to the start of the course, “meet
and greet” participants, and ask about their needs and company issues. Introduce
participants to each other during “meet and greet.”
− “Wow” participants in the first few minutes of each session. This should be something
that immediately demonstrates the value of the course and its business relevance. It
should give participants immediate take-home pay and give them the feeling that they
already got their time and money’s worth. By providing an instant “a-ha,” participants
will be glad they came and anticipate the remainder of the course.
− Ask for participant expectations, put them on flip chart, tape it to the wall, and loop
back throughout the program. After you’ve asked them for their expectations,
consider asking, “Okay, now what do you REALLY want?” This will get them thinking
about what would exceed their expectations. You might ask them to throw down a
challenge for you.
− During delivery, weave in examples of relevant business results we have achieved. If
you don’t have an example talk, ask another Trainer or Training Consultant and use
theirs. The point is to show the results of applying a particular tool or skill. Employ
relevant showmanship and storytelling, keeping in mind that the point being made
should be stronger than the showmanship. Provide examples and illustrations from
the business world, current literature, etc. Examples specific to their business or
industry are good.
− Keep your energy and genuine enthusiasm at maximum level at each segment of
the course, including your summaries and debriefs. This will create a buzz in the
room and keep them engaged. Your energy should be at peak level throughout so
that if anyone walked into the room at any given moment, they would not want to
leave.
− Employ “edutainment,” a combination of education and entertainment in the
classroom (with toys, music, puzzles, etc.). The experience needs to be fun. Use a
variety of training methods (for example, role play, practice with different partners,
teams, serving as a coach in a triad, asking questions, writing ideas down). Get
them involved. Adults retain more and value what they have learned if they help to
discover the information.
− Be perceived as an expert and provide your expertise through evidence
(DEFEATS). Be quick on your feet and be able to answer specific questions about
situations that participants bring up. Above all, facilitate and keep them involved.
− Provide special attention to people when appropriate. Decision-makers and
groups from the same company should get private time, customized examples,
special coaching, etc. Give managers person-centered coaching, especially off-line.
− Summarize each module, provide interim summaries, debriefs, and continually refer
back to the marketing points and promises made by you, your Course Coaches
and the Training Consultant.

− Start and end on time. Use the timeframes in the Trainer Preparation Manual as a
guide. Trust your judgement to take breaks when appropriate. Expand or contract
topic areas based on your experience and the needs of the participants. Reference
each page in the Participant Manual, even if you need to spend little or no time on it
due to time constraints.
5 Things to Do at the Break

1. Before break, review participant expectations that have been met from the
flip chart.
2. Mention that, if they like what they have seen, we can customize and bring the course
in-house.
3. Provide a credibility statement about results for other clients, and announce that you
will be available at break.
4. Go to your target prospects (groups/managers) and give them special attention.
5. Talk to as many prospects as possible, being careful not to get trapped into talking
with one person.
4 Things to Do at the End of Each Session

1. Review the expectations again to reinforce where we have met expectations.
2. Hand out 3x5 cards and ask them to write down three things they liked and three
things they would change or like to see done during the afternoon. Review these
during lunch and respond upon return.
3. Provide a credibility statement about results for clients (performance improvement
and ROI).
4. Remind participants that they will be called and to call you or a Course Coach
between sessions.
4 Things to Do at the End of the Program

1. Review the flip chart of expectations, showing that all have been met or addressed.
2. Provide an overall summary and debrief. Ask participants the following:
o What action are you going to take as a result of this course?
o What is the benefit to you?
o What challenges might you have to overcome?
o How will you overcome these challenges?
3. Have participants complete the assessment and give them their Certificate of
Completion in return.
4. Complete and submit all paperwork as required by the Franchisee or COE.

Things to Do after the Course

5 Things to Do after the Course (Follow-Up)
− Trainer and Franchisee/Training Consultant should discuss opportunities.
− Training Consultant should follow up with attendees to discuss major benefits and
opportunities.
− Trainer should follow up by phone or in person for opportunities or make joint calls
with the Training Consultant.
− If post-work is assigned, e-mail the participants with a gentle reminder of their
commitments, the importance of those commitments, and the steps to turn in final
post-course assignments.
− If a follow-up session is scheduled to report results, review participant breakthrough
goals and ROI Project commitments so you can help facilitate the follow-up session
with enthusiastic relevance.
Additional Resources
Dale Carnegie Web Site
http://www.yourspace.dalecarnegie.com
A site for all things related to Dale Carnegie Training®, including video clips for all program
sessions, back issues of DCC Trainer E-zines, and MP3 podcasts
Have a great course!

Valuing Diversity Principles
1. Be sensitive to generalizations (in words or images) that disparage or imply that all
members of a particular race, ethnicity, religion, gender, disability, or age group are
the same.
2. Refrain from identifying someone by race, ethnicity, religious affiliation, gender,

disability, or age group unless it is relevant to the point.
3. Be mindful of using vague language that may patronize or offend someone based on
race, ethnicity, religion, gender, disability, life style, or age group.
4. Be aware that some people find the use of certain colors (for example, black, brown,
and yellow) as negative.
5. If it is necessary to refer to race, ethnicity, religion, gender, disability, or age groups in

order to make a point, replace clichés with supportive evidence.
6. Be proactive in understanding how to communicate across generations.
7. Be genuinely interested in others and represent all groups fairly in the way we
conduct training.

The Dale CarnegieCourse®: Skills for Success
Course Objectives
• Build greater self-confidence

• Strengthen people skills
• Enhance communication skills
• Develop leadership skills
• Reduce stress and improve our attitude

Session Overview
Session One
A. Build a Foundation for Success
B. Recall and Use Names
Session Two
A Build on Memory Skills and Enhance Relationships
B. Increase Self-Confidence
Session Three
A. Put Stress in Perspective
B. Enhance Relationships and Motivate Others
Session Four
A. Energize Our Communications
B. Make Our Ideas Clear
Session Five
A. Disagree Agreeably
B. Gain Willing Cooperation and Commit to Influence Others
Session Six
A. Manage Our Stress
B. Develop More Flexibility
Session Seven
A. Build Others through Recognition
B. Inspire Others
Session Eight
A. Demonstrate Leadership
B. Celebrate Achievements and Renew Our Vision

Resources in the Participant Manual

Accountability Partners Worksheets
Application Report Schedule
Reading Assignment Summary
Glossary
Suggested Reading
Request for Reports
Remember Names Booklet
Speak More Effectively Booklet
Little Recognized Secret of Success Booklet

DCC: Skills for Success Supply List

*Dale Carnegie Course®: Skills for Success 20-44
Materials List Participants
Awards
Achievement Plaque 1
Breakthrough (blue pen) 6
Crashing Through (Dale Carnegie Scrapbook) 2
Golden Book Cube (optional) 1
Lincoln the Unknown 3
Outstanding Performance (green pen) 6
Equipment
Wall charts (DCC 6.1) 1 set
Flip Chart, Markers and Paper (or whiteboard) 1
Projector and Laptop (including PowerPoint slide deck) 1
Handouts
Breakthrough Plan 1 each
Carnegie Action System 1 each
Carnegie Action System available Yes
Certificate of Completion 1 each
DCC ROI Project Participant Instructions 1
DCC ROI Project Proposal Form 1
DCC ROI Project Sample Proposal Form 3-5 sets
DCC ROI Completed Report Sample 3-5 sets
Golden Book 1 each
Name tags 1 each
Participant assessment 1 each
Participant Manual 1 each
Pathways to Success
(How to Stop Worrying, How to Win Friends) 1 each
Pre-work documents 1 each
Pre-work available Yes
Remember Names 1 each
Speak More Effectively 1 each
The Little Recognized Secret of Success 1 each
Supplies & Miscellaneous

Ballots 1 set
Coaches Guide (for assistants) (DCC 6.1) 1 each
Masking tape 1
Post-it notes packages As needed
Trainer Preparation Manual (may not be used in Training Room) 1

*Dale Carnegie Course®: Skills for Success 20-44

Materials List Participants
Showmanship Items and other supplies
Notes:


Session One
Event Total
Activities PM Page Time* Time*
Greet - :30
Session 1A: Build A Foundation for Success—Open 0:02 0:02
Welcome and Greeting Activity 0:04 0:06
Open 0:04 0:10
Participant Introductions—Pause-Part-Punch (1 minute each) 0:30 0:40
Cycle of Performance Improvement 1.4 0:05 0:45
Teach Linking 0:10 0:55
Conversation Practice 1.6 0:07 1:02
Current Business Reality 0:05 1:07
Discuss Breakthroughs 0:10 1:17
Write Breakthroughs 1.10 0:10 1:27
Share Breakthroughs 0:05 1:32
Bridge, Break 0:10 1:42
Vision Statements 1.10 0:15 1:57
Share Vision Statements 0:10 2:07
Summarize 1.12 0:07 2:14
Books and Materials 0:02 2:16
Guidelines 0:02 2:18
Assign 2A—Build Memory Skills and Enhance Relationships 2.2 0:08 2:26
New Enrollees 0:01 2:27
Short break to move chairs into horseshoe style seating arrangement 0:05 2:32
Session 1B: Recall and Use Names—Open 0:02 2:34

Preview Name Remembering 0:02 2:36
Name Remembering Techniques 1.15-1.16 0:30 3:06
Name Game Activity 1.17 0:08 3:14
Summarize 1.20 0:05 3:19
Multi-Source Feedback 0:02 3:21
Assign 2B—Increase Self-Confidence 2.2 0:07 3:28
Close 0:02 3:30
Complete and Submit Session Report
*Note: Timeframes are guidelines only, based on a class size of 30 people. Actual times will vary depending on
group size, group interests, and group dynamics.

Supplies and Equipment

Computer, screen, cords, projector, visuals Breakthrough Plans
Wall Charts Multi-source feedback (if used)
Easel, flip chart pad, markers, tape Participant Manuals
Timer and bell Textbooks: HTWF, HTSW
Extra pens or pencils Booklets: Remember Names, Speak More Effectively, Little
Recognized Secret of Success
3x5 cards
Optional: DCC ROI Project
Ballots
1. Participant Instructions (I per person)
Roster and Session Report
2. ROI Project Proposal Form
Awards: None
3. DCC ROI Project Sample Proposal Form (several)
4. Sample ROI Report (several)
Notes:

Sessio
on 1A
Build
d a Found
dation forr Success
W
Welcome and
Gre
eeting Actiivity Bu
uild a Fou
undation for
f Succe
ess
Leaarning Objecctives:
Open
O
0:02 − Learn methods
m to connect
c withh others
− Familiarrize ourselvees with the Five
F Drivers of Success
− Expand our capacityy to achievee our vision by
b committing to
breakthhroughs
Reccommended
d Room Arraangement: Small Group
At the exact tim me the sessiion is to beggin, stand in front of the class
witth a smile, sttrong voice, and high energy.
Intrroduce yourrself. For exxample, “Hello! Welcom me to Sessioon 1 of the
Dale Carnegie Course®. My M name is X and I will be b your Traiiner for
thiss course. I have
h noticedd that many of you have taken the
oppportunity too meet somee of the peopple sitting arround you
(co
ompliment). That’s greatt! Let’s takee a few moree minutes to o meet
somme others inn the room. When I sayy “Go” pleasse stand, leavve your
seaat, and introd
duce yourseelf to at leastt three addittional peoplee in the
rooom. Find ouut somethingg interesting about them m. Ready? Go!”
G
0:04 Givve the particcipants up to
o four minutes to meet others,
o depeending on
thee number of participantss in the room m. Be awaree of the enerrgy level
andd when you see people wandering
w around, and youy hear thee room
gett quieter, sto
op the exerccise by ringinng a bell or saying,
s “Wellcome
bacck to your seeats.”
Maake sure Couurse Coachees and Trainiing Consultaants are invo
olved in
thiss activity.
Deebrief by askiing a few questions:
− “What did you disccover about someone else?”
− “How many m of you felt uncomffortable doinng this? Why?”
− “As a business proffessional, whhy is it imporrtant to connect with
others and
a feel com mfortable greeeting them??”
Thiis activity accomplishes several thinggs:

1. It gives participants
p t opportunity to meett each otherr.
the
2. It allows latecomers a chance to o get settled..
3. It is a briidge to the conversation
c n-linking techhniques, disccussed
later.
Dale Carrnegie Coursse®: Skills for Success 23

Session 1A
Build a Foundation for Success
Open Enthusiastically welcome participants and help them feel they made the
0:04 right decision to be here with your demeanor and that of our coaches.
Introduce yourself and any other Dale Carnegie Training®
representatives in the room, including the Course Coaches.
Keep this flowing with a sense of urgency. Make sure the “brief”
introductions are upbeat, clear, concise, and that they model the
“Pause–Part–Punch.” Keep introductions to one minute per person.
Give some evidence of the value of personal and professional
development by providing examples of enthusiastic graduates or clients
who have benefited from this training.
Visual: Program Objectives.
Review the program objectives in a conversational way.
Visual: Review the Title and Session Objectives.
Help participants see how these relate to their professional challenges.

Trainer Note: For further ideas about how to facilitate this session,
please visit the http://www.trainer.dalecarnegie.com web site and view
the trainer resources and videos.

Session 1A
Participant Transition from the Dale Carnegie® representatives’ introductions to
Introductions building the need for remembering names by asking several questions.
0:30 Here are a few examples:
− “Do we sometimes have a difficult time remembering names?”
− “How does remembering names help us in our day-to-day
business activities?”
− “How do people feel when we use their name?” (Bring out
through discussion that it is the individual behind the name that
matters.)
− “Later, we will focus on techniques to help us recall and use the
names of others. However, would you agree that it is important
for others to remember our names as well?”
Visual: Pause–Part–Punch tool for introducing ourselves as a way to
help people remember our names.
Explain, “Remembering and using people’s names is an important way to

strengthen professional relationships. Let’s look at a way to assist
others in remembering our name. Would we all agree that in order to
remember a name, we first have to hear it correctly? (Yes!) Often, we
unwittingly mumble our name and the listener may have a difficult time
catching it. A helpful tool is Pause–Part–Punch.
“For example:
“My name is …” (Pause refers to a brief delay before saying our first
name after the word “is.” Part refers to a small timeframe between
our first name and last name. Punch refers to saying our last name
with power and emphasis.)
If you are not using PowerPoint, you may want to write

Sessio
on 1A
Build
d a Found
dation forr Success
Pa
ause–Part––Punch verttically on a fllip chart or whiteboard,
w as shown
below. (This can
c be done before the session.)
“My naame is” (pauuse)
“First name” (parrt)
“Last name”
n (punnch)
Deepending on group size, have participants come to the frontt of the
roo om and intro
oduce themselves for upp to one minnute. To savve time for
larrger groups and
a make paarticipants leess nervous, you can calll people up
by tables.
Sayy, “Now we will all havee an opportuunity to intro
oduce ourseelves.”
Chhoose a row
w and have thhem come to o the front of
o the room.
Trrainer Note:: This exercise should be
b high energgy and movee quickly.
Yo
ou may wish to use paneels of 5–6 paarticipants, sttanding side--by-side,
witth the perso
on who is inttroducing himself or herrself steppingg forward.
Alll panel members will inttroduce them
mselves using Pause–Pa art–
Puunch.
Aftter the Pause–Part–Pu unch, ask seeveral of thee questions listed
l
below to coveer the one-m
minute time allotment.
a T
These questions clearly
communicate tot the particcipants that this exercisee is interactiive.
Cooaching shouuld be suppo ortive, encouuraging, and affirming. Be
B cautious
of the time; limmit their talkking to no more
m than onne minute. Ask
A a
varriety of quesstions to enssure spontanneity from each person. Here are
some sample questions:
q
− “Organnization name?”
− “Respo onsibilities att your organization?”
− “What do you like about your job?”
− “What is the most challenging thing you haave ever donne?”
− “What do you do when w you arre not working?”
− “What brought youu to Dale Caarnegie® Traaining?”
− “What do you hoppe to gain fro om this courrse?”
− “What is a little-knnown fact abbout you thatt other peopple may
find interesting?”
Assk any conveersational quuestions thatt allow the participants
p t think on
to
theeir feet and have a succeessful first sppeaking expeerience.
Co
onsider the option
o of using the E-Scaale. The “E--Scale” referrs to the
participant’s leevel of enthuusiasm for beeing in the trraining. Wrrite this on

Sessio
on 1A
Build
d a Found
dation forr Success
f chart or whiteboard with a horizzontal line reepresenting the scale
a flip
(w
with “0” on thhe left beingg low and “10” on the rigght being higgh).
Duuring the introduction, participants
p i
identify wheere they are on the
scaale by puttinng a mark at that point.
If the
t E-Scale is used, remeember to co ommunicate to all of thee
participants that our goal isi not to maake everyonee a 10. Ourr
ressponsibility is
i to move people
p toward 10. As ann example, if a
participant lists herself as a 4 and we are
a able to help
h move her to a 7,
it has
h been a significant breeakthrough.
Deebrief this exxercise by assking questio ons like:
− “How does d this meethod of intrroducing ourrselves help others
remem mber our nam mes?”
− “Why is i it important to help others
o remem
mber our naames?”
(This begins to builld the discusssion of focuusing on the needs of
others)). “How doees it help us in a situatio on where wee might be
nervous?”
− “What is the value of introducing ourselvees using this method?”
− “Why is i it sometim mes uncomfo ortable speakking in frontt of an
audiencce?”
− “How does d it affectt our confidence when wew take the lead?”
Exxample bridge: “When we w are tryingg to get to knnow someonne, is it

enough to justt know someeone’s namee and for theem to know ours? No!
W need to go
We o deeper thaan remembeering names and connectt with
people. In a feew momentss, we are going to look at a a process that will
help us do justt that. First,, let’s look att the processs that helps us
develop skills.””

Sessio
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Cycle of Vissual: Cycle of Performance Improvem
ment.
Performaance
Improvemment
0:05
Coonsider deveeloping this ono a flip charrt or whitebboard. (Notte: This

graaphic also apppears in thee Participantt Manual.)
Givve exampless for each off the four areas.
Eliccit discussio
on from the participants
p on each areea.
Traainer Note:: Some partiicipants mayy have seen this
t demonsttrated
during the enrrollment pro ocess. Use them as “tho
ought leaderss” and ask
theem for theirr extra insighhts.
Fo
our areas:
Attitude (mindset): need, want, can, will.
Knowledg ge (informa ation): books, courses, tapes, manuuals, and so
on. Mentioon the “Kno owledge Trapp” where peeople know everything
e
but can do nothing.
Practice: Practice doees not makee perfect; it makesm permanent.
Use an anaalogy about sports,
s music, or a practtical skill thaat requires
coaching beefore it is mastered.
m Seell participantts on the value of
coaching.
Skill: The result of effeective traininng should bee improved skills.
s
Ask, “Who o would like to have a beetter memory? (Almost all will
raise their hands.)
Ask, “Whyy?” (Get theeir answers to t establish the
t attitudess of want
to and need to. Probee to get answ wers relatingg to improvinng business
relationshipps to ensuree business reelevance to the
t DCC.)
Say, “Good d. It’s easy! You ready for some ‘K Knowledge?’ Here it is
in a nutsheell. We thinkk in picturess, not wordss. If I say, ‘piink
elephant’ you
y are likelyy thinking off a picture off an elephant, not
‘p-i-n-k e-l--e-p-h-a-n-t’.”
“So if we use
u pictures to represent things we want
w to rem
member

Session 1A
and ‘link’ them together, we can use our memories naturally and
remember things better. Make sense?”
Teach Linking Visual: Reference the Memory Linking techniques in the Participant
0:10 Manual.
(Note: “Linking” tends to interconnect or “link” together the mind

pictures. Some people, when “stacking,” simply place one mind picture
on top of the other; this can lead to a lack of a strong connection
between the mind pictures).
Say, “Now you have the ‘Attitude’ and the ‘Knowledge.’ Are you ready
for some ‘Practice’?”
Teach the following items by linking one object to another. When you
are halfway through the objects (about the fourth object), review the
objects already taught. Continue with the next three items in the
linking process:
− Nameplate
− House
− Family (having fun)
− Work glove
− Airplane
− Tennis rackets (spinning)
− Local newspaper woven into the strings of the tennis racket
After reviewing the links with the group, ask participants to stand and
find a partner. They decide who in the pair will be the first to review
the links!
Give approximately 45 seconds for one partner to recite the links as
many times as possible. Ask participants to reverse roles. After both
have recited the links, welcome participants back to their seats.
Explain that we have just used the memory technique called “linking” to
teach a questioning sequence we can use to get to know other people.

Sessio
on 1A
Build
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dation forr Success
Thhe linking tecchnique invo

olves using objects to reppresent the ideas we
waant to remem mber.
Vissual: Use Conversation Links.
L
Thhrough particcipation, revveal the topiccs and questtions that eaach of the
linked objects represents. For exampple, ask particcipants, “Whhat topic
might the nam meplate repreesent? Whaat questions could we assk about a
nam me? What else?”
e As yoou go througgh each topic, be sure to o mention
thaat there are no right or wrong quesstions. The best b questio ons allow
forr a long answwer, and being a good lisstener is crittical to buildding and
strrengthening relationships.
Nameplatte: What is your name? What natio onality is thaat? How
do you speell that? Aree you named d after anyonne?
House: Where
W do youu live? How w long have you
y lived theere? What
do you likee about livingg there? Whhere did youu live beforee? Why did
you move?
Family (having fun): Tell me abo out your fammily. What activities
a
do you enjoy doing as a family? (N Note: You will
w want to avoida asking
any questioons that could be consid dered uncom mfortable. Fo or
example, “Do you havee any childreen?”)
Work Glo ove: Where do you worrk? What do you do there? How
long have you
y been theere? What do d you like best/least
b abbout your
job? How did you get started therre? If you weren’t
w at thiis
organizatioon, what wouuld you be doing?
d
Airplane: Do you travvel? Do youu travel with work? Whhere would
you like to travel? Whhere have yo ou gone on vacation?
v
Tennis Ra acket: Whatt hobbies do o you have? What activiities are
you involveed in/do youu watch wheen you are no ot working? What do
you like to do for fun? How did yo ou get involvved with this hobby?
Local New wspaper: AskA some quuestions baseed on current events
(local, regio
onal, nationaal, or internaational).

Session 1A
Conversation Visual: Be a Good Listener—Stop, Look, Listen.
Practice
0:07
Facilitate a brief discussion about how we must stop thinking about

ourselves, if we want to master the art of being a good
conversationalist. Help participants identify three elements of attentive
listening:
− Eye contact (look)––a gentle gaze to let them know we are
listening. Look away from your computer, Blackberry,
newspaper, or television, and look directly at the person
speaking. Avoid looking at your watch or other people.
− Verbal acknowledgement––say things like “uh-huh,” “yes,”
“sure,” “really?” and “wow”. Ask short questions for
elaboration.
− Visual acknowledgement––smile (if appropriate), nod your
head, lean forward, and use other gestures that communicate
that you are listening.
Remind participants of the Conversation Links—Name, Home, Work,
Travel, Hobbies, and Ideas. The primary goal is to stimulate a
conversation that eventually takes on a life of its own. We are not
trying to interrogate!
There are dangers to following a rigid agenda during a conversation.
Point out the benefits of relaxed dialogue.
Visual: Show Genuine Interest—Who, What, Where, When, Why,

How?

Sessio
on 1A
Build
d a Found
dation forr Success
Usse open-endeed questionss that draw detailed responses. Avo

oid yes/no
questions.
Visual: Build Reelationships Model.
Sayy, “When wee put the three items we’ve

w discussed so far toggether
(Conversation Links, Stop--Look-Listenn-Focus, and d Asking Queestions),
wee’ve built a model
m for building relatio
onships. In a moment, wew will
praactice these skills.”
Inttroduce pracctice-with-paartners. Expplain that onne partner is in charge
of asking the questions.
q M
Make the point that the goal
g of this exercise
e is
to connect witth and begin building rappport with the individual, not
necessarily to cover each item in the stack.
s
Givve each partticipant a maaximum of three minutes to ask questions
q
during this exeercise.
No ow, have parrticipants sw
witch roles so
o that everyyone has a chhance to
leaad the questioning.
Deebrief by askking some off the followinng questionss:
− “What did you disccover about your partneer?”
− “Was the t linking teechnique helpful? How so?”s Ask for specifics.

Sessio
on 1A
Build
d a Found
dation forr Success
− “How might
m this to
ool help us to
t build trustt with people we
alreadyy know?”
− “What can happen if we fail to build trust with
w our colleagues
and asssociates?”
− “How canc this tooll help us in rebuilding
r a relationship??”
Chhallenge the participants to go out and use thesee questions withw at
leaast two peopple before thhe start of thhe next session. Ask theem to
cho oose one peerson they do
d not know w and one peerson they do know.
Exxplain, “We will
w hear ourr results in the
t next sesssion in the Good
G
Neews segmentt. More abo
out that laterr!”
Brridge Exxample bridge: “We’ve had an opporrtunity to prractice a too ol to help

us gain greaterr insight into
o people. One area of common gro ound we
usuually find is that
t businesss professionals are overrwhelmed wiith day-to-
dayy business acctivities and sometimes we don’t take the time to get to
know others. Let’s examine the ‘currrent businesss realities’ thhat tend to
perpetuate this kind of envvironment.”
Cu
urrent Business Vissual: Today’s Business Reeality: gettingg more done, better, fasster, with
Reality lesss (fewer ressources and people).
0:05
Veery briefly, discuss the cuurrent business reality by

b providing several
business-relevaant examplees and askingg the following questionss: “How
maany people can
c relate to o this? In whhat ways? Where
W do you see this
happpen in yourr specific orgganization?”
Haave a coach record somee of the partticipant business issues on o a flip

chaart. Refer back
b to thesee issues freqquently durinng the prograam. Tie
theese issues to
o the Drivers for Success asa they are being
b introduced later,
so that the parrticipants see the link beetween the course
c Driveers and
theeir personal and professsional challennges.

Sessio
on 1A
Build
d a Found
dation forr Success
Opption: If yoou have a confident grouup of individuuals, consideer looking

at the slide and
d saying, “WWould someo one please explain
e this chart
c to
us??” Then faciilitate a discuussion aboutt what this chart
c means to them
andd their organizations.
Trrainer Note:: The focus of this graphhic is slightlyy different thhan the
“Business Reallity” graphic in the LTM.. This graphhic addressess the fact
thaat our performance can affect cost, quality, and time simultaaneously.
Foor example, by
b improvingg communication, we caan positively affect
tim
me, quality, and
a cost, theereby enhanccing revenuees and profitts.
Brridge Exxample bridge: “In our heectic societyy, the more goal-oriente
g ed and
foccused we aree, the more effective wee become. Let’s
L take a look
l at five
keyy areas on which
w we cann focus to geet better ressults.”
Disscuss Breakthrough Defined: Assk the participants to deffine the worrd

B
Breakthrou ughs “breakthroughh.”
0:10 1. A majorr accomplishmment or succeess that permmits further prrogress.
2. The actt of breaking through an obstacle
o or resstriction.
Exxamples: iPod d, Wii (gaming platform)), professionnal networkss like
LinnkedIn and Twitter
T (social networking), Salk vacccine (polio),
traansistors, co
omputer chipp, nanotechnnology for sttain-proof cloothing, etc.
With the curreent businesss reality, incrremental gro
W owth is not enough.
e
W need to haave breakthrroughs to acchieve our goals.
We g Specifically, we
need breakthrroughs in thee critical Fivee Drivers forr Success.
Vissual: Five Driivers for Succcess.
Briefly discuss each driver, giving exam

mples for eacch breakthro
ough area.
Haave coaches prepare to give
g examplees of each.
Trrainer Note:: It is importtant that thee participantts have a cleaar
understanding of each drivver, so they can give a grreat deal of thought to
eacch one. If time allows, consider
c havving the partticipants disccuss the

Session 1A
drivers in small groups to give everyone an opportunity to solidify their
understanding of the drivers and their implications for organizational
results.
The Five Drivers for Success:
1. Build Greater Self-Confidence
We all have confidence in many areas. Are there areas in our
lives where we would like to be more confident? For
example—how many work in an organization that has been
downsized, right-sized, or are doing business in ways that have
changed significantly in the recent past? Many might agree that
situations like these can challenge our confidence.
2. Strengthen People Skills
We live in an era of high technology and quick changes. Our
ability to relate to people who think and act differently becomes
even more critical. It is not just “common sense,” it needs to
become common practice. While it is simple, it is not easy. We
will cover building relationships with various groups of people;
gaining enthusiastic cooperation rather than just compliance; and
changing people’s attitudes without giving offense.
3. Enhance Communication Skills
The DCC started out as a public speaking program. Many
people continue to participate in it for that reason. What we
really focus on is communicating for impact. We do this one-
on-one, in small groups, and with larger groups. In any of those
situations, we need to communicate with impact so that our
audience thinks or acts differently because of our clear, concise,
powerful communication.
4. Develop Leadership Skills
With the first three skills in place, we have an opportunity to
build our personal leadership skills. Being a leader is not just
dependent upon our position in our company; leadership is
needed throughout an organization. We need to develop the
ability to lead people to a place they would not go on their own.
As with all of these Drivers for Success, Leadership is not just
for our professional lives.
5. Reduce Stress and Improve Our Attitude
Attitude is our paintbrush. It colors who we are and how we
interact with others. In controlling our attitude, we also want to
break the stress habit before it breaks us.
Write Distribute the Breakthrough Plans and ask participants to fill out the
Breakthroughs cover page and the initial assessment pages.

Sessio
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dation forr Success
0:10 Exxplain: “On the inside pagge there aree two columns: Breakthrroughs and
Buusiness Resullts. Below the
t columns are the Fivee Drivers forr Success.
Byy identifying areas
a for breeakthroughss and ensuingg improvements in
business resultts, a strong mandate
m forr change will be created for us.”
+ Geet several buusiness exam

Annalyze the co
mples from coaches to prime the pum
oaches’ exam
mp.
mples. If youu do not havve coaches, read
r an
example from a previous participant
p to prime the pump in eacch area.
Alllow participaants a brief moment
m to reflect on eaach driver, one
o at a
tim
me. For exam mple, reflectt on additionnal self-confiidence:
“W
With greaterr self-confideence, what might
m be a brreakthroughh in your
buusiness life? What would you be do oing differenttly? More off? Less of?
How would thhat improve your busineess results, especially
e in the areas
off time, qualitty, and cost control,
c and
d/or revenuee enhancemeent?”
Insstruct participants to complete theirr breakthrouugh plans, em
mphasizing
eveent-oriented d activities.
Ass you move around
a the room,
r verbaalize breakthroughs that others
havve listed on their forms.. (Ask perm
mission first.))
Some participaants will have mental blo ocks. Do no
ot force them m to come
up with sometthing simply to fill in the plan. Ask them
t why/ho ow they
gott involved with
w this proggram. If parrticipants sayy they are heere only
because their bosses
b madee them attennd, have them think of something
theey could perrsonally get out
o of the trraining based
d on what thhey have
heard so far. You
Y might be b able to heelp them idenntify goals, iff you know
whhy they are there
t in the first place.
Eitther way, theey can continue to reflecct on the plaan and recorrd
something lateer.
Doo the same for
f each Drivver. Take control by inttroducing onne driver
at a time and allowing
a brieef quiet timee to record their
t thoughts and
goals.

Sessio
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dation forr Success
Sh
hare Haave participaants form triads to sharee one of theiir most impo
ortant
Breakthrou
B ughs breeakthroughss and state why
w it is impo ortant to them. If time allows, do
0:05 a second
s round of breakthhroughs.
Deebrief: Time Permitting.
Assk participants to work on
o their breakthroughs in their Partiicipant
Maanuals before the next session.
Brridge Exxample bridge: “We havee identified important brreakthroughs for

ouurselves. No
ow, let’s stepp back and view
v the big picture by envisioning
e
whhat our worllds will look like when we
w have acco omplished thhese
goals.”
Brreak Cooaches and Trainer

T shouuld interact with
w particippants during the break
0:10 to address anyy concerns or
o challengess that arise.
Visio
on Statements Lead a discussion about thhe benefits of
o living an inntentional lifee.
0:15 Exxample questtions:
− “Why isi it importaant to look at
a the big piccture and no
ot just
the ind
dividual goalss?”
− “What are we reallly doing wheen we set thhese goals inn a larger
contexxt?”
− “Why is
i it importaant to lead ann intentional life?”
− “What do you thinnk we mean by the phrasse ‘intentionnal life?’
What comes
c to miind?”
− “In ord
der to lead an
a intentionaal life, what do
d we need to do?”
− “What are the chaallenges of deeveloping a vision
v statem
ment?
What are
a the beneefits?”
Deefine a personal vision n statemen nt as “a desccription of a
desirable futurre state.” Make the poinnt that this is our personnal
vission of how our professiional life is changing
c and should suppplement
ouur organizatio
on’s vision and
a prioritiess.
Trrainer Note:: Have coaches relate thheir visions or
o read visioon
staatements fro
om previous participantss. This gives real examples for
thee current paarticipants. Do
D not read
d participant names or
companies aloud. If you do d not have previous
p parrticipants to use for
examples, ask other Trainers for exammples from their
t programms.
Heere is an exccerpt of a vission statemeent:

Session 1A
“I am in one of my weekly planning meetings and I can’t help but feel
eager to give my presentation to my team. I have been working on a
new process that will streamline the way our division processes and
analyzes weekly sales data. When my time arrives, I speak with self-
confidence and clarity. I am eager to convey my excitement about
this new process because I know it will prove valuable to our
division. I excite my team with my ideas! The manner in which I
conduct myself is appreciated. My manager clearly notices the quality
of leadership I have developed over the past six months. I am
excited because my team is committed to reducing costs and
improving efficiency! We’ve saved more than $20,000 to date!”
Visual: Create a Vision.
Describe the elements of a vision statement: Powerful, present tense,

and positive language. Refer participants to the Vision Statement
page in the Breakthrough Plan. Begin with the words “I am…”
Explain that our visions will have an effect on our business realities,
too, providing a return on investment and effort.
Give participants 4–6 minutes to begin writing their vision
statements. Remember, this is just the start; participants will work
on these outside the classroom to give them the detailed work they
deserve. Collect the Breakthrough Plans and the insert with the Five
Drivers and Vision Preparation areas. This will be an important tool
to help you discover what to coach toward throughout the course.
Strongly encourage participants to work on this before the next
session.

Session 1A
Share Vision When time is up, ask them, “How can other people help us achieve
Statements our vision? Do we live in a vacuum? How would it help if we shared
0:10 our vision with others? Okay––let’s go!”
Direct participants into small groups of three people.
Identify the first reporter in each group. If you have enough coaches,
assign one to each group and have them speak first. If you do not
have enough coaches, identify a strong participant to lead each group.
Have each person stand and state his or her vision to the group, as
he or she has drafted it so far. Be sure to explain that these are by
no means complete. We are sharing at this point to stimulate their
thinking. This exercise should move along quickly. Allow no more
than 30 seconds per person. Use central timing and maintain control
of this event. The Trainer should circulate around the room and
provide support to each group.
Option: One option to create a quicker Dale Carnegie® experience
is to have people do the variation of the Enthusiasm Commitment
Warm-Up from the 12-week DCC shown below.
− Have the Course Coaches form a short line at the stage
right/audience left side of the room (immediately following
the warm-up). If you do not have Course Coaches, do the
Breakthrough Commitment yourself.
− For the first fifteen seconds, coming in from the audience left
side, the coaches slowly, with dread and procrastination, act
out the way the breakthrough area was done prior to
applying more enthusiasm. The “old way.”
− The next thirty seconds, jumping across the centerline, the
coaches demonstrate the way the Breakthrough area will be
from now on. The “new way.”
− In the last ten seconds, ask them to recap how the
enthusiasm will help with their visions.
− As the coaches exit the front of the “new way” side of the
room, have them tap the next participant to take their place
in the line at the side of the room until everyone has gone
through the exercise.
− Coach the participants to demonstrate/act out the “old
way/new way.” Do not allow participants to go out in the
“old way,” figuratively, attitudinally, or physically. They are
not to cross back over the centerline, even if their chairs are
on the “old way” side of the room.

Sessio
on 1A
Build
d a Found
dation forr Success
− Keep this segment moving and d make it higgh energy by

eliminaating the streength responnse and subsstituting it with
w a
quick comment
c likee, “That’s thhe kind of ennthusiasm that will
spark your
y team!” or “Great energy!”
e or “That’s
“ belieevable
enthusiasm!”
− Coach for action. The first few w may require a great deal of
coachinng. Use the following quuestions as possible
p options:
o “What did it used to lo ook like?”
o “What do you y want to do?”
o “How doess it look now w?”
o “What speccifically will be b different because youu
enthusiasticcally addresssed this breaakthrough? What
W
will that loo
ok like? Shoow us!”
o “How will this t breakthrrough provid de a return on
investment for your orrganization?””
− Help paarticipants achieve

a breakthroughs during their
committments. Co ontinue until all participants have maade their
committments.
− Make brief
b commeents referenccing The Littlee Recognizedd Secret
of Succeess.
Deebrief, using the followinng kinds of questions:
q
− “What themes cam me up in your groups?”
− “Who heard sometthing inspiraational?”
− “Why did d it inspiree you?”
Encourage parrticipants to continue to reflect on theirt Visions. Tell
theem it is a woork in progreess and com mmend them for their efffforts so
farr. Ask particcipants to reefine their visions and brreakthroughss during
breeaks and bettween sessio ons, and coppy the informmation into their
t
Parrticipant Mannuals. State that with their enthusiastic commitment,
greeat things caan happen byy the end of the course!
Op ption: Yourr franchisee may wish foor you to usee the
DC CC ROI/Perforrmance Imprrovement Projject in your area.
a This project
p is
a lo
ogical extension of theirr Breakthrouugh Plan andd Vision Statement.
If you
y use the DCC ROI/Perrformance Im mprovement Project,
P reallo
ocate
tim
me from other segmentss so you have 10 minutees to assign this t
prooject. Copiees of forms can be found d in the DCC ROI/Perfo ormance
Improvement Project porttion of the Resource
R Secction of the Trainer
Preeparation Maanual.

Sessio
on 1A
Build
d a Found
dation forr Success
Trrainer Note:: For a compplete overvieew of the DCC ROI Projeect

proocess from a Trainer’s perspective,
p see the Ressource Sectioon of
thiis manual orr visit http://w
www.trainerr.dalecarnegie.com -
Traainer Resourcces, Video Ressources to seee videos disscussing and
demonstratingg how to impplement this important project.p Theen
follow the stepps below.
− Introduce the DCC C ROI Projectt after the paarticipants haave
written their Breaakthrough Plaans. “Once we change
ourselves for the better,
b we change
c our teeams and
organizations too. So that our participantts get credit for the
Breaktthroughs thaat they will achieve
a in this course, we
w have
an ROOI Project thaat will serve to measuree the results you
achieve for your organizations
o s that are dirrectly attribuutable
to youur growth annd developm ment.”
- If not done
d as pre-work, distribute the Parrticipant DCC
C
ROI/Perrformance Im mprovement Project
P Propossal Forms andd
Instructtions. (See thhe Resourcee Section of this manual or go to
trainerr.dalecarnegie.com to do ownload the forms.) Expplain the
process briefly or have
h them review
r and discuss
d the
ROI/Peerformance Improvemen
I nt Project prrocess in smmall
groups.
- After participants
p h
have revieweed the instruuctions, allow w them
a few minutes
m to thhink about some
s ideas foor their DCC C ROI
Project Proposal Formms. Do not have them complete
c the form
at this point. Explaain that theyy should thinnk about the project
and complete the form
f so thatt they can tuurn it in at thhe next
sessionn.
If somee people alreeady have do one the ROII Proposal ass pre-
work and
a others have not, havve the people who have
compleeted their initial draft, finne-tune their proposal and
a then
act as coaches
c for those who desired some help.
- Have copies
c of Sam
mple DCC RO OI Proposal Foorms and Sam mple ROI
Reportss available fo
or participantts to review
w. Also, let them
t
know that
t you are available to answer queestions about their
projectts during breeak or after the session.

Sessio
on 1A
Build
d a Found
dation forr Success
Summa
arize Heere are somee possible suummary queestions:
0:07 − “What are the bennefits of beinng goal-oriennted?”
− “Why is i it so impo ortant to havve a clear vission for oursselves?”
− “How doesd buildinng trust help us achieve our
o vision?”
− “How is our Visionn Statement like a roadm map for this
program?”
− “What is the Returrn on Investtment for ouur individual
breakthhroughs (forr organizatioons and for participants)
p ?”
Crreate a summ mary of yourr own that gets
g the partticipants activvely
invvolved in thee exercise annd gives themm the opporrtunity to
communicate theirt thoughhts and feelinngs. See thee Creative Suummary
secction of this manual for ideas.
Brridge Exxample bridge: “As we lo

ook at living a more intentional life, we
w can
acccomplish whhen we use all
a of the too ols at our dissposal.”
Books and Haave coaches come up wiith exampless related to the t value of reading
Mate
erials thee training texxtbooks.
0:02 − How too Win Friendds and Influennce People
− How too Stop Worryying and Startt Living
− The Quick
Q and Effeective Way too Public Speaking.
− Particippant Manual (only book they need to o bring eachh week)
− Bookleets: Remembber Names, Little
L Recognizzed Secret off Success,
and Sppeak More Efffectively
R
Reading Re
ecap Op ption: If the participantts received notification
n t
that they should
reaad materials before the first session, consider doing a brief Reading
Reecap. This will
w depend on o the groupp size and tim me available.
Lead off these sections witth exampless from the co
oaches or frrom your
ow
wn experiencces.
Specifically, askk a minimum
m of three vo olunteers to
o tell the restt of the
participants whhat they reaad in any onee of the texttbooks and how
h it
appplies to themm as businesss professionnals.
Seee the suggesstions for maaking Readinng Recaps crreative in thee Reading
Asssignments section of thiis manual’s Resource
R Section.

Session 1A
Guidelines Trainer Note: The following instructions can be discussed earlier in
0:02 the session if all participants have arrived and the timing is conducive:
− Inform the participants that the session will start on time
and end on time.
− Turn off cell phones or put them on silent or vibrate
mode.
− Do not drink alcohol before or during the sessions.
− Use words, gestures, and topics suitable to any age,
gender, and culture. Do not use profanity. Even if a word
only offends one person, it is one person too many.
− Review any safety procedures.
− Mention that some of the sessions will have activities that involve
some physical exertion. Caution them that they are to know their
own limitations and not participate beyond their physical abilities.
Should anyone feel that a particular activity will be overly
strenuous or in any way potentially harmful, please be sure to let
you, the Trainer, know promptly that you may not be able to
participate in that exercise and need a different one.
− Make the point that this is not the environment to sell
personal products or to communicate religious or political
beliefs.
− Communicate any local guidelines that the franchisee
requests.
− Respect the confidentiality of all participants and do not
repeat stories without permission.
Assign 2A—Build Trainer Note: Outcome-based assignments are one of the most
Memory and creative and effective ways to encourage people to come to the next
Enhance session.
Relationships Here is an example of an outcome-based assignment:
0:08
− “How many people here would like to have a stronger
memory?”
− “How do we usually feel when we forget something?” Solicit
responses. As a trainer, we can always take participant
responses and floodlight with more questions.
− “What happens to our self-confidence when we are able to
recall data/information?” Solicit responses. Turn some of the
responses into questions and feed them back to the group.
− “What could possibly happen when we forget information that

Sessio
on 1A
Build
d a Found
dation forr Success
is criticcal to the ouutcome of a project or task?” Seek out
more responses.
r
Sell the outcommes of the next
n session.. “In our neext session, we
w will
leaarn methodss to improvee our memorry skills and our ability to
t focus
ouur concentraation. You won’t
w want to
t miss it. Here
H is one of
o the
benefits you caan expect.”
Pro
ovide a memmory demonnstration:
1. Bring thhe coaches to t the front of the room m.
2. Turn thhe flip chart easel so onlly the participants and trrainer
can seee the list.
3. Ask thee participantts for a list of
o nine objeccts, in no parrticular
order, and have a volunteer
v wrrite them onn the flip chaart.
Assign each object a number.
4. The traainer should add details (this providees the Courrse
Coachees a few seco onds to peg the objects and helps im mbed the
objectss into our memories).
5. Once alla of the objects are listeed, give the coaches a number
and askk them to ideentify the obbject and thee details.
6. Mix it up
u a little, givve them thee object, and have them tell you
the nummber.
Reefer participaants to the Pegging
P Systeem page in Session
S 2 of their
Parrticipant Mannual and ask them to leaarn peg wordds 1–9. Sugggest that
theey read the numbers and d peg wordss over a couple of times with
rhyythm beforee the next seession. Show w them whatt you mean by
havving them reead the num mbers and peeg words toggether.
Reefer to the Remember
R Naames bookleet in the backk of the Partticipant
Maanual and askk participantts to read it before the next sessionn.
Priior to the brreak, ask thee participantts to move their chairs and
a their
ow
wn personal belongings into a horsesshoe-style seeating arranggement.
Assk the Coursse Coaches to
t collect thhe Breakthro
ough Plans frrom the
participants.
Assk participannts to transfeer their Visio
on Statemennt onto the
apppropriate page in the Paarticipant Maanual betweeen Sessions 1 and 2
annd add furtheer detail to clarify
c their vision.
New Enrolllees Trrainer Note e: Make the announcemeent, “If you are
a a guest and
a have
deecided to enroll in the course, please see someoone at the back table
duuring the breeak.” Workk with the Trraining Conssultant and
Frranchisee to ensure all guests
g who want
w to enro
oll complete the
0:01
apppropriate paperwork.

Sessio
on 1A
Build
d a Found
dation forr Success
Brridge Exxample bridge: “So far, we
w have learnned a technique to makee our
nammes more memorable.
m Shortly, we will learn hoow to better
remmember thee names of others:
o an essential skill for
f all professsionals
andd persons off influence!”
Brreak Taake a short break

b to have participantts move their chairs into
oa
0:05 ho
orseshoe format. Explainn that they will
w only neeed their
Parrticipant Mannuals and a pen.
p

Session 1A
Notes:

Sessio
on 1B
Recall and Use Name
es
Welco
ome Re
ecall and Use Nam
mes
0:02
Leearning Objeectives: Recaall and Use Names
N
− Fo ocus on peopple as individ
duals
− Crreate positivve first impreessions
− Usse methods for remembbering namess
Ro
oom Arrangeement: Horsseshoe
W
Welcome back.
Vissual: Review session titlee and objectives.
Trrainer Note e: For furtherr ideas abouut how to faccilitate this session,
s
pleease visit thee trainer.daleecarnegie.co
om web site and view thhe trainer
resources and videos for the t correspo onding sessio
on of the DC CC.
Preview Name
P Esttablish the need
n to remeember and use
u names. Relate a sto ory or
Remembe ering other evidencee on the valuue of remem mbering and using peoplee’s
0:02 naames. Ask questions succh as:
− “Why is it importaant to remem mber names?”
− “Whatt are some of o the conseqquences of not
n remembering
someo one’s name?””
− “How do you feel when someone remembbers and usees your
name?””
− Relate Mr. Carnegie’s quote: “Remember
“ that a perso
on’s name
is, to thhat person, the sweetesst and most important so ound in
any lannguage.” Askk, “Is this truue today?”
Haave participaants set indivvidual goals for

f remembering the naames of
Dale Caarnegie Courrse®: Skills fo

or Success 47
Session 1B
Recall and Use Names
other participants during this session. Ask, “If this were a typical new
group for you, how many first and last names would you expect to
remember at the end of three hours?” Have them write that number
on the top of the Name Remembering Sheet in their Participant Manuals.
Trainer Note: Usually, participants will record a very low number on
that page. This will reinforce the breakthroughs and their value in our
lives.
If the group is small or you are conducting a DCC where many people
know one another, consider having them introduce a relative with a
different last name or a friend in addition to themselves. This will
double the number of people for the Name Remembering Game.
They will have to describe the relative or friend in detail so we can
visualize them.
Another approach is to cut out pictures of relatively unknown people
from magazines and give them names. Use those people to develop a
name association for later in the session. Use the largest pictures
available so people can see them. Try not to use famous people.
Name Visual: Introduce the acronym LIRA.

Remembering
Techniques
0:30
L = Look & Listen—Focus on the individual and listen intently

while giving him or her our full attention.
I = Impression—Get a vivid picture of the individual in our
minds by noticing physical, facial, and personality attributes.
R = Repetition—Repeat verbally and to ourselves to help
embed them into our memories.
A = Association—Develop a mental picture of the individual
that you want to recall using the BRAMMS links.
Have people stand and state their names. Have everyone in the room
repeat. During this first round of names, gradually introduce L-I-R

Session 1B
individually from the LIRA acronym.
Visual: Discuss PACE.
+
PACE refers to a method to use the mind’s ability to think
visually and helps us to improve our ability to remember.
P = Person—the person in your mind’s eye.
A = Action—see the person “in action.”
C = Color—make the image colorful in your mind.
E = Exaggeration—the more exaggerated the picture, the
easier it will be to recall.
Visual: Discuss BRAMMS.
BRAMMS is the acronym for six various types of name associations

that can be used to aid us in recalling a person’s name. (See the
Remember Names booklet.)
Introduce the A (Association) from LIRA and have the participants
pair up to create name associations for one another. Remember to
emphasize the importance of PACE in the development of their
associations.
Conduct the second round name recitation by having each of the
participants stand, state their name, and act out their name association
in 12 seconds or less.

Sessio
on 1B
Recall and Use Name
es
Coontinually co
oach particippants to be really
r creativve. The Traiiner must
co
oach each participant to act out his or her name association. With
go
ood humor, say,
s “Don’t tell t us, showw us!”
Occcasionally review
r the previous 6–7 names. Havve 6–7 participants
staand and coveer their nam metags. As you
y point to various stannding
paarticipants, assk the groupp, “What is his/her
h namee?” As they say each
naame, have thee participantt be seated.
Name Game
G Affter all particcipants have demonstratted their nam
me associatio ons, have
Acttivity paarticipants tuurn to the Name Recall Sheet
S pages inn their Particcipant
0:08 Maanuals and have them reemove their nametags.
Too conduct thhe “test,” havve participannts stand, onne at a time, and say,
“I’m number one o (or two,, three, etc.))” and act ouut their name
asssociation witth no wordss while the other
o participants write down the
+ firsst and last name of the standing
ho
s parrticipant. Coontinue arouund the
orseshoe unttil all particippants have sttood and actted out their name
asssociation. Iff time allowss, include thee Trainer annd Coaches.
Onn the Name Recall Sheet pages of theeir Participannt Manuals, have
h
paarticipants sccore one poiint for the first name, onne point for the last
naame (spellingg does not co
ount), and taally their sco
ores.
Staart by askingg, “Who gott at least 20 points? 25? 30? Who got
g more
thaan you thought you wouuld? Who got them all correct?”
c
Leead all participants in som
me much-deeserved apprreciation.
Trrainer Note e: If you are using the opption of also using the naame of a
frieend, relativee, or picture, have the peerson do theeir name asssociation
firsst, then the name association of thee other perso on before moving
m on
to the next paarticipant. TheT first partticipant will be
b person 1 and the
frieend or relattive they intrroduce will be
b person 2..
Summa
arize Heere are some possible discussion quuestions. Alsso, consider the
0:05 Crreative Summ
mary methods in the Reesource Secttion.
− “How many peoplee exceeded the t goal they set earlierr to
mber names?”” (Point outt that this was
remem w a breakthhrough

or Success 50
Sessio
on 1B
Recall and Use Name
es
for moost of us. Earlier in the session,
s mosst participantts were
thinking, “I did nott think I coulld do this.”)
− “How does
d this session help build an attituudinal foundation for
breakthhroughs?”
− “How does
d remem mbering and using namess help us to connect
c
with otthers?”
− “Whatt are we telliing people when
w we rem member their
names??”
− “Whatt might it meean if we aree able to recall and use names
n in a
varietyy of business situations?””
− “If you had to choo ose the one aspect of thhis session thhat was
the mo ost valuable to
t you, whatt would it bee? Why?”
− “Assum me you walkk into work tomorrow
t a someonee asks,
and
‘What did you do in the Dale Carnegie® seession yesteerday?’
What would
w you say?”
s
Multi-So
ource If your
y Franchisee or Centter is conduucting multi-ssource feedbback,
Feedback disstribute matterials and diiscuss them here.
0:02
Assign 2B— Sayy, “At the neext session, we will focuus on tools to
t help us inncrease
Incrrease ouur self-confid
dence. First,, we will com
mmunicate by b using a peersonal
S
Self-Confid ence inccident. How w would youu define a personal incideent? What would
w be
0:07 some benefits of speaking from a perssonal incidennt?”
Assk, “How woould you desscribe a definning momennt?” Explain that
deefining momeents can helpp others und
derstand where we are coming
fro
om and provvide us with greater insigght into thosse around uss.
Teell participannts that we will
w begin witth a topic yo ou know well—a
peersonal life exxperience. Refer participants to thee Defining Moment
M
Reeport Planningg Sheet in thee Participant Manual and review the
dirrections.
Thhrough questtioning and discussion,

d g
guide particippants to com
mplete
thee top portio
on of the planning sheet.
Assk participannts for examples of incidents that co
ome to mind and
co
ontinue to prrime the pum mp with seveeral topics and
a exampless from
yo
ou and the co oaches. Forr example:

or Success 51
Sessio
on 1B
Recall and Use Name
es
− A staff meeting I’ll never forget
− Learninng a life lesso
on from a mentor
m
− I learneed the value of… (integrrity, honestyy, etc.)
Em
mphasize thaat they must relate a speecific, vivid inncident that made an
im
mpact on whoo/where theey are today..
Exxplain that thhere are at leeast two waays to approaach this:
1. “Think about
a who you
y are todaay—qualities you possesss—for
examplee, strong wo ork ethic, honest, compaassionate, fam mily
focused, etc. Wherre did you leearn this? How did you come to
value this? What evvent from yo our life illusttrates how you
y
learned this value?”
2. “When you y consideer your profeessional careeer or childhhood,
what evvents stand out?
o Typically, the thinggs we rememmber are
significant. What diid you learn from these events? Whhat
qualitiess do you havve now, baseed on one off these events?”
Deefine an incid
dent: an event in a speciific time and place that happened
h
to you personnally. They should
s start their story by
b getting rigght into
thee action.
Haave the Coacches providee examples and
a analyze (or provide one
yo
ourself).
Trrainer Note e: Always annalyze the co
oaches’ exam
mples by pointing out
ho
ow the coachh successfully followed the
t directionns and incorpporated
all of the elem
ments of the assignment.
a
Chheck with thhe participants to make sure
s they are clear on thhe
asssignment. Spot check with
w several people
p to heelp everyonee see the
rannge of topicss we might use
u for our reports.

or Success 52
Session 1B
Close Send participants home inspired. Use an inspirational close linked to
0:02 either the A or B segments.
Complete and Complete the Session Report and submit your paperwork within the
Submit timeframe set by the Franchisee or DC&A.
Session Report
Notes:

Session 1B
Notes:

Session Two
Event Total
Greet - :30
Session 2A: Build Memory Skills and
Enhance Relationships—Open 0:02 0:02
Reading Recap and Good News 0:05 0:07
Warm-Up: Handshake Exercise 0:04 0:11
Teach Pegging Process 2.4 0:13 0:24
Discuss Enhance Relationships Principles 2.6-2.7 0:07 0:31
Discuss Human Relations Pyramid 2.5 0:02 0:33
Small Group Discussion: Principles 0:10 0:43
Enhance Relationships Map and Plan 2.8-2.10 0:07 0:50
Commitment to Enhance Relationships (share in triads) 2.11 0:07 0:57
Summarize 2.13 0:08 1:05
Assign 3A—Put Stress in Perspective 3.2 + 3.12 0:07 1:12
Session 2B: Increase Self-Confidence—Open 0:02 1:24

Warm-Up: Find a Similar Vision 0:08 1:32
Example, Analysis, Practice with Partners 0:08 1:40
Defining Moment Reports (2 minutes each) 1:10 2:50
Recap and Vote 0:05 2:55
Summarize 2.18 0:10 3:05
Discuss 3Es, Communications Grid, and Magic Formula for
Influencing Action 3.17-3.20 0:15 3:20
Assign 3B—Enhance Relationships and Motivate Others 3.25 0:07 3:27
Awards 0:03 3:30
Close 0:01 3:31
Trainer Note: If you have a group of 25 or fewer, you will likely need value-added
materials to ensure you exceed participants’ expectations. Use the options listed in this
manual or material from the 12-week DCC.
Supply List
• Computer, screen, cords, projector, visuals • Participant Breakthrough Plans
• Wall Charts and Award Chart • Voting slips
• Easel, flip chart pad, markers, tape • Golden Books
• Timer and bell • Awards A: None
• Extra pens or pencils • Awards B: One Outstanding Performance and
• 3x5 cards one Breakthrough

Session 2A
Build on Memory Skills and Enhance Relationships
Open Build on Memory Skills and Enhance Relationships

0:02 Learning Objectives:
− Apply a process for memory improvement
− Become familiar with the principles for improving human
relations
− Identify opportunities for improving business relationships
Room Arrangement: Small Groups
Welcome the participants back.
Visual: Review session title and objectives.
please visit the trainer.dalecarnegie.com web site and view the trainer
resources and videos for the corresponding session of the DCC.
Reading Recap Conduct Reading Recap and Good News. Use variety and creativity in
and Good News the way you conduct this segment. See the Resource Section of this
0:05 manual for ideas.

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
Warm-UUp: Warrm-Up: Hand
dshake Exerrcise
Handsha
ake Quicckly sell the value of warm-ups by asking the quuestion, “Whhy is it so
0:05
0 impo
ortant for uss to be menttally and phyysically prepaared?”
Use analogies likke an athletee warming up before a game,
g a musician
warmming up befo ore a concerrt, or gettingg psyched upp for a preseentation
to a Board of Directors.
Ask, “Why do professionals
p warm up?” (To loosenn up, get rid of jitters,
get physically
p ready, get attittudinally reaady, and be focused.)
f
On your
y signal, instruct everyone to moove around the
t room annd greet
by name as many people as possible. MakeM eye conntact; give a warm
w
smilee and friendly handshakee. Tell them
m that everyo
one is eligiblle.
If paarticipants do
o not remem me, ask them to
mber one annother’s nam
introoduce themsselves and thhen move to
o the next peerson.
Ask,, “Any questtions? Readyy? Begin!”
Traiiner Note: Moving
M arouund the roomm, shaking haands, and caalling
peopple by their name is an exercise
e in human
h relatio
ons. When we
com
mmit to strenngthening relationships, iti requires that we reach out, be
proaactive, and actively pursuue other peo
ople. The first people wew shake
hand
ds with are those
t within our own sm mall group. It is only after we
movve outside ouur small group that we push
p our human relationns
com
mfort zones.
Debbrief by askinng:
− “How many people shook
s three hands? Fivee hands?”
− “Did anyyone shake my
m hand (thee Trainer’s)? Why or why not?”
Makke sure that the
t participaants themsellves conclud de that the exercise
was about beingg proactive. Indeed, we may have to o be the onee in our
orgaanization to start influencing morale in a positivee way.
Brid
dge Exammple bridge: “One effecttive way to influence
i moorale and to
strenngthen our ability
a to be likable and trustworthy
t y is to rememmber
thinggs that are im
mportant to
o others. Let’s look at another way to create
a po
owerful mem mory to help us connect with otherss. ”

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
T
Teach Pegg
ging Thrrough questiioning, sell participants
p o the valuee of having a better
on
Proc
cess memory.
0:13
0 Visuual: Review the
t Peg Num
mbers and Words.
W
“Pleease open yo
our manualss to the Mem
mory Process page containning the
pegg numbers annd words soo we can learrn another process
p for improving
i
ourr memories. Let’s say thhe peg numbber and peg words togetther.
‘Onne–Run, Two o–Zoo…’” Do this seveeral times with
w increasinng speed
and
d a sense of rhythm.
Visuual: Teach thhe Peg Memo
ory Process,, including ACME
A (Actio
on, Color,
Me, Exaggeratio on).
Teaach Permaneent Peg Pictuures 1–9.

As you use reppetition to teeach the pegg words and pictures, coonsider
follo
owing this sequence: “N Number? What
W is the word?
w Where is the
object in the piicture?” (Dooing this preevents confusion and reinforces
the basic proceess for good memory.)
Coach the partticipants. Keeep them enngaged in sayying the worrds and
“seeing” the picctures as you teach them
m the process.
PP

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
PP
P# Word Permane
ent Peg Pictu
ure Object
(1) Run Sitting in a horse’s saddlee 3 golden Cs
(2) Zoo Being thro

own by monkeyys Roses of appre
eciation
(3) Tree Bending thhe tree Wanted posteer
(4) Door Stopping a revolving doo

or Interest-bearinng note
(5) Hive Flying out of a bee hive Smiley faces
(6) Sick Coming out of a syringe Nameplate
(7) Heaven Tumbling down

d Heaven’’s stairs Earphones / he
eadset
(8) Gate On a railro

oad gate Microphone
(9) Wine Pouring ouut of a wine bo

ottle Crates stampedd
“Imported”
Disscuss Enha
ance Faccilitate this seegment withh a sense of urgency and
d speed.
Relationsh
hips Visuuals (2): Enhaance Relationships Princciples.
Princip
ples
0:07
0
Disstribute Goldden Books and d reveal the first nine Human Relations
Prinnciples. Havve participannts underlinee what they stand for in their
Goldden Books orr manual.
Expplain that thee first three principles arre the found
dation to thee remaining
®
prinnciples. Dale Carnegie refers to 1––3 as “Fundaamental Tecchniques in
Hanndling People.” The nexxt are “Six WaysW to Makke People Like You.”
Add dress each ofo the nine principles
p briefly. Providde a one-to-ttwo
senntence comm mentary to explain
e the concept of eaach principlee. See the
follo
owing exam mples, select a few of thee principles, and
a give somme added
deppth, illustration, or explaanation.
1. Don’t critiicize, condemn, or co omplain.

This is the only
o principle that is statted in the neegative. Wee have to

Session 2A
stop criticizing, condemning, and complaining before we can begin
using the other principles. It does not mean that we cannot correct
errors.
2. Give honest, sincere appreciation.
The key words are honest and sincere. We will hear these words a
lot in this room. Communicate that we never get tired of being
appreciated. This is an effective way to connect with others.
3. Arouse in the other person an eager want.
Give someone the desire to do something that will benefit both of
us. That implies we must know what they want.
4. Become genuinely interested in other people.
The key word is “genuinely.” When we become genuinely interested
in others, we find things in common. An important step is finding
common ground. Many people take a Dale Carnegie® program to
become more effective leaders, yet they profess a disinterest in the
very people they are trying to lead. HTWF states it best, “If you
want others to like you, if you want to develop real friendships, if you
want to help others at the same time, help yourself; keep this
principle in mind.”
5. Smile.
Some of us are smile challenged. It is amazing the difference a smile
can make—particularly in situations where we are challenged. Using
a smile at a critical time can instantly change an environment from
aggressive to open.
6. Remember that a person’s name is to that person the
sweetest and most important sound in any language.
Earlier, we talked a lot about names. Notice Dale Carnegie did not
write “most beautiful sound” … he wrote “most important sound,”
because we all like to feel important. Remembering a name infers
that the person is important.
7. Be a good listener. Encourage others to talk about
themselves.
We want to listen to understand instead of listening to respond.
There is a big difference. It is more than remaining silent while
others talk; it is about asking questions and encouraging others to
talk about themselves.
8. Talk in terms of the other person’s interest.

We are generally most interested in ourselves. We need to actively
turn the focus away from ourselves and onto others. To discover

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
others’ interests, we muust ask, listeen, and observe.
9. Make the other
o person feel imp portant, an nd do it sin
ncerely.
The heart ofo this principple is showinng respect fo
or others annd
communicatting that sinccere respectt. People reeact positively when
treated withh respect and dignity. Ralph
R Waldo Emerson saaid, “Every
man I meet is my superrior in some way, in thatt I learn from m him.”
This principple could eassily be misco
onstrued as manipulation
m n, if it is not
applied withh sincerity.
Debrief peggingg by discussing:
- “What other ways can we use this peggingg memory teechnique?”
(Avoid trivial appliccations like grocery
g listss.)
- “What is the value of being fam miliar with thhese nine Huuman
Relatio
ons Principles?”
Emphasize thatt we have dirrect control over applying the princciples.
Discuss Hum
man Visuual: Human Relations
R Pyramid. Note: This graphhic helps thee visual
Relatiions learrner to see the
t focus of this sessionn. In later seessions, we will
w build
Pyrammid on this foundattion.
0:02
0
Using the visuaal, make the point that, iff our focus is not on buiilding
rapport, the result is indiffeerence in thee relationshiip.
Expplain that wee are presenttly focusing on the foundational leveel of
inteerpersonal skills, which starts
s by attempting to enhance
e ourr
relaationships byy building rapport with others.
o If we don’t bothher to
estaablish a connnection withh those arouund us, they will likely reeciprocate
with indifferencce toward our goals, our needs, and d us. This indifference
willl most likely impede ourr personal annd corporate goals and objectives.
o

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
Small Grroup Diivide particippants into sm
mall groups and
a have theem select gro
oup leaders
Discusssion: to keep the discussions moving and evveryone enggaged.
Principles
0:10 Haave participaants in the sm
mall groups discuss thesse two sets of
o
quuestions:
1. “As yoou consider the
t Enhance Relationshipss Principles, which
w ones
do youu believe wo ould have thee greatest im
mpact on youur
relationships if youu used them consistentlyy? Why?” Stress
S the
need too apply princciples consisstently. Of course,
c we all
a have
used thhese principles at one timme or anothher. (This is broad by
design.. Based on the
t relationsships in theirr lives, people will
answerr differently.)
2. “Which principles are the mosst difficult fo or you to usee with
peoplee you may noot like or havve little in co ommon withh?”
(Situatiions where it
i is difficult, but vital.)
Mo ove from grooup to group and gentlyy coach the group
g leaderrs and
paarticipants.
Geet responsess from the group discusssions. Do not exhaust the t
responses from m one groupp, leaving thee other grouups with notthing else to
co
ontribute. Get
G a few ressponses from m each groupp. When yo ou have
muultiple groupps, this will allow
a the lattter groups to
t share som
mething of
value that theyy discussed.
Tim
me allowing,, you may want
w to get so
ome feedbacck or observvations
fro
om the group at large.
Enhaance Vissual: The Rellationship Map.

Rela
ationships Map
and Plan
0:07
Diiscuss the Reelationship Map

M and the wide varietyy of people around us
whho affect ourr lives.

Session 2A
Have participants quickly complete the Relationship Map in their

Participant Manuals. Consider having them put a check mark by
relationships that are solid, a question mark by relationships that could
be better, and a star by the relationships that are most important to
them right now.
Trainer Note: This helps participants quickly “drill down” to and
prioritize the relationships they would like to work on for their
upcoming Commitment to Enhance Relationships.
While in small groups, direct participants to the Enhance Relationships
Map and Plan in Session 2A of the Participant Manual.
+ “As you reflected on the Relationship Map and the Human Relations
Principles, certain situations and/or people probably came to mind.”
“In your Participant Manual’s Enhance Relationships Plan, list the people at
work with whom you would like to have or must have a better
relationship.”
Have participants describe a breakthrough for each relationship listed.
Say, “Because each person is different and our relationship with them is
also different, so will the outcome be different with the various
relationships.”
Have participants list the principles, either by number or by key word
that they will use to contribute to a breakthrough in that relationship.
Prime the pump with a few examples from Coaches. Make sure that
their examples are on target by screening them. Walk around the
room, discretely encouraging participants to fill the pages completely.
Allow think/write time.
Commit to Visual: Commit to Enhance Relationships.

Enhance
Relationships
0:07
Have participants select one person (from work, if at all possible) from

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
theeir lists and make a speccific commitment to enhhance their relationship
r
with that person by next session.
s Exxplain that thhis is not a “ttalk about
co
ourse;” it is a “make thinngs happen” course.
Exxplain the rules for the commitment
c t using a process similar to the one
thaat follows:
1. Ask, “How many peeople have cell phones?”” (All will likeely raise
their hannds to all of these questtions as you raise yours.)
+ 2. Ask, “How many peeople have access to land
dline phoness?”
3. Ask, “How many peeople have access to e-m
mail?”
4. Say, “So
o you could get
g a hold off someone at
a work if it was
w
important.” (Nod yoour head yess and watch them do likkewise.)
5. Say, “Goood, becausee you have tot select sommeone for thhis
commitm ment with whom
w you caan have conttact with by next
session. If you can see
s them in person, greaat. Some peeople have
taken thhis project seeriously eno
ough that theey intentionaally met
with thee person theey made their commitmeent with befo ore their
next sesssion, just to
o make sure they were able
a to particcipate fully.””
“If for anny reason, you

y cannot see them, yo ou’ve alreadyy said you
have othher means att your dispo
osal to reachh out and ‘to
ouch them’.”
6. Explain, “Being a faccilitator or coach means we have to do this
also. WeW are not exxempt from leading an intentional liffe! I am
going too reach out to
t … (State your commitment and explaine why
it is important, whicch principle you
y will use,, and the ressult you
expect byb tomorrow w morning).””
Trainerr Note: It is critical that you have a credible
c careeer–related
commitm ment to givee and keep that commitm ment. We must
m lead byy
examplee to establishh our credibbility, so havee a person selected
with whhom you will use a speciffic Human Relations
R prinnciple and
keep your commitm ment. That way,
w you cann give a sampple Magic
Formulaa for Influenccing Action report
r first thing
t for Sesssion 3B
that will set the bar for participaant reports and exceed the
participaants’ expectaations of whhat is possiblle. Even if yo ou have
Coachess, you should d still make and keep a commitment
c t and use it
to build your credibbility.
7. Have paarticipants diiscuss their commitment

c ts in triads or
o consider
doing a quick knockk-down commitment repport for all participants.
p

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
Coach those
t who are strugglingg to find som
meone they can
c and will
reach ouut to by nexxt session.
If time
t allows, have them relate
r their commitment in their sm
mall groups.
Deebrief: Here are example questions that could be
b used to debrief this
exxercise.
− “Whyy would it bee important tot enhance relationshipss at work?”
− “Whyy would we wantw to put these goals in writing?”
− “Whaat might be the outcomee if we make little or no effort to
enhance relationships?”
Summa
arize “A
As you reflecct on peggingg, the first nine Human Relations
R Prrinciples,
0:08 and your commitments to oward strenggthening relaationships, how will this
im
mpact your viision? Whatt is one ideaa that you’ve learned or one thing
thaat stands out from thesee discussionss?”
“W
What may bee the value of
o enhancing relationshipps with thosee people at
wo
ork who youu find challennging or diffiicult to workk with?”
A
Assign 3A——Put Assk, “How do
o you think controlling
c o mental atttitudes and applying
our
Stress in moore enthusiaasm might haave an impacct on our strress levels?”
Perspecctive Staate that nextt session wee are going to discuss so ome very impportant
0:07 priinciples focuused on conttrolling stresss, taken from Dale Carnegie’s
bo
ook How to StopS Worryingg and Start Living. We will w also sharee our
experiences annd ideas.
Assk, “How muuch does it cost
c our orgganizations to o have majoor amounts
of stress buildiing up? What are the co osts to otheer people? ToT us?”
+ (G
Give examplees, such as abbsenteeism, conflict, inteerpersonal problems,
p
woorkers’ comppensation co osts, medical benefits co osts, errors in
i
jud
dgement, acccidents, grievvances, litigaations, etc.)
Sayy, “In a businness world that
t requiress that we all get more done—
fasster, better, with less—sstress is a naatural conseqquence. Wee will look
at how we cann keep stresss in proper perspective.
p ”
Reefer participaants to the Put
P Stress in Perspective
P D
Discussion Plannning Sheet
in the Participaant Manual.
Trrainer Note:: This is nott an award report,
r just a discussion starter for
ho
ow to put strress in persppective.
Assk some questions to gett participantts thinking abbout stress in
i their
livees. Samples questions innclude:
− “How many of you feel that thhere is moree stress in yo our life

Session 2A
Build on Memo
ory Skills and Enha
ance Rela
ationshipss
than thhere was a few
f years aggo?”
− “How do we reacct to this add
ditional stresss?”
− “Whatt are some of
o the physiccal and emottional ramificcations of
stress??“
− “Whatt happens if we don’t efffectively deaal with stresss?”
− “Who o would like to be able to
o deal moree effectively with
w
stress??”
Thhen say, “Go
ood, then you won’t wannt to miss thhe next session!”
Haave a coach provide
p a 300-60-second example off how he or she
controlled streess and analyyze their exaample. Pay special attenntion to
sho
owing how thet coach ussed a real exxample (inciddent) thus making
m their
advvice more powerful and d engaging.
Haave participaants write so ome challengging situationns in their caareers that
aree causing theem excess sttress on thee Commitmennt to Put Stresss in
Perrspective Plannning Sheet.
Chheck for und
derstanding of
o the assignment.
Brridge Exxample bridge: “When we w use Dale Carnegie’s

C H
Human Relattions
Priinciples, we tend to receeive more positive resullts from others.
Likkewise, self-cconfidence can
c help us getg more poositive outcomes. In a
feww moments we will discover an important sourcce for additional self-
confidence, evven in challennging situatio
ons.”
Brreak Intteract with participants.

p
0:10
Notes:

Session 2B
2
Increasse Self-Co
onfidence
e
Op
pen Increase Sellf-Confide
ence
0:02
0
Learrning Objecttives:
− Use ourr experiencees to commuunicate moree confidentlyy
− Commuunicate with clarity and conciseness
c
− Discoveer how past experiencess influence behavior
Roo
om Arrangem
ment: Small Group
G
Wellcome particcipants back.. You may wish
w to ask for f one persson at
eachh table who wants
w to develop additio
onal leadership skills to stand.
Ask them to mo ove to anothher table so they
t can seee things fromma
diffeerent perspective and meeet new peoople, two esssential leadeership
skillss.
Visuaal: Review seession title and

a objectivees.
Guidde the particcipants to seee how the objectives

o co
onnect with the
prevvious sessionns (recalling names, enhaancing relatio
onships). Fo
or
exammple, “Earlieer, we discovvered that reememberingg names was easier
thann we thoughtt; many of us had breaktthroughs in this
t area. Liike most
areaas of growth, it requires that we takke some riskss in order to
o
proggress. This time
t we are taking somee ‘risks’ by communicati
c ng
perssonal or proffessional expperiences froom our livess.”
Traiiner Note: For
F further ideas
i about how to facilitate this sesssion,
please visit the trainer.daleca
t arnegie.com web
w site and view the trainer
reso
ources and videos
v for the corresponnding sessionn of the DCC C.

Session 2B
2
Increasse Self-Co
onfidence
e
Warm-U
Up: Find a Have thee participantss turn in theeir Breakthrough and Visioon Report Sheeets and
Simillar Vision open theeir Participantt Manuals to
o Section 1A A to the “trannsferred” infformation
0:08 regardingg their Breakkthroughs annd Vision.
Have eveeryone stand
d and simultaaneously reaad his or herr visions alouud. Tell
them thaat sometimess things sounnd different when we heear them spo oken for
the first time.
t
Encouragge them to edit

e their vision until it sounds
s right to them. Give
G 1-2
minutes tot edit. Call out “Time!!” Now, givve directions for each peerson to
find at leaast three other participaants who haave somethinng in commo
on with
their visio
on.
Tell themm that they have
h 3½ minnutes to creaate a Vision Team and share their
visions. Say
S “Go!” At A the end of
o the 3½ miinutes, ask them to be seated and
debrief.
Debrief with
w questio ons such as:
− “W Who did you select and d why? Whaat did you neeed to do in order to
seelect this teaam?”
− “W Why is it immportant to make
m certainn people awaare of our visions?”
− “H How could thist help us toward
t our visions?”
Option:: Consider having
h the Sim
milar Vision groups beco ome “Accouuntability
Partners..” For the remainder
r off the course,, and after, they
t will be a team of
consultannts who coaach one anotther and helpp one another achieve their goals.
Pages aree provided at
a the back of
o the Particippant Manual to record contact
c
informatiion for theirr Accountability Partner team.
Bridge Example bridge: “Whhen we deveelop commo on visions in our organizations, we

have takeen an importtant first steep in engaginng one anothher in strateggic
cooperattion. When times becom me challengiing, we needd to feed ourr visions
with ampple doses of self-confidennce or we maym lose momentum. Leet’s see
what hiddden reserves of self-connfidence we have that wee can tap intto in
those tim
mes of challeenge.”

Session 2B
2
Increasse Self-Co
onfidence
e
Examp ple, Refeerence the planning sheeet.
Analy
ysis, Practiice Hearr Coach exaample(s), coaach, and analyze.
0:08
Ask participants to review their
t openingg and closingg sentences. Remind
them
m that they should
s speakk about an inncident––one specific exxperience.
Rem
mind them off the importaance of the two-minute
t timeframe.
Havee participantts practice with
w partnerss. Screen thhe reports during the
practice-with-paartners and provide
p the Course Coaaches with names
n of
well--prepared paarticipants fo
or filling the ready chairs. This will provide
posittive role mo
odels from thhe early repo orts and help participants move
outside their comfort zoness by sitting next to people they do not n know.
Traiiner Note: An
A effective way to get participants
p into the action is to
havee them state,, “So there I was …” Thhis eliminates setting thee stage
and gets
g them innto the actio on immediateely. It is stro
ongly recommmended
that you coach for
f a specificc incident and identify why it was a defining
d
mom ment. Many participants will be searrching for a way
w to end their
t
incid
dents. A queestion you can ask is, “H
How has thiss helped define who
you are today?”
Review award crriteria for thhis report:
- Outstannding Perform mance
- Breakthrough
Explain, “The puurpose of the awards is tot acknowleedge particippants who
applyy Dale Carnnegie’s princiiples of communication, leadership, and
hum
man relationss in their pro
ofessional annd personal lives. The awwards
enco
ourage practtice of the principles. Aw ward recipieents are deteermined
by a vote of youur peers.”
Defin
ning Momeent Criteeria: A speciific incident from your childhood
c orr professionaal life that
Reports was a defining moment;
m onee that had a significant
s mpact on who you are
im
1:10 todaay or broughht to the surrface some quality
q you allready posseessed.
This incident could have occcurred somee years ago or o as recently as
yesteerday.
Coacch participannts for speciific personal incidents annd details, sttaying
within the allotteed timefram
me and being naturally themselves.
Hearr all definingg moment reeports, givingg strength-ceentered respponses to
partiicipants after each reporrt, highlightinng their courage, confidence,
communication skills, and ad dmirable perrsonal traits..
After 10–12 repports, facilitatte an interim
m summary encapsulatin
e ng a major
them
me participannts have com mmunicated thus far. In order to keeep the
sessiion flowing, keep interim
m summariess under two o minutes.

Session 2B
Increase Self-Confidence
Recap and Vote Review award criteria and distribute ballots:
0:05 - Outstanding Performance
- Breakthrough
Explain to participants that the purpose of the recap is to refresh the
memories of others by providing an encapsulated summary of:
− The participant’s name
− What he or she talked about
Both could be captured, for example, in the headline of a newspaper.
For example:
A participant talked about a challenging meeting at his or her office
where everyone was arguing and having difficulty getting through the
agenda. The participant might say, “Chris Smith—A Challenging
Meeting.”
Have participants vote for one Breakthrough and one Outstanding
Performance award, using the criteria in the Introduction of the
Participant Manual.
Ask the Course Coaches to collect and count the ballots.
Summarize Summarize the session in a creative way. Make sure all participants are
0:10 involved in the summary.
Here are some summary points to draw from the participants:
− Experiences allow us to examine our growth and the valuable
lessons we’ve learned throughout life.
− Listening to others’ experiences and lessons helps us recognize
our commonalities.
− Speaking about an incident enables us to focus our
communication and be more compelling communicators.
You might also tie the session to each of the Five Drivers for Success by
asking questions such as:
− “How does reflecting on/speaking about a defining moment help
us become more self-confident? Better communicators? More
effective interpersonally? Stronger leaders? Better attitudinally?”
− If you gain more self-confidence, where exactly will it appear on
your organization’s financial statements?

Session 2B
2
Increasse Self-Co
onfidence
e
Discuss 3EEs, Ask questions suuch as:
Com
mmunication
− “Think off someone whom
w you consider a peersuasive
G
Grid, and the
t
communicator.
Maagic Formu ula
fo
or Influenciing − What maakes him or her persuasive?
Action
− What do
oes he or shee do?
0:15
− How manny of us are in situationss at work where we neeed to
motivate others to do
d somethingg?
− How would it be helpful to have a proven wayw to presennt our
thoughts so that otheers are morre likely to taake our advice and do
the things we ask?”
Visuaal: Communications Grid
d.
Explain, “Each co ommunicatio on event hass one or mo ore purposess. From a

business perspective, comm municating to o entertain or
o inform reqquires
littlee of the listeners. If we do not enteertain them (engage
( themm) it will
be hard
h to inforrm, convincee, or get themm to take acction. Whenn we
com mmunicate to o convince or
o to influencce people to o take actionn we need
morre from our listeners and d have to invvest more tiime in planning the
com mmunication.. It also helpps to have a process or a recipe.”

Session 2B
2
Increasse Self-Co
onfidence
e
Visuaal: Fundamenntals of Com
mmunication.
Wheen it comes to being a powerful

p com
mmunicator, we need to o start
with what Dale Carnegie refferred to as the 3 Es. Reference
R the graphic
in thhe Participantt Manual.
− Earn thhe right thro
ough study annd experiencce
− Excitedd with positiive feelings about
a your subject
s
− Eager to
t convey thhe value to your
y listenerr
Visuaal: Magic Forrmula for Inffluencing Acttion.
+ Direect participannts to the Paarticipant Maanual.

Explaain, “The co
ommunicatio on tool we will
w use is so powerful thhat Mr.
Carnnegie said it is a ‘Magic Formula’
F for influencing action.
Firstt, we presentt evidence, such
s as an inncident from
m our life thaat
illusttrates the po
oints we wannt to make ata the end of our communication.
The incident in effect
e becommes our eviddence. Then, we end ouur
presentations byy stating twoo points cleaarly and conccisely:
1. The actionn we recomm

mend our auudience shouuld take based on our

Session 2B
2
Increasse Self-Co
onfidence
e
experience.
2. The beneffit that can result
r for theem from takking the actio
on we
recommennd.”
Teacch the Magicc Formula fo
or Influencingg Action by giving a Maggic
Form
mula report and by veryy briefly showwing where you are in the
proccess:
1. Incident (a powerful form of evid dence): Startt with a speccific
incident.
Trainer Note:
N Later we
w will addrress how othher forms off evidence
can be useed in the Inflluence Actio
on process (DEFEATS), including
i
telling som
meone else’ss “story.”
2. Action: One
O action youy want thee listener(s) to take.
3. Benefit: One
O benefit to the listenner from takking the actio
on.
Trrainer Note e: Let the paarticipants knnow we will coach them
m to keep
thheir actions and
a benefits brief—five seconds eacch.
Assign 3B
B— Remmind particippants of the commitmen
c ts they made to “enhancce a
Enhannce relationship” byy applying Mrr. Carnegie’ss first set of Human Relaations
Relattionships and
a Prinnciples.
Mottivate Othe ers Refeer participannts to the Ennhance Relationships and Motivate
M Othhers Report
0:07 Plannning Sheet inn the Particippant Manual. Briefly review the com
mmitments
thatt participantss made to Ennhance Relationships.
Re-eemphasize thhat these co ommitments are strategic in intent, but
b
tacttical in nature. In other words, no matter
m how critical they are, they
+ meaan nothing iff we don’t do
commmitted to doing
d
o somethingg. In this casse, we are all
somethhing by our next
n sessionn.
Refeer participannts to the Ennhance Relationships and Motivate
M Othhers Report
Plannning Sheet inn the Particippant Manual.
Trainer Note: The deliveryy method for this reportt is the Magiic
mula. The content
Form c will be an update report bassed on their
Com
mmitment to Enhance
E Relaationships.
Explain that, “This isn’t just a ‘talk abouut it’ program
m; it is a ‘do
som
mething’ proggram. Between today annd when wee meet again,, we will
do something
s too enhance reelationships and then reeport what happened.
h
Thiss is a living laaboratory to
o see what works
w best inn your envirronments.
So when
w we nexxt meet, youu will reportt on what worked and what w did
not work using the Magic Formula for Influencing
I A
Action.”
Heaar example(ss) from Coacches and anaalyze (or give the reportt
yourself). Be suure the exam
mple is recennt (since lastt session) annd not an

Session 2B
2
Increasse Self-Co
onfidence
e
“anccient historyy” talk.
Cheeck for undeerstanding; assk if there are any questtions.
Refeerence the Speak
S More Effectively
E bo
ooklet. Ask participants to read
Partt 1 of this bo
ooklet beforre the next session.
s
Encoourage conttinued readinng of the texxtbooks. Co onsider askinng for
voluunteers for tomorrow’s
t reading recaap, having peeople take a number
to volunteer,
v ettc.
Remiind Reviiew the recoommended readings.

r Leet participantts know thatt, at the
Pa
articipantss of nextt session, wee will begin with
w a Readiing Recap. Participants
P s
should be
Readinngs preppared to repport on somee segment thhey read in anya of the teextbooks
and how it applies to them as a a businesss professional.
If yo
ou are doing a time-spaced version of o the DCC, let participaants know
that a Good Neews segmentt will also folllow this Reaading Recap.. These
are often
o simplee, yet significant events that
t happeneed due to livving an
“inteentional life.”” We will have
h several participants communicaate good
thinggs that have happened since last we met. Give some exampples of
proffessional goo od news, bassed on elemeents learned d in the proggram.
Value Addded If yo
ou have not already
a donee so, distribuute and reference the
Materrial Littlee Recognized Secret for Suuccess booklet.
Enthusiassm Connsider using some
s showm manship or a brief, relevvant story to
o
Discussion and
a dem
monstrate thee value of ennthusiasm in organizations. Also, seee the
C
Commitme ent Therre is Always More
M Room exercise
e in thhe Resourcee Section of this
t
manual for an exxample of shhowmanship related to enthusiasm.
e
Facillitate a discuussion aboutt the importaance of enthhusiasm in to
oday’s
worrld by asking questions, such
s as:
+ − “When you hear ennthusiasm, what w behavioors come to mind?”
− “What are some misconceptio
m ns about entthusiasm?”
− ““When would mo ore exuberannce be helpfuul?”
− “What does quiet enthusiasm
e l
look like?”
− “When do you wish you had displayed more enthusiassm?”
− “How might
m the ouutcome havee changed?”
− “Whatt is the Return on Investtment for ennthusiasm?” Try to
get themm to give sppecific, workk-related exaamples of enthusiasm
providinng ROI.
− “What are the thinngs that hold us back fro om being as
enthusiastic as we feel,
f or wantt to be?”
− “What can we do to t live our lives with mo ore enthusiassm?” For

Session 2B
example, decide to do something differently, give yourself a pep
talk (positive self-talk), and take action (feelings follow actions!).
Discuss the importance of using enthusiasm in areas of our lives where
we most need it.
Challenge participants to live an intentional life by not allowing people or
circumstances to dictate our lives.
Discuss how we talk to ourselves. (We talk ourselves into and out of
behaviors all the time. We often do not take control of our self-talk.)
Have participants give examples of positive and negative self-talk. Stress
the value of emotional and intellectual affirmations.
Ask participants to write a commitment to be more enthusiastic in the
Notes section of their Participant Manuals. If you have established
Accountability Partners, have them make the commitments to their
partners too. Consider doing a quick knockdown summary.
Awards Before the Trainer Team presents the awards, give a brief overview for
0:03 how to graciously accept recognition.
Relate this to accepting recognition or appreciation from a colleague,
boss, friend, service club (like Rotary International), etc.
Option 1: TWWT
Thank you.
Who (person or group) are you going to show this award to outside
of the training?
Why did you pick that person or group?
Thank you again.
Option 2: TOUT
Thank you.
Others I would credit are _______.
U—How does this impact U?
Thank you.
Option 3: TCUT
Thank you.
Credit—Who else would you credit?
U—How you will use the quality or trait that earned you this award

Session 2B
at work.
Thank you.
Present awards.
− One Breakthrough
− One Outstanding Performance
This is an excellent opportunity to develop Coaches by having them
present the awards. The process follows these steps:
1. Say, “Would the following people please stand as I call your
name. Hold your applause until all are standing.”
2. Announce the names of the three participants who were top
vote getters (received the highest number of votes).
3. Lead the applause for the three finalists.
4. Ask finalists to be seated.
5. Announce the person receiving the most votes.
6. Shake hands with the top finalist as he or she comes to the front
of the room to accept the award.
7. Finally, help the participant with the acceptance speech.
Close Close with an inspirational story that conveys the importance of learning
0:01 from our life experiences.
Submit Session timeframe set by the Franchisee or DC&A.
Report

Session Three
Event Total
Greet - :30
Session 3A: Put Stress in Perspective—Open 0:02 0:02
Warm-Up: Duke of York 0:04 0:10
Discuss Managing Stress Principles 3.4-3.11 0:30 0:40
Put Stress in Perspective Commitments - Triads 3.13 0:12 0:52
Summarize 3.14 0:07 0:59
Assign 6A—Manage Our Stress 6.2 0:02 1:01
Assign 4A—Energize Our Communications 4.2 + 4.7 0:07 1:08
Session 3B: Enhance Relationships and Motivate Others—

Open 0:02 1:20
Review 2A Assignment and HR Pyramid 0:02 1:22
Example, Analysis, Practice 3.25 0:08 1:30
Enhance Relationships and Motivate Others Reports (2 min. ea.) 1:15 2:45
Summarize 3.34 0:08 2:55
Discuss Gain Willing Cooperation Principles 3.28-3.30 0:14 3:09
Gain Willing Cooperation Plan and Commitment in Triads 3.31-3.33 0:08 3:17
Assign 5B: Gain Willing Cooperation 5.2 0:02 3:19
4.2 +
Assign 4B—Make Our Ideas Clear 4.10-4.11 0:07 3:26
Awards: Human Relations 0:02 3:28
Close 0:02 3:30
Trainer Note: If you have a group of 25 or fewer, you will likely need value-added materials
to ensure you exceed participants’ expectations. Use the options listed in this manual or
material from the 12-week DCC.


− Computer, screen, cords, projector, visuals − Breakthrough Plans
− Wall Charts and Award Chart − Optional: DCC ROI Project Instructions, ROI
− Easel, flip chart pad, markers, tape Project Proposal Form (1 each per person)
− Timer and bell − Optional: DCC ROI Project Sample Proposal
− Extra pens or pencils Form and Sample ROI Report (several)
− 3x5 cards − Awards-A: None
− Awards-B: Outstanding Performance and
− Roster and Session Report
Breakthrough

Session 3A
Put Strress in Persspective
Op
pen Pu
ut Stress in
i Perspe
ective
0:02
0 Leaarning Objecctives:
− Recognize the impacct of negativve stress on our results
and effectiveness
− Committ to using co oncepts and principles too better
handle stress
s
− Discoveer more effecctive ways fo or professionals to
prepare for and add
dress challennges
Rooom Arrangemment: Horseeshoe. Set chairs
c so all participants
can see one ano
other.
Weelcome participants.
Visuual: Review session
s title and objectivves.
Traainer Note: For further ideas aboutt how to faciilitate this

sesssion, please visit the trainer.dalecarneegie.com webb site and
view
w the trainer resources and videos for f the corrresponding
sesssion of the DCC.
D
Connsider openiing with a sttory about how a conviccted mass
murrderer is beiing considerred for parolle. Since wee have a
pro
oblem with prison
p overcrowding, offficials want tot try an
early release prrogram. Som me people figgure that, if this killer
couuld only go live with a fam
mily for a while, he mighht learn good
behhaviors and be
b rehabilitatted.
Askk, “Who would be glad to a welcome this
t help out and
connvicted mass murderer into their ho
ome?”
Whhen no one raisesr their hand,
h ask, “W
What’s the matter,
m don’tt
youu want to heelp rehabilitatte this man??” They will say, “He’s a
killeer, I don’t trrust him, etc.”
Expplain, “Well our

o mass muurderer is a petty criminnal compared
Dale Carnegie
C ourse®: Skillss for Successs
Co 79
Session 3A
Put Stress in Perspective
to stress. Stress is the true criminal --- stress-related disease
and illnesses include heart attacks, cancer, hypertension (high
blood pressure), immunity system disorders, and many, many,
many more. How many of us invite stress home to meet the
family, introduce it to our customers and co-workers, and even
take it to our volunteer organizations and churches?” (Raise
your hand and watch them do likewise.)
“The tragedy is not just that people die from stress, it is what
dies inside them while they are still alive; their zest for life, their
potential, their opportunities, and their relationships. Let’s take
a closer look at why stress can do its harm so effortlessly.”
Reading Recap Conduct Reading Recap and Good News. Use variety and
and Good News creativity in the way you conduct this segment. See the
0:04 Resource Section for ideas.
Warm-Up: Warm-Up: Duke of York

Duke of York Quickly reiterate the value of warm-ups by asking the question,
0:04 “Who is ready to take their professionalism to even higher
levels?”
Say, “Good! We discussed the need for professionals in all
walks of life to warm-up and mentally prepare prior to a big
game, a big meeting, a big sales call, etc. Let’s do a warm-up to
get ready for the day!”
Directions:
Have people seated at the start of this exercise. Go very
slowly and coach the participants even if they are doing the
warm-up well.
− Say, “Please empty your laps.”
− Say, “Put both feet on the floor.”
− Say, “Hands on your laps.”
− Say, “Follow along with me.”
Trainer leads with Participant Actions

There was a Duke of York. (w/trainer) Pat legs

Session 3A
He had ten thousand men. (w/ttrainer) Flash ten fingers
He marched them m up the hill. (w/trainer) Stand up
He marched them m down againn. (w/trainer) Sit do
own
When they’re upp, they’re up. (w/trainer) Stand up
When they’re do own, they’re down.
d (w/trainer Sit dowwn
When they’re onnly halfway upp, (w/trainer) Croucch down
u nor down!
Theey’re neither up (w/trainer) Stand then sit
Havve participannts follow yo
ou right from
m the beginning. Then
say,, “Now do itt faster!”
“No
ow race me!!”
Debbrief this exeercise. The Duke of Yo ork was an actual
histtorical figuree from the 14400s. Peoplle from his time
t even
mad de a poem about
a him. Ask:
A
− “How does
d the poem relate too the Five Drivers for
Successs? Self-confiidence? Peo
ople skills?
Communication? Leadership?
L Attitude, sttress, and
worry control?”
c
− “What can happen when we em mbark on a task or
projectt without being fully engaged?”
− “Has thhat ever happened to annyone?” Enccourage some
volunteeers to sharee examples of
o times theyy have not
been fuully engaged in a project..
Brid
dge Exaample bridgee: “In this sesssion, we will look at waays we can
train and prepaare ourselvess to effectiveely meet streess-related
challenges in the future witth and through people.”
Disccuss Manag ging Op ption 1: Sayy, “We are now

n going to
o convene a board
Strress Princip
ples meeeting to talk about how to handle thhis elusive kiiller stress inn
0:30
its many
m forms.. We will bee relying on each of you to tell us
whaat you have done in your life to put stress in peerspective annd
howw we could benefit
b from
m your hard won
w experieences.”
If yo
ou have not already donne so, move the group innto large
m to the center to form a
circcle or, if you have tables, move them
largge board roo om table. Allow people to “tell theiir stories”
andd the advice they
t have fo
or us.
Reinforce the use
u of the inccident as a way
w of makinng our
com
mmunicationns be more engaging.
e Keeep your com
mments brieef
usinng some of Mr.
M Carnegiee’s Stress and Worry Co ontrol
Dale Carnegie
Co 81
Session 3A
Prinnciples, such as, “Pam, yo
ou remind us
u that we shhould do as
Mr. Carnegie saays and ‘not saw sawdusst.’ Who is next?” You
mayy also want tot mention how
h using our
o own exam mples helps
us tap
t into the three Es forr effective co
ommunicatioon.
If more
m time reemains, have them dividee into groups and discuss
a seet of the Wo orry principles and bringg it back to the
t whole
group.
Havve them makke a committment to theemselves in their
t manuals
to “Put
“ Stress in Perspectivve” and thenn share it witth 2-3 otherrs.
Opption 2: Divvide the class into groupps and assignn one of the
major segmentss of the Mannaging Stress Principles (inn the
+ Partticipant Manuual) to each group.
Havve each grouup discuss thhe following questions:
− “How can c applying these principles help me m deal with
my streess levels moore effectiveely?”
− “Whichh principle(s) do I believve will give thhe best
return on investmeent when co onsciously appplied?”
− “Whichh principles willw work beest in my envvironment?””
As each group discusses their stress prrinciples, sho
ow the
perrtinent visualls.
Soliicit feedbackk from each group and encourage
e thhe remainingg
groups to take notes for thheir application at home or work.
Visuuals: Stress Principles.

P
Dale Carnegie
Co 82
Session 3A
Brid
dge Exaample bridge: “Now that we’ve had a chance to put p stress in
perrspective andd discuss Mrr. Carnegie’s stress control principlees,
let’ss make a com
mmitment to o reduce thee anxiety and stress in
ourr lives.”
Put Stresss in Reffer participannts to the Coommitment to Put Stress in

i Perspectivee
Perspecttive Plannning Sheet inn the Particippant Manual..
C
Commitme ents Havve a Coach give
g a one-m minute example of how he/she
h will
0:12
0 com
mmit to applying Dale Carnegie’s Strress Principles in a
specific situatio
on. Move quuickly from the exampless to
partticipant commmitments.
If yo
ou have a larrge number of participannts, have theem give their
commmitments inn small grouups using cenntral timing. If you have a
smaall number of
o participantts, have them
m deliver theeir
commmitments to t the entiree group.
If paarticipants make
m commitments in sm
mall groups, the Trainer
andd Coaches shhould circulaate around the room, co
oaching for
cleaar and speciffic commitm
ments.
If co
ommitmentss are made in front of thhe entire gro oup, give eacch
partticipant a brrief, ten-seco
ond strengthh-centered reesponse afteer
their commitmeent.
Summarrize Sum
mmarize the session by connecting
c t benefits of
the o reducing
Dale Carnegie
Co 83
Session 3A
Put Stress in Perspective
0:07 stress to attaining our visions. Here are some possible
questions:
− “What are the benefits of handling stress more
effectively as business professionals?”
− “What are some other strategies we can use to reduce
stress?”
− “Can we eliminate stress? (No.) Is there anything
good about stress? (It can motivate us.) How do we
know when stress has gone too far? (We’re paralyzed
or start exhibiting destructive behavior.)”
− “How does our ability to handle stress affect others?”
− “How does it impact our personal visions?”
− “How does minimizing the impact of stress in our
careers relate to our Breakthrough Plans and Visions?”
Consider using Creative Summary method from the Resource
Section in the back of this manual.
Bring out the fact that when associates are overly stressed,
efficiency and productivity are diminished.
Assign 6A— Mention that participants will give reports on how they met
Manage Our their commitments to put stress in perspective in a few weeks.
Stress Explain that stress, if unchecked, can hurt us and negatively
0:02 affect those around us, including co-workers, customers, family,
friends, etc. Ask them how they will ensure that they keep the
commitment they just made. How will they overcome
obstacles?

Session 3A
Assign 4A
A— Reffer participannts to the Ennergize Our Communicatio
C ons Report
Energize Our
O Plannning Sheet inn the Particippant Manual..
Communicatiions
Connsider an ouutcome-baseed assignmennt. For exam mple:
0:07
0
− “What word comees to mind when w you think about
businesss presentatiions?” (Boriing, sleepy, unimpressive
u e,
etc.)
− What words
w would
d you like to
o hear otherrs use to
+ describbe your communicationss?” (Dynamiic, interestinng,
excitingg, etc.)
Say, “Next sesssion, we will examine the importancce of

eneergizing our communicat
c tions” using action as weell as verbal
enthusiasm. Eaach of you will w relive an experience justj the wayy
it happened. Maake sure youu are drawinng on a specific incident
thatt includes siggnificant actiion and anim
mation. Selecct an incidennt
such as an athleetic event orr other physsical feat (plaanting a tree
or shrub,
s helpinng a young person
p learn to swim, ettc).
Especially effecttive are activvities that puut some sweeat on your
bro
ow. Make your incident come c alive when
w you speak, paintingg
cleaar pictures with
w your acttions, body language, and tone of
voicce.
Havve some fun! Now’s the time to pussh yourself out
o of the
connstraints thatt might hold you back.
Som
me exampless include:
− My firstt homerun, soccer goal, touchdownn, etc.
− Rearrannging office furniture
f
− Preppinng the roomm for a big prresentation
− Assistinng an associaate with a phhysical task
− Comingg to someonne’s rescue
Heaar examples from Coachhes and analyyze.
“Too help us preepare to eneergize our co ommunicatio
ons, read
oveer and becom me familiar with
w the worrds in Sessio
on 5A of youur
Partticipant Manuual titled thee Box Factorry.”
Dale Carnegie
Co 85
Session 3A
Bridge Exaample bridgee: “One way to reduce thet negative effects of
streess is to focuus on what is
i going well and to build
d on our
successes in deealing with otthers. We will
w do this immediately
i
afteer the breakk!”
Brreak Inteeract with paarticipants during

d the brreak.
0:10
0
Dale Carnegie
Co 86
Session 3B
3
Enhancce Relatio
onships and
a Motiv
vate Othe
ers
Op
pen Enh
hance Rellationship
ps and Mo
otivate Others
O
0:02
Learning Objeectives:
− Persuasivvely communnicate in a cllear and conncise way so people
are moveed to action
− See how consistent application
a o the Human Relations Principles
of
improvess results
− Discoverr how relatio onships help us advance toward ourr goals
Room Arrangem
ment: Theateer style.
Welcome particcipants back.
Visuaal: Review seession title and
a objectivees.
Traiiner Note: ForF further ideas about how to facilitate this sesssion,
pleasse visit the trainer.dalec
t arnegie.com
m web site annd view the ttrainer
reso
ources and videos for thee corresponnding sessionn of the DCC C.
Ask participants:
− “How do oes being mo ore persuasive in our co
ommunicatioon help us
at work??
− At homee?
− Who cann directly linnk improvingg their comm munication skills to
achievingg their visionns?”
Remmind participaants of the im
mportance of
o being morre persuasive, using
the 3 Es.
− Earnedd the right through
t research or expperience.
− Excited
d about the topic.
t
− Eager to
t share it with our audience.

Session 3B
Enhance Relationships and Motivate Others
Review 2A Review the assignment with participants:
Assignment and
− Two-minute, Magic Formula for Influencing Action reports about
HR Pyramid
applying the first set of HR Principles since our last meeting.
0:02
Visual: Enhance Relationships Pyramid.
Remind participants of the focus of this report —the bottom segment of

the Human Relations Pyramid where we change our behaviors and,
consequently, ourselves.
If time permits, review the first nine Human Relations Principles.
Visuals: Enhance Relationship Principles
Emphasize that this report is on the commitment made previously. The

report should relate one specific incident that each participant
experienced since making the commitment to apply the Enhance
Relationships principles.
Visual: Magic Formula for Influencing Action

Session 3B
Explain that by communicating a specific incident and the action you

want the audience to take, combined with the benefit of taking that
action, they will deliver a Magic Formula for Influencing Action report.
This allows participants to be more persuasive, especially when we need
people to take action. Briefly review the elements of the Magic
Formula.
− Incident: Remind them to immediately start the reports with
their incident (an experience from their life).
− Action: In the last 10 seconds of the report, they should briefly
state the one action that they want the audience to take (five
seconds).
− Benefit: After telling us the action they want us to take, they
should tell us (in five seconds or less) the benefit that we, the
listeners, will receive by taking that action.
Example, Screen the Course Coaches before the session to ensure that their
Analysis, Practice Magic Formula reports are powerful and motivating, and that they have a
0:08 current human relations application. If you will be giving the sample talk,
be sure to model the expected standards!
Refer participants to the planning sheet.
Hear Coach example(s), coach the Coaches and analyze their reports.
If you give the sample report, use questions to review the elements of
your report.
Conduct practice with partners. Options for practice with partners
exercises:
− Have the listener suggest to the speaker another action-benefit
based on what they heard.
− Have the listener restate to the speaker the single action the
speaker asked them to take and the single benefit to them of

Session 3B
doing so.
− Start the practice with partners at the 10-second mark and have
the participants share just their action and benefit. Once the
speakers have done this, ask the listeners to raise their hands if
they heard one action and one benefit only. Give them time to
refine and redo their action-benefit statements.
− Trainer and Coaches should walk around the room to assist the
participants, when necessary, to help them clarify their actions
and benefits, and be more persuasive.
Review award criteria for this report from the Participant Manual:
− Human Relations Award—Lincoln the Unknown
Enhance Coach participants for a specific incident, action, and benefit. Challenge
Relationships them to relive their incidents, not just retell them. Coach them to stay
Reports within their timeframe. Make sure they communicate persuasively!
1:15 Praise and reinforce conscious examples of consistent applications of the
human relations principles.
After each speaker, the Trainer should give a strength-centered
response that communicates a strength that is not obvious. For
example:
− Ineffective response: “George, I like the way you ended your talk
on time.”
− More effective response: “George, your conciseness causes you
to be a compelling communicator. Managers will take note of
your ability to make your points quickly while respecting their
time.”
Conduct interim summaries to create business context.
Recap and Vote Review award criteria for this report: Human Relations Award—Lincoln
0:02 the Unknown.
Conduct recap and vote. Collect ballots.
Trainer Note: Use creative approaches for this activity to create variety.

Session 3B
Summarize Here are some possible discussion questions to summarize the session:
0:08
− “Think of two or three fellow participants who you thought
were particularly effective and compelling today. In what way?”
− “Identify someone who showed an effort to apply the Human
Relations Principles. How so?”
− “Who moved you the most to take action? Why? What did he
or she say or do that made an impact on you?”
− “What will you do differently, based on what you saw, did, or
heard here today? How can this impact your vision?”
− “What’s ‘magic’ about the Magic Formula?”
− “Why begin with the incident? Why not begin with the advice?”
(People relate to stories. A story grabs listeners’ attention,
motivates them to action, and gives them a benefit to that
action. Part of the magic is telling the listener what is in it for
him or her.)
- “How does using the Magic Formula help us sell our ideas? For
those of us who are not salespeople, why is this still an
important skill?”
In pairs, have participants identify possible applications of the Magic
Formula for Influencing Action in their careers. Give participants up to
two minutes to discuss.
Solicit feedback from their discussions.
Time permitting, consider using a whiteboard or flip chart to provide the
following explanation of the “Win-Win Relationships” that consistent
application of the Human Relations principles can allow.
Us Others
Lose-Lose − −
Door mat − +
Manipulation + −
Win-Win + +
Help them determine that no one likes to lose or feel manipulated. The
Human Relations Principles provide the tools to allow both parties to
win. “Win-win” is what we are trying to achieve.
Realistically, we will not have a win-win result every time and we may
not have a win-win result in the short term. With dedicated effort and
intention, we can achieve win-win results more consistently in our
relationships.

Session 3B
3
Enhancce Relatio
onships and
a Motiv
vate Othe
ers
Brid
dge Exammple bridge: “The first set of Humann Relations Principles
P (#
#1–9) is
focused on enhaancing our reelationships. The second set (#10–221) takes
us to
o the next leevel to gain the
t willing coooperation of
o others too
acco
omplish need ded organizaational resultts.
Discuss Gaain Visuaal: Gain Willing Cooperaation Pyramid.

Williing
Cooperation
0:14
Say, “Let’s exam

mine Dale Caarnegie’s prinnciples to heelp us gain
coopperation from
m people to
oward achievving needed results. “
Traiiner Note: If time allows, peg Humaan Relations Principles #10–21.

#
Alwaays be awaree of time; it can get awaay from us veery rapidly!
Use a flip chart or
o whiteboaard to createe a visual forr Peg Wordss 10–21
or use the PoweerPoint visuaal in the slidee deck. (See the Resourrce
Section for pegs, words, and
d HR Principples.)
Optiional Visual: Peg Words 10-21
Visuaals: Gain Coo

operation Prrinciples.

Session 3B
Option 1:
Divide the participants into three groups and divide the principles
accordingly.
Have each group discuss their set of principles. Specifically, what is the
cost in terms of quality, time, and revenue when these don’t go well?
Allow 5-7 minutes of discussion time.
Announce with enthusiasm, “Sounds like there are some real stories
here. That’s good because we will soon be watching “DALE-TV –
Human Relations Principles Gone Wrong.” In your groups, come up
with a ‘real story’ based on 1-2 HR Principles for Gaining Willing
Cooperation gone wrong. Please change names to protect the innocent
and the guilty.”
Allow groups 5-6 minutes to develop their skits.
When the groups are ready, tell them that we are about to see reality in
a brutally honest form. Explain, “Be sure to watch and listen closely.
After each group finishes their skit, we are going to ‘Ask Dr. Dale,
1) What went wrong and 2) How would they fix it?’ The groups that
are watching are ‘Dr. Dale,’ so they should be ready to suggest what can

Session 3B
be done differently.”
Have each group do their skits.
After each skit, “Ask Dr. Dale”, allow the groups to contribute, and then
give a few comments based on your knowledge of the participants, their
organizations, and HTWF.
After all groups have gone, go on to the Gain Willing Cooperation
Commitment page.
Option 2: In small groups have participants discuss the value,
significance, and importance of these Human Relations Principles through
the following questions:
− “Compare/contrast the first and second set of principles.”
− “Which of the principles would be the most difficult to apply
consistently?”
− “Which would be the most difficult to apply with someone with
whom you do not have much in common or particularly care
for?”
Gain Willing Say, “As you reflected on the Human Relations principles, certain
Cooperation Plan situations and/or people probably came to mind. In your Participant
and Manual's Gain Willing Cooperation of Others Plan, list people from whom
Commitment you would like to gain more willing cooperation by tomorrow.”
0:08 In their manuals, have participants describe a breakthrough for each
relationship listed.
Say, “Because each person is different and our relationship with them is
also different, so will the outcome be different when we apply the
second set of Human Relations Principles with the various people.”
Have participants list the Human Relations principles, either by number
or by key word, that they will use to contribute to breakthroughs in
each relationship.
Prime the pump with a few examples from the Coaches and you. Make
sure that coach examples are on target by screening them before the
training session.
Allow think/write time.
Walk around the room, discretely encouraging participants to complete
the pages in their manuals.
Time permitting, you may want to get some feedback or observations
from the group.

Session 3B
Have participants share their commitments in triads.
Trainer Note: If time permits, hear individual commitments to Gain

Enthusiastic Cooperation. Consider a 10-second knockdown report
where each participant says, “I'm going to …” followed by their
commitment. Coach for the commitment to be SMART (Specific,
Measurable, Achievable, Results-oriented, and Time-phased).
Here are example questions that could be used to debrief this exercise:
− “Why would it be important to gain more cooperation at
work?”
− “Why would we want to commit to these goals in writing?”
− “What might be the outcome if we make little or no effort to
gain more cooperation in our relationships?”
− “What impact could this have on the visions we established at
the beginning of the DCC®?”
Assign 5B— Have the participants identify one person from their Gain Willing
Gain Willing Cooperation Plan that they would like to really gain more cooperation
Cooperation from by Session 5A and have them transfer it to the Gain Willing
0:02 Cooperation Commitment Sheet. Tell participants that they will report the
results of their efforts at Session 5.
Assign 4B—Make Sell the value of the assignment by saying:

Our Ideas Clear − “Regardless of what we do, we frequently find ourselves needing
0:07 to explain things to people. Making our ideas clear applies to all
of us when we communicate: co-workers to each other, bosses
to subordinates, subordinates to bosses, customer service and
sales reps to customers, and so on.”
− “Next session, you will have the opportunity to teach us
something that you do at work that involves the use of some
exhibit or illustration.”
− “Share something that would be new information to most or all
of us.”
− “What types of things do you need to explain at work?”
Cite examples of the business costs of unclear communication. For

example, a Mars planet probe failed because one design team was
measuring in centimeters and another team was measuring in inches.

Session 3B
3
Enhancce Relatio
onships and
a Motiv
vate Othe
ers
The probe development and
d launch cost was $300 billion.
Ask, “Why is it important

i thhat we proviide explanattions effectivvely?
Whaat happens when
w we donn’t?”
Traiiner Note: If someone is not currenntly employeed (a stay-at--home
pareent, betweenn jobs, student, etc.), theere are still tasks
t and
responsibilities that
t they cann teach the group.
g
Heree are some suggestions
s for these reeports:
− How to Lift Safely
− How to Screen Teleephone Callss
− Steps to
o Address Challenging Em
mployees
− Setting Up
U a Sales Meeting
M
− How to Start PowerPoint
− Conducting a Perforrmance Apppraisal
− How to Coach Empployees
− Organizing Your Deesk
− Setting Up
U “Batch” Faxing
− Dealing with Vendors
− Saving on
o Office Suppplies
− Participaating in a soccial networkking group (LLinkedIn, Tw
witter,
etc.)
Explain, “In this two-minute report, we will learn from each perrson
some good orgaanizational skkills and metthods to be more effective in our
workk environmeents.”
Refeer participantts to the Maake Our Ideass Clear Report Planning Shheet in
the Participant
P M
Manual.
Visuaal: Review LIIONS in the Participant Manual.

M

Session 3B
Consider giving a LIONS formula report about using PowerPoint as a

way of demonstrating the LIONS Approach and encouraging participants
to use PowerPoint in their reports as a form of “illustration.” See
following example.
Language––use easily-understood language
Illustrations––use illustrations/exhibits
Organize thoughts––keep steps in sequence
Narrow subject to key points
Summarize––recap key points in 20 seconds
Visual: Exhibit Guidelines. (Strongly encourage exhibits, especially

PowerPoint.)
Dale Carnegie’s “Five Ways to Use an Exhibit” can be tied to the

effective use of PowerPoint.

Session 3B
3
Enhancce Relatio
onships and
a Motiv
vate Othe
ers
1. Dale Carrnegie says, “Pick

“ up the exhibit wheen you’re ready for
it.” In Pow
werPoint, bring the slidee up when you
y are ready to make
a point.
2 Hold it high enough for
2. f the audieence to see. In PowerPoint,
project your
y image high
h enough and large ennough for all to see
the inform
mation.
3 Talk to your
3. y audiencce, not to yo
our exhibit. Face your audience
and use your
y laptop as your stagge, not the sccreen.
4 Don’t hid
4. de your face. In PowerP
Point, don’t stand in fronnt of the
projected
d image.
5 When yo
5. ou are done with the exhibit, put it down.
d Fadee to black
to get thee audience’ss attention back
b to you. Rememberr, you are
the message.
Hearr the Coaches’ examples. Screen thhem ahead of o time to ennsure that
the example
e repports are inteeresting, uniique, businesss-oriented, and
enligghtening.
Checck for underrstanding of the assignm
ment.
Givee think/writee time to com

mplete the top
t portion of the planning sheet.
Awarrds Present awards:

0:02 − Human Relations Bo
ook––Lincolnn the Unknow
wn
Closse with an innspirational story
s about stress, beingg persuasive,, or the
impoortance of go ood human relations skiills.
Brid
dge mple bridge: “No matterr how strongg our humann relations skills are,
Exam
we will
w truly agggravate peopple if we donn’t communiccate clearly. When
we return
r from break, be reeady to disco
over how we can comm municate
with clarity abouut even the most
m compleex topics.”
Encoourage people who will be using Pow werPoint as an illustratio

on or
exhibit to talk to
o you or thee Coaches duuring break so you can help
h them
get set
s up.
Clo
ose Closse with an innspirational story
s that co
onveys the im
mportance of
o learning
0:02 from
m our life expperiences.

Session 3B
Report

Session 3B
Notes:

Session Four
Event Total
Greet - :30
Session 4A: Energize Our Communications—Open 0:02 0:02
Warm-Up: The Box Factory 0:10 0:16
Example, Analysis, Practice 4.7 0:08 0:24
Energize Our Communications Reports (1 minute each) 0:35 0:59
Recap and Vote (Outstanding Performance and Breakthrough) 0:02 1:01
Summarize 4.8 0:10 1:11
Assign 5A—Disagree Agreeably 5.2 0:07 1:18
Awards 0:03 1:21
Session 4B: Make Our Ideas Clear—Open 0:02 1:38

Warm-Up: Duke of Kroy 0:05 1:43
Example, Analysis, Practice 4.11 – 4.12 0:08 1:51
Make Our Ideas Clear Reports (2 minutes each) 1:15 3:06
Summarize 4.14 0:10 3:18
Re-assign 5B: Gain Willing Cooperation 5.2 + 5.11 0:07 3:25
Awards: (Outstanding Performance and Breakthrough) 0:03 3:28
Close 0:02 3:30
Supplies
− Computer, screen, cords, projector, visuals − Breakthrough Plans
− Wall Charts and Award Chart − Awards-A: Outstanding Performance and
− Easel, flip chart pad, markers, tape Breakthrough
− Timer and bell − Awards-B: Outstanding Performance and
− Extra pens or pencils Breakthrough
− 3x5 cards
− Roster and Session Report

4A
Energize Our Communication
Open Energize Our Communications

0:02
Learning Objectives:
− Recognize that including action in our communications releases
nervous energy
− Become more natural when communicating with others
− Become more animated to energize and engage others
Room Arrangement: Horseshoe.
Welcome participants.
Trainer Note: Albert Mehrabian was a UCLA professor who conducted
a 10-year exhaustive study on communication. His premise was that
when we communicate, if our body language, tone of voice, and facial
expressions are incongruent, the words have little or no value.
Introduce the UCLA Professor Albert Mehrabian study on non-verbal
communication. The study showed that when our body language, vocal
qualities, and words are incongruent, we tend to believe the following
about a person’s communication:
− 55% based on how someone looks and acts
− 38% based on the tone of voice
− 7% based on the words
Provide a demonstration to illustrate the point. Here are a couple of
Dale Carnegie Course®:: Skills for Success 102

4A
possibilities. Use one or several examples below to make sure the point
is made and understood.
− Say, “I’ll show you what I mean. When I say ‘Go,’ clap your hands.
1, 2, 3 …” Then clap your hands without saying. “Go.” Many if
not all people will clap with you because they did what you did,
not what you asked.
− Say, “Let’s illustrate. Hold your hand like mine.” (Hold your hand
as if making the “OK” sign.) Say, “When I say the number three,
put your hand to your chin. “1, 2, 3 …” Place your hand on your
cheek (instead of your chin). Most people will do likewise.
− Walk up to a participant with a stern, mean-spirited look on your
face and your arms crossed. Say, “George, come into my office,
let’s have a friendly talk!”
Say, “This demonstration clearly shows that the way in which someone
looks, acts, and communicates a message is more powerful than the
actual words.”
and Good News the way you conduct this segment. See the Resource Section for ideas.
0:04
Warm-Up: The Say, “Everyone please stand and follow along with me, including gestures
Box Factory and words.”
0:10 Lead them through the entire Box Factory exercise, continually coaching
participants to be more animated. Go very slowly. If you observe
someone who is clearly not following your lead, say something like,
“Come on everyone, and let’s try that again.”
After learning the words together, consider having 3-4 panels do the
Box Factory to see who can be the most demonstrative with gestures
and vocal inflection.
The Box Factory

I found myself (open palms to chest, look around) yesterday (look

4A
gize Our Commun
Energ C nication
bback over shhoulder and point) near a huge (arm
ms spread wide and
h
high) box facctory located
d on a high hill
h (one arm
m outstretchhed high).
Running (ruun in a smalll circle) all around this building
R b was a picket
f
fence (chop hands up annd down) abo out this highh (one hand
o
outstretched
d fence high)).
I walked up p (walking motion)
m to thhe factory, threw open n (grab a
“
“door” and show
s a thro
owing motionn) the door, walked in (walking
m
motion) and found mysself (arms open,
o look arround) in a long
l
h
hallway (hand over yourr eyes as if lo
ooking far aw
way).
At the far ennd of the hallway (pointing to the faar end) was a spiral
A
s
staircase (make a hand gesture
g spiraaling upwardd).
I walked upp (walking motion
m in a circle)
c this sppiral staircasse,
pushed ope en a sliding door (pushing sideways with straineed facial
e
expressions)
) and found d myself (arrms open, lo ook around) in a big
room piled high with booxes (show a pile with your hands and stand
up on your toes).
t
There were big boxes, middle-sized
T m d boxes and very small boxes.
b
(Make a square/cube with hands sho
owing the diifferent sized
d boxes
w
while using big,
b middle-ssized and sm
mall voices.)
SSuddenly (loook shocked
d), the boxess came tumbbling down around my
head (fall do
own with hannds protecting your heaad)!
I woke witth a start–y yawned, strretched and went bacck to
s
sleep. (Actt out: startleed, yawning, stretching, and
a head laid
d on
hands.)
Debbrief the Boxx Factory exeercise by askking the follo
owing:
− “How do oes the Box Factory actiivity relate to your businness
reality?”
− “As you think back over o the Boxx Factory acttivity, what were
w
some things that we did that conntributed to engaging ouur
listeners??”
− “How caan painting a clear picturre by using purposeful
p geestures
help us to communiccate more efffectively?”
− “How do oes adding inntentional geestures help control andd focus
our nervvous energy?”
Dale Carrnegie Coursse®:: Skills fo

or Success 104
4A
gize Our Commun
Energ C nication
Brid
dge Exam mple bridge: “What are the connecttions betweeen the Box Factory
F
activvity and enerrgizing our communicati
c ions?”
Examp ple, Briefly discuss thhe Energize Our

O Communnications assiggnment.
Analysis, Practice Refeer participants to the Repport Planningg Sheet.
0:08
0
Provvide coach example(s)
e and analysis.
Empphasize that thet key is to o RELIVE thee incident! This
T is not a “how-to”
repo ort; rather itt is a re-enacctment of a moment thaat each participant can
vividdly remembeer and can deliver with action.
a Anallyze the repo ort,
lookking for a lott of physical action, inflecctions in tonne of voice, and
a
relivving the expeerience thro ough demonsstrations of the t activitiess.
Heree is a creativve practice method
m using small grouups to form dyads.
d
− Each person in the firrst group coaaches a persson in the seecond
group for animation and
a gesturess. Each person in the third group
coaches a person in the fourth grroup, etc., unntil all particcipants are
involved with
w a partneer.
− Use centrral timing (1 minute).
− Ask the participants to
t spread ouut and give thhemselves plenty of
room.
− The Trainer and Coacches circulatte around thhe room to assist
a in
the coaching activitiess.
− Have the participants reverse rolees with theirr partners annd repeat
the activitty.
− Position ready chairs near the fro
ont of the ro
oom while peeople are
practicing..
Traiiner Note: This
T will pro ovide a few moments
m forr you to catcch your
breaath before moving
m into coaching
c the one-minutee reports. Itt will also
give the participants an oppoortunity to drive
d up their energy levvels.
Reviiew award criteria for thhis report:
− Outstandiing Performaance
− Breakthro
ough

or Success 105
4A
Energize Our Announce that there are volunteer ready chairs at the front of the room
Communications and it will be the participants’ responsibility to keep them filled.
Reports Encourage participants to volunteer for the ready chairs. One way to
0:35
do this is to ask, “Who really wants to become more demonstrative and
powerful in your communication skills?” Whoever responds by raising
their hands are volunteering for the ready chairs.
Asking this question to fill the ready chairs mandates that we must coach
in a way that the volunteers and the audience see the benefit of being
more demonstrative.
Have participants set their manuals on the floor and observe the
coaches’ examples. Ensure that the coaches’ examples cover both
personal and professional activities. (This exercise often lends itself to a
personal example and that is okay. The key is to get participants into
action, reliving their incidents.)
Strongly coach participants for animation with congruency between their
body language, facial expressions, and gestures.
The first few people may require a great deal of coaching.
Help participants achieve breakthroughs during their reports by pushing
them to new levels to communicate with greater impact through
animation.
Give short, brief comments after each report to keep the pace brisk and
moving, such as:
− “That’s getting into it!”
− “That’s reliving it!”
− “Good job creating pictures in our minds!”
− “That’s a lot of action!”
− “That’s the way to engage our interest!”
Recap and Vote Review award criteria for this report:

0:02 • One Outstanding Performance
• One Breakthrough
Conduct a recap and vote. Collect the ballots.
Trainer Note: Consider a creative approach for this activity, such as
having participants act out five seconds of their reports instead of giving
a headline for their report.

4A
gize Our Commun
Energ C nication
Summarize Sum
mmarize this session by putting
p particcipants in sm
mall groups or
o triads
0:10
0 and having themm discuss thee following:
− “What aree the value, significance, and importance of beinng more
demonstrative in our lives?”
− “What might be somee of the ramifications if we w do not
demonstrate passion and excitem ment about what
w we do at
a work?”
− “Why is itt important to t communiicate with ennthusiasm?”
− “How cann more energgetic commuunication haave an impact on our
visions?”
Traiiner Note: We
W are not suggesting thatt people communicat
c e over
the top
t as a mattter of practtice. This is a creative way
w to get uss to
com
mmunicate in a more inteeresting and effective maanner.
Hear the small group
g summ mary reports.. Make suree that one grroup does
not exhaust the discussion topics
t and stteal the thunnder from thhe
remaining groupps.
Connsider using a Creative Summary
S fro
om the Resource Sectionn of this
manual.
Assign 5A
A— Deliver an outco ome-based assignment
a t
that revolvess around thee generally
Disagrree poor results from business meetings
m whhere conflictt is either allowed to
Agreeab bly get out
o of hand or where co onflict is supppressed. Haave participaants draw
0:07
0 a meental picturee of a typical business meeeting.
Ask questions suuch as:
− “What teends to happpen in the meetings
m thatt you attend when
disagreem
ments begin to occur?”
− “How do o you normaally respond in those situuations?”
− “What haappens to thhe morale off the team members
m when
communications shut down?”
− “How do o contentiouus business meetings
m imppact our
productivvity?”
Say, “Well, in thhe next session, we will develop
d too
ols that we caan use to
statee our opinio
ons in such a way that peeople are moore likely to hear
whatt we say and d keep the lines of commmunication open.”
o
Havee participantts identify arreas where they
t have siggnificant diffeerences of
opinnion with othhers on the job.
Visuaal: DEFEATSS

or Success 107
4A
gize Our Commun
Energ C nication
Facillitate a discuussion of evid

dence (DEFEEATS) and give
g examplees. Ask
participants to think
t about the
t evidencee they have available
a wheen they
havee differencess of opinion with
w others..
Havee participantts identify evvidence theyy would use to make theeir point
morre strongly.
Awarrds Pressent awards:

0:03
0 − One Ouutstanding Peerformance
− One Breeakthrough
Closse this segment with a sttory or analogy that emphasizes thee
impoortance of communicating with morre enthusiasm m and energgy.
Brid
dge Exammple bridge: “Just as eneergy motivattes and stimuulates audiennce
interrest, a logicaal, clear pressentation freees their minnds of distracctions and
increeases undersstanding. WhenW we return, be read dy to see how w the
LION NS formula helps overco ome inefficieency and dyssfunction whhen we
commmunicate co omplex inforrmation.”
Value-Addded Opttion: If you have 20 partticipants or fewer, and/o or your grouup would
Optioon: beneefit from it, consider
c facilitating the Unleash Ouur Full Potential
Unle
eash Our Full
F session from thee 12-week DCC.
D
Potenttial The Unleash Ouur Full Potenntial session is coaching--rich and hass little in
the way
w of actuaal written co ontent. It alsso synergistiically combinnes with
all thhe sessions conducted
c thus far. Youu don't need d any writtenn pages to
+ faciliitate it, so itt is easily add
left the
t slides for Session 5B
ded as “extrra value” matterial. We'vve even
B of the 12-wweek DCC in i the 8-weeek DCC
Pow werPoint slidee deck so yo ou can easilyy refer to this section. See
S the
Reseerve Power Slides sectio on for the peertinent slidees.

or Success 108
4A
Here is how to include Unleash Our Full Potential in the 8-week DCC:
− Keep the order of the sessions the same and insert Unleash Our
Full Potential after the Energize Our Communications session.
That way you can flow directly from that session into the
Unleash Our Full Potential session, just like in the 12-week
DCC.
− Keep comments very brief during reports in the Energize Our
Communications session.
− Summarize the Unleash Our Full Potential session, mentioning
we are now complete communicators - using our minds, hearts,
and spirits. Ask, “How can this trifecta of skills help us towards
achieving our visions. Reduce costs? Increase revenues?
Improve quality?”
− If you are concerned about time, instruct people that the LIONS
presentations will be cut from 2 minutes to 90 seconds to help
us be economical and efficient in our use of words.
− Consider doing the LIONS reports in small groups with finalists.
If you choose this option, be sure you and the coaching team
very actively coach the small groups.
− Sell the Disagree Agreeably session by saying something like,
“Once we master the art and science of Disagreeing Agreeably,
we will truly be forces to be reckoned with! Be sure to come
back."
Please refer to the DCC 6.1 Trainer Preparation Manual, Session 5B for
specifics in conducting Unleash Our Full Potential.
Break Interact with participants during break.

0:15 Extra time is allotted for people to set up their PowerPoint slides or
other illustrations for the Make Our Ideas Clear segment.

4A
Notes:

4B
Make Our Idea
as Clear
Open Ma
ake Our Ideas
I Clear
0:02
0
Lea
arning Objjectives:
− Demonsstrate clarityy when giving directions
− Learn to o present infformation inn a logical sequence
− Reinforcce the value of demonsttrations wheen explainingg
informattion
Roo
om Arrangement: Theatter style with a small tabble at the fro
ont of the
roo
om for exhibbits. Use reaady chairs.
Weelcome.
Visuual: Review session
s title and objectivves.
Oppen with a quuestion suchh as, “What area some reeasons that making
m our
ideaas clear and concise is crucial
c in ourr role as pro
ofessionals?”
Noote that manyy people aree visual learnners who will look at and d
assiimilate inforrmation morre effectivelyy if we use viisuals to grabb their
favo
orable attenttion.
Traainer Note: For further ideas aboutt how to facilitate this seession,
pleaase visit the trainer.daleccarnegie.com web site andd view the trainer
resources and videos
v for thhe correspoonding sessio
on of the DCCC.
Warm-Up: Sweeep participaants into thee warm-up (Duke of Kro

oy) by sayingg:
Duke of Kroy
K “Reemember whhen we weree introduced d to the Dukke of York? Well, did
0:05
0 youu know that he had a ratther awkwarrd cousin whho tended too do
eveerything backkward? Pleaase stand and
d follow me..”
Thee start of thiis exercise must
m be veryy slow and deliberate. Remember,
R
the gestures ussed are the opposite
o of what
w the woords indicatee and most
parrticipants will find this aw
wkward and challenging.

4B
Make Our Idea
as Clear
Traainer Note: Do this exeercise as it iss explained below.
b If you or any
parrticipants maake a mistakee, it is okay. This can bee used in thee debrief
as a teaching pooint as it relates to acceepting changee. Change iss
sommetimes diffiicult.
Tra
ainer Says Trrainer and Participant
P t Actions
Theere was a Duke of Kroyy. (w
w/Trainer) Fllash ten fingeers
He had ten thoousand men. (w
w/Trainer) Paat legs
He marched thhem up the hill.
h (w
w/Trainer) Siit down
He marched thhem down aggain. (w
w/Trainer) Sttand up
Whhen they’re up,
u they’re up.
u (w
w/Trainer) Siit down
Whhen they’re down,
d (w
w/Trainer) Sttand up
they’re down.
Whhen they’re only
o halfwayy up, (w
w/Trainer) Crouch
C downn
Theey’re neitherr up nor dow
wn! (w
w/Trainer) Siit down, stannd up
Do the first rouund very slo

owly, the seccond round faster,
f and inn the third
rouund have parrticipants racce you.
Debrief this exercise by askking:
− “Why did
d you find this
t uncomfo
ortable? Co
onfusing?”
− “How does
d this exeercise relate to the channges we havee to deal
with on a daily basiss as businesss professionaals?”
Theere are two primary poiints to be made throughh facilitation:
− When our
o words annd actions arre incongrueent, this can cause
confusio
on and stress in others.
− We have to be openn to changinng our paradigms in an ever-
changingg world. Sometimes wee have to unlearn old habits or
ways of doing thingss.
Bridge Exaample bridgee: “The Dukee of Kroy was w unorganizzed, incongrruent, and
connfusing. In order
o for us to make ourr ideas clearr, we must be aware of
ourr congruencyy. As we leaarn to comm municate ourr ideas with greater
clarrity and concciseness, wee will be percceived as a more
m valuable
assoociate. Let’ss review a process that can help us make our id deas clear.”

4B
Make Our Ideas Clear
Example, Analysis, Refer participants to the Report Planning Sheet.
Practice Visual: Review LIONS guidelines for clear communications.
0:08
Visual: Review how to use an exhibit/visual aid/prop.
Hear the coach example(s) or give the sample talk yourself and analyze
it. Be sure the examples are interesting and business oriented.
Trainer Note: If you have not already done so, you may wish to give
the LIONS talk using the Exhibit Guidelines as they apply to using
PowerPoint. For example,
− Turn the PowerPoint show on only when you are ready to use it
(use the “B” key to make it blank).
− Make sure the screen is high enough for everyone to see.
− Don’t hide your face by stepping in front of the image being
projected.
− Talk to the audience, not the PowerPoint slide.
− When you are finished, use the “B” key to make the screen blank.
Emphasize that we should not use the brief summary at the end of their

4B
report (last 20 seconds) to introduce new material or to make general
comments.
Have participants practice with partners. At the end of the report, the
listening partner gives the reporter one suggestion to make his or her
report even clearer.
Review the award criteria for this report:
− Outstanding Performance
− Breakthrough
Make Our Ideas Trainer Note: These should be business-related reports.

Clear Reports Two-minute report, using the LIONS process with an exhibit.
1:15 Have participants deliver their reports in front of the group, one at a
time.
Coach for clarity, following the LIONS formula, proper use of exhibits,
staying within timeframe, using the summary effectively, etc.
Do not give strength-centered responses, just a quick affirmation of
their success. For example:
− “Nice animation!”
− “You developed a very clear picture!”
− “Very thorough, yet brief!”
− “Well organized!”
Conduct interim summaries to show business context and relevance. If
your group is not too large, take a short break during these reports.
Recap and Vote Review the award criteria for this report:
0:02 − Outstanding Performance
− Breakthrough (for groups of 16 or more)

4B
Summarize Here are some possible discussion questions to summarize the session:
0:10
− “What are the costs of unclear communication in your
organization?” Assign table groups to discuss this in terms of:
Quality issues, Lost opportunities, Time
− “Identify one instance where you can apply the LIONS process
immediately.”
Use a creative approach to the summary to avoid predictability and to
stimulate participation. See the Creative Summary portion of the
Resource Section for ideas.
Re-assign 5B— Refer participants to the Gain Willing Cooperation of Others Report Planning
Gain Willing Sheet in the Participant Manual.
Cooperation Review the directions.
0:07
− Recent example based on a commitment made in Session 3A
− 2 minute Magic Formula
− Hear the coach example(s) and analyze
Check for understanding.
To get participants thinking about the assignment, consider asking the
following questions:
− “How is it going so far on your commitment?”
− “Whose behavior have you been focused on? Why?”
− “Has it been worth your effort?”
− “What would you recommend to others based of your
application?”
Awards Present the awards:

0:03 − Outstanding Performance
− Breakthrough

4B
Report
Notes:

Session Five
Event Total
Greet - :30
Session 5A: Disagree Agreeably—Open 0:02 0:02
Warm-Up: Two Speaking at Once 0:04 0:11
Expressing Your Opinion Process 5.4 0:05 0:16
Discuss Evidence and Cushions 5.5-5.6 0:10 0:26
Practice Disagree Agreeably - Triads 0:30 0:56
Summarize 5.8 0:08 1:04
Re-assign 6A: Manage Our Stress 6.2 + 6.5 0:06 1:10
Session 5B: Gain Willing Cooperation and Commit to

Influence Others—Open 0:02 1:22
Warm-Up: Safari 0:08 1:30
Example report, Analysis, Practice with Partners 5.11 0:08 1:38
Gain Willing Cooperation Reports (in small groups; 2 minutes each) 0:30 2:08
Finalists Reports 0:10 2:18
Summarize-Gain Willing Cooperation 5.12 0:08 2:28
Suggestive Selling 0:05 2:33
Discuss Human Relations Pyramid 5.14 0:03 2:36
Introduce Demonstrate Leadership Principles #22–30 5.15-5.16 0:05 2:41
Commit to Influence Others Small Group Discussions—Linking
Principles 0:20 3:01
Demonstrate Leadership Plan and Commitments in Triads 5.17-5.19 0:08 3:09
Assign 8A: Demonstrate Leadership 8.2 0:04 3:13
Assign 6B: Develop More Flexibility (including Credibility Window) 6.2 + 6.9 0:04 3:17
Mid-Point Evaluation 5.21-5.22 0:09 3:26
Awards 0:02 3:28
Close 0:02 3:30


Computer, screen, cords, projector, visuals Breakthrough Plans
Wall Charts Optional: Sample ROI Report (several)
Easel, flip chart pad, markers, tape 5A: None
Timer and bell 5B: Two Human Relations Award
Extra pens or pencils

3x5 cards, Ballots
Roster and Session Report

Session 5A
Disagree Agreeably
Open Disagree Agreeably

− Demonstrate a process to organize our thoughts in impromptu
situations
− Communicate our ideas effectively even when we disagree
− Strengthen our personal opinions with evidence
Room Arrangement: Triads
resources and videos for this session.
and Good News the way you conduct this segment. See the Resource Section for ideas.
0:05
Warm-Up: Two Option 1: Try this variation of the Two Speaking at Once Exercise.
Speaking at Refer to the famous advertising war between Macintosh and PCs.
Once Appoint one side of the room as supporters for Macs and the other for
0:04 PCs. Tell them that each will have a chance to make their viewpoint
heard loud and clear.
Ask the Mac side to say as loudly and enthusiastically as possible, “We
like Macs.”
Have the other side respond even more loudly and enthusiastically, “We

Sessio
on 5A
Disagree Agree
eably
like PCs!”
P Go back and fortth several tim
mes trying to
o get them even
e
moree emphatic about
a their point
p of vieww.
Say, “Sounds likee you’ve beeen to this meeeting; the one
o where evveryone
is sho
outing and no
n one is listtening. How w did you like all that dissagreeing
and how
h do you normally reespond?”
Theyy’ll say thingss like, “Hatee it, get angryy, unproducttive, I tune out,
o
nothhing gets donne, I avoid thhose meetinggs,” etc.
Say, “Well, todayy we are goiing to learn a process foor being ablee to
disaggree agreeabbly so all sidees can be co
onsidered and respected. It will
also allow us to be assertivee without being aggressivve.” (Go intoo the
session.)
Opttion 2: If preeferred, and you have tim
me, conductt the standarrd Two
Speaaking at Once warm-up from
f the DCCC.
− Have triaads sit facing the front off the room, leaving adeqquate
space forr participantss to stand inn the aisles going down the
t sides
of the room.
− Before thhe session beegins, place a four-to-fivve foot strip of
masking tape
t on the floor separaating the left and right po ortions at
the front of the roomm.
− Just beforre break endds, the Coacches are to take
t their plaaces
standing in
i the aisles on both sides of the room near thee front,
ready to demonstratee the Two Speaking
S at Once
O activityy. (If
necessaryy, recruit some strong participants
p t fill these roles
to r for
you.)
− Provide the followinng instructions from the front and ceenter of
the room
m:
“In just a moment, I will ask the first two Cooaches/partiicipants,
standing in the side aisles,
a to com
me forward to the frontt of the
room, reemaining at the
t center of o their half of
o the room without
crossing over the maasking tape line.”
l
“On my signal, they will immediaately jump innto action by
simultaneously and forcefully
f co
ommunicatingg 10–15 seconds any
business related topic or incidennt that they feel stronglyy about.
− The Coacches compettitively attemmpt to captuure the attenntion of
the entiree audience, again
a withouut crossing the center masking
m
tape line.
− You are located

l in thhe center of the room faacing the two
o
speakers about 10’ awway from bo oth. Coach for more annd more
Dale Carnegie
C urse®: Skills for
Cou f Success 120
Sessio
on 5A
Disagree Agree
eably
convictio
on in the brieef 10–15 seccond activity, encouraginng both
speakers to capture the
t attentionn of the entiire audiencee.
− Call “Tim me!” at the end of 10–155 seconds, which
w indicatees for the
next speaakers who reemain in thee side aisles to t come forrward
while thee exiting coacches tap parrticipants to join the othhers in the
side aisless, awaiting their turns inn the exercisse.
− This conttinues until all
a participannts have partticipated in the
t
activity.
− Make surre the side aisle rows remain equal so s that no paarticipant
has to speak by him or o herself, even if a coacch has to go through
the line a second time.
− Keep thee lines balancced with onlyy two to thrree people inn a line at
a time.
− Ensure thhat all participants speakk forcefully fo
or 10–15 seconds.
Debrrief: “How area your bussiness meetinngs similar to
o the Two Speaking
S
at Once
O exercisee? How many of us findd ourselves in similar chaaotic,
unprroductive sittuations withh everyone just throwingg their opinions
around? How do we normaally respond?? What wouuld be a morre
effecctive responsse?”
Exp
pressing Yo
our Say, “In this sesssion, we will practice meethods of communicatingg our
Opinion Proce
ess own ideas more effectively while
w keepinng lines of co
ommunicatio
on open,
0:05
0 prim
marily using tw wo tools:
− Verbally connecting
c w a perso
with on before wee state our opinions
o
by effectively using ‘ccushions.’
− Strengtheening our peersonal opiniions with supportive evidence.”
− Ask, “Whhat happens when we sitt in a meetinng and blurt out our
opinions with a little too much fo
orce and theen regret it?””
− Ask, “Onn the other hand,
h how many
m of us haave ever hessitated to
state ourr opinion beccause we did
dn’t think it would
w carryy much
weight with
w the group?”
Trainer Note: The

T illustration in the Diisagree Agreeeably modeel has
beenn changed fro
om the one in the DCC C (upside-dow wn triangle) to a
persoon’s head. It better illusstrates the “think
“ – cushhion – respo
ond”
Dale Carnegie
Cou f Success 121
Sessio
on 5A
Disagree Agree
eably
model we are esspousing.
Visuaal: Respondinng Effectivelyy in Impromptu Situationns.
Guid
de a discussio on using thee Think-Speaak diagram inn the Particippant
Manuual, focusingg on how this process co ould be beneeficial to the
workkplace enviro onment. Maake this discussion highlyy interactivee.
Walkk through thhe steps in thhe Think-Speeak diagram and have sm
mall group
discuussions on thhe benefits of
o this proceess at work.
Bringg out the pooint that this structure iss a proven way
w to strenggthen our
opinions by speaaking in a waay that will inncrease the likelihood thhat
peopple will give merit
m to ourr ideas.
Discuuss Visuaal: Cushion

C
Cushions and
Evidennce
0::10
Explaain, “A cushion must meeet these criiteria and coommunicate the

follow
wing:
− An acknowledgemennt that you heard
h the peerson
Dale Carnegie
Cou f Success 122
Session 5A
Disagree Agreeably
− Not agree or disagree
− Keep lines of communication open”
Prime the pump with some examples of cushions, such as:
− “I understand that you said …”
− “I see your concern about …”
− “I appreciate your view on …”
Discuss the words to avoid after the cushion to keep the lines of
communication open.
Avoid Use Neutral Words and Phrases

But And
However (Pause)
Nevertheless (Period) and respond with a new thought
Yet “That triggers another thought …”
In triads, have participants develop cushions that meet the criteria.
Solicit responses from the triads and record these on a flip chart or
whiteboard. Get one or two responses from each group until all
responses are captured; that way, all groups get to contribute.
Visual: Evidence DEFEATS Doubt.
Re-introduce DEFEATS and discuss how evidence strengthens our

positions and helps win people to our way of thinking. Have the
Coaches share examples of evidence to help illustrate the point.
Emphasize that we have used examples primarily from our own lives for
evidence. That is because we truly “own” our examples, which makes us
more persuasive. The critical question is, “Which form of evidence will
be most credible to the person I am talking to?”
Explain, “After you state the cushion, you still need to state your opinion
using evidence to back it up.”

Sessio
on 5A
Disagree Agree
eably
Visuaal: Disagree Agreeably

A Process.
Discuss the proccess from thhe Participantt Manual. If you

y are not using
PowerPoint visuals, transfer a version off the processs onto a flipp chart or
whiteboard.
Discuss why we use evidencce in the begginning of thiis model, plaace a
cushion in the middle,
m and why
w our opinnions are at thet end.
Ask questions suuch as, “Whaat is the valuue in taking a few seconds to
thinkk before speaking? Whoo struggles to do this? Why?”
W
Practiice Menttion that a starting pointt when we disagree

d withh another’s opinion
o is
Disagrree to assk him or heer, “Why do you believee that?” We may find co ommon
Agreeabbly ground through greater understanding. If not, we will
w want to start
s
0::30 build
ding some co ommon grouund.
Disclose that this process is not about convincing
c others as much as it is
abouut getting our viewpointss heard to inncrease the odds of
undeerstanding, while
w decreasing conflict.
Menttion that our tone of vo
oice, facial exxpressions, and
a body lannguage are
just as
a importantt as the worrds we use.
Ask questions suuch as, “Whaat happens when
w there is incongrueence
betw
ween our wo ords, inflectio
ons, and bod
dy language? What kind ds of body
languuage could work
w against us?” Discuss the imporrtance of using good
bodyy language.
Visuaal: Disagree Agreeably
A Practice.
Dale Carnegie
Cou f Success 124
Sessio
on 5A
Disagree Agree
eably
Provvide an overvview of howw the processs will work and

a have thee
Coacches demonstrate it. Exxplaining the practice forr Disagreeing
Agreeeably can bee challengingg to set up, so
s take yourr time doing it. The
invesstment of tim
me will save confusion laater in the exercise.
Trainer Note: YouY may wissh to have thhree people stand to dem mo the
proccess that follo
ows. By sho owing the paarticipants what
w will happpen,
ratheer than talking about it, you will likeely save timee and get bettter
results.
Stepp #1: Use thhe PowerPoiint visual or post the thrree roles (O Opinion
Giveer, Disagree Agreeably, anda Coach) on a flip chaart and explaain the
role of each indivvidual in thee triad. See suggested to
opics in the Resource
Sectiion.
Stepp #2: Providde each triadd three 3x5 cards.
c On one
o card, havve the
letter/words “A— —Opinion Giver.”
G On card two, haave the letteer/words
“B——Disagree Aggreeably.” On O the third d card, have the letter/w
word “C—
Coacch.” Explainn the respecttive roles annd that each person will have an
+ oppo
Step
ortunity to participate
p #3: Demo
p inn all three ro
onstrate the process to all
oles during the
t exercise..
a participannts as follow
ws:
1) The Trainner selects three
t peoplee (Roles A, B,
B and C) and d
provides a topic. Forr example: “Our
“ businesss casual praactices
have becoome too relaxed and unnprofessionaal.”
Trainer Note:
N Prepaare the topiccs from the Disagree
D Aggreeably
section of
o the Resource Section of this manuual or from your
y
knowledgge of the perrson playing Role B.
2) Have Rolle B (the perrson who wiill Disagree Agreeably)
A s
share the
position that
t he or shhe will take on this issuee to Role A (Opinion
Giver).
Importan nt Note of Explanation: This allow ws the Opinion Giver
to react authentically
a y to the issuee as he or shhe responds to the
topic. Annnounce to the
t group thhat this also allows us too practice
Dale Carnegie
Cou f Success 125
Session 5A
Disagree Agreeably
the skill of Disagreeing Agreeably, which is the primary focus of
this session. For the above example, let’s say Role B agrees that
business dress has become too casual. The B participant now
communicates his or her stand to the Role A participant.
3) Have Role A (the Opinion Giver) state the point of view that is
opposite from the point of view that Role B has chosen in 10-15
seconds. In this example, Role A states: “I believe that our
company’s business casual policy has provided an environment of
creativity and increased productivity. I hope we never go back to
the formal business attire culture!” Explain that Role A has now
completed their task for the exercise.
4) Have Role B (Disagree Agreeably) cushion the response from
Role A (Opinion Giver) and respond with evidence in 60
seconds. In this example, Role B (Disagree Agreeably) says, “I
can see why you might say that. (Cushion) Last week we had a
very important client visiting our corporate office. At the end of
the day, our guest casually mentioned to me how ‘unprofessional’
some of my co-workers looked in their distressed blue jeans and
flip-flops. (Evidence) I am now concerned that it will affect our
future business. This example suggests that relaxing our company
dress codes can impact our business in a negative way. (What
the evidence suggests to me) Therefore, I believe that we need a
more professional dress code re-instituted. (What I believe)”
5) Have Role C (Coach) coach Role B for facial expression, tone of
voice, and other points, which could invalidate the response.
After the response, give the Coach 20 seconds to provide
feedback to Role B (Disagree Agreeably). For example: Role C
says to Role B, “That was an effective cushion that kept the lines
of communication open and your personal evidence made a
compelling point.”
Step #4: Now, begin the exercise by identifying each participant in the
triad as Role A, Role B, or Role C. If the participants are not divisible by
three, have a Coach join a group to form an additional triad. Use central
timing to keep groups in sync.
Rotate roles until everyone has had an opportunity to practice each role.
Option: If you have a small group or an in-house program for an

organization, consider introducing a controversial business topic from
the Resource Section and have people use the Disagree Agreeably
process in front of the entire room (as they would in a meeting at

Sessio
on 5A
Disagree Agree
eably
workk.)
Coacch respondeers througho out the practtice and get them to coaach one
another to use the
t think-cusshion-speak process. Co onsider drammatizing
yourr ideas by haaving a couple of penalty flags to thro
ow or a buzzzer to
ring if someone forgets
f to cuushion or usse the propeer order in
respoonding.
Summariize To summarize, useu the proccess that follo ows or one of the summ maries in
0::08 the Resource
R Seection or havve participannts look for specific
s applications
to usse cushions and evidence in their daay-to-day acttivities. Sugggested
quesstions:
− “Why is iti sometimes difficult to cushion?”
− “Why is iti more difficcult in a situation wheree we are emotionally
vested?”
− “How cann we better prepare forr these situattions?”
− “When wew take timee to cushion,, what Humaan Relations
Principless are we usinng?”
− “How will using cushhions benefitt productivityy, efficiency, and
bottom-liine profitability?”
− “How do oes keeping the
t lines of communicat
c tion open
demonstrrate effectivee leadership?”
− “What is the power of having a structure
s to communicaate our
point?”
Afterr facilitating the above questions,
q ask the group “When it comes to
disaggreeing agreeeably, whichh is most impportant, 1) The
T cushion, 2) the
bridgge, or 3) statting our opinnions with evidence?”
e
Afterr a few seco
onds of thougght, someonne will pick one.
o Then, ask
a him
or heer to elaborrate and after he or she does, ask thhe group if thhey all
agreee.
Ineviitably, someoone will say,, “No, I thinkk …” Beforre he or she
conttinues, stop him
h or her anda say, “Lett’s use the sttructure we’ve been
workking on. Please respond d directly to person #1 byb first cushioning
and then
t stating your opinio
on with evideence.”
Let the
t discussioon continue, making suree that the paarticipants use the
Disaggreeably Agreeably proccess.
Afterr some timee, ask anotheer question relating
r to which
w type off evidence
will work
w best inn their situattions and orgganizations.
Interrestingly, deppending upo
on the speakeer, participants each value
differrent types of
o evidence. A “numberss person” fo ocuses mostlly on the
evideence and a “feelings
“ persson” focusess on the cusshion; they may
m not
Dale Carnegie
Cou f Success 127
Session 5A
Disagree Agreeably
even hear the evidence, etc. It can make for a very interesting
conversation.
The summary can be brought to a close by pointing out the continual
need to know our audience and to see things from the other person’s
point of view.
Trainer Note: As reserve power, consider discussing how effectively
stating our opinions is linked to the participants’ Breakthrough Plans and
the three sets of Human Relations Principles.
Re-assign 6A— This is a reminder to participants that they are going to provide an
Manage Our update report next week on an outcome of their commitment to apply
Stress the Manage Stress Principles.
0:06 To prepare, participants should reflect on their commitments and what
they have specifically done to apply any of Dale Carnegie’s Manage Stress
Principles in their professional lives. The circumstances may have
involved a difficult business relationship, a troubled time at work, a time
of financial or emotional stress, or a time of being unable to control
events or a situation. It must be a recent application of one of the
principles in How to Stop Worrying and Start Living.
Sell the value of better managing the impact of stress in our lives
personally and/or professionally.
− (Personally) Dale Carnegie quoted Dr. Alexis Carrel–“Those
who do not know how to fight worry die young.”
− (Professionally) “Financially, the estimated price tag for stress in
United States industry is over $300 billion annually by way of
accidents; absenteeism; employee turnover; diminished
productivity; direct medical, legal, insurance costs; and workers
compensation awards.” —The American Institute of Stress
Remind participants to tie back this commitment to their personal

visions and breakthroughs. Help participants see a need to be with us
next week.
Review the assignment:

− Two-minute report
− Share a specific business commitment, how well they
accomplished it, and which of the thirty principles they applied
− Use the Magic Formula

Sessio
on 5A
Disagree Agree
eably
Hearr the coach example(s)
e a analyze.
and
Checck for underrstanding.
Givee think/write time to com mplete the bottom
b portion of the Manage
M
Our Stress
S Reportt Planning Sheeet in their Participant
P M
Manual.
Enco
ourage continued readingg of the texttbooks.
Bridge Exam
mple bridge: “A person who w learns howh to disaggree agreeabbly has
takenn a step in thhe right direection by dem
monstratingg flexibility inn being
asserrtive.”
Bre
eak Interract with parrticipants duuring the breeak.
0::10
Note
es:
Dale Carnegie
Cou f Success 129
Session 5A
Disagree Agreeably
Notes:

Session 5B
Gain Willing Cooperation and Commit to Influence Others
Open Gain Willing Cooperation and Commit to Influence

0:02 Others
− Influence people through trust and respect
− Achieve cooperation versus compliance
− Discover the power of finding points of agreement
− Discover how to coach for improved performance
Warm-Up: Safari Say, “We are in Africa and we are going on a photographic safari. I’ve
0:08 never been on one. I don’t know about you, but I’m feeling a bit
anxious about this new, uncharted territory. Our objective is to
capture some close-up photographs of African lions. We are dressed
in khaki clothes, pith helmets, and leggings to prevent being bitten by
snakes. Let’s put on our pith helmets and leggings. The supply-carriers
and guides are walking behind us.
“Let’s get started through the African forest.” (Rhythmically pat out the
steps by slapping your hands alternately on your knees at about the
same cadence as you would walk, raising each hand and leg high in the
air after each slap.)
“We walk through the tall grass as it swishes around our bodies and

Session 5B
heads. (For this gesture hold your arms in front of your body, elbows
slightly bent, and palms of hands facing each other. Move your hands
back and forth in opposite directions away from you, slapping them
together as they pass each other, making a sharp “swooshing” sound,
which resembles the rustling of tall grass. Use the same cadence that
you did in the “walking” part.)
“We are back again on the path.” (Resume “walking” by slapping your
hands on your knees again.)
“We admire the flora and the fauna on each side of us.” (Continue
“walking” and turn your head from side to side in deep appreciation.)
“See the roses on the left; don’t they smell sweet?” (Continue
“walking” and breathe deeply as you smell the beautiful roses.)
“And the lilacs on the right!” (Smell them, too. Continue “walking”.)
“Is everyone keeping pace?” (Look over your shoulder to make sure.)
“Oops! More tall grass!” (Use the “swooshing” gesture.)
“Back on the path.” (Use the “walking” gesture.)
“There’s a big hill, let’s get a running start!” (“Walk” a little slower and
with effort up the hill— then faster down the other side.)
“We made it.” (Slow down the “walking” gesture.)
“There’s a bridge. Over we go!” (Pound your hands on your chest to
indicate feet walking over loose boards. Same rhythm as “walking”.)
“Uh oh! Another stream! No bridge! Back up and get a running start
to jump.” (“Walk” slowly backward, then “walk” fast forward, and then
pause to indicate a jump. Lift your legs off floor and lean back in your
chair. Land with a hard slap. Continue to “walk”.)
“Isn’t it a beautiful day?” (Pause and listen.)
“There’s a big lion! Give me my camera!”
(Reach for the camera, press the button.)
“Click! Click! Wow, he heard us! He’s charging us! Let’s get out of
here on the double! Hurry! (“Walking” changes to “running”.)
“Down the path—over the stream!”
(Jump, pause, land hard, and continue “running”.)
“He’s still after us—over the bridge!” (Pound hands on chest.)
“Up the hill, down the hill—is everybody with us?”
(Quickly look over your shoulder and continue “running”.)
“We’re back on the path.” (Continue “running”.)

Session 5B
“Past the lilacs.” (Quick smell and continue “running”.)

“Past the roses.” (Quick smell and continue “running”.)
“Past the flora and the fauna, through the tall grass.”
(Swoosh, swoosh rapidly.)
“Path, grass, path.” (Continue “running”.)
“We’re almost there!” (Continue “running”.)
“We made it!” (Collapse in a dead faint.)
Trainer Note: Obviously, the faster you do the part after the lion
starts to chase you, the more fun it will be.
Debrief by asking participants the following types of questions:
− “How is the work environment like a jungle, as it challenges us
to get cooperation from the team?”
− “What are some ways that the Safari activity relates to Gaining
Willing Cooperation?”
− “Why is teamwork so critical to our success?”
Trainer Note: Make sure to relate this to professional activities and
results.
Example, Visual: Gain Willing Cooperation.

Analysis, Practice
0:08
Reference the Human Relations Pyramid and the focus of this report.
Visual: Briefly review the Gain Willing Cooperation Principles.

Session 5B
Explain that this is an update of our commitment and the progress that
we are making. Refer participants to the Report Planning Sheet.
Present a Course Coach example (or your example) and analyze.
Emphasize that the report should:
− Be a specific, current incident application
− Immediately start with action
− Use the two-minute Magic Formula for Influencing Action
Practice with Partners:
− Have the participants find a partner and identify who will be
speaking first
− Prior to the start of the first speaker, say, “May I see the raised
hand of the listener in each group?”
− Continue and say, “Listeners, throw down a challenge (principle
#21) to your partner by having him or her dramatize their ideas
(principle #20) as he or she gives their update report.”
− Remember these are Magic Formula for Influencing Action
reports. Help participants dramatize their actions and benefits
in a memorable way.
− Reverse roles after the first partner has spoken.
Review the award criteria from the Participant Manual for this report:
− Human Relations Award—Lincoln the Unknown. Emphasize the
current application aspect.

Session 5B
Gain Willing Have the small groups select a person to go first. Use central timing
Cooperation and have each person report to their small group on their recent
Reports— application of the Gain Willing Cooperation Principles.
Small Groups
0:30 Have the coaching team coach for confident, effective communication
skills, being influential, engaging, motivating, and able to find points of
agreement.
Continue until all persons have reported in their small groups.
Have each group vote for a finalist to represent their group using the
criteria of the application of the Human Relations Principle being
recent, intentional, and following the Magic Formula for Influencing
Action.
Time permitting, have each small group coach their representative to
give their report to the entire group.
Gain Willing Bring finalists forward and have them give their reports.
Cooperation
Reports—
Finalists
0:10
Recap and Vote Review the award criteria for this report: Human Relations Award—
0:02 Lincoln the Unknown.

Session 5B
Summarize Option 1: Summarize the session. One option is to play the “devil’s
0:08 advocate” by asking questions like:
− “If people are really unapproachable or mean-spirited, why
should we want to have a better relationship with them?”
− “In the 21st Century, are these principles truly relevant to our
challenging and competitive business climate?”
− “What significant benefits will you and your organization derive
when these principles are consciously practiced in your work
environment?”
Option 2: Summarize Gain Willing Cooperation and bridge to Commit
to Influence Others.
After the recap and vote, ask, “How many of you wanted to be better
able to deal with difficult people as a result of this course?” Raise your
hand and look at them. Many if not most will raise their hands.
Say, “Good! Let’s talk about difficult people. What are some
characteristics and traits of difficult people?” Have one or two people
scribe them as you facilitate. Get a flip chart or whiteboard full of
negative characteristics. After they identify the traits and they are
charted, say, "You were each thinking of a specific person, weren’t
you?" The participants will likely laugh and admit it.
(Or, have all of the participants work in small groups and develop a list
of traits and characteristics that are negative and disruptive. Give the
groups several minutes to develop their respective lists. )
After compiling the lists on a whiteboard or flip chart, have everyone
open their Golden Book and write the corresponding “Human Relations”
principle that would best address each particular behavior.
Ask them to review the first 21 HR Principles in the Golden Book and
ask which ones would help with these "real people." More than one
principle will be identified for many of the traits.
Summarize the activity by briefly communicating that Mr. Carnegie’s
human relations principles work with a multitude of negative human
behaviors.

Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
Sugg
gestive Selling Brieefly and informally, talk to
t the particcipants abouut the availabbility of
0:05
0 othher Dale Carrnegie® proggrams and thhe benefits ofo bringing thhese
proograms in-ho ouse.
A couple
c of ideeas to bring out
o through facilitation are:
− A true professional never stopps growing.
− Ask theem to identify people in their prograam who havve
developped significanntly in just fiive weeks.
− Each peerson has unnique skills and
a opportunnities that reequire
differennt, ongoing approaches
a t developm
to ment.
− Being a Coach for the
t DCC annd a participaant in the HIP, SA,
LTM, and over 2000 CBDS mod dules are all strong possible
approaches to helpp people devvelop into thhe person they are
meant to
t become.
− Dale Carnegie Traiining® has a competencyy model thatt we use
to helpp individuals and organizaations gain results.
r It annalyzes
everythhing from cuustomer acquuisition to leeadership, to o
presenttation skills to
t team mem mber engageement.
− In-housse programs and sendingg teams helpps leverage the t power
of grouups to gain suubstantial reeturns on traaining and
developpment effortts.
− Ask coaches to give testimony to the deveelopment thaat
coachinng the DCC has broughtt to them.
− Ask theem to contact their DCT T Sales Rep or talk to yo
ou after
class if they would like additionnal informatiion.
Traainer Note: Done well, this gives ouur Trainers more prograams to
deliiver and meeets the manyy needs of our
o participants and cliennt
orgganizations.
Bridge Exaample bridgee: “Even tho

ough you havve many Hum man Relationns tools
to help
h work withw and thro ough challenging people, you probabbly
wouldn't mind having a feww more toolss, for the tim
mes these diffficult
peo
ople are evenn more difficcult than usuual.”

or Success 137
Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
Commit to Visuual: Commit to Influencee Others

Inflluence Oth
hers
Brieefly overview
w the learninng objectivess and purpose for the seecond half
of this
t session.
Discuss Hum
man
Relatiions Visuual: Demonsstrate Leaderrship.
Pyrammid
0:03
0
Thrrough facilitaation, discuss the Humann Relations Pyramid. Thhis graphic

helpps the visuall learner seee the focus of
o the sessionn.
Using the visuaal, make the point that iff our focus iss not Demonnstrating
Leaadership, thee result is oftten resistancce, attitudinaal problems,, and
resentment.

or Success 138
Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
Introducce Visualls: Demonstrate Leadersship Principles.

Demonstratte
D
Leadershhip
Principle
es
0:0
05
Introduce the thiird set of Huuman Relatio

ons Principlees.
Commit to t The following

f description details the actiivities of thiss session thaat allow
Influe
ence Othe ers particcipants to beecome familiiar with the third set of human relattions
S
Small Grouup principles in a funn, interactivee, small grouup setting. The
T class meembers
Discussionns use creativity
c to develop a linnking system m to help thee entire grouup recall
0:2
20 the principles.
p Fuurthermore,, the particippants will haave in-depth
discussions aboutt the subjectt of effectivee leadership.
− Divide thee class into three
t groupss and ask eaach group to build
mental “linking” pictures (related to the three principles you have
assigned them)
t that will
w help them m rememberr the Leaderrship
Principles.
− After five minutes, askk them to chhoose a leadder from theeir group
to join thee leaders chosen from the other twwo groups. TheT
“leader teeam” will putt together one
o link/stackk of all nine
principles, which theyy will teach to
t the entiree class.
− While thee leader team m builds the links between their respective
set of prinnciples, the remaining
r sm
mall groups have
h five minnutes to
discuss the following three
t questiions:
o “Whhy did they choose
c the person
p that they chose to
t be the
leader from their group?”
o “Whhat more co
ould I have done to have emerged ass the
leader?”
o “Whhat are somee situations at work wheere I could
dem
monstrate moore leadershhip?”
− Get feedbback from thhe groups baased on these questions and

or Success 139
Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
make suree to addresss the issue thhat leadershiip is not justt related
to a title or
o position. We often haveh to lead upward and d across
our organnizations. So olicit examples of when they have haad to
“lead” theeir bosses, peers, custommers, etc. Point out thaat our
organizations are lookking for and,, indeed, neeed people to o step up
to leadersship roles, reegardless of their positio
ons.
− Have the leader teamm teach the rest
r of the cllass the ninee links for
the HR Prrinciples #222–30. Coachh the leaderrs.
− Bridge to the fact thatt these princciples are to
ools to help us
u
demonstrrate our leaddership abilitties.
− In their sm
mall groups, have them discuss
d the nine
n principles by
addressingg the following questionns:
o “How w could thesee principles assist
a you in changing thhe
attitud
des and behaaviors of othhers in your workplace?”
o “Howw could thesee principles help
h you coaach your peo
ople to
higherr levels of peerformance?”
o “Commpare and coontrast thesee principles with
w the firstt two
sets (1–9; 10–21)..”
o “Whicch of these principles
p wo
ould be mosst challengingg to
apply with
w someone you did not n know weell or have much
m in
commmon with?”
Trainner Note: The
T discussio on helps understand the principles annd begin
to think more brroadly aboutt the possiblee applicationns.
D
Demonstrat te Referr participants to the Com
mmit to Influeence Others Planning
P Sheeets in
Lead
dership Plaan their Participant Manuals.
M
an
nd Havee participantss complete the
t plan in thheir manualss. Say, “As youy
Co
ommitmen nts refleccted on the principles, certain business situationns and/or asssociates
0:008 probaably came too mind. Refllect on the opportunitie
o es in the plannning
pagess. Choose the ones thatt would be veryv importaant to your work
w
envirronment and d could support your vision. These should be situations
wherre action cann be taken immmediately.””
Referr to the plann:
− In the firstt line, list the people forr whom you see an oppoortunity
for coaching. For exaample, “co-w worker Joe Garcia.”
G
− In the seccond area, lisst a breakthrrough that we
w are strivinng for
with that individual. For F examplee, “A breakthhrough for me
m would
be to get Joe to take more initiative with ourr team projeects.”

or Success 140
Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
− In the thirrd area, list the

t principlees that you will
w apply to help you
accomplissh this breakkthrough. List the princiiples by num
mber or
abbreviatiions.
Give participants a few minuttes to think and write thheir plans.
(Rem
member, our primary foccus is on thee professionaal side of thee plan.)
The Trainer
T and Coaches sho ould circulatte around thhe room and
d prime
the pump
p with seeveral exampples from paarticipants’ plans.
p
Direcct participants to the commitment page
p in their Participant Manuals
M
and have
h them co omplete it.
In triaads, using ceentral timingg, give participants one minute
m each to share
their commitmennts.
Coacches should circulate
c to spot check for
f specific applications.
a
Summarizze Train ner Note: ThisT sessionn already had d a summaryy for the Gaiin Willing
Option
nal Coopperation repports. Time permitting, summarize this t session by asking
particcipants:
1. “Identify the
t person inn your groupp who you felt f had a strrong
Commitm ment to Influeence Otherss, and why thhat commitm ment is
importantt to their vision?” (Timee permitting,, ask those id dentified
to share their
t committments with the rest of the group.)
2. “If we were able to make
m this thirrd set of prinnciples a standard
practice inn leading peo
ople, how might
m this imppact our
organization’s perform mance?”
3. “How migght these coaaching tools help improvve morale inn the
workplacee?”
Assign 8AA: Explaain that the participants

p will report on
o the statuss of these
Demonstratte
D comm mitments in Session 8A using a 90-seecond Magicc Formula fo or
Leadershhip Influeencing Action.
0:0
04 Menttion that thiss set of Hum
man Relations Principles is typically
consiidered amonng the most important and
a most chaallenging.
Ask participants
p t stand and
to d be counted d by committting to startt working
on appplying the Leadership
L P
Principles imm
mediately annd persistenttly.

or Success 141
Sessio
on 5B
Gain Willing Co
ooperation
n and Comm
mit to Influ
uence Others
Assign 6B— — Ask, “How does being able to t expand yo our comfort zone and beecome
De
evelop Morre moree of a risk-taaker relate to
o living in a world
w of havving to get more
m
Flexibility done, better, fastter, with lesss?
0:004
“Whyy would it be importantt for you to lose
l some of
o your inhibitions?
Whatt would be the
t value to you? Your associates? Your organnization?”
“If yo
ou were ablee to take youur communications to ann entirely neew level,
what might that mean
m to youu? How wouuld an accouuntant know w you
weree providing inncreased value (ROI)?”
In preeparation fo
or Session 6B B, ask particiipants to wrrite ten traitss and
charaacteristics off people who o possess strong, expresssive commuunication
and leeadership skkills. Have thhe participannts capture their
t ideas inn the
Particcipant Manuaal in Session 6B using thee Credibility Window
W Plannning
Sheett. Also, ask them
t to incllude benefitss of reducingg our inhibittions and
becom ming prudennt risk-takerrs.
Train ner Note: The T Credibility Window is a great to ool in settingg up the
flexibbility drills. The
T window w helps us too put the drillls into conteext
beforre we start, allows us to o draw stronng relevance from the drrills to
the participant's
p g
goals and neeeds, and aid
ds in follow-uup after
demo onstrating eaach drill. Too explain thee Credibility Window so o that
particcipants undeerstand how to completee it betweenn this sessionn and
next session, askk questions (in small grouups, triads, etc.),
e such ass:
- “Who aree some strong communiicators and leaders l in thhis group
(or that you
y know peersonally)?”
- “What do o these effecctive commuunicators and d leaders do o to
communiccate crediblyy?” (Talk fro om the hearrt, “sing sommething
simple,” prepare,
p rehearse, be eaager, be excitted, be enthhusiastic,
give themmselves pep talks,
t have a good attitud de, reach ouut to the
audience, take approppriate risks, etc.)
- “How do they look thhat makes thhem believabble?” (Use
appropriaate, congruent gestures, facial expressions, posture, and
stance; make eye conntact; etc.
- “What do o they say too be effectivee?” (Clear message,
m talkk in terms
of their auudience's intterests, arouuse an eagerr want, etc.)
- “How do they say thiings so they are believabble?” (Vocal variety,
don’t readd presentations, have a good
g time, use
u illustratio ons,
dynamics,, pacing, goo od articulatio
on, speak witth emotion, speak
with convviction, be dramatic, etc..)
Tell participants
p t come reaady to have fun
to f and trulyy stretch outt of their

or Success 142
Session 5B
comfort zones. Do not mention “flexibility drills.” This might

discourage some people from attending the session. Encourage women
to wear slacks to the next session.
Encourage continued reading of the textbooks.
Mid-Point Visual: Mid-Point Evaluation

Evaluation
0:09
Have participants get into triads. Ask them to review their responses
from the Mid-Point Evaluation Form in the manual. In their triads, they will
respond to the following:
− “Provide a brief recap of your initial vision from Session 1.”
− “What progress are you making toward your vision?”
− “What will you do throughout the rest of the training to
continue to work toward your vision?”
Have participants share their updated visions in centrally timed, one-
minute reports to their triads. Allow them to use their mid-point
evaluation as a resource if it makes them feel more comfortable.
Ask a few volunteers to share some responses from their triads.
Respond to their progress and mention that we still have three sessions
to go. Say, “It’s exciting to know that many people see their greatest
growth in the remaining part of the program.”
Ask participants to pull out their Mid-Point Evaluation Forms and give
them to the trainer team for review. (Notice if participants ask for
additional assistance.)
Trainer Note: Comments made by the participants on the backside of
the Mid-Point Evaluation Form in the Participant Manual are helpful
feedback for the Dale Carnegie® trainer team.
Trainer Note: If you are using the DCC ROI Project option, ask

Session 5B
candidates to give an update on their DCC ROI Project using the Additional
Comments section of their Mid-Point Feedback Forms. Also, have them
discuss the progress of their projects in the small group discussions.
Awards Present awards:

0:02 − Human Relations Book––Lincoln the Unknown
Report
Notes:
:

Session Six
Event Total
Greet - :30
Session 6A: Manage Our Stress—Open 0:02 0:02
Warm-Up: Lemon Tasting Exercise 0:04 0:10
Manage Our Stress Reports (2 minutes) 1:15 1:33
Summarize 0:08 1:43
Assign 7A: Build Others through Recognition 0:07 1:50
Preparation for Session 6B 0:02 1:52
Awards: Outstanding Performance and Breakthrough 0:02 1:54
Session 6B: Develop More Flexibility

(including Credibility Window)—Open 0:02 2:06
Flexibility Drills 0:55 3:01
Summarize 0:10 3:16
Assign 7B—Inspire Others 0:08 3:24
Awards: Crashing Through 0:04 3:28
Close 0:02 3:30
materials to ensure you exceed participants’ expectations. Use the options listed in
this manual or material from the 12-week DCC.

Supply List
• Timer and bell • Awards A: One Outstanding Performance and one
Breakthrough
• Extra pens or pencils • Awards B: Crashing Through
• 3x5 cards

Session 6A
Manage Our Stress
Open Manage Our Stress

− Increase our ability to control worry and stress
− Learn from others how to confront our fears
− Recognize that we can triumph over adversity
Room Arrangement: Theatre
Welcome participants back.
Reading Recap and Conduct Reading Recap and Good News. Use variety and creativity in
Good News the way you conduct this segment. See the Resource Section for ideas.
0:04
Warm-Up: Note: The Participant Manual now has a brief quote or comment for
Lemon Tasting each worry principle – much like the HR principles. The idea is to
Exercise make the principles easier to understand if a person has not thoroughly
0:04 read How to Stop Worrying and Start Living.
Do the lemon tasting exercise:
Have participants close their eyes and imagine that they are in their
kitchen with a fresh lemon brought home from the store. Say, “As you
hold the lemon it feels slippery and has little bumps. You grab a sharp
knife and put the lemon down on the kitchen counter. As you draw
the knife through the lemon to cut it in half, you see drops of lemon
juice drip down onto the counter. You also smell the fresh scent of
the lemon. You put the knife down and bring one half of the lemon
closer to your face. It glistens and you smell the lemon scent even
more strongly. You decide to taste the lemon so you open your
mouth, bring the lemon to your teeth and then … (pause slightly) …
you bite down.”
Ask the group to immediately open their eyes and raise their hands if

Sessio
on 6A
Manage Our Stress
S
theyy salivated when
w you said “bite dow
wn.” At leastt half the gro
oup will
raise their handds.
Askk, “What doees our respoonse to the imaginary
i lemon have to o do with
our response too negative sttress or distress?” You will get answ
wers such
as, our
o body actts as if the stress were real
r even if it is not, som
metimes
our imaginationn can make things
t worsee, etc. You say,
s “Exactlyy.”
Bridge “If we
w can tastee imaginary leemons, imaggine how muuch sweeter life will
tastte as we masster the skills of intentio
onally managing stress raather than
lettiing stress manage us. Today
T we willl hear how you
y have wrritten
neww chapters to o How to Stoop Worrying and
a Start Liviing.”
Exa
ample, Anaalysis, Refeer participannts to the Manage Our Stress Report Planning Sheet in the
Practice
e with Partticipant Manuual.
Parrtners Creeate excitemment about thhe value of being
b better able to mannage the
0:08 imppact of stresss in our livess.
Revview the assignment.
Heaar the coach example(s) and analyzee.
Havve participannts practice with
w partnerrs. Considerr the followiing for a
channge in the prrocess: Eachh partner only communiccates his or her
Action/Benefit statement
s inn the timefraame listed onn the Magic Formula
walll chart (5 seconds for eaach segmentt).
Thee participantss should coaach each othher to refinee the Action//Benefit
to be
b a strong, high-impact,, and motivaational messaage. Repeatt the
process of givinng just the Action/Benefi
A it with severral partners during
the practice seggment.
Revview the awaard criteria for
f this repo
ort: Outstand
ding Perform
mance
and Breakthrouugh.
Man
nage Our Stress
S Havve participannts give theirr reports and
d deliver strrength-centered
Reports respponses at the end of eacch report. Aim A for the bulls-eye,
b avoiding
1:15 obvvious strengtths. Look att the particippants as indivviduals and
com
mmunicate frrom your heeart.
Traainer Note: Coach the participants
p actively; keeep them on track.
t
Sincce this is a Magic
M Formula report, thhe participants must perssuade us
to take
t their action and bennefit. Thesee reports havve a tendenccy to be
commpelling by nature
n of thee content. Make
M sure thhe participants deliver
the Action and Benefit in a compelling way.
w
Connduct interim
m summaries to create business
b conntext.
our group is not too largge, take a shhort break during these reports.
If yo
Dale Carnegie
Cou f Success 148
Sessio
on 6A
Manage Our Stress
S
R
Recap and Vote Revview the awaard criteria for
f this repo
ort:
0:02 − Outstannding Perforrmance
− Breakthhrough
Connduct a recaap and vote. Collect thee ballots.
Tra
ainer Note: Use creativee approachees for this activity to add
d variety.
Summ
marize Deppending on group
g size, divide
d into fo
our to six groups and assign each
0:08 grouup one of thhe following questions:
1. What will
w you do differently beccause of som mething you have
discoverred in this seession?
2. What co onclusions caan we draw from these reports?
3. Reflectinng on the reports we heeard here, what
w are som
me
tangible ways that managing
m streess advancess us toward our
vision?
4 How do
4. oes stress hinnder our succcess in achieving breaktthroughs?
5. How do o the Humann Relations Principles
P help us in managing
stress annd worry?
6. How cann we take what
w we learnned here bacck to peoplee at work
to enhannce our worrk culture?
7. How do oes being able to better manage
m streess make us a
strongerr team member?
Afteer a few minnutes, have groups
g selectt one personn to report on what
theyy discussed.
Traainer Note: After hearinng all the repports, encapsulate the reesponses
to communicate
c e that we haave to effecttively deal wiith stress in our lives
… and
a now wee are in a bettter positionn to handle itt.
Bridge Example Bridgee: “How werre you inspirred in this seession? Whaat really
causses people to
t be inspired? Next weeek, we’ll havve an opporrtunity to
insppire the rest of the participants.”
Asssign 7A——Build Disccuss the neeed for recognition in thee workplace. Ask, “Is there
O
Others thrrough eno
ough? Why not?n What can we do about
a it? What might haappen to
Recogn nition a work environment wheree we consistently look fo or strengths in
0:07 peo
ople instead of
o faults?”
Refeer participannts to the Buuild Others thhrough Recognnition Activityy page in
the Participant Manual.
M
Heaar the Coachhes’ examplees and analyzze, using thee guidelines for
f giving
sinccere appreciaation.
Dale Carnegie
Cou f Success 149
Session 6A
Manage Our Stress
Say, “Next session, we are going to practice some tools that can help
us build this kind of positive work environment. You won’t want to
miss this session!”
“Finally, we will give ourselves recognition as a way to set higher goals
in the future.”
Preparation for In preparation for the next segment, remind participants that they were
Session 6B asked to write in their manuals the traits and characteristics of people
0:02 who possess strong, expressive communication skills. This will be
captured in Session 6B using the Credibility Window Planning Sheet.
During the break, participants write on the flip chart or whiteboard the
traits/characteristics of effective leaders and communicators using notes
from their Participant Manuals.
You may wish to review the instructions for filling in the Credibility
Window to help participants prepare for the session after the break
(see Session 5B: Assign Session 6B for details).
If you have a small number of participants, have them each identify two
traits or characteristics. If you have a large group, one trait or
characteristic per person will be adequate.
Explain that there are to be no duplicates on the board. As the
participants form the list, say, “If the characteristic Maria wrote is on
your list, check it off.”
Ensure that coaches also add to the list.
Prior to the participants coming back from the break, identify three
reasons for doing the first flexibility exercise by circling three of the
traits/characteristics/benefits.

0:02
Break
0:10

Session 6B
Develop More Flexibility
Open Develop More Flexibility

0:02
− Implement a wider range of communication skills
− Apply the power of risk-taking
− Become more open-minded to change and opportunity
Room Arrangement: Horseshoe
Welcome participants back.
Trainer Note: For further ideas about how to facilitate this session, please
visit the trainer.dalecarnegie.com web site and view the trainer resources and
videos for the corresponding session of the DCC.
Visual: How People View Us.
Discuss the four ways people view us: what we do, how we look, what we
say, and how we say it.
Guide the participants to see how the learning objectives connect with

Session 6B
Develo
op More Flexibility
F
developping flexibilitty. Consider using a few
w of the questions listed below.
(Don’t take too lonng; sweep thhem into action as quickkly as possible.)
− “Why is it necessary
n to be flexible?”
− “What do you
y think wee mean by thhe word flexxible?”
− “What doess being moree flexible allo
ow us to do
o?”
− “Can you thhink of someeone in yourr life who is flexible wheen he or
she needs to
o be?”
− “What traitts does he orr she possesss? For exam mple: charism matic,
convincing, dramatic, ennergized, creeative, expreessive, resilieent, brave,
focused, unsstoppable, etc.”
w the award criteria
Review c for this
t activity: Crashing Thhrough Awards—
Scrapboook.
Flexibility
y Trainer Note: Forr the list of the exercisess and the wo ords, see thee end of
Drillss this secction of the Trainer Prepaaration Manuual. Use only the approvved drills
0:555 found in this manuaal. Select drrills with sennsitivity and consideratio
c on toward
the parrticipants.
While sitting
s in a laarge horseshhoe, have thee participantts count off to
t identify
which group
g they will
w be a partt of for the panels.
p As an
a option, yo ou can
identifyy the panels in advance based
b on thee benefits of each flexibillity
exercise.
Communicate a He ealth Warn ning to the participantss: “During thhe session,
you willl be asked to o participatee in assorted
d physical activities. Shouuld you
feel thaat a particulaar exercise will
w be overlyy strenuous or in any way
potentiially harmful to you, pleaase be sure to t let your Trainer
T know
w
prompttly that you may not be able to partticipate in this exercise and a need a
differennt one.”
Begin the first drill by simply saaying, “In this drill, the first three areeas we
focus on
o are …”
For exaample: If youu identified the
t effective communicaation traits ofo
gesturees, eye contaact, and worrd emphasis as focal poinnts for the first drill,
simply say
s to particcipants, “Wee are doing this
t drill to work
w on gesstures, eye
contactt, and being a courageouus risk-takerr who is resilient when not
n
supportted or even when beingg ridiculed.”
Place a check markk on the Creedibility Winndow flip chaart or whitebboard in
front of those traitts.
For eacch drill, follo
ow the steps below:
Dale Carnegie
Cou f Success 152
Session 6B
Develo
op More Flexibility
F
1. Explain the purpose of doing
d this drrill.
2. Vividly set the
t scene of the drill.
3. Demonstratte the drill.
4. Have the paarticipants saay the words with you.
5. Have everyo
one do the drill,
d as you coach
c them..
6. Call the firstt panel and have
h particippants individually demonnstrate the
drill while being coached d. (Larger classes
c may require
r coacching in
panels ratheer than individually.)
7. Debrief the drill in smalll groups using the purpo
ose as discussion
topics.
In the sevennth step (debbrief), reminnd the participants why we
w are
doing the drrill, with conntext. For example,
e ask small groupps to
discuss:
− “Why area simple and appropriaate gesturess important to t us as
businesss professionnals?”
− “What is the value of effectivelly engaging our
o audiencee with eye
contactt?”
− “Why is i it so necesssary to be a courageouus risk-taker in today’s
markettplace?”
− “Why is i it important to be independent off the need fo or the
good opinion
o of otthers? Whatt happens if we let comm ments
like, ‘O
Oh, that’s a dumb idea’ or ‘That’s waay too far ouut’ stop us
from moving
m towarrd our visionn?”
Trainer Note: As the t participaants are disccussing the business
b conttext after
each drrill, identify the
t next threee traits/chaaracteristics//risk-taking benefits
b
for the next drill.
In the subsequent
s d
drills, in Stepp 7, say, “In a moment, I’m
I going to ask you
to stand d and get intto different small groupss to discuss the purposee of the
drill wee just compleeted.”
Give thhe participannts 90 second
ds in each of the small group
g discussions.
Solicit responses
r frrom the smaall groups.
Repeat this processs until all participants haave done at least one drrill and
have beeen coached
d.
Trainer Note: Be an
a active coach and push the particiipants outsid
de their
comforrt zones thro
oughout the role-playingg exercises.
Recap and
d Review
w the award criteria
c for this
t report: Crashing
C Thhrough Awarrds—
Vote
e Scrapboook.
Dale Carnegie
Cou f Success 153
Session 6B
0:05 Conduct a recap and vote. Collect the ballots.
Trainer Note: Use creative approaches for this activity to add variety. For
example, have each participant stand and deliver three seconds of his or
her favorite drill.
Summarize Have participants identify specific situations in which they could benefit by
0:10 being more flexible in the workplace. Ask them to do a quick cost/benefit
analysis of what would ensue from the extra degree of flexibility. For
example, “If I were more flexible with the changes we are going through, it
would cost me some extra effort and might confuse some of my co-
workers. They say my reactions are quite predictable. The benefit would
be better understanding of roles and processes; faster, more efficient
implementation of this critical project; and better sleep at night for all of
us.”
Solicit responses from participants.
Have participants stand and circulate around to three other participants in
the room and communicate a commitment they are making to become
more flexible at work.
Option: If time allows, consider using the following Cereal Box summary.
Items needed: Three boxes of cereal from the same manufacturer: one
children’s cereal (Lucky Charms or Cocoa Puffs are great), one healthy,
cost-conscious adult cereal (Cheerios), one target marketed to a specific
group (like Curves for Women).
Explain, “Here are three products sold by the same company, General
Mills. In each case, they are trying to market to a different target market.
How is General Mills being flexible in:
• "What they do ...",
• "How they look ...",
• "What they say ...",
• "How they say it?"
1. Divide the room into small groups and give each group a box of cereal.
2. Ask each group to identify who the "target market" is (men, women,
children, age, etc.) for their cereal. You may get the response that this is
for more than one market (health info on Cocoa Puffs for example is for
mom and dad). Agree that there is a primary audience and a secondary
audience.
3. Get groups to use the Credibility Window to tell the other groups how
General Mills, an $8 billion dollar per year company "tells their story." In
other words, what they do, how they look, what they say, and how they

Session 6B
Develo
op More Flexibility
F
say itt to reach thheir primary target audieence. If timee permits orr a group
gets ahead, have them do the same for the t secondarry audience.
To prime
p the pump, consideer using an example by asking,
a “Wheere do
you think
t the Co ocoa Puffs were
w placed on
o the shelf??” (Typicallyy eye level
for a child in a shhopping cartt.) “How abbout Curves cereal?” (Tyypically on
the top
t shelf wheere “mom” will see it). “How abouut Cheerios?” (Bottom
shelf where barggain hunters look.) Explaain, “This is what the ceereal
manuufacturer “does” to insuure their targget audiencee sees them.
4. Makee the point that
t Generall Mills spend ds a lot of tim
me and money to
packaage their prooducts to reeach their inttended audience in a creedible
way. “Who are their target audiences? What does this have to o do with
us beeing crediblee with our vaarious targett audiences?? What does it have
to doo with the flexibility exeercises we juust completeed?”
5. Get them
t to eacch identify sittuations wheere it would
d enhance their
succeess to be moore flexible and,
a therefo
ore, more credible in theeir
commmunication. (Person-to--person, facee-to-face, evven electronically.)
Thenn, identify whhat they neeed to do more of and lesss of to reacch that
group.
6. Partticipants mayy open and eat
e the cereaal or you maay wish to aw
ward
them
m to people whow have no ot yet receivved an award
d and who did
d an
outsttanding job with
w the flexxibility drills.
Assign 7B—
A — Discusss the types of
o people whho inspire uss.
Insp
pire Otherss Refer participants
p t the Inspiree Others Repport Planning Sheet in the
to
0:08
8 Participaant Manual.
Discusss the need fo
or being ablee to inspire others
o at wo
ork. “In whaat kinds
of situaations would
d it be helpfuul if we could
d do this? Why
W do we tendt to
remember and adm mire those who
w we havee witnessed as a being insppirational?
Where? When? Why W are thesse memorabble situationss to us?”
Trainer Note: Makke the pointt that emotio on is at the heart
h of insppirational
commuunication. Efffective and powerful leaaders communicate on an a
emotio
onal level, as well as a loggical level to
o guide, inspire, and give others
somethhing of value. Consider giving exampples of curreent business and/or
sports leaders whoo have been effective at communicat
c ting from theeir hearts.
“To preepare for neext week’s reeport, think about an evvent or person who
had a powerful,
p em
motional impaact on you.”” Here are some
s exampples:
− An unbelievable experience I’ll nevver forget
Dale Carnegie
Cou f Success 155
Session 6B
− A significant accomplishment at work
− Completing a major project as a team member
− Sage advice I learned from a colleague
− A time I found myself unemployed
− I scored the winning point/goal
− How a mentor inspired me
− A major set-back in my life
Hear the coach example(s) and analyze.
Give think/write time to complete a portion of the report planning sheet.
Reference the Speak More Effectively booklet. Ask participants to review
this before the next session.
Awards Present the book awards: Crashing Through Award—Scrapbook.

0:04 Close with a story or analogy that conveys the rewards of stepping outside
our comfort zones and into the comfort zones of our listeners.
Report
List of (1) Bill Baabeebee

Approved (2) Clean & Glow
Flexibility (3) Dennis the Menace

Session 6B
Drills (4) Flea and a Fly
(5) Fee Fi Fo Fum
(6) A Gentleman I Am
(7) The Hobo
(8) I Believe
(9) Instant Messaging
(10) Marvelous Martha
(11) Melodrama
(12) Must Get Through
(13) People Power
(14) Prospector
(15) Squandered Money
(16) Super Bowl to Science
(17) Tarzan
(18) Tell ’Em the Truth
(19) You Knucklehead
(20) Zoo Keeper

Session 6B
Scripts for 1. Bill Baabeebee
Flexibility Scenario: Two people enamored with each other.
Drills
“A certain young chap named Bill Baabeebee, was in love with a lady
named Phoebe. ‘But,’ said he, ‘I must see, what the license fee be,
before Phoebe be Phoebe Baabeebee.’”
2. Clean & Glow
Scenario: You are the spokesperson for a floor-cleaning product and
you are making a television commercial.
“Floors look dull? Stains won’t go? It’s time for a change to CLEAN
AND GLOW! Just shake it up and pour it out. Looks sooo good,
there can be no doubt. It’s CLEAN AND GLOW! CLEAN AND
GLOW!! CLEAN AND GLOW!!! YEAH!!”
3. Dennis the Menace
Scenario: You find Dennis brushing the dog’s teeth with your
toothbrush. Consider doing this drill with uncontrolled laughter.
“Dennis, don’t you ever, ever, ever let me catch you brushing your
dog’s teeth WITH MY TOOTHBRUSH, AGAIN!”
4. Flea and a Fly
Scenario: This is an exercise to help us enunciate words.
“A flea and a fly in a flue, were imprisoned, so what could they do?
Said the fly, ‘Let us flee.’ Said the flea, ‘Let us fly.’ So they flew
through a flaw in the flue.”
5. Fee Fi Fo Fum
Scenario: You are a giant in your castle and you suspect you have
uninvited company!
“Fe! Fi! Fo! Fum! I smell the blood of a Carnegie-man. Be he alive
or be he dead; I’ll grind his bones to make my bread.”
6. A Gentleman I Am
Scenario: You are a person retrieving your hat from the hat check
attendant.
“A gentleman I am, and I don’t like to shout, but I had a hat when I
came in, and I’ll have a hat when I GO OUT!”
8. The Hobo

Session 6B
Scenario: You are a person dressed up for Halloween.
“The night was dark (hand over eyes), and devilish too!” (Hand
clasped at side of head with index fingers pointing to simulate horns.)
“When down the street a hobo flew!” (Hands passing each other in
front of body to indicate speed.)
“From out his belt a knife he drew.” (Make the natural gesture that
the words indicate—make the “draw” on the word “drew.”)
“And split a banana half in two!” (Make the gestures indicated by the
words.)
9. I Believe
Scenario: You are a lawyer making a declarative statement to the jury.
“I believe what I hear.
“And I believe what I see.
“And I believe what I feel.
“And I believe what I know.
“BUT I DON’T BELIEVE THAT!
“THROW IT OUT!”
9. Instant Messaging
Scenario: Various ways to send communications.
“At one time, business people had to rely on running men, galloping
horses, speeding trains, and flying planes. BUT NOOO MORE! Now
there’s INSTANT MESSAGING. The world’s fastest way to send a
message!”
10. Marvelous Martha

Session 6B
Scenario: A carnival barker or employee.
Carnival Announcer:
“Come one! Come all!
“See Marvelous Martha dive from the one hundred fifty-foot tower
into one foot of water!
“Are you ready, Marvelous Martha?”
Martha: “Yes! Please hold the children back!”
Announcer: “Ah-one! Ah-two! Ah-three!”
“D-r-r-r-r-r-r-r,” (Simulate drum roll.)
“S-P-L-A-S-H!
“Ta ta tatata tatatata!” (Simulate trumpets playing a fanfare.)
11. Melodrama
Scenario: This is an old black and white television villain.
Villain: “I’ve come for the rent. I’ve come for the rent.”
Heroine: “But I don’t have the rent. I don’t have the rent.”
Villain: “You must pay the rent! You must pay the rent!”
Heroine: “I don’t have the rent. Who will save me?”
Hero: “I’ll save you. I’ll pay the rent.”
Villain: “Curses. Foiled again!”
Heroine: "My hero! My hero!” (Act out: Smooch, smooch)
12. Must Get Through

Scenario: There is a fire in your neighborhood.
“You DON’T understand; I HAVE to get through! I MUST get
through! MY HOUSE is just down the street! I won’t get hurt! I’M
LOOKING FOR MY FAMILY! Oh, thank goodness! There they are.
THERE THEY ARE!”
13. People Power

Scenario: An executive leading a team.

Session 6B
“You must listen to your people.
“You must communicate with your people.
“You must give recognition to your people.
“You must care for your people as you would your own.
“And if you do, you will unleash the key to business success.
“And that key is PEOPLE POWER!”
14. Prospector
Scenario: An unhappy or unsuccessful prospector.
“It’s bright!” (A prospector trudging through the desert suddenly
sees something sparkle.)
“It’s yellow!” (Pick up and examine.)
“It’s hard!” (Bite the nugget.)
“It’s cold!” (Press against your cheek.)
“It’s gold! Gold! GOLD!” (While kneeling, the prospector says the
first gold; while in a half crouch, the second gold; and then leaping
into the air, waving the nugget over the head, he says the final
GOLD.)
15. Squandered Money

Scenario: Word-emphasis exercise.
“I never said he squandered money!"
“I never said he squandered money!”
16. Super Bowl to Science

Scenario: You are a supervisor encouraging your team.
“From the Super Bowl to science,

Session 6B
“From baseball to business,
“The answer lies in the team.
“T-means Together,
“E-means Everyone,
“A-means Achieve, and
“M-means More.
“T-E-A-M … It’s the TEAM that matters most!”
17. Tarzan
Scenario: You are a mighty, courageous adventurer.
“Me Tarzan, King of the Jungle! (Pound chest)
“I call the Lion. (Roarrrrrr!)
“I call the snake. (Hissssss!)
“I call Jane.
“Hello, Jane?” (As if talking on the phone.)
(The terminology can be reversed for women to be queen of the
jungle.)
18. Tell ’Em the Truth

Scenario: You are coaching another attorney.
“That’s all baloney.
“There is no secret.
“Someone made that up.
“All you do is …
“Open the door. Walk in the room.
“Look ’em in the eye.
“And tell ’em the truth.”
19. You Knucklehead

Scenario: A police officer stopping a city official.
“Stop!! Stop!! (Said with excitement by a traffic police officer to a
motorist who is running through a traffic signal.)

Session 6B
“You knucklehead!!!
“Where do you think you’re go …
“G-G-G-GOOD MORNIN’, JUDGE!”
20. Zoo Keeper

Scenario: A zoo employee just had an accident.
“There once was a zookeeper named Jake,
“Who fell in a tropical lake.
“Said a large alligator,
“A few moments later,
“That’s nice, but I still prefer steak!”
Notes:

Session 6B
Notes:

Session Seven
Event Total
Greet - :30
Session 7A: Build Others through Recognition—Open 0:02 0:02
Warm-Up: Awake, Alert, Alive 0:05 0:12
Power of Recognition Activity 0:40 0:52
Summarize 0:10 1:02
Re-assign 8A—Demonstrate Leadership 0:07 1:09
Break 0:10 1:19
Session 7B: Inspire Others—Open 0:02 1:21

Inspire Others Reports (2 minutes) 1:15 2:46
Summarize 0:10 3:01
Complete Breakthrough Plans 0:14 3:15
Assign 8B – Celebrate Achievements and Renew Our Vision 0:10 3:25
Awards: Breakthrough and Outstanding Performance, Bridge 0:03 3:28
Close 0:02 3:30
Supply List
• Timer and bell • Awards A: None
• Extra pens or pencils • Awards B: One Outstanding Performance and
• 3x5 cards one Breakthrough

Session 7A
Build Others through Recognition
Open Build Others through Recognition

0:02
− Concentrate on the strengths of others
− Develop skills in giving and receiving positive feedback
− Discover the value of sincere appreciation
Room Arrangement: Small groups
resources and videos.
Reading Conduct Reading Recap and Good News. Use variety and creativity in
Recap and the way you conduct this segment. See the Resource Section for ideas.
Good News
0:05

Sessionn 7A
Build Others
O thrrough Reco
ognition
Warm-Up p: This warm-up

w usees the “wavee” in the classsroom, like those done at
I’m Awake e, sporting events.
I’m
m Alert, I’m
m
Alive
0:0
05
Ask thhe first perso
on in the fro
ont row to stand and sayy “I’m Awakke!” while
he or she raises his or her hannds over hiss or her head
d. Ask the second
s
personn to do the same saying “I’m Alert!”” The third person folloowing
with “I’m
“ Alive!”
Repeaat this process through the
t small gro oups as the trainer
t pointts to the
next group
g and thhe “wave” makes
m its wayy through the crowd.
Do this three timees rapidly. If anyone missses with the wrong phrrase, or
timingg, have fun annd start over.
Debrieef the warm
m-up by askinng participants:
− “When wee are animateed, alive, and
d energetic how
h does thhat
impact moorale?”
− “How abouut when we take the tim me to recognnize others as
a being
energetic and
a alive in the
t workplacce, how doees that affectt
morale?”
Bridge Exampple Bridge: “Sometimes it just takes a brief mom ment to channge
someo one’s day in a positive way.
w We migght not take the time to
apprecciate the strrengths of those around us. Let’s seee how poweerful that
can bee.”
Power ofo Revieww the assignment. “Be prepared

p to give a shortt strength-ceentered
R
Recognitio n comm ment to each person in your small grroup. Your comment
c shhould
Activitty focus on one strength that yo
ou see in the other perso on. Use an example
e
0:4
40 me when yo
of a tim ou observed this strength in each peerson. You’ll have 15
second ds.”
Whenn you deliverr your comm
ment, use thiis format:
1. One thing I like, admirre, or respecct about youu is (Streng
gth).
2. The reasonn I say that iss (Evidencee).
Invite two coaches to the fronnt of the roo

om to demo
onstrate the process
Dale Carnegie
Cou f Success 167
Session 7A
flow. Analyze the example.

− We share one specific trait or characteristic the person
possesses that we admire or respect.
− We support the trait/characteristic with evidence.
− We make eye contact.
− We speak with sincerity.
− We keep it brief––no more than 15 seconds.
− The recipient responds, “Thank you.”
As an option, the trainer can identify several participants and
demonstrate the process. For example, “Joe, I admire your
organizational skills. I say that because, during last week’s meeting, you
arrived well prepared and ready to address the agenda items with factual
information. That saves valuable time for our team.”
Visual: Positive Feedback.
Briefly review the TAPE acronym in the Participant Manual. Various

areas of recognition (TAP) + Evidence:
Things––what they own, their clothes, car, etc.
Achievements––degrees, promotions, honors
Personality traits––courage, determination, faith
Evidence––that supports our statement
Visual: Expressing Positive Feedback.

Sessionn 7A
Build Others
O thrrough Reco
ognition
Discusss and demo

onstrate the proper wayy to give a peerson-centerred
strenggth commentt.
− Make eye contact.
− Be sincere, specific, brieef, and then be quiet.
− Use evidencce.
Visual: Receiving Positive
P Feed
dback.
Explain the follow

wing:
− “We should merely reespond by saaying, ‘Thankk you.’”
− “Accept feeedback withh grace, becaause people are being geenerous
when theyy praise us. Do
D not rob people of thheir generossity.”
Distribbute 3x5 inddex cards for all members of the gro oup. They should
have one
o 3x5 card d for each peerson in theeir group. Fo
or example, if there
are sixx people in the
t group (inncluding youu), each persson should have
h five
3x5 caards (one for each perso on except thhemselves).
Have each
e personn print his orr her name on
o each 3x55 card in thee upper
left po
ortion of thee card.
Have everyone
e givve one card,, with his or her name on
o it, to eachh person
in his or her group.
Dale Carnegie
Cou f Success 169
Session 7A
Everyone writes a strength or characteristic (1–2 words) that they

admire for each person in their group. This should be considered quiet
time.
Then, each participant writes a strength-centered comment on the
individual cards with evidence. Have each person sign every card that he
or she completes.
Depending on the size of the group, this could take up to 15 minutes. Be
cautious of the time. Encourage those participants who have completed
the assignment to be considerate of those still writing.
Once everyone has completed the assignment, direct participants to
return the completed cards to the appropriate people in their groups.
Trainer Note: There will be a tendency for participants to want to look
at these and talk with fellow participants about the feedback. Do not
allow this to happen. Instead, have participants put the cards out of sight
(in their briefcase, purse, manual, etc.).
Use a coach in each of the groups, if available. If you do not have enough
coaches, designate a person in each group to go first. The coach or first
person will deliver a verbal person-centered strength comment with
evidence to one person in the group.
Going clockwise from the first recipient of the strength comment,
participants in their small group give the same person a strength-centered
comment with evidence.
After the first recipient has received all the strength comments, the next
person to his or her left will receive the strength-centered comments.
Again, proceed by going clockwise until all participants in the small group
have received their strength-centered comments with evidence.
Trainer Note: Please keep these to no more than 15 seconds each, but
do not time them. The question will probably come up, “What if
someone says something that I was going to say?” Tell participants that
this is not a problem. Simply give the comment and support it with your
evidence.
Trainer Note: Create a sense of urgency as this exercise continues, by
saying, “You should be on the third person, the fifth person,” etc.

Sessionn 7A
Build Others
O thrrough Reco
ognition
S
Summarize Summmarize this poortion of thee session by asking somee of the follo
owing
0:10 questions, or conssider one off the summary techniquees in the Ressource
Sectio
on of this maanual.
− “What waas the value of the activiity?”
− “What did
dn’t you heaar that you would
w like to
o hear?”
− “How cann giving and receiving
r reccognition heelp us as lead
ders?”
− “Where specifically
s caan we use thhis process?””
− “How doees recognitio
on affect mo
orale?”
Time permitting,
p a an added--value exercise, have parrticipants wrrite a
as
note of
o appreciation to someo one and stro
ongly encourrage them to o mail
these notes the fo
ollowing business day.
Bridge Exammple Bridge: “When we communicatte the strenggths of others, we

displaay strong leaadership chaaracteristics.. Next, we will
w hear abo out the
resullts of each of
o us leading ourselves byy being willinng to try new
w
behaaviors using the
t processees, procedurres, and skills acquired inn this
seminar.”
Re-Assign Remind participaants of the commitment they made in Session 5 to apply

8A—— the third
t set of Human
H Relattions Principples.
De
emonstrate Refer participantts to the Dem
monstrate Leeadership Repport Planning Sheet.
Leadership
0:0
07 Provvide examplees of currentt application reports from the coachhes.
Bridge Bridgee to session 7B with an inspirational

i story or analogy that exxpresses
the vaalue of leadership and vission to inspire leadership and passio
on in
otherss.
Break Interract with parrticipants during break.

0:10
Dale Carnegie
Cou f Success 171
Session 7A
Notes:

Sessio
on 7B
Inspirre Others
pen Inspiire Other

Op rs
0:02
0
Learniing Objectives:
− Communicate with sttrong and po owerful feeliings
− Connect withw others on an emottional level
− Inspire otthers to thinnk and act diffferently
Room
m Arrangemeent: Reset ro
oom to theatter.
Welco
ome particippants back.
Visual: Review sesssion title and
d objectives.
Examp ple, Refer participants to the Inspiire Others Report Planningg Sheet in thee
Analyysis, Particippant Manual.
Practtice The asssignment:
0:10
0
− Give a two o minute repport
− Use the Magic Formulaa for Influencing Action
− Relate a sppecific incideent that had an emotionaal and powerful impact
on you or a time whenn a person ata work inspiired you
+ Review
w the directtions. Pointss to make:
− “We are trransmitting emotion
e to have a greatter impact annd
connectionn with otherrs. (It is not just emotio on for emotio on’s
sake.)”
− “Communicating on ann emotional level, as well as a logicaal level, can
give our lissteners someething of value.”
Traineer Note: Ho old a brief discussion onn the benefitss of being abble to
conneect with peopple on an em motional leveel.
Hear the
t coach exxample(s) annd analyze.
Dale Carnegie
Co 1733
Session 7B
Inspire Others

Have participants practice. As a variation, have them practice in triads.
One participant delivers the report to the other two. At the conclusion,
each listener provides feedback to make the report even stronger. Rotate
until each person in the triad has given a report and received feedback.

− Breakthrough
Inspire Others Trainer Note: This is the culmination of all of the tools that we have
Reports practiced over the last 11 weeks. Keep the standards high for this report.
1:15 Participants tend to leave this session on an emotional high. They should
clearly recognize that they, too, have the ability to motivate and inspire
others by being an active participant in this session.
One way to fill the ready chairs is by challenging people in the triads to
encourage their partners to keep the chairs filled.
Hear the participants’ reports.
Use strong, supportive coaching. This is an opportunity for the
participants to have a significant impact on the audience and develop these
critical skills to use in their daily lives.
If the speakers say things like, “I can’t do this,” reassure them that they can
by saying things such as, “Sure you can,” “I’m right here,” “What happened
next?” “This is really important for us all to hear––tell us more.”
When responding, be supportive and encouraging. If a participant has a
very emotional report, respond to him or her at that emotional level and
spiral up the energy level at the end of your response.
For example:
− In an empathetic voice say, “Joe, that took a lot of courage. That
had to be very traumatic for you to experience.”
- (Now, progressively spiral the energy up by speaking with hope and
a victorious tone.) For example, “Joe has demonstrated that even
during challenging times, if we will dig deep within ourselves, tap
our courage, and use our reserve power, we can turn challenges
into triumphs!”
If participants struggle through their emotions and retain their composure,

we may want to point out that effective communicators inspire others by

Sessio
on 7B
Inspirre Others
channeeling their emotional po ower. On thhe other hannd, if people struggle

to conntain emotioons, help theem through it and encouurage them byb noting
that no one in thee group thinkks any less of
o them. In fact,
f many may
m admire
them even
e more because
b of the courage it took for them
t to com
mmunicate
such an
a impact.
Re
ecap and Vo
ote Revieww the award
d criteria forr this report:: Outstandinng Performannce and
0:05
0 Breaktthrough.
Conduuct a recap and
a vote. Collect
C the baallots.
Traine
er Note: Usse creative approaches
a f this activvity to add vaariety.
for
Summarrize Here are

a suggesteed summariees for this seession:
0:10
0 Nerf bball summaryy (if you donn’t have a neerf-ball, use a wadded-upp piece of
paper)):
Everyone in the group stands in a big circle. The
T trainer starts
s by
asking and answering the
t followingg two questions:
1. What did I gain froom this expeerience?
2. How could
c it posittively affect my organizaation?
− Then, the trainer
t tossees the Nerf ball from paarticipant to
participantt, answering those two questions.
q
− Keep goingg until everyyone in the group
g is invo
olved or untiil the
essence off the session has been clearly and efffectively
communicaated.
Anothher summaryy option: Divvide into fivee groups and
d discuss how
w
“Emottional Powerr” is connected to the Five
F Drivers. Give each group one
Driverr and have them discusss the connecction and repport to the entire
e
group.
Brid
dge Exampple Bridge: “We have jusst listened to o many repo
orts that havve inspired
us. Now let’s loook at how wee’ve been insspired over the last 11 weeks
w by
relatinng our majorr benefit from this training.”
Dale Carnegie
Co 1755
Sessio
on 7B
Inspirre Others
Comple ete Distribbute the Breeakthrough Plans

P and haave participants complete them.
B
Breakthrou
ugh This will
w help partticipants to better
b plan to
t celebrate their achievvements
Pla
ans and reenew their visions.
v It wiill also allow
w more time in the final session
s to
0:14
0 reflectt on the RO
OI of their breakthroughss in the proggram.
To gett ready for the
t next sesssion, make sures you havve the spellinng of the
particiipants’ namees correctly recorded, as the participants would d like them
to apppear on theirr certificatess of complettion.
Assign 8B
B— Traineer Note: Thhe trainer must check with w the local franchisee to t
Celebrate determmine if theree is a prefereence for the format of thhis report. Options
A
Achieveme ents include one three-minute report or two separate
s repports as outlined
and Rennew beloww.
Our Vision Visualss: Celebrate Achievemennts and Reneew Our Vision.
0:10
0
Traineer Note: Prepare the crrown comments that yo

ou will give inn
Sessio
on 12.
Refer participants to the Celebbrate Achieveements Reporrt and Renew
w Our Vision
Reportt Planning Sheeets in the Participant
P Maanual.
Optio on 1: If you are using the DCC ROI Project
P optionn, also have
particiipants includ
de a final repport on theirr DCC ROI Prroject in their
Achievvement/Vision Report. Forr timing, havve participantts spend:
• ds on their Major
60 second M Benefit Report (Maggic Formula)
• 60 second
ds on their ROI
R Project Reeport
• 60 second
ds on their Vision
V for the Future Reporrt
Let paarticipants knnow they alsso need to bring
b a copy of their finaal DCC ROI
Projectt Report on their
t organizzation's letteerhead to thee next sessio
on. See
the Reesource Secttion of this manual
m for sample final written
w repoorts.
Optio
on #2: Heree is the struccture for thee three-minuute report:
Dale Carnegie
Co 1766
Session 7B
Inspire Others
− First 20 seconds: A brief recap of the participant’s initial vision at the

start of the program.
− Next 2 minutes: The participant communicates his or her major
benefit derived as a result of being active in this program (Magic
Formula structure).
− Final 40 seconds: The participant segues into their vision for the next
six months, beginning with the words “I am …”
Option #3: Here is the structure for the separate two-minute Major
Benefit Report and one-minute Vision Report.
− In 2 minutes: Participants communicate their major benefits derived
by being active participants in this program (Magic Formula
structure). Participants give this as the first report so that if any
guests decide to leave early; they will have heard the inspiring
major benefit reports.
− After the break: Participants give a 20-second recap of their initial
visions at the beginning of the program followed by a 40-second
report of their updated visions for the next three to six months,
beginning with the words “I am …”
Trainer Note: Make sure the participants are clear on which structure
they will use at the next session. Their Participant Manuals will not
reference the two options.
Hear the coach example(s).
Analyze the report, emphasizing the structure.
Give think/write time to complete the planning sheets.
Visual: Invite Guests.
Remind all participants that guests are invited and encouraged to

attend the final session. This can be a significant other, a colleague, a
supervisor, or anyone they would like to invite. (As a reminder, young

Session 7B
Inspire Others
children may be challenged with the length of the evening, so be cautious

about inviting young children to the session.)
Visual: Highest Award for Achievement
.
Review the criteria for this award, which participants will vote for in
Session 8.
0:03 − One Breakthrough
As an option, consider having strong participants present the
awards.
Report

Session 8
Event Total
Greet - :30
Session 8A: Demonstrate Leadership—Open 0:02 0:02
Demonstrate Leadership Reports in Small Groups (90 seconds) 0:20 0:34
Finalists Report 0:08 0:42
Summarize 0:07 0:51
Awards – Human Relations 0:03 0:54
Session 8B: Celebrate Achievements and Renew Our

Vision—Open 0:02 1:06
Introduce Guests 0:05 1:11
Crown Comments 0:00 1:11
Celebrate Achievements and Renew Our Vision Reports (3 minutes) 1:30 2:51
Break (insert short break at appropriate time) 0:05 2:56
Recap and Vote: Breakthrough and Outstanding Performance 0:02 2:58
Vote for Highest Award for Achievement 0:02 3:00
Summarize 0:08 3:08
Participant Evaluations 0:10 3:18
Awards: Breakthrough, Outstanding Performance 0:03 3:21
Coach Recognition 0:02 3:23
Certificates of Completion 0:05 3:28
Award: Highest Award for Achievement 0:01 3:29
Close 0:01 3:30
Complete and Submit Session Reports, Breakthrough Plans, and
Evaluation Coversheets

Supply List
• Easel, flip chart pad, markers, tape • Awards A: Human Relations
• Timer and bell • Awards B: One Outstanding Performance, one
• Extra pens or pencils Breakthrough, and one Highest Award for
• 3x5 cards Achievement

Session 8A
Demonstrate Leadership
Open Demonstrate Leadership

0:02
− Positively influence the attitudes of others
− Use positive approaches when coaching people
− Deal with challenging situations more effectively
Trainer Note: For further ideas about how to facilitate this session, please
visit the trainer.dalecarnegie.com web site and view the trainer resources and
videos.
Reading Recap Conduct Reading Recap and Good News.
and Good News Use variety and creativity in the way you conduct these segments.
0:05

Sessio
on 8A
Demo onstrate Leadership
Example e, Trainerr Note: The reports in this
t session are
a the result of the com
mmitment
Analysiss, made in Session 5B.
Practicce Visual: Demonstrate
D e Leadership.
0:0
07
Discuss the Human Relations Pyyramid. Poinnt out the fo

ocus of this report.
Visuals: Demonstrate
D e Leadershipp Principles.
Briefly review
r the principles.
Refer paarticipants to
o the Demonnstrate Leadeership Report Planning Sheeet.
Ask a Course Coach to recountt a recent appplication off the leadersship
principlees in a reporrt utilizing thhe Magic Forrmula. In thee analysis, em
mphasize
the impo ortance of thhe Magic Formula to mo otivate and inspire otherrs,
thereby demonstratting leadershhip.
Practice with partneers. Since thhese principles are aboutt coaching others,
o
challenge the listeneers to coach their speaking partnerss to higher leevels of
effectivee communicaation.
Review the
t award criteria for thhis report: Human
H Relattions Awardss—Lincoln
the Unknnown.
Dale Carnegie
Co 1822
Session 8A
Demonstrate Leadership
Demonstrate This report needs to be delivered in small groups, with finalists coming to
Leadership the front of the room to present to the entire group.
Reports Circulate around the room and listen for reports from participants during
0:20 the small group reports. The coaches, if available, will be the group leaders
in the small groups (speaking first).
If coaches are not available, identify the strong speakers in each small group
to be the first to report. Have them stand to deliver their report.
Have the person who reports select the next speaker and continue until all
reports have been heard. These will be 90-second reports, using central
timing.
To further develop leadership skills, and because they learned the process
in last week’s Session 8A, ask that one person in each group practice
responding for 15 seconds. He or she is to give a strength-centered
comment with evidence. Each person within the group will take a turn
presenting a strength-centered response to another team member. This
can be done on a voluntary basis as long as all team members participate.
Challenge the participants to demonstrate their leadership attributes as
they present their reports.
After all reports have been delivered, have each group select a
representative by voting for the individual in their group they felt
demonstrated leadership by following the Human Relations Award criteria,
using the Magic Formula, and staying within the allotted time.
Finalists Report Review the award criteria for this report: Human Relations Awards—Lincoln
0:08 the Unknown.
Bring all small group finalists to the front of the room. Have them repeat
their Leadership Reports to the entire group.
After all finalists have reported, have them return to their small groups.
Recap and Vote Review the award criteria for this report: Human Relations Awards—Lincoln
0:02 the Unknown.
Trainer Note: Consider a creative way to recap. Have volunteers recap
the finalists’ reports by stating their name and the headline of what they
talked about. Do this until each finalist has been recapped.

Sessio
on 8A
Demo onstrate Leadership
Summariz ze Summarrize the session by askingg some of thhe following questions or
o use
0:0
07 one of the options in the Resourrce Section.
− “How does using these principles help
h make uss better leaders?”
− “What is reequired of uss to apply these principlees with challlenging
co-workers or associatees?”
− “What princciples are yo
ou going to continue
c to work on? What
W
might be thee long-term outcome?”
− “How do thhese principles relate to the Five Drrivers?”
Option: Conduct a knockdown drill asking participants what they gained
g
from thee session thaat they can use
u at work..
One verrsion of a knnockdown drrill is to havee all participants stand and
a have
them brriefly respond d to the queestions. Be sure
s that theere is a com
mmitment
to applyy these conceepts. Whenn someone has h respondeed, he or shee sits
down. Once
O the ovverall summaary goals havve been acco omplished, ask
a
everyone to be seatted.
Awardds Present the two Huuman Relatio

ons Awards—
— Lincoln thee Unknown.
0:0
03
Bridg
ge Example Bridge: “Fo or others to
o see us trulyy as leaders,, these 30 Human
H
Relationns Principless have to beccome a subcconscious paart of our leaadership
style. In the next session, will focus
f on maaking that onne of our goaals for a
better future
f for uss and our orrganizations.””
Breaak Interact with participants and guuests during the break.
0:10
Dale Carnegie
Co 1844
Session 8B
Celebrate Achievements and Renew Our Vision
Open Celebrate Achievements and Renew Our Vision

0:02
− Recognize breakthroughs resulting from this program
− Inspire and motivate others by communicating our visions
− Commit to continuous improvement
Room Arrangement: Theater
resources and videos.
Introduce Introduce guests. “This is our last session together and I would like to
Guests say it has been a pleasure getting to know all of you. I feel confident that
0:05 you will continue to advance in the weeks, months, and years to come.
This is a day of celebration and sharing, and I see a number of new faces
here. Please stand and introduce your guests.”
Trainer Note: Because we encourage guests to attend, we must be sure
to explain everything we are doing and why (for example, coaching,
Practice with Partners, recap, vote, etc.).
Encourage the guests to be active in the group discussions. Encourage
guests to sit with the people who invited them. This will help ensure
their comfort.

Session 8B
Celebrrate Achiev
vements an
nd Renew Our
O Vision
n
Crow
wn The trrainer gives Crown Com mments befo
ore each parrticipant speaaks, as an
Commentts introd
duction of thhe participannt.
0:0
00
PEIR = Crown Comment
C strructure:
Prraise (a speccific quality or
o attribute)
Evvidence (of that
t specific quality)
Inspirational to
t Others
Reesults of thatt continued application
Use person-centeered evidencce. Begin thee Crown Co omment in a vague
and geeneral way. Then, become more sppecific as thee personal evvidence is
revealled. This will add to thee fun and antticipation of trying to guuess
whomm you are deescribing. Att the beginniing of the co omment, anyyone in
the ro
oom could be thinking thhat you may be talking about
a him orr her; this
keeps an air of suspense.
Do noot announce the individuual’s name, and
a try not to
t refer to thheir
gendeer, until the end
e of the co
omment.
Introd
duce particippants with a Crown Com
mment and immediately direct
them to deliver thheir reports..
Coachh as approprriate. Just use promptingg questions during
d their reports.
By now
w, they shouuld require minimal
m coacching.
Trainer Note: Bee sensitive thhat there aree guests present, but do
o not let
this hiinder us from
m purposefuul coaching.
Optio on: If you arre conductinng an inhousee program or o want the
participants to shiine in this seession, consider having them
t award the
certificates to onee another. Using
U the seqquence outlinned later in this
manuaal.
Examplee, Have the participaants review their Report

rt Planning Shheets.
Analysiss, Trainer Note: If you R Project option, also have
y are usinng the DCC ROI h
Practic
ce participants includde a report on
o their DCC
C ROI Projectt in their
0:1
10
Achievvement/Visionn Report.
For timming, have them
t spend 60
6 seconds ono their Majjor Benefit Reeport
(Magicc Formula), 60 6 seconds on their ROII Project Repoort, and 60 seconds
s
on theeir Vision for the Future Report.
R Beforre the end of
o the session, collect
a copyy of their finnal DCC ROI Project
P Reporrt on their organization's
o s
letterhhead.
See thhe Resource Section

S of thiis manual for sample finaal written reeports.
Also, view
v videos on the trainner.dalecarneggie.com web site.
®
Dalee Carnegie Course
C : Skillls for Success 1886
Session 8B
Review the directions, making the following points:

− Incorporate all of the elements we have practiced, including the
Magic Formula.
− This is your major benefit derived from this program. It must be
incident-based.
Demonstrate the Crown Comment by using it to introduce one of the
coaches to hear his or her example. After the coach’s report, analyze the
example report, emphasizing the structure.
Conduct practice with partners on the major benefit portion of their

reports only, using the Magic Formula.

− Breakthrough
Celebrate Crown Comment from the trainer

Achievements
and Renew Our Participants relate their major benefits derived by being an active
Vision Reports participant in this program (Magic Formula structure). Participants give
1:30 this report first, so that if any guests decide to leave early they will have
heard the inspiring major benefit reports.
Hear the participant reports.
Trainer Note: A timesaving, impactful option is to give participants their
Certificates of Completion immediately after their final reports and before
beginning the Crown Comments for the next presenter. This provides
immediate recognition to the participant and saves time.
Option: If you are conducting an in-house program and/or want the

participants to shine in this session, consider having them award the
certificates to one another using the following process.
Explain, “Recognition is often given in front of groups. We may be asked
to give an award or certificate in front of our team, at a networking or
industry event, or in many other venues and circumstances. At those
times we can really make the other person feel appreciated and make
ourselves look good. Here is a process we can use to insure we give
honest, sincere appreciation.”
Chart the Public Recognition Process structure on a whiteboard or flip

Session 8B
Celebrrate Achiev
vements an
nd Renew Our
O Vision
n
chart.
Public Recognittion Processs
1. Generral trait
2. More specific traitt
3. It can only be onee person!
4. What trait means to them
and theirr organizatio
ons
5. Namee (pause-partt-punch)and lead applause
Begin the recognittion in a vaggue and geneeral way.

Becom me more speecific as the personal eviidence is revvealed. Thiss will add
to thee fun and antticipation of trying to guuess whom iss being described. At
the beeginning of the commentt, anyone in the room could be thinnking that
you may
m be talking about him or her; thiss keeps an air of suspensse.
Descrribe what thiis trait meanns to them and
a their orgganizations.
Do noot announce the individuual’s name, and
a try not to
t refer to thheir
gendeer, until the end
e of the co
omment.
As you or a coachh distributess certificates face down, explain
− “Each of you
y is receivving another person’s ceertificate of
achievemeent, face dow
wn. Please do
d not look at it until I give
g the
signal.”
− “When yo ou look at thhe person’s certificate
c w develop a Crown
will
Commentt for them. Follow the PEIR P process we just disscussed.
Please loo ow. Do nott let anyone else see
ok at your ceertificates no
whose cerrtificate you have!”
− “We havee one ready chair at the front. Who o is so exciteed about
the person whose cerrtificate theyy have, that they
t would like to go
first in aw
warding the certificate?
c G
Good, pleasee come up front with
the certificate.”
− Say to thee certificate awarder,
a “W
When you haave a awardeed the
certificatee, you may be seated. The person who w is receivving the
certificatee will then saay ‘Thank yo
ou’ and give their
t report outlining
what has been
b the benefit of this program to you with evvidence,
how this will
w help youu achieve thee vision you talked abouut on day
1, and what the return on investm ment will be for your
®
Session 8B
Celebrrate Achiev
vements an
nd Renew Our
O Vision
n
organization of your improved skkills and abilitties.”
− “What quuestions do you y have?” Answer
A any questions and
a then
ask the firrst certificatee awarder to
o proceed.”
− Coach forr effectiveneess with one to three wo ord commennts at the
end. For example: “B Bravo!” “Thaat’s it!” “Righht on target!!”
− Once the person has given their report,
r theyy follow the PEIR
P
process with
w the persson whose certificate
c they were giveen.
Trainner Note: Participants really enjoyy this opporttunity to
acknoowledge their fellow partticipants in front
f of everryone. Keepp things
movinng briskly and d with enthuusiasm. If thhe first perso
on has alread
dy given
out thheir certificatte and they are called to
o give their report,
r havee another
voluntteer rush forrward to givve recognitio on.
Reca
ap and Votte Review
w award critteria:
0:0
02 − One Outsstanding Perrformance
− One Breaakthrough
Distribute the ballots. Recap and vote.
Vote fo
or Review
w award critteria:
Hig
ghest Awarrd − Highest Award
A for Acchievement
fo
or
Acchievemennt Distribute the ballots. No recap. Insteadd ask particippants to votte for the
0:0
02 person who they would be prroud to intro oduce to theeir fellow emmployees
if theyy met them at
a a networkking event. Someone whow helped others
o in
the Dale Carnegiee Course® ass well as was a model off Mr. Carneggie’s
Humaan Relations and Contro olling Stress and
a Worry Principles.
Summariz
ze Trainer Note: Enncourage gueests to be paart of the summary of thhis
0:0
08 sessio
on by joining any of the discussion
d grroups.
Optio
on: Prepare one 3x5 carrd for each of o the questtions below:
− What are the t major beenefits of livving an intenttional life, to
o you and
your organnization?
− Why is it important to o you and yo our organizattion to communicate
and celebrrate successees?
− What is thhe return on investment for us, as teeam members, for
becoming more motivvational and inspirational
i within our
organizatio
ons?
− What speccific advice would
w you haave for otheer business
professionals who mayy want to invvest in the Dale
D Carnegie
®
Course ?
®
Session 8B
− What else can you do, as a business professional, to have a major
impact on the success of your organization?
− How have your friends, associates, or family members reacted to
your involvement in the program?
Give one 3x5 card to a person in each group and have that person lead a
discussion on that topic. Let the group identify the person who will
report to the entire group.
After a few minutes of discussion, hear the reports from the small groups
on the assigned questions.
Remind participants of the continuous improvement aspect of training
and that Dale Carnegie® has other training program opportunities. Refer
to the “Yes, I’m interested in finding out more about …” form at the end
of the Participant Manual.)
Participant Distribute the Participant Evaluation forms.

Evaluations Visual: Program
0:10
Objectives.
Refer the participants to the program learning objectives (Five Drivers for
Success) at the beginning of their manuals and allow participants to
evaluate the training in silence. If you do not use the PowerPoint visual,
make it easier on the participants by putting the Five Drivers on a flip
chart or whiteboard.

0:03
Coaches Trainer Note: Deliver person-centered strength responses to each

Recognition coach and present him or her with a Coach Certificate of Completion.
0:02

Session 8B
Certificates of Trainer Note: If not already given to participants, give the Certificates of
Completion Completion to participants individually at the front of the room, without
0:05 comments.
Award One Highest Award for Achievement

0:01
Close Close with an inspirational story or analogy that conveys the importance
0:02 of vision and living an intentional life.
Thank the guests for attending.
Invite the award recipients to form a receiving line at the door so that we
can congratulate them.
Complete and Complete the Session Report, Breakthrough Plans, and Participant Evaluation
Submit Cover Sheet and submit your paperwork within the timeframe set by the
Program Franchisee and/or DC&A.
Paperwork

Session 8B
Notes:

Resource Section
Resource Section
Reading Assignments
Warm-Up Schedule
Human Relations Principles: Pegging and Linking
Disagree Agreeably Topics
Creative Summaries and Showmanship
DCC Return on Investment (ROI)/Performance Improvement Project
Seating Charts
Dale Carnegie Course ®: Skills for Success 193

Resource Section
Commitment Area Commitment Reporting Session #
Human Relations Principles #1–9:

2A 3B
Enhance Relationships Principles
Control Stress and Worry Principles 3A 6A

3B 5B
Gain Willing Cooperation Principles

5B 8A
“Demonstrate Leadership”
Dale Carnegie Course ®: Skills for Success 194

Resource Section
Reading Assignments
How to Win The Quick and
Friends and How to Stop Easy Way to
Influence Worrying and Start Effective
Session People Living Speaking Booklets
1 Part One Part One None None
Part One,
2 Part Two Part Two Chapters 1–3 Remember Names
and page 226
Part Two, Speak More Effectively,

3 Part Three Part Three
Chapters 4–6 Part One
Part Three, Speak More Effectively,

4 Part Four Part Four
Chapter 7 Part Two
Part Three, The Little Recognized

5 Review Part One Part Five
Chapter 9 Secret of Success
Part Three,
Chapters 8 and 10
6 Review Part Two Part Six
Part Four,
Remember Names
Chapter 11
Part Five,
Chapter 12 Speak More Effectively,
7 Review Part Three Part Seven
Chapter 13 Part One
Review
Part Five, The Little Recognized
8 Review Part Four Part Eight
Chapter 14 Secret of Success
Trainer Note: Though the readings are very important, some participants may not have received them prior to the
first session. Make this seem easy to correct by asking them to find something that is of interest to them in the
books and being ready to report on it.
Tell them we are looking more for quality of reading than quantity of reading. Trust that the reports will inspire
them to read more during and after the program.
Dale Carnegie® Immersion Course 195

Resource Section
Creative Reading Recaps
Here are a couple of ideas. Mix and match them and add your own ideas while facilitating the
program to keep the participants interested and intrigued!
1. Do a cliff-hanger and tell the first part of a story from any of the readings for the next session.
Just when people are asking themselves, “What finally happened?” stop and say, “I can’t wait to
see who can finish the story next week. It is in your readings!” Then, next session ask them,
“So, what finally happened with _____?”
2. Do a reading lottery each session by having people’s names ready to pick out of a hat. At the
end of the session, have a Coach draw two or three names, announce the names, and say,
“Next session, the following leaders will tell us what they thought was important in the
readings!” (Be sure to call on them next session so everyone knows you are serious!)
3. Cut a reading-related page (neatly) out of each book and hand one page to each of several
participants. Explain that they were specially selected for that particular reading and it will
become apparent why this is “their” reading. Next session, they will reveal their insights
about why that reading was so important for them and to all of us.
4. Do a knockdown recap by having everyone stand. Ask for volunteers to share their insights
on the reading until at least 3-4 people have gone.
5. In sessions that start in small groups, give the groups a topic to discuss from the reading, the
ROI/Performance Improvement Project, or from an organizational or topic of interest issue.
Give them 3-4 minutes to discuss the topic you have assigned and then have a group leader
report on good news that is happening with people in his or her group. Be prepared to cite
things from the readings to help them see the relevance of reading the books and booklets.

Resource Section
Warm-Up Schedule
Session # Warm-Up
1A Welcome and Greeting Activity
1B None
2A Handshake Exercise
2B Find a Similar Vision
3A Duke of York
3B None
4A Box Factory
4B Duke of Kroy
5A Two Speaking at Once
5B Safari
6A Lemon Tasting Exercise
6B None
7A I’m Awake, I’m Alert, I’m Alive
7B None
8A None
8B None

Resource Section
Human Relations Principles: Pegging and Linking
Session History
The Human Relations Principles are the core values of the Dale Carnegie Course® Brand Suite
of Programs. As Trainers of the Dale Carnegie Course® and its variants, we know that Mr.
Carnegie identified early in his development of the program the need for getting along and
working well with other people. It continues to be a need in today’s world. The Dale Carnegie
Course®, in its many forms, still focuses on the importance of these principles, yet as the Course
attempts to respond to our clients’ time pressures, our public offerings have been modified from
16 sessions, to 14 sessions, and currently 12 sessions. We also offer 8-week corporate
programs and the 3-day Immersion Course.
When revising the program, a lot of thought goes into which sessions can be eliminated or
modified without diminishing the major impact of the Dale Carnegie Course®. Over time, some
memory-related segments have been eliminated or combined with other sessions. This
continues to be the case with the current version of the Dale Carnegie Course®; yet, it is
important as Trainers that we not allow these sessions to lose importance in our own minds.
Pegging the second set of Human Relations Principles #10–21, at the end of Session 4B,
becomes an option depending on time. If we have a small class and we use our time wisely, we
still may have the time to peg Principles #10–21. If not, we introduce participants to the
principles but they may not receive the benefits of learning the “pegs.” A suggestion—if you
“find” 10–15 minutes in one of the sessions between 4B and 7A, give the participants some
value-added material by teaching them the pegging process for the second set of principles.
The third set of Human Relations Principles is to be “linked” in Session 7B. However, we ask
the participants to use their creativity in a fun, small group exercise where they collectively
create the “links” for the last set of principles. There is a “stack” that has been taught to
Trainers for many years for Principles #22–30. We include that “stack” in this section, which
provides some additional reserve power for Trainers.
The information regarding the pegging and linking of the Human Relations Principles here in the
Resource Section is intended to provide additional information and insight for Trainers, so that
we do not lose the heritage of these extremely useful tools.

Resource Section
Memory Context
The “memory” sessions are not taught simply for memory’s sake. The memory sessions are
taught because, as individuals, we feel more confident when we have more control over our
memories. Self-confidence has always been a foundational driver upon which the Dale Carnegie
Course® is built. Human relations is also a key driver and “we can’t apply what we don’t know.”
So, providing our participants with memory tools, whether they are used for recalling names,
pegging, or linking (also referenced as “stacking”), can be valuable in helping to bolster their
confidence levels.

Resource Section
The Human Relations Pegs #1–21

# PP Word Permanent Peg Picture Object
(1) Run Sitting in a horse’s saddle Three Golden Cs
(2) Zoo Being thrown by monkeys Roses of Appreciation
(3) Tree Object bending the tree Wanted Poster
(4) Door Stuck in revolving door Interest Bearing Note
(5) Hive Flying out of a bee hive Smiley Faces
(6) Sick Coming out of a syringe Nameplate
(7) Heaven Tumbling down Heaven’s stairs Earphone/Headset
(8) Gate Hanging from a railroad gate Microphone
(9) Wine Pouring out of a wine bottle Crate Stamped “Imported”
(10) Den Lion tamer holding “Best” Brand Boxing Glove
(11) Eleven Football player catching Respectful Butler
(12) Shelf Falling off shelf “Admit One” Theater Ticket
(13) Hurting Stuck in your hip Friendly Dog
(14) Sorting Bottom of laundry basket Sign Flashing “Yes, Yes”
(15) Lifting Barbells balanced by Talking Clacking Teeth
(16) Licking Replacing ice cream in cone Idea Light Bulb
(17) Movie Projected movie screen Telescope
(18) Waiting Tumbling out of bus door Sympathy Wreath
(19) Shining Flashlight shining onto Noble Man’s Crown
(20) Horn of Plenty Spilling from horn Drama Masks
(21) Dueling gun Exiting from gun barrel Gauntlet

Resource Section
Link/Stack the Demonstrate Leadership Principles #22–30
# Key Word(s) Linked Picture
(22) Praise Praying hands
(23) Attention Wedged between fingers is a soldier at attention, saluting with left hand
(24) Mistakes Chalkboard embedded in a soldier’s helmet with an obvious mistake (2+2=5)
(25) Questions Hanging from the dust collector is a question mark
(26) Face Hanging on top of the question mark are drama masks
(27) Slightest Improvement A baby teeters on top of the masks
(28) Reputation Woven in the baby’s hair is a credit card
(29) Easy Balanced on top of the credit card is an easy chair
(30) Happy Standing on top of the easy chair is a happy clown
These “links” are the objects that Dale Carnegie® Trainers have historically taught participants
for the third set of Human Relations Principles. They are good reserve power for Trainers
today, in case the participants have a difficult time coming up with their own objects during the
small group creativity exercise in the Demonstrate Leadership session.
Adult learners like to “discover” so, though we could teach them the “linking” objects, they will
most likely enjoy expressing their own creativity and the teamwork of this new exercise. This
also will help prevent repetition of doing the same process in the small group activities by having
them do something new.
The pegging and linking systems are valid processes for retaining information. Remember that
one of the outcomes sought in this type of activity is to increase self-confidence.
Dale Carnegie Course®: Skills for Success® 201

Resource Section
Disagree Agreeably Topics
(Can also be used for a value-added “Thinking on Our Feet” session
• Accountability • Innovation • Policies and Procedures
• Burnout • Internal Communications • Policy Changes
• Challenging Employees • Interpersonal Issues • Politics
• Community Relations • Inventory • Pricing
• Computer Problem • Loss Control • Professional Attire
• Consolidation • Loss Prevention • Professional Image
• Cost Containment • Management Changes • Profitability
• Cross-Cultural Issues • Management • Public Relations
Development
• Customer Relations • Quality
• Management Effectiveness
• Customer Satisfaction • Recruiting
• Managing Change
• Decision-Making • Reward
• Marketing
• Discrimination • Safety
• Meetings
• Diversity • Sales
• Mission
• Down-Sizing • Team Management
• Morale
• Efficiency • Teamwork
• Motivation
• E-Mail • Technical Support
• On-the-Job Training
• Employee Development • Telecommuting
• On-Time Delivery
• Ethics • Time Wasters
• Organizational Changes
• Expense Controls • Turnover
• Organizational Issues
• External Communications • Vision
• Organizational Skills
• Goal-Setting • Voice-Mail
• Out-Sourcing
• Gossip • Work Conflicts
• People Resources
• Government Policies • Work Environment
• Personnel Changes
• Honesty
• Increasing Revenue

Resource Section
Creative Summaries and Showmanship
The Puzzle Picture
Draw or cut pictures from a magazine that exemplify the essence of the session. Cut the
pictures into small puzzle pieces and place the pieces in an envelope. Distribute one envelope
to each small group.
Direct the small groups to put the puzzle together as quickly and efficiently as possible. When
any group is verbally able to communicate the “essence” of the puzzle picture, they are to get
the attention of the rest of the participants and communicate “how” their puzzle picture ties in
with the session and their personal/professional lives.
Continue until all groups can report how their puzzle picture ties into the session. Consider
having any group that is finished assist the remaining groups.
The “Drawing”
Divide the participants into small groups and give each group one sheet of flip chart paper with
four or five colorful markers.
Direct the groups to draw “what” took place during the session and “how” it applies in their
lives. Ask if the directions are clear. Now, tell them that they cannot use any words, only
pictures.
After several minutes, each group identifies a member to communicate what their group drew
on their papers. Continue until all groups have reported.
Cartoon Story
In small groups, have the participants create a storyline using a cartoon theme that embodies the
essence of the session. They can use captions to communicate their storyline. After several
minutes of preparation, have each group identify a reporter and relate their storyline to the rest
of the participants.
Role-Play Exercise
In small groups, have the participants develop a role-play or skit that they feel embodies the
essence of the session. Make sure that all members of the small group are involved, even if it is
in a small way. Continue until all groups have reported.
3x5 Card Questions
Prior to the session, develop relevant questions that capture the session and place one question
on each 3x5 card. Direct the participants into small groups and have them discuss the question
on their cards. Let them discuss this issue/topic for several minutes; then hear their reports.

Resource Section
Nerf Ball Exercise
Direct all of the participants to stand in a large circle. Start by holding a Nerf ball and making a
statement such as, “To me, today’s session meant … (state what it meant to you).” Then, toss
the ball to a participant and say, “What did it mean to you?” After that participant has answered
the question, he or she tosses the ball to another participant and he or she responds.
After five or six responses, ask for the ball and say, “I am going to apply this by … (state how
you are going to apply the concepts).” Again, toss the ball to a participant and ask, “How are
you going to apply this in your life?” This process can continue, but always be aware of the time.
It is not necessary for all participants to respond to the questions.
Key Word Box
Before the session starts, make up numerous small slips of paper with a key word written on
each one. Place them all in a container. Participants draw one slip of paper from the container
and tie the word to the objectives of the session.
Tree Exercise
Before the session, draw a large tree with branches but no leaves on a piece of flip chart paper.
Keep it hidden until you are ready to use it.
Give small groups a small stack of sticky notes and have them identify words or phrases that
capture the essence of the session. Give the groups several minutes to write out their
responses.
Have them, as a group, tape their responses to the tree (like leaves), and explain the connection
to the session objectives. Do this until all groups have completed the exercise. You can save
some time by not allowing a duplicate response to be placed on the tree.
“I Don’t Get It” Exercise
At the completion of the exercise, after the recap and vote, ask sincerely, “Is there anyone who
just does not get what we have done in this session?”
When participants raise their hands, ask volunteers to sell the value of the session to the people
who did not quite get the relevancy.
This can be delivered in several small groups, depending upon the number of participants who
raise their hands.

Resource Section
Two Paper Cups Demonstration
Obtain two paper cups prior to the session. Fill one cup half-full with water and start to pour
the water from that cup to an empty cup while the empty cup is upside down.
Ask the participants, “How does this demonstration tie in with what we just completed in this
session?” (Sample response: “We have to be open-minded in order to assimilate new
information and get the most out of the training.”)
This can be discussed in small groups. Hear responses from the groups or individuals.
Paper Tissue Demonstration (possibly Session 3)
Hold a facial tissue in your hand, directly in front of you. Demonstrate letting a facial tissue
gently fall to the floor. Make the point that we would not normally relate this demonstration to
enthusiasm.
Next, pick up the facial tissue and wad it into a little ball and throw it across the room. Then
ask, “How might we make the connection between this demonstration and enthusiasm?” Also,
ask, “What decision must be made in our minds to have an impact on our behaviors?” (For
example, “I want to be more enthusiastic in my life and I like the results when I am more
enthusiastic.”)
Solicit responses and funnel them into the significance and importance of consciously being more
enthusiastic in our lives.
Circle In and Out Exercise
After the recap and vote, ask all of the participants to get into a large circle. Explain the ground
rules. “Think of one word that best encapsulates the essence of the session.” Demonstrate this
by saying an appropriate word, taking a step forward, and encouraging other participants to
identify “their” words and take steps forward.
After all participants have taken steps forward (making the circle smaller) say, “I am going to
apply this tomorrow at work with my team members by … (be specific)” and then take a step
back to the larger circle. Then encourage the participants to communicate an application of the
session and take steps back.
Folding Paper Exercise

Get four or five volunteers to come to the front of the room. Give each a standard piece of
copy paper and keep one piece for yourself. Let the volunteers know that you have been
referred to as “The World’s Greatest Communicator.” Inform them that they are going to fold
the piece of paper exactly the way you communicate. They are to follow your directions
explicitly and they are not allowed to ask any questions. As the “World’s Greatest
Communicator,” they will not need to ask any questions and the folds will be exactly the same.
As an after-thought, tell the volunteers that they are to close their eyes while you give them
directions. Remind them that they are not to ask any questions.

Resource Section
Note: The Trainer gives the volunteers directions and the Trainer folds the paper differently
than the volunteers. As an example, the Trainer says, “Fold the paper in half.” Most people will
fold it from top to bottom. The Trainer folds side-to-side.
Give about two directions and have the volunteers tear off a quarter-size piece from the upper
left-hand corner of the folded paper. Again, have them fold the paper and tear another piece of
the paper in the upper left-hand corner.
Now, have the volunteers open their eyes and unfold their papers. Spoken humorously, say,
“Well, you know these will all look alike.” Of course, they are different. Make discussion points
that communication is a challenging process and takes much effort. We should not take for
granted or assume that we are making ourselves clear.”
The participants really enjoy this demonstration and debrief. Conduct a discussion about the
key points of communication.
The Alien Exercise (effective communications and assumptions)

Put a jacket on the floor in front of you and ask a volunteer participant to help you put it on
correctly. Let the person know that you are familiar with the language and you interpret it
literally.
Once the participant starts giving you directions, do exactly as he or she says. As an example,
the participant says, “Pick up the jacket off the floor.” Pick the jacket up by the sleeve and
immediately drop it because he or she did not tell you to hold on to it. Remember, he or she
did not tell you “how” to pick up the jacket.
Continue making the communication more difficult by literally doing what the participant wants
you to do. Once this exercise is completed, ask the participants several questions to get them
thinking about effective communication, how easy it is to miscommunicate, and what happens
when we make assumptions when we talk with others.
Acronym Development
In small groups, have the participants develop an acronym that encompasses the essence of the
session. Once the word/phrase is developed, have a representative from each group relate theirs
to the entire group until all have completed the exercise. As an example, for Session 2:
V— We achieve VICTORIES by setting goals in our lives.
A— Our ATTITUDE should be positive toward goal setting.
L— We become more effective LEADERS when we are goal-oriented.
U— We UNDERSTAND our world better when we are goal-setters.
E— We EVOLVE into better human beings as a result of setting goals.

Resource Section
Torn Paper Demonstration
Tear a piece of paper and make the point that this does not inspire people. Now, twist the
paper into a tight roll and try to tear it. It is very difficult. Make the point that when we are
strong, we are more likely to be able to motivate and inspire people. Ask the participants to
make analogies about this demonstration and the activity that we just finished in the session.
Newspapers/Magazines/Free Brochures Exercise
Bring in a small pile of old newspapers/magazines/brochures and distribute several to each small
group. Have the participants search to find articles that fit with the session they have just
completed. Identify a reporter from each group and let him or her briefly inform the rest of the
groups what their group found and how it fits. Do this until all groups have reported.
Knockdown Drills
Knockdown drills can be delivered in a variety of ways. One approach is to have the entire
group stand and think about how this session fits into their respective lives. The Trainer says,
“As soon as you have an idea, raise your hand.” Immediately, when people raise their hands, call
on them to get their responses. When someone gives an answer, have him or her sit down.
This does two things: it primes the pump for participants who cannot think of the “fit” and it
acknowledges participants who are able to think on their feet. After numerous responses, ask
all participants to be seated. The Trainer can summarize the points made by the participants.
This knockdown drill gets many participants involved and lets them do 90% of the talking.
The Dale Carnegie One-a-Day Plan for the Human Relations Principles
Ask the group, “What are you going to do to hold yourself accountable to continue to apply the
things that you have learned during the program? Here is how one of our participants
responded?
“Well, you know there about 30 days in most months. There are 30 principles in Dale
Carnegie’s book How to Win Friends and Influence People.
“So each time we look at our watch, phone or calendar, look at the date. Then look at your
Golden Book to determine the corresponding principle number. For example, if it is the 2nd, the
principle that we will focus on that day will be principle #2; ‘Give honest and sincere
appreciation.’
“Now that doesn’t mean that we won’t use the other principles that day, but we will focus on
principle #2 that day. At the end of that day, journal the result that you got by applying that
particular principle all day long.
“So, each day of the month we will be using a new principle. By the end on the month we will
have applied every principle. After two months of doing this, we will have used all principles at
least two times and, will have started to internalize the principles. Soon we will have memorized
the 30 principles as well. This way, ‘We won’t just take the Dale Carnegie Course; we will live
it!’”

Resource Section
Story Method
Set the scene that we are about to tell a story that encompasses what we have just completed in
this session. The story is made up as we go.
Start by saying something like, “I walk into the office on Monday morning and greet several co-
workers. The door to my office is open and …”
Stop and ask a volunteer to continue the story and get as many volunteers as possible to
continue the story. The story will probably become convoluted and humorous, but it does not
matter.
This is a light-hearted way to wrap-up the session. After a few participants have joined in,
several more will want to get involved.
Participant Summaries and Activities
Divide the participants into three or four groups and have them develop summaries
for the session. Give them a few minutes to get their thoughts together and let a representative
from each group facilitate the summaries that they developed to the entire group.
Do this until all groups have delivered their summary. Be cautious of the time on this one.
The Masking Tape Summary
Immediately after the reports in the enthusiasm commitment, peel the masking tape off the floor
that was used to divide the two areas. Tear off small pieces of the masking tape and give a piece
to all the participants.
Ask them, “What does this piece of masking tape signify to you as it relates to what we have
done this (morning, afternoon, evening)? Where will you keep this tape to continually remind
yourself that we need to be more enthusiastic?”
Get responses from participants until they make the point that enthusiasm is vital to our success
in business. Wrap up the summary with, “What I heard you saying is …”
The Ribbons and Stars Activity
Make enough ribbons for the Coaches, all participants, and possible guests. Get some double-
sided tape and adhesive stars. As participants come in, give them a ribbon, and ask them to put
it on and then give them a strip of stars (they can come back for more stars).
Tell them that they are to give away as many stars as they can by putting a star on the ribbon
after they give any individual in the class a person-centered compliment with evidence. Then
demonstrate for them. Give out ribbons as they come in so this becomes a pre-session activity
that carries into the first five minutes or so of class.
Note: This activity can be facilitated in any of the latter sessions of the program with a focused
debrief.

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Things in their Pocket or Purse Activity
In small groups, have participants take several objects out of their pockets or purses. After the
respective groups have identified several items, have the groups connect their objects to the
activity that was just completed. As an example, someone in the group pulls out a pocket comb.
In the debrief, their spokesperson might say about this item, “This comb reminds us to use the
human relations principles to ‘smooth out’ the relationships with our challenging associates.”
Another interpretation could be, “This comb’s teeth are organized and uniform. When we want
to communicate effectively with others, we’ll want to be organized in our approach for clarity.”
A variation of this exercise is to identify objects in the classroom to use. It could be a stapler,
tape, a plate, a bell, a pencil/pen holder, etc. Again, ask the participants in their small groups to
connect the objects to the activity just completed.
Another variation of this activity is for the participants to find a partner and ask for an object
from their partner’s pocket or purse. Whatever they are given, the participants create an
analogy of that object to the session just completed. Time permitting, you can have the
participants do this several times. After following this process, ask the participants to be seated
and solicit responses from several participants. Bring it to a close by saying, “So what I heard
you say is …”
There Is Always More Room
Fill a drinking glass to the top with water. Have five or six small coins in your hand and ask the
class, “How many of these coins can I put into this drinking glass before the water overflows?”
Make sure that you show the participants the small number of coins in your hand.
Trainer Note: Have 25–30 more coins readily available (kept out of participants’ sight) to put in
the drinking glass.
Here is the key to the success of this summary. Pinch each coin and gently break the water
surface with the coin and let it fall to the bottom of the glass. Do this several times and then
make your first point. For example, say, “When someone on our team says something like,
‘That’s impossible!’, we can tell them that we may be able to figure out a way to make it
happen.” After dropping a few more coins into the glass of water, make another point.
Something like, “We all have a greater capacity than we give ourselves credit for.” Drop several
more coins into the water and make another point. You could say something like, “Like this
drinking glass, we all have the ability to expand our own comfort zones. We can continue to
add value to our daily activities and never stop adding resources to our growth and
development.”
The whole idea is to make points continually that revolve around “There is always more room
to do things and to expand our comfort zones.”

Resource Section
The Spider Web
Get the participants into a large circle. Bring a large balled-up, unwrapped package of yarn to
the circle. Start by talking about the value of the session’s activities. Then toss the ball of yarn
to another participant. Hold onto the end piece of the yarn when it is tossed.
Each time the yarn is subsequently tossed, the participant holds on to the end of the ball of yarn.
After the ball of yarn has been tossed multiple times, it creates a spider web effect. When
participants catch the ball of yarn, they are to answer several questions. First, what did the
experience (activity) mean to you? Second, how does the session apply in your workplace?
A web is formed connecting everyone. There are a number of analogies that can be made. For
example, “Having a safety net for our people by having all of the team members connected is
much like a spider web. We become stronger because of all of the connections.”
We can also get the participants to tell us what the web represents to them, relating to their
respective work sites.
Think, Write, Share

Distribute 3x5 cards to all of the participants. Have them write a statement of application of the
session just completed on their cards.
When all have finished writing, have the participants find a partner and communicate the
application that they wrote on the card. After the participants have exchanged application
statements, call time and have them find another partner, repeating the process.
Have the participants do this several more times. Ask the participants to be seated and then get
responses to questions such as, “What did you communicate? What did you hear from one of
your partners?”
The Icon Close
Break the class into small groups. Communicate to each group that they are starting a new
business. They are to develop an icon or a logo for their new product or service. Tell them
that this icon/logo will be on all of the organization’s business cards, letterhead, and imprinted
on company promotional items.
This icon or logo must capture the essence of your product or service. The icon or logo is to
be a continual reminder of the value of enthusiasm within the organization.
The guidelines are: 1) the icon or logo can incorporate no more than two words and 2) the
word ENTHUSIASM or any derivative thereof may not be used.
Give the small groups two or three minutes to brainstorm ideas. Then have them place their
ideas (in color) on flip chart paper. Give the groups several minutes to transfer their icon/logo
onto the flip chart paper. It is a good idea not to let the respective groups see the other
groups’ icons or logos.

Resource Section
After you call time, and while the participants are still in their small groups, have them discuss
for several minutes, “How might this icon/logo (constantly viewing it on the organization’s
business cards, letterhead, etc.) increase the productivity, efficiency, and energy within the
organization?”
Once all of the groups have their icon/logo, get a representative (or have the entire group)
relate their drawing to the rest of the group. Coach for enthusiasm.
Note: This exercise can be used to develop an icon that captures enthusiasm or any one of the
drivers (leadership, self-confidence, etc.).
The Memory Demonstration

Prior to starting the class, get a white pages telephone directory and memorize the tenth name,
address, city and telephone number down the column on page 89.
Then, in front of the participants, rapidly thumb through the white pages telling the class that
you are memorizing the book. Thumb through the book again for effect.
Then, ask the class for any three 1-digit numbers but not two of the same number. So, if the
class gives you 7 9 4, write them on the board in descending order 9 7 4. The best way to
accomplish this is just write one number at a time. As an example, if a participant gives you the
#4, give yourself enough room to put a higher number to the left of the four. If the number is
lower than the four, place it to the right of #4.
So, let’s go back to our numbers 9 7 4. Now REVERSE the numbers and place them under
the 9 7 4. It should look like this:
• Write the three numbers in descending order. 974

• Reverse the numbers and place them under the 974 with -4 7 9
a minus sign in front of them
• Subtract 479 from 974. You should come up with: =4 9 5
• Now, REVERSE the number in the line above and place a
plus sign in front of it. +5 9 4
• ADD them together. The total is ALWAYS 1089 =1,089
Next, direct a participant to open the telephone book to page 89. Have him or her count down
to the tenth name on the page. Now, pretend to recall the name on the page. Think about it
for a few moments and then tell the entire class the person’s name, address, city, and telephone
number. Remember, it is always 1089. The KEY to the success of this demonstration is to have
the first three numbers in DESCENDING ORDER.
Then, go on to make the point of the session. As an example, if the session is all about the
human relations principles, tell the class, “When you memorize the principles, they are always at
the forefront of your mind and they are easier to apply because you know them by heart.”

Resource Section
DCC Return on Investment (ROI)/Performance Improvement Project

Purpose of the ROI/Performance Improvement Project
To prove tangibly that individual performance improvement translates into team and
organizational effectiveness that can be measured on the top line and bottom line. To focus
participant goals, actions, and learning on meaningful organizational results.
ROI/Performance Improvement Project Process – Trainer and Franchisee Overview
Here are recommended timeframes and ideas that Trainers can use for implementing the
Dale Carnegie Course® Performance Improvement ROI Project. Check with your Franchisee for
specific preferences for using the DCC ROI/Performance Improvement Project in your area.
• The DCC ROI/Performance Improvement Project Instructions and DCC ROI/Performance Project
Proposal Form for participants are distributed either before the start of the program by the
Training Consultant or at Session 1 of the course by the Trainer.
• Participants complete the DCC ROI/Performance Improvement Project Proposal Form and submit
it to the Trainer at Session 2 or Session 3, specifying the ROI goal that they are committed to
achieving.
• Trainers have participants relate how various sessions will help them achieve an ROI for the
DCC ROI/Performance Improvement Project. In the chart below, the Drivers for Success
that most strongly correlate to the session are marked with an “X.”
Attitude Control
Communication
Self-Confidence
People Skills
Leadership
Session, Session Title
1A-Build a Foundation for Success X X X X X
1B-Recall and Use Names X X
2A-Build on Memory Skills and Enhance Relationships X X X
2B-Increase Self-Confidence X X
3A: Put Stress in Perspective
3B-Enhance Relationships and Motivate Others X X X
4A-Energize Our Communications X X
4B-Make Our Ideas Clear X X

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Attitude Control
Communication
Self-Confidence
People Skills
Leadership
Session, Session Title
5A-Disagree Agreeably X X X X X
5B-Gain the Willing Cooperation and Commit to X X X X
Influence Others
6A: Manage Our Stress X X X
6B-Develop More Flexibility X X X X X
7A: Build Others Through Recognition X X X X X
7B: Inspire Others X X X X X
8A: Demonstrate Leadership X X X
8B: Celebrate Achievements and Renew Our Vision X X X
For example, in session 2A-Enhance Relationships and Motivate Others, you might ask:
− “How will our experiences in this session help those of us who are here to increase our
self-confidence move toward a breakthrough? How about those of us who are here to
enhance our people skills?”
− “What ROI or other results can our organizations expect to gain as a result of our new
skills?”
− You may need to ask additional questions to help them see the criticality of these skills
and breakthroughs in terms of organizational results. You may even want to gently chide
them by saying something like, “That’s sweet that you are committed to being a nicer
person now. But what in the world does that have to do with having a more efficient,
effective organization? How does this affect the financial health of your organization?
Please, somebody enlighten us!”
The point can be made that each session has the potential to create breakthroughs in each one of
the Drivers for Success, so be flexible when facilitating their responses.
Trainer Note: Experiences from Trainers who are familiar with DCC and DCC
ROI/Performance Improvement programs show that these ROI/Performance related summaries
help keep participants focused on attaining their goals. This helps them and their organizations
become more successful. To keep projects on track, be sure to include the ROI/Performance
Improvement Project summaries as part of your training sessions.

Resource Section
In the final session, participants give a report on:

− Their specific ROI/Performance Improvement project
− What specifically they will use from the program that will help them achieve the
ROI/Performance project’s objectives (HR principles, Stress and Worry principles, Magic
Formula, LIONS formula, and/or other DCC techniques and approaches)
− The expected results, such as revenue earned, reduced costs, reduced implementation
time, performance improvement, quality improvement, etc., for their project
− To incorporate this into a 90-second report format, have them spend 60 seconds on their
Major Benefit Report (Magic Formula) and 30 seconds on their ROI/Performance
Improvement Project Report.
After Training Is Completed
Depending on Franchisee preferences, participants may also be asked to turn in a one-sheet,

written summary (on their organization’s letterhead) of their results 30-45 days after the course
has been completed. In-house classes may also include a follow-up session conducted where oral
reports are given on the results of the ROI/Performance Improvement Project. Check with your
Franchisee for his or her preferences.
Trainer Note: Please see the trainer.dalecarnegie.com for videos discussing and demonstrating
how to assign and use the Dale Carnegie Course® ROI/Performance Improvement Project.

Resource Section
ROI/Performance Improvement Project Flowchart: Option 1: Assigned as Pre-work
DCC ROI/Performance
Improvement Project Flowchart
Option 1: Assigned as Pre-work
Note:
Before Program After Program
This option is typically During Program
Starts Completes
used with in-house
programs or with
teams enrolled in
public classes. Training Consultant Session 1A starts
Participant works on
enrolls participant or and documents ROI/
team Performance results
Follow-up activities
are contingent on the
Franchisee, client CIS or BT Plan
completed by
Trainer explains BT Franchisee sends out
reminder e-mails
Plan, Vision Statement,
organization, and participant and and ROI Project (2-3)
Boss/Mentor
Training Consultant
building follow-up on
the ROI/Performance Participant completes
ROI Project Report
Improvement Project DCC materials given including pre- Participant decides on organization
on BT Area and letterhead
as part of the program work assignment sheet, books, and
Participant ROI Instructions and ROI Project
for teams and/or Proposal Form
individuals.
Optional: 30-45 days after
DCC
Participant completes BT Participant sends copy of ROI
Plan and Vision Plan. Project Report to Trainer,
CIS or BT returned to Fine-tunes ROI Project Training Consultant, and/or
Training Consultant Proposal Sheet home and
completes.
Optional Follow-up Session

Participant returns Participants give oral
Trainer reviews report on ROI Project
ROI Proposal Sheet
BT Plan or CIS sheets at Session 2 Outcome and further
goals for the future.
(Session 3 at latest)
Participant gives oral

Participant meets with and written report to
boss, selects ROI area and Trainer summarizes
each segment with boss/mentor
completes initial draft of
ROI Proposal relevance to
ROI Project
Franchisee and Training

Consultants use ROI
Trainer assigns Projects for evidence in
8B Achievement future selling
and ROI Report
Participant plans and

gives final report with
final ROI Plan

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ROI/Performance Improvement Project Flowchart: Option 2: No Pre-work
DCC ROI/Performance Improvement Project

Flowchart
Option 2: Introduced on Day One, No
Note: This option is Before Program After Program

During Program
typically used with public Starts Completes
classes with few or no
teams enrolled.
Training Consultant Participant works on
Follow-up activities are enrolls participant or Session 1A starts and documents
team ROI results
contingent on the
Franchisee, client
organization, and Training Trainer explains
CIS or BT Plan Franchisee sends out
Consultant building completed by BT Plan, Vision reminder e-mails
Statement, and
follow-up on the participant and
Boss/Mentor ROI Project
(2-3)
ROI/Performance
Improvement Project as
Participant completes
part of the program for ROI Project Report
DCC materials given
the teams and/or including pre-work
Participant decides
on BT Area and
on organization
letterhead
individuals. assignment sheet and
books
ROI Project
30-45 days after DCC

Participant sends copy of
CIS or BT returned to Participant completes BT
ROI Project Report to
Plan and Vision Plan.
Training Consultant Trainer, Training Consultant,
Starts ROI Project
Proposal Sheet, takes and/or Franchisee
home and completes.
Trainer reviews Optional Follow-up Session

BT Plan or CIS sheets Participants give oral report
Participant returns
on ROI Project Outcome,
ROI Proposal Sheet
and further
Session 2
goals for the future.
(Session 3 at latest)
Participant gives oral

and written report
Trainer summarizes to boss/mentor
each segment with
relevance to ROI
Project
Franchisee and Training

Trainer assigns 8B Consultants use ROI
Achievement and ROI Projects for evidence in
Report
Participant plans and

gives final report and
submits final ROI Plan

Resource Section
Frequently Asked Questions about the ROI/Performance Improvement Project
Q. Why push so hard for an ROI Project? Aren’t we diluting the value of the DCC and its
variants by adding this project?
A. If not properly facilitated and conducted, the ROI Project certainly has the potential to
distract people from the benefits of the course. On the other hand, by helping people realize
how their performance, skills, and behaviors can change organizational results, we help them
solve their problems and market themselves as people of worth. This is truly helping people
see business relevance and context to our training, which should encourage an ongoing
relationship with the participant, the client organization, and Dale Carnegie Training®.
Q. What if someone does not do an ROI Project or heavily resists it? How hard do we press
them? Is this project required for successful completion of the program like the LTM
projects? Do they still get a certificate if they don’t do an ROI Project?
A. Naturally, we would hope that the participants would eagerly embrace the project because it
is for their benefit as much as for anyone’s. The boost in confidence they would get and the
recognition that they would receive for producing results are significant. Still, they sometimes
don’t embrace the project.
The ROI Project is not required for successful completion of the DCC or DCC. So do your
best to change their attitude without giving offense or arousing resentment. The participants
who embrace the ROI Project will likely pull some people into doing the project too, so be
patient.
Q. What if someone does not have a job (student, unemployed, etc.) Should they be excused
from the ROI Project?
A. Not necessarily. Their ROI may be better grades, a scholarship, a new job, working on a
team project at school with better results, etc. So allow the concept of return-on-investment
to extend beyond the normal business definition of ROI into performance management.

Resource Section
DCC® ROI/Performance Improvement Project Timeline and Materials Page
Purpose of the ROI Project: To prove tangibly that individual performance improvement
translates into team and organizational effectiveness that can be measured on the top line and
bottom line; to focus participant goals, actions, and learning on meaningful organizational results.
Session Materials to Provide

# What to Do and Quantity
1A − Explain DCC ROI Project process by − One DCC ROI Instruction Form for
tying it into their Breakthrough Participants for each person plus extras
Plans and Visions. for Coaches
− Distribute DCC ROI Instruction Forms − One DCC ROI Project Proposal Form per
for Participants. person plus extras for Coaches
− Distribute DCC ROI Project Proposal − Have several copies of completed DCC
Forms. ROI Project Proposal Sample Form
− Make DCC ROI Project Proposal available for review (several copies
Sample Form available to them for should suffice depending on class size)
review. − Have several completed DCC ROI
− Make DCC ROI Written Report Sample Written Report Sample available for
available to them for review. review (several copies should suffice
− Explain that they will bring depending on class size)
completed DCC ROI Project Proposal
Forms back to you at Session 2
(Session 3 at the latest).
2 − Participants turn in completed draft − Have several copies of completed DCC
of DCC ROI Project Proposal Form. ROI Project Proposal Sample Form
available for review
− Have several completed DCC ROI
Written Report Sample reports available
for review
3 − Ask participants report on − Include at the end the Incident portion
commitment to be a friendlier of the Magic Formula for Influencing
person and how that is helping with Action report (Gain Willing
the ROI Project. Cooperation).
5 − Ask candidates to give an update on − Have several completed DCC ROI
their DCC ROI Project Proposal. Written Report Sample available for
review
8 − Participants each return a report, − Collect reports
preferably on their organization’s − If a follow-up session is scheduled by
letterhead on the outcome of their the Franchisee, give a notice of when,
ROI Project 30-45 days after the where, and how to submit the reports
program completes.

Resource Section
The Dale Carnegie Course®

Participant ROI/Performance Improvement Project Instructions
As a participant in the Dale Carnegie Course® (DCC), you will develop and implement a
measurable, results specific ROI Project. This project will demonstrate your value and
contribution to your organization in regards to your willingness to engage in
continual self-development. The project should address an area within your work
responsibilities that needs to improve to ensure alignment with your career goals and your
organization’s goals.
You will also complete a vision statement with specific goals based on the DCC
Five Drivers for Success (Self-Confidence, People Skills, Communication Skills, Leadership Skills,
and Attitude Control). As you grow toward your goals in these Five Drivers, you will focus on
utilizing the developed skills to gain success in your ROI Project.
When developing your ROI Project, please keep the following parameters in mind:
1. The ROI Project should focus on a specific goal, such as increased sales, reduced
turnover, expense control, increased productivity, better customer service, etc.
2. Your performance should have a direct impact on the area of focus.
3. Performance goals should be measurable, such as revenue per account, turnover rate,
cost savings, increased revenues, quality improvement, customer retention, etc.
4. A measurable baseline of performance should already exist or it should be possible for
you to develop such a baseline measure. Typical measures of performance include dates,
currency, numbers, and percentages. Examples include on time delivery, processing,
quality improvement, increased revenue, and decreased costs.
5. The goal should be realizable during the course or at latest 1-2 months after completing
the DCC.
6. If at all possible, the results should be quantifiable in terms of return on investment.
Return on investment should be quantifiable in “currency saved over one year.”
7. You will be responsible for developing, maintaining, and completing your project.
8. To document your success, a completed copy of your proposed DCC ® Project Form will
be due and turned in to your Trainer no later than Session 2 of your DCC. A completed
Project Results Report, on company letterhead, is at Session 8
9. Your Trainer will ask you to give frequent updates on your ROI/Organizational
Improvement project
10. At the final session you will be asked to report to the other participants in the DCC
about your progress and you will be asked to do a brief written report on your
organization’s letterhead.
Important: See your Trainer for examples of completed DCC ® Project Proposal Forms and Project
Results Reports.

Resource Section
The Dale Carnegie Course®

ROI/Performance Improvement Project Proposal Form
(Please return the completed proposal to your trainer no later than Session 2.)
Participant Name: Title:
Organization: Course #:
Date:
Project Description and Importance to Breakthrough Goals
Baseline Performance Measurement (Dates, Numbers, Monetary Value, and/or Percentages)
Improvement Objective
Drivers for Success to Be Employed (Self-Confidence, People Skills, Communication Skills,

Leadership Skills, Stress and Attitude Control)
Anticipated ROI and Notes (Financial Impact)

Resource Section
The Dale Carnegie Course ®

Sample ROI/Performance Improvement Project Proposal Form
(Please return the completed proposal to your Trainer no later than Session 2.)
Participant Name: Chris Johnson Title: Manager
Organization: UVWXYZ Engineering Course #: 0X-DCC-0X
Date: August 11, 200X
Project Description and Importance to Breakthrough Goals

Improve communications between service technicians, managers, and clients. This is
important because we are implementing a LEAN process and have determined that we need
better customer communication and customer service.
Baseline Performance Measurement (Dates, Monetary Value, Numbers, Percentages)

We track the technician’s daily call-ins with a posted graph. Each technician can see and
compare where they rank among their peers, as well as total team performance measured
against goals and last year’s performance. We also track length of calls and need for
callbacks.
Improvement Objective
Cut total length of calls by 5–10 minutes per day per technician. This can be accomplished by
reducing callbacks due to improper communication on first calls and better use of the right
technicians for the customer’s needs.
Drivers for Success to Be Employed (Self-Confidence, People Skills, Communication Skills,

Leadership Skills, Stress and Attitude Control)
Communication Skills and People Skills. Need to listen to the technicians and gain their
cooperation in doing this. Will also need to talk with upper management to get approval for
process changes.
Anticipated ROI and Notes (Financial Impact)

If we can cut the calls by 5 minutes per day per technician (31 technicians total), we can save
the equivalent cost of adding ½ of a technician or over $35,000 per year. If we can save 10
minutes per day per technician, we can save the equivalent of 1 technician’s salary over a 1-
year period or over $70,000 per year. This does not include increased customer satisfaction
leading to more business.

Resource Section
DCC ROI/Performance Improvement Project Summary Report

Service Technician Manager Example
October 27, 200X
Pat Gonzales, Trainer

DCCCC and Associates
1234 Elm St.
Anywhere, USA
Dear Pat,
The overall scope of my class project was to implement a daily service call and increase
communication with the service technicians at my company.
During the month of December, I was involved in a process called LEAN. Because of the LEAN
event and the goals we were trying to achieve, I was able to introduce my ideas, including those I
had chosen for my class project, to the team. By beginning in a friendly way, and being sympathetic
to the other people’s ideas and desires, I was able to convince the team that the ideas I had would
benefit the company and increase communication.
One of the things we added was a separate phone line for the technicians to be able to call in and
leave their location and next destination on a quick short voicemail. When we rolled out the
new line and (communicated) its purpose to the technicians, this seemed to spark a fire of
awareness that we needed to know where they were so we could make better dispatching
decisions. Their communication with dispatch instantly became better and the amount of time
each technician spent on the phone decreased.
Another interesting development was the increased use of text messaging between dispatch and
the technicians. In dispatch, we track the technician’s daily call-in with a posted graph, which
each technician can see and compare where they rank among their peers. In other words, we
give them a fine reputation to live up to. This also gives me the opportunity to praise their slightest
improvement and every improvement.

Resource Section
When calculating the ROI, it became apparent that by better knowledge of the technician’s
location, we were making better decisions on whom to send and spending less time calling the
technicians, saving an average of 10 minutes per day per technician. Currently, we have 31
technicians, multiplying that by 10 minutes a day, based on 250 working days per year, saving
1291 technician hours yearly. Based on a rate of $55.00 per hour, that saves us
approximately $71,042 yearly, which correlated to the income of another technician.
Thanks for a terrific program!
Chris Johnson
Chris Johnson
UVWXYZ ENGINEERING

Resource Section
DCC ROI/Performance Improvement Project Sample Reports

Note: These are actual examples of DCC and DCC ROI Projects. The companies’ identities
have been kept anonymous to protect their privacy. These examples serve to give participants,
Trainers, and Franchisees some report samples and to tangibly show the powerful effect that the
Dale Carnegie Course® has on results for organizations, teams, and individuals.
Engineering/Manufacturing/Production Example
The production plant that I am assigned to has two departments. Upon starting my new
position, I quickly realized that one of the departments has not had a lot of attention from the
engineering group. The operators gave me an earful as to why I was working in their group,
asking me, “Who did I upset to get assigned to help here?” After the first class, I saw an
opportunity to apply some of the Five Drivers of Success with this group to improve their
perspective.
One of the elements we’re responsible to track/improve is the waste stream. The numbers
coming out of the department weren’t that bad, ranging 8–9% waste. Thus, I initially established
a goal to develop a rapport with the crew and focus on waste reduction later. This was a good
opportunity to apply Driver #2: Develop People Skills. But, in September, the department was
required to transition to a new bulk raw material. An Opportunity to incorporate Drivers #3
and #4, and #5 presented itself. Thus, my goal was to apply these tools while maintaining or
improving the waste numbers in the department.
Well, the transition was completed about mid-September, and the waste numbers did increase to
about 10%. But, by sticking to the Drivers and working with the operators, the numbers have
dropped back to where they were before the transition and output levels have increased almost
5%, saving the company almost $48,000 in downtime and waste.
The levels of cooperation and productivity that were achieved could not have been reached
without recognizing the Drivers of Success that were discussed and implementing them with this
group.
Bank/Financial Institution Example

Three months ago, I started a new job in the mortgage department. The goal of my class project
was to start to familiarize myself with the 70 different mortgage products my bank has to offer.
To accomplish this goal, I committed myself to sitting in on and observing at least one interview
per week with the lender who is training me. After the interview, we would discuss the details
and decide on 3 to 4 product scenarios that we felt would best suit our client.
What I used most from my training to accomplish my goal was to apply Principles 4 and 7 to my
project. To become a good listener was essential for me in order to find the best product for my
clients to meet their needs. Becoming genuinely interested in other people helped me start to
develop new relationships with new clients and show them I really cared about helping them in
any way I could.

Resource Section
The result of my project was that I did my first pre-approval three weeks ago. The customer
found a home and will be closing in December. The return on investment is that, once the loan
closes, the bank income will be $1,815.
Purchasing Example
My class project consisted of renewing a purchasing/supply contract with a vendor for sawdust,
which my company uses for animal bedding.
I used several Carnegie principles and mainly practiced begin in a friendly manner and being
sympathetic with the other persons’ ideas and issues.
Current contract pricing is $22.50/ton or $9,551/month or $114,612/year.
Proposed contract pricing is $30.00/ton or $12,735/month or $152,820/year.
Current market pricing is $50.00/ton or $21,225/month or $254,700/year.
Also, the possibility of our company needing to purchase/supply a yard truck/spotter for $20,000-
$30,000 was eliminated by working with the individual who currently buys excess sawdust from
us to move/spot trailers as needed.
Actual savings: (for the remainder of this contact year) $19,402
Not having to purchase truck: $25,000
Total saving next year with new contract: $44,402
Actual savings next year when contract is signed: $101,880
Service Technician Manager Example

The overall scope of my class project was to implement a daily service call and increase
communication with the service technicians at my company.
During the month of December, I was involved in a process called LEAN. Because of the LEAN
event and the goals we were trying to achieve, I was able to introduce my ideas including those I
had chosen for my class project to the team. By beginning in a friendly way and being sympathetic
to the other people’s ideas and desires, I was able to convince the team that the ideas I had would
benefit the company and increase communication.
One of the things we added was a separate phone line for the technicians to be able to call in and
leave their location and next destination on a quick short voicemail. When we rolled out the
new line and (communicated) its purpose to the technicians, this seemed to spark a fire of
awareness that we needed to know where they were so we could make better dispatching
decisions. Their communication with dispatch instantly became better and the amount of time
each technician spent on the phone decreased. Another interesting development was the
increased use of text messaging between dispatch and the technicians.
In dispatch, we track the technician’s daily call in with a posted graph, which each technician can
see and compare where they rank amongst their peers. In other words, we give them a fine

Resource Section
reputation to live up to. This also gives me the opportunity to praise their slightest improvement and
every improvement.
When calculating the ROI it became apparent that by better knowledge of the technician’s
location, we were making better decisions on whom to send and spending less time calling the
technicians, saving an average of 10 minutes per day, per technician. Currently we have 31
technicians, multiplying that by 10 minutes a day, based on 250 working days per year, saving
1291 technician hours yearly. Based on a rate of $55.00 per hour, that saves us approximately
$71,042 yearly, which correlated to the income of another technician.
Food Industry Example

My project was the movement of particular cash management services from the bank we were
using to a new bank resulting in reduced bank fees. The additional volume and the lower fees at
the new bank would decrease the cost of the services, including accounts receivable lockbox,
vendor payments, and electronic transfers. The estimated savings are $600/month.
I am still working on the project but I have worked on the legal agreements the bank has
submitted for signatures. As I was working on the agreements, I realized
Dale Carnegie’s advice to talk in terms of the other person’s interest is imperative. When I read the
agreements, they were very one-sided to cover the new bank’s exposure and risks. What about
my company’s exposure and risks? I felt these were equally important. I suggested changes to
the documents to ensure we each would be satisfied. It was important for me to not look at the
agreement from just my company’s perspective, but I needed to suggest changes in terms of the
bank’s interest and how the changes would enhance our mutual relationship. The bank was very
receptive to the suggestions, which turned into a win-win result.

Resource Section
Seating Charts
Room Arrangement: Theater
Trainer Notes:
Front of Room
1. Be sure the
projector and
laptop power cords
are taped to the
Flip Chart/
floor or secured so
Whiteboard/
Markers
no one trips on
them.
Projector, Laptop, & Screen
2. Allow adequate
space for finalists (if
any) to come to the
Ready Ready front of the room.
Chairs Chairs
3. Make
adjustments as
necessary. For
example, if the
projection screen is
attached to the wall
in the middle of the
front of the room,
adjust as best you
can.
4. In small rooms
or for class sizes
less than 30
participants,
consider using one
ready chair on each
Coach Table side.

Resource Section
Trainer Notes:
Front of Room
1. Be sure the
projector and laptop
power cords are
Flip Chart/ taped to the floor or
Whiteboard/ secured so no one
Markers trips on them.
2. Allow adequate
space for finalists (if
any) to come to the
front of the room.
3. Make adjustments
as necessary. For
example, if the
projection screen is
attached to the wall
in the middle of the
front of the room,
adjust as best you
can.

Resource Section
Room Arrangement: Horseshoe

Trainer Notes:
1. Be sure the
Front of Room projector and
laptop power
cords are taped to
the floor or
secured so no one
Flip Chart/ trips on them.
Whiteboard/
Markers 2. Allow adequate
Projector, Laptop, & Screen space for
participants to
stand and perform
the action for the
session.
3. Make
adjustments as
necessary.
Coach Table

Resource Section
Room Arrangement: Theater: “Old Way/New Way”
Front of Room
Flip Chart/
Whiteboard/
Markers

T
a
p
Used to be … Choose to be …
e
Participants
Exit
Participants
Enter
Coach Table
Trainer Note: Can be used for value-added Enthusiasm session or for Old Way/New
Way Vision Statement report option.

Resource Section
OPTIONAL Disagree Agreeably Room Arrangement: Theater
Front of Room Trainer Note: The

quicker option is to
use the “I like Mac”
vs. “I like PC”
cheer as it saves
Flip Chart/ time and allows for
Whiteboard/
the same effect.
Markers
If the Trainer
prefers to put
T individuals up in
a front of the room
p
State Opinion
e
State Opinion as a further
developmental
opportunity for
participants, this
room set up shows
how to do it.
Participants Participants
Enter Enter
Coach Table

Resource Section
OPTIONAL Unleash Our Full Potential Room Arrangement: Small Horseshoes
(circling the room with the openings of the horseshoes facing the center)
Front of Room
Trainer Note: Use
this room set-up
option if you do not
have time to have
each person present
Flip Chart/
Whiteboard/
their Unleash Our
Markers Full Potential in
front of the room.
Trainer
Coach Table Course Course

Coach Coach
Talking and being disruptive

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Copyrighted materials. For Dale Carnegie® certified trainers and candidates only.

Dale Carnegie Course®: Skills for Success

Trainer Preparation Manual

Copyright © 2009, 2010

Printed in the U.S.A.

Dale Carnegie Course®: Skills for Success 1

Session Six ..................................................................................................................................................... 145

Dale Carnegie Course®: Skills for Success 2

This manual provides systematic, session-by-session guidance for delivering the

Dale Carnegie Course®: Skills for Success 3

How to Use this Manual

How this Manual Is Organized

This manual is comprised of the following sections.

Suggested options are included to deliver the program,

Resource Section Items building reserve power including:

Dale Carnegie Course®: Skills for Success 4

Awards Paaperwork Summary

Bridge Practicee with Partnners

Flipchart Particippant Presentting

ourse®: Skillss for Success

Delivering the Dale Carnegie Course®:

Dale Carnegie Course®: Skills for Success 6

Things to Do before the Course

Things to Do during the Course

Dale Carnegie Course®: Skills for Success 7

Dale Carnegie Course®: Skills for Success 8

Who Comes to the DCC and What Are Their Expectations?

1. Expectations from a Participant’s Point of View

Dale Carnegie Course®: Skills for Success 9

2. Expectations from the Buyer’s Point of View

4. Expectations from the Trainer’s Point of View

• Positive, Enthusiastic, and Passionate Attitude

Dale Carnegie Course®: Skills for Success 10

10 Things to Do during the Course

Dale Carnegie Course®: Skills for Success 11

5 Things to Do at the Break

4 Things to Do at the End of Each Session

4 Things to Do at the End of the Program

Dale Carnegie Course®: Skills for Success 12

Things to Do after the Course

Have a great course!

Dale Carnegie Course®: Skills for Success 13

Valuing Diversity Principles

2. Refrain from identifying someone by race, ethnicity, religious affiliation, gender,

5. If it is necessary to refer to race, ethnicity, religion, gender, disability, or age groups in

6. Be proactive in understanding how to communicate across generations.

Dale Carnegie Course®: Skills for Success 14

The Dale CarnegieCourse®: Skills for Success

• Build greater self-confidence

Dale Carnegie Course®: Skills for Success 15

Dale Carnegie Course®: Skills for Success 16

Resources in the Participant Manual

Dale Carnegie Course®: Skills for Success 17

DCC: Skills for Success Supply List

Supplies & Miscellaneous

Dale Carnegie Course®: Skills for Success 18

*Dale Carnegie Course®: Skills for Success 20-44

Dale Carnegie Course®: Skills for Success 19

Dale Carnegie Course®: Skills for Success 20

Session 1B: Recall and Use Names—Open 0:02 2:34

Dale Carnegie Course®: Skills for Success 21

Supplies and Equipment

Dale Carnegie Course®: Skills for Success 22