A community partner of
Business & Education Partnership
Of Waterloo Region
Speakers Bureau - Volunteer Guide
Sponsored by:
Table of Contents
1.
2.
3.
GETTING STARTED WITH THE SPEAKERS BUREAU .................................................................. 3
1.1.
Introduction ...........................................................................................................................................................3
1.2.
The Speakers Bureau – Process ..............................................................................................................................4
1.3.
BEP Contact Information ........................................................................................................................................5
SAMPLE PRESENTATION FORMATS FOR THE SPEAKERS BUREAU ................................. 6
2.1.
Individual Presentation ..........................................................................................................................................6
2.2.
Career Carousel ......................................................................................................................................................6
2.3.
Guess My Career ....................................................................................................................................................6
2.4.
Employer Panel ......................................................................................................................................................6
SUGGESTED PRESENTATION CONTENT ......................................................................................... 7
APPENDIX A - BENEFITS OF THE SPEAKERS BUREAU ..................................................................... 8
APPENDIX B - SPEAKERS BUREAU GUIDELINES AND TIPS ........................................................... 9
APPENDIX C - KNOW YOUR AUDIENCE! ................................................................................................. 10
APPENDIX D - HOW TO KEEP THEIR ATTENTION!.............................................................................. 11
APPENDIX E - SAMPLE ICE BREAKERS .................................................................................................. 12
APPENDIX F - TIPS FOR ASKING EFFECTIVE QUESTIONS TO STUDENTS ............................. 13
APPENDIX G - HOW WE LEARN ................................................................................................................... 14
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1. Getting Started with the Speakers Bureau
1.1.
Introduction
Thank you for registering with the Speakers Bureau through the Business & Education Partnership
of Waterloo Region (BEP).
The Speakers Bureau was implemented in March 2002 to educate and inspire students in our
community about career choices and education paths in order to enhance their career
development.
Goals of the Speakers Bureau:
 Help students identify career options/paths/goals
 Provide students with a plan to achieve their goals
 Provide positive adult role models for students
 Assist teachers in adhering to curriculum specifications
Roles in the Speakers Bureau:
 Volunteer Speaker – present their career journey and life experiences to students
 Teacher – request speakers from a variety of business sectors
 BEP – coordination between volunteer speaker and teacher
 Student – explore various career options through speaker presentations
The Speakers Bureau is a free resource for educators and community groups in Waterloo Region!
For further information, please contact the Business & Education Partnership of Waterloo Region
by email at info@bus-edpartnership.org or via phone at 519-888-9944 ext 2027
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1.2.
The Speakers Bureau – Process
Now that you have joined the Speakers Bureau, what comes next?
We generally receive speaking requests from late September through early June. When we
receive a request for a speaker in your business sector(s), we will contact you – this might be
tomorrow or six months from now!
You will remain ‘available’ as a speaker until you notify us otherwise.
STEP 1 –
You will receive a request (email), which will include the following –
 Date
 Time
 Business sector of interest
 Presentation format (see Section 2)
STEP 2 –
Reply to the above request – click the link to accept, decline or suggest alternate dates.
STEP 3 Once you have accepted (and finalized the date/time), you will receive an email confirmation
reconfirming the following –
 Date/Time/Business Sector
 Teacher/School/Contact information
STEP 4 –
The teacher will contact you directly to discuss the specific details – length of presentation,
additional information around presentation content, etc.
NOTE: If you do not hear from the teacher by one week prior to the presentation, please contact
Julie Dreisinger at the BEP, info@bus-edpartnership.org
STEP 5 You will receive a brief email reminder one week prior to the presentation complete with feedback
link.
STEP 6 Deliver presentation – good luck!
STEP 7 Complete feedback – link available in confirmation and reminder emails.
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1.3.
BEP Contact Information
Name
Title
Phone
Avvey Peters
Executive Director
519-888-9944, x2028
Alayne Hynes
Program Manager
519-888-9944, x2047
Julie Dreisinger
Program Coordinator
519-888-9944, x2027
Andrea Harding
Program Coordinator (ZOOM)
519-888-9944 x 2058
Email – info@bus-edpartnership.org
Website – www.bus-edpartnership.org
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2. Sample Presentation Formats for the Speakers Bureau
2.1.
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2.4.
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Individual Presentation
one speaker is booked for a presentation pertaining to a specific business sector
length of presentation is 0.5 - 1hr including Q & A.
timeframe can vary greatly
once the teacher contacts you, specifics and expectations of the visit can be discussed (not
usually expected to present for the entire time)
Career Carousel
several speakers are booked to cover various business sectors
usually for a two hour time frame
20 -25 minute presentations to several groups (usually 4)
speakers stay in the same room and students rotate to them
Guess My Career
several speakers are booked of various business sectors
approximately 2 hour time commitment
students are divided into small groups and rotate to each speaker
students ask “yes and no questions” in the attempt to guess your career
once all students have questioned all speakers, each speaker is called upon to reveal their
career
each speaker then does a quick 5 minute glimpse of their actual job to help educate them on
various careers
Employer Panel
4 -5 speakers are booked
Approximately 1 -1 1/2 hour commitment
10-15 minute presentation from each speaker
Q & A at the end
Often used for specific topic and larger audiences
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3. Suggested Presentation Content
Below are some guidelines on how to structure your presentation. The actual information and
format will depend on the size and age of the group, their interests, attention span and time
allotted.
1.
Personal Background
 Tell the students about your career interests when you were younger
 Tell them about your career dreams as an adult
 How has this changed over time?
2.
About your Organization
 What does your organization do/produce/provide as a service?
 Location, size, number of employees, etc.
 Tell them about a typical customer/client
3.
Your Specific Role
 Talk about your duties at work
 What do you love about your work and what are some of the drawbacks to your job?
 Discuss any obstacles that you had to overcome and how you did it.
 What are some barriers that the students might face and how to deal with them?
4.
Your Career Journey
 How did you end up where you are and who influenced you the most?
 How did you get your first/current position?
 What are your options for the future?
5.
Your Education Path
 Where did you go to high school and what subjects did you like?
 How important is math in your work place (budgets, banking, etc.)
 Talk about the importance of technology in the workplace
 Talk about literacy in the workplace
 Discuss the importance of sports/volunteering/group activities (importance in the workplace)
 Talk about your post-secondary education
6.
Trends Affecting Career
 New Technology (automation advancements)
 Changes in economy
 Changes in lifestyle
7.
Question and Answers
 Be prepared for personal questions (how much $ do you make)
 Tell students about salary ranges, entry level positions and potential for promotions
8.
What to Take
 Bring along work props, such as product samples, pictures, handouts
 Take all the tools needed for the presentation or arrange with the teacher ahead of time to
have them present (laptop, projector, etc)
 Take “trinkets” to hand out to students (pens, stickers, stress balls, etc.)
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Appendix A - Benefits of the Speakers Bureau
The Speakers Bureau is a free service that directly supports curriculum. The Speakers Bureau can
be used as a tool for career exploration.
Program Benefits Include:
Student Benefits
 Students are exposed to a variety of careers and career paths, so they can develop and
attain their personal and economic goals
 Students are inspired to consider their career options
 Provides students with tools necessary to begin their career journey
 Encourages students to stay in school
 Demonstrates the relevance of their current studies to their future career
Educator Benefits
 Supports curriculum activities, career studies, Career Days, education week, job fairs, etc.
 Provides a resource of potential guest speakers
 Operates as a free resource linking educators and the business community
 Accessible through the internet 24 hours a day, 7 days a week
Speakers Benefits
 Enables community members to positively influence students
 Promotes speaker’s field of employment and organization
 Provides a venue to strengthen facilitation skills
 Provides an opportunity to connect with future workforce
Business Community Benefits
 Provides opportunity for businesses to become actively involved in education of future
workforce
 Provides opportunity for employees to strengthen facilitation and presentation skills
 Enables company to achieve responsible corporate involvement in the community
Community Benefits
 Inspires youth and strengthens bonds in community
 Educates future workforce leaders
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Appendix B - Speakers Bureau Guidelines and Tips
What students WANT to hear…
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Describe a typical day for someone in your career/workplace
Discuss your favorite and least favorite aspects of the job
Provide a brief bio:
o How and when did you get into this career?
o Was it planned or by accident?
o Who/what influenced you to pursue your career?
o Were there obstacles/barriers you had to overcome?
o Did you feel pressured into other career choices?
o How did you know this was the right career for you?
o Where do you see yourself in 10 years?
Describe the type of education/training required for your job – which courses did you take that
were especially helpful? Are there courses you wish you would have taken?
Provide students with examples of the personality traits that best fit your career
Students will want to hear about benefits: travel, training opportunities, contacts, job outlook for
your sector, etc.
Students might ask about what you make personally per year for a salary or hourly wage – you
might respond with salary/hourly ranges that they can expect with varying levels of education and
experience
Describe the changes taking place in your occupation/industry sector. Try to provide students
with a prediction of the outlook for employment in your field
What students do NOT want to hear…
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Industry jargon they do not understand
Speaking down to them – try to treat them as young adults
Avoid sales pitches!
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Appendix C - Know your Audience!
Middle Grades – Senior Elementary (grades 6-8) students:
 Are easily bored and are eager to get moving
 Like small group activities
 Challenge authority
 Are concerned about how they are perceived by others
 Can handle 30-40 minute sessions
 Are easily offended and sensitive to criticism
 Prefer active, hands-on over passive learning experiences
 Are more focused on social/personal concerns than academics
 Are ready for in-depth, longer learning experiences
 Are beginning to think about future, goals, and careers
High school (grades 9-12) students:
 Have a strong need for status
 Are looking for life-planning guidance
 Are influenced by peers
 Need diverse learning experiences
 Fear rejection or ridicule
 Need numerous opportunities to talk and interact
 Require choice within structure
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Appendix D - How to Keep their Attention!
Useful Tips for Speakers
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Give positive reinforcement for thoughtful answers, participation, and volunteers
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Keep the pace lively
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Where possible, try to alternate speaking with activities or demonstrations
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Vary the pitch of your voice
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Move around and make eye contact
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Participation counts! Use activities, questions (either for the large group or in small
groups), demonstrations, role playing, giveaways, ask students to summarize
points, break up the class and move them around, etc.
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Use appropriate humor and anecdotal stories – share your experiences!
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Talk in short sentences and use everyday language
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Use colored markers, slides, PowerPoint, props, products, samples of your work,
cartoons, music, photos, drawings, index cards, etc.
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Be enthusiastic! Students will be infused by your energy, and will prove to be more
engaged with what your saying
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Appendix E - Sample Ice Breakers
1. Open with Questions: Ask students to describe what they believe your job involves or
what a typical day might be like for you. Ask them what the first thing is they think of
when they hear the word: ___ (your job title).
2. Case Study: Prepare a case situation that is directly relevant to your presentation topic,
including 2-4 questions that the students must answer based on the case given. Break
the students into small groups or pairs and allow them the appropriate amount of time
to read over the case (if not done by the teacher in advance of your visit). Have the
students quickly prepare their answers on a large sheet of paper (chart paper and
coloured markers work well), and present them to the class. Be sure to link their
answers to the topic you are covering.
For example, for a presentation on marketing/advertising, prepare a case about
individuals who prepared a successful or an unsuccessful advertising campaign. Ask
the students to identify and record the factors that may have contributed to the success
or failure of the individual in the case.
3. Invent a Logo: Give each student a blank index card. Explain to the group that
corporations are recognized by a specific logo or symbol. To provide an example, try
to point out examples with the students (e.g. Nike, McDonalds, Microsoft, etc.). Tell
students your job title and company name (you may need to explain what it is you do or
what your company does if it’s not obvious). Give the students 5 minutes to draw a logo
they think would represent you/your company, and then have them explain their logo
creation to the class.
4. Word Tree: Ask students to generate a list of words they believe are related to your
career. Write all the words on the board or on chart paper, and cluster them if possible.
Draw conclusions based on clusters regarding personality, education, training, etc.
5. True/False Quiz: Make some statements that may or may not be true about your
career. Have the students either shout out (or hold up cards) that say true or false. This
will help to enforce true facts, while discarding any misconceptions about your job.
6. What’s My Career Game: Students ask 20 yes or no questions regarding your career
and once complete must guess your career.
Sample Questions:
Do you work outside?
Do you work with people?
Did you go to university?
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Appendix F - Tips for Asking Effective Questions to Students
 Design your questions so that the whole class benefits from the questions and the
answers
 Address your questions to the whole class before calling on any one student to answer
 Do not repeat the questions/answers
 Frame your questions to encourage debate
 Require students to enunciate responses clearly and loudly
 Recognize questions meant to be disruptive
 Make necessary corrections
 Admit if you don’t know
 Distribute questions
 Allow students adequate time to respond
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Appendix G - How We Learn
Instructional techniques & their impact on student learning
Lecture – 5%
Reading – 10%
Audio-Visual – 20%
Demonstration – 30%
Discussion Groups – 50%
Practice by Doing– 75%
Teach others immediate use of learning – 90%
What you hear, you forget;
what you see, you remember;
what you do, you understand
~Confucius
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