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US ARMY COMMAND AND GENERAL STAFF COLLEGE

International Military Student Preparatory Course

Lesson Plan for P910

Briefing Techniques

Course Author: Mr. Mike BrettmannLesson Author: Mr. Patrick Lamar

Date prepared: March 23 2005

1. SCOPE

Briefing skills, presentation techniques, presentation planning and platform speaking are becoming

increasingly important because meetings are taking up the greater part of the executive and midlevel

management work day. Many vital decisions are made by personnel in the government based on a

briefing given by a person who may or may not be able to communicate ideas effectively. This lesson

is designed to enhance the ability of the student to communicate ideas more effectively through

proper preparation, and the effective use of visuals, i.e., flip charts, whiteboards, viewgraphs,

PowerPoint presentations, etc. This lesson consists of one delayed learning activity that will beaccomplished when each student presents their individual Country Brief. The learning activity will

focus on the students ability to prepare, create and deliver an information briefing. Upon completion

of this lesson, students will have a better understanding of the elements required to deliver a

successful briefing.

This lesson emphasizes two field grade leader competency map (FGLCM) skills by challenging

students to improve their ability to filter information (2.1) and communicate (5.1). During the delayed

practical exercise (DPE) for this lesson, students are challenged to demonstrate specific leadership

behaviors that are indicative of exemplary field grade officer skills. The behaviors are: Analyzing

and synthesizing information (2.2.1), and Assesses environment (people, events and systems) then

tailors the message to convince others to follow ideas and make a commitment (5.1.1). The

behaviors identified in the FGLCM provide a common language and assist in the assessment ofoverall student performance by providing performance indicators to differentiate between successful

and exemplary performance.

2. LEARNING OBJECTIVES

TLO C.

Action: Recommend change from Apply CGSOC Skills, ToApply Communications Skills

Condition: Individually or within a group; as an officer working on preparation of a country and

government briefings; given concrete experiences; class discussions; reading assignments; timed

requirements; references; and computer assisted instruction and research.

Standard: Application includes:

1. Applying briefing techniques. IAW ST 22-2.2. Individual/group research techniques.

3. Recording events. IAW ST 22-2.

4. Participating in class IAW staff group and lesson requirements.

5. Group development.

6. Applying Microsoft Office and CGSOC related internet computer skills.

7. Effective written communication.

8. Complying with laws/rules/regulations to include use of government assets (A.01).

9. Honorable representation of home country (B.03).

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Learning Level(s): Cognitive: Analysis

Affective: Responding

JPME 1 Learning Areas Supported:None.

ELO C. 01

Action: Give brief.Condition: Individually or within a group; as an officer working on preparation of a country and

government briefings; given concrete experiences; class discussions; reading assignments; timed

requirements; references; and computer assisted instruction and research.

Standard: Development includes:

1. Proficiency in briefing techniques.

2. US military briefing style.

3. Electronic media.

4. Computer generated audio visual support (i.e. PowerPoint slides).

Learning Level: Application

JPME I Learning Areas Supported:None.

ELO C. 02

Action: Conduct individual/group research.

Condition: Individually or within a group; as an officer working on preparation of a country and

government briefings; given concrete experiences; class discussions; reading assignments; timedrequirements; references; and computer assisted instruction and research.

Standard: Research will include:

1. List of information relevant to the topic.

2. Proper documentation of research sources to avoid plagiarism.



3. LEADER BEHAVIORS:

2.2.1 Analyzing and synthesizing information.

5.1.1Assesses environment (people, events and systems) then tailors the message to convince others

to follow ideas and make a commitment.

4. ASSIGNED STUDENT READINGS:See Lesson Advance Sheet BT-AS

5. INSTRUCTOR ADDITIONAL READING(S)/MATERIAL:

US Department of the Army. ST22-2, Writing and Speaking Skills for Army Leaders. Ft.Leavenworth, KS: US Army Command and General Staff College, 2005, Appendix D, E, F.

US Department of the Army.FM 5-0, Army Planning and Orders Production, Headquarters,

Department of the Army, Washington DC, January 20 2005, Appendix B.

6. TRAINING AIDS

Appendix A: Assessment Plan

Appendix B: Slides

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Appendix C: Tips for Preparing a Briefing

Appendix D: Information Brief Handout

Appendix E: Decision Brief Handout

Whiteboard

ScreenPC Availability for Students (Recommend 4 student PCs)

7. CONDUCT OF LESSON

a. Introduction: (5 minutes).

(1) Slide 1, Lesson Objective.The student will be able to use proper briefing preparation

techniques, make effective use of visuals, control the natural platform fears, and demonstrate the

ability to handle hands-on speaking situations.

(2) Slide 2, Lesson Outline.

Instructor Note: Briefly discuss the major topics of the lesson that will be covered to include a brief

description of the delayed learning activity that will be conducted during the student country briefs.

b. Lesson Timeline:

Hour 1:

5 minutes Introduction: Attention and Motivation

5 minutes Concrete Experience: Preparing a Briefing

5 minutes Publish and Process

25 minutes Generalize New Information: Briefing Techniques

5 minutes Summary Review

5 minutes Develop

0 minutes Delayed Learning Activity: Country Brief

c. Concrete Experience: (5 minutes).Each student will prepare a 3 minute brief about their initial

experience with US culture. Each student will have 5 minutes to prepare the briefing. At the

conclusion of the preparation time, the instructor will select five students randomly to give their

presentation.

Instructor Note:When the time comes to select the students, instead of having them come to the front of

the room and giving a presentation, the instructor should call a students name at random and begin the

publish and process phase by asking the student the first question. The instructor should then focus on

facilitating the publish and process phase by getting the students to address the second question.

d. Publish and Process: (5 minutes).

What were you thinking while trying to prepare the briefing?

How did you feel about your ability to create a presentation?

e. Generalize New Information:(30 minutes).

(3) Slide 3, Briefing Techniques. Students are often asked to make oral presentations on avariety of subjects. Briefings can be delivered to other students in a seminar or tutorial or to an

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assessment panel as part of your assessed work. Students might be asked to research a subject and

use a presentation as a means of introducing that subject to other students for discussion.

Regardless of the subject or the purpose of the briefing, practice is the key to making a successful

presentation. The presentations that are the least successful are rushed, unprepared and poorly

organized. Careful planning will overcome a majority of the obstacles and help the presenterdeliver a more confident and effective presentation.

(4) Slide 4, Types of Briefings? FM 5-0,Army Planning and Orders Production manual,identifies four different types of military briefings. They are:

An information briefing;

A decision briefing;

A mission briefing;

A staff briefing.

Instructor Note: Although there are four types of briefings, this lesson will focus on the first two,

information and decision briefings. The instructor should hand out Appendix C, Tips for preparing aBriefing, Appendix D, Information Briefing Format, and Annex E, Decision Briefing Format, for students

to reference prior to beginning the discussion on the types of briefings and structuring of a presentation.

(5) Slide 5, Purpose of an Information briefing. The first type of briefing that will be discussed

is the information briefing. This type of briefing is designed to provide information to an

audience in a form the audience can understand. The information provided to the audience deals

primarily with facts. It does not include conclusions or recommendations from the speaker, nor

are any decisions required from the audience.

What is the purpose of an information briefing?

Instructor Note:The instructor should have the students follow along using Annex C, information brief,before discussing the format.

(6) Slide 6, Format for an Information Briefing. An information briefing contains 3 main parts

as shown in the slide. These parts are:

The introduction;

The main body;

The closing.

(7) Slide 7, The Introduction. The introduction is used to identify the presenter, organization

and the classification of the presenter. If the briefing is unclassified, the presenter does not need

to give a classification. The introduction also explains the purpose of the presentation and the

extent to which the subject is being covered. The introduction is used by the presenter tosummarize the key points and outline the approach the briefing will take with the audience.

Instructor Note:An example of an approach would be: During my briefing, Ill discuss the six phases of

our plan. Ill refer to maps of our area of operations. Then, my assistant will bring out a sand table to

show you the expected flow of the battle.

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What is the purpose of the introduction?

(8) Slide 8, The Main Body. Organization of the main body requires the presenter to identify the

main points in the presentation, gather and develop the supporting material, structure the main

points in a simple and logical manner, and develop visual aids to support the main points. To be

successful, the presenter should structure the briefing around a few main points which are

arranged and discussed in a logical sequence.

(9) Slide 9, Determining the Main Points. To develop the main body, the presenter mustidentify the main points (topic) of the presentation. When selecting the main points, the student

should try to answer the following questions:

What do you want to say?

Why do you want to say it?

How will you say it?

To whom will you say it?

Instructor Note: Once the main points have been identified, the student must gather the information anddevelop the main points. The supporting information is what provides weight to the main points.

How should the main points of a briefing be structured?

(10) Slide 10, Key Considerations for Collecting Supporting Information.Once the main

points have been selected, the presenter can begin collecting the supporting information to

support the main ideas. The amount and type of information collected to address the main points

will depend on the amount of time available for the presentation, the audiences experience with

the subject matter, and the nature of the content.

Instructor Note: The nature of the content refers to the technical characteristics of the information. For

example if the content were very technical, then the presenter may want to provide the audience with ahandout instead of trying to explain the information.

The student should ask the following questions when collecting supporting information:

How much time is available for the presentation?

What is the experience of the audience?

Can the information be used to connect to the audiences prior experience?

What information will help the audience better understand the main points?

What information will add color to the presentation?

Lastly, the student should have a goal for the presentation. Does the presenter want to make theaudience an expert, or just acquaint them with the subject material? Set the level of expectation.

Answering this question will determine the amount of detail that is provided to the audience.

(11) Slide 11, Structuring the Presentation. Once the content has been collected, the presenter

must structure the briefing. It is important to clearly structure the presentation and to outline the

structure to your audience. This provides the briefer with a clear path to follow and allows the

audience to follow along with the main argument or theme of the presentation. When structuring

your briefing, it should be kept simple. Focus on a linear structure that allows one main point to

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build on another main point until the presenter is able to reach a logical conclusion in the amount

of time provided. When structuring the briefing, the presenter needs to ask the following

questions:

What are the mainpoints?

In what order do they need to be discussed?

Are there any secondary points to be discussed?

Instructor Note: Secondary points should be held to a minimum whenever possible because branching

from main points to secondary points may create complicated linkages that will be difficult for the

audience and the presenter to follow.

(12) Slide 12. Visual Aids. Once the structure of the presentation has been developed, the

presenter can review the outline and content to determine where visual aids can be used to

augment a particular point or points in the briefing. Visual aids are generally used to illustrate,

clarify, or reinforce the message being delivered to the audience. They can significantly improve

the overall presentation provided they are relevant to the topic being discussed, support the main

points of the presentation, and are properly designed. Some good rules to follow when developing

visual aids are:

Limit the amount of text (less is better).

Each visual should focus on one idea or theme.

Visuals should present a coherent message (they should stand alone).

Use color on the slide.

Pick colors that contrast.

Keep backgrounds simple: use pale colors.

What is the purpose of developing visual aids?

(13) Slide 13, Creating the Presentation. Once the main points have been identified and their

order determined, the presenter can begin writing the first draft based on the information that has

been brainstormed and collected from other sources.

Create the Introduction and Welcome. Once you have written the main body of the

presentation, the presenter should write an introduction. The introduction will be used bythe presenter to welcome the audience and introduce the content of the presentation by

outlining the main points that the presenter will raise.

Instructor Note:An introduction should welcome your audience and introduce the content of yourpresentation This afternoon I would like to talk to you about...It should also outline the main points

that student will be raising and the reason for raising them "Over the next ten minutes I shall look at A,

B, and C to show that ..."

Create the main body. It is recommended the first draft be completely written out to

make sure the presenter is confident with the materials that are going to be used.

(14) Slide 14, The Closing. Write the summary and conclusion. The summary and conclusion

should summarize the content of the presentation by highlighting the main points, So by looking

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at A, B, and C , and informing the audience of what they should have earned, You have

discovered X, Y, Z.

Instructor Note:A well written and organized presentation will:

Tell the audience what the presenter is going to tell them (Introduction);

Tell the audience again (Main body);

Tell the audience what you have told them (Summary and conclusion).

(15) Slide 15, Reading Through the Draft. Once the draft is completed, the presentation

should be read through completely. As the presenter reads the presentation, the following

questions should be asked:

How easily does the presentation transition between main points?

Is your supporting information structured in a logical way?

Does your introduction state your main points and address your objectives?

Does your summary bring together your main themes and present a conclusion?

Are there any points that are difficult to understand?

(16) Slide 16, Practice Makes Perfect. The success of a briefing often times depends on how

well the briefing was presented. An important element of preparing your presentation is practice.

A confident, relaxed, and clearly enunciated briefing helps convince the audience. Find a place to

practice. The presenter should practice in conditions as close as possible to the actual conditions

where the presentation will be made. Read the presentation out loud and time the presentations

length. During the practice sessions, the presenter should be looking for instances where the

audience may have questions and should be prepared to deal with the questions should they arise

during the course of the briefing. Likewise, the briefer should also be looking for opportunities toask questions of the audience. This is a good technique to draw the audience into the subject

material; however, be careful not to run over the allotted time. The practice sessions should be

used by the presenter to refine the timing of the briefing, and the delivery (practice speakingclearly, varying the tone of voice, and maintaining eye contact with the audience).

Why should the presenter read the briefing out loud while practicing?

Instructor Note:The instructor should direct the students to ST 22-2, Appendix F for additionalinformation regarding presentation techniques. Reading the presentation out loud, rather than silently,

actually replicates the pace at which the presentation will be given and will provide the presenter with a

better estimate of the time it will take to give the briefing. When reading out loud, the presenter should do

so in front of another student. If the briefing proves to be too long, the presenter must prioritize

information, editing out those parts that seem superfluous. On the other hand, if the briefing is to short,

what extra information must the presenter add to flesh out the briefing?

Instructor Note: The instructor should tell the students to refer to Annex D, and Appendix D to ST 22-2

prior to discussing the decision brief.

(17) Slide 17, Watch Your Time. The instructor should emphasize to the student that the

purpose of practicing is to get your timing down. Bottom line, the student must stay within the

required time allotted for the briefing..

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(18) Slide 18, The Purpose of a Decision Brief. Decision briefings, like the information

briefing, include the introduction, the main body, and the closing. However, the purpose of a

decision briefing is different than that of an information briefing. An information briefing is

designed to present an audience with information in the form of facts which they can understand

and does not require any conclusions, recommendations, or decisions from the audience. On theother hand, a decision brief is specifically designed to answer a question or obtain a decision on a

particular option or set of options. A decision brief will identify the problem at hand, anyassumptions made, a recommended solution or solutions, and the criteria used to analyze and

evaluate the potential solutions. At the conclusion of a decision briefing the presenter will request

a decision from the audience (normally a commander) to whom it is directed.

What is the purpose of a decision brief?

(19) Slide 19, Format for an Decision Briefing. A Decision briefing contains 3 main parts as

shown in the slide. These parts are:

1. The introduction

2. The main body

3. The closing

(20) Slide 20, The Introduction. The introduction is used to identify the presenter, organization

and the classification of the presenter. If the briefing is unclassified, the presenter does not need

to give a classification. The introduction also defines the problem for which a decision isrequired, and the overall recommendation for resolving the problem. The introduction is used by

the presenter to summarize the key points and outline the approach the briefing will take with the

audience.

Instructor Note: When stating the problem to be decided, it may be necessary for the presenter to provide

some background information to better define the problem for the decision maker.

Instructor Note:Put the bottom line up front. Tell the decision maker what solution/course of action isbeing recommended. Do not make the decision maker guess which proposed course of action/ solution

needs approval. Do not justify the recommendation in the introduction. Justification occurs during the

presentation of the main body.

(21) Slide 21, The Main Body. The main body of a decision brief contains six distinct

elements. These are facts, assumptions, solutions analysis, comparison and conclusion. All six of

these elements must be discussed in a decision brief.

Facts. When addressing the facts, the presenter should identify both the positive and

negative facts bearing on the problem. The presenter should only list those facts that can

be verified and have an actual bearing on the problem.

Assumptions. In some cases, there may be gaps in information where the accuracy of a

fact or facts cannot be proved. It may be necessary for the presenter to developassumptions in order to reach a logical conclusion.

Instructor Note: When developing and using assumptions, the presenter must ensure that the person

being briefed understands the assumption and why the presenter made the assumption or assumptions.

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Solutions and Courses of Action. This is where the presenter identifies and discusses

the options that were developed to resolve the problem. All the possible solutions

developed to solve the problem should be listed.

Analysis. This portion of the main body consists of three parts: the screening criteria,

the evaluation criteria, and the actual analysis. The screening criteria are the criteria used

by the presenter to eliminate possible solutions/courses of action.

Instructor Note: The screening criteria are the minimum criteria needed for a particular solution/courseof action to be considered feasible. If a solution/course of action does not meet the established screening

criteria, that solution or course of action is eliminated and will not be discussed by the presenter.

The evaluation criteria are used to rank order the solutions/courses of action. This is

accomplished after the screening process has been completed. Once the solutions/courses

of action are rank ordered, the presenter must analyze the advantages and disadvantages

of each potential solution/course of action using the same evaluation criteria on each

possible option. Depending on the number of evaluation criteria, the number of

advantages and disadvantages must equal the total number of evaluation criteria.

Instructor Note: The instructor should show Slide 22 and explain the process for conducting an

evaluation of a course of action. In the example shown in the slide, there are 6 evaluation criteria which

were applied to course of action 1. 5 were advantages and 1 was a disadvantage. The total advantages

and disadvantages equal 6.

Comparison.In this step, presenter compares the results of the evaluation. The

comparison shows the decision maker how the presenter arrived at the recommended

solution/course of action.

(22) Slide 23, The Closing. The closing in a decision brief serves the same function as that of

an information brief. It summarizes the main points to the person being briefed. However, it is

also used to obtain a decision from the person receiving the briefing. The presenter should use the

closing portion of the briefing to request a decision if one is not forthcoming voluntarily.

(23) Slide 24, Summary. The presentations that are the least successful are rushed, unprepared

and poorly organized. Careful planning will overcome a majority of the obstacles and help the

presenter deliver a more confident and effective presentation. There are two principal types of

briefings that will be used during CGSOC. These are the information briefing and the decision

brief.

The information briefing is designed toprovide information to an audience in a form the audience

can understand. The information provided to the audience deals primarily with facts, and does not

require conclusions or recommendations from the speaker, nor are any decisions required from

the audience. The second type of briefing is the decision briefing. The decision briefing is

specifically designed to answer a question or obtain a decision on a particular option or set of

options. A decision brief will identify the problem at hand, any assumptions made, a

recommended solution or solutions, and the criteria used to analyze and evaluate the potential

solutions. At the conclusion of a decision briefing the presenter will request a decision from the

audience (normally a commander) to whom it is directed.

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Both briefings have a common format consisting of the introduction, main body and the closing,

however, the content of a decision brief will be different from an information briefing. In a

decision briefing, the introduction is not only used to provide the greeting but it also identifies the

problem at hand and the recommended solution. The main body of a decision brief contains six

distinct elements. These are facts, assumptions, solutions analysis, comparison and conclusion.All six of these elements must be discussed in a decision brief. Although the closing is similar in

both cases, the decision brief does require the presenter to request a decision rather than justsummarizing of key points.

Successful briefings require the presenter to identify the main points of the presentation and

organize the main points into a logical manner so transition between main points are smooth. It is

important to clearly structure the presentation and to outline the structure to your audience. This

provides the briefer with a clear path to follow and allows the audience to follow along with the

main argument or theme of the presentation. When structuring your briefing, it should be kept

simple. Focus on a linear structure that allows one main point to build on another main point until

the presenter is able to reach a logical conclusion in the amount of time provided. The amount

and type of supporting information that addresses the main points will depend on the amount of

time available for the presentation, and the audiences experience with the subject

The briefing can be technically correct but still not go over well with the audience. Practicemakes perfect. Presenters should take every opportunity to practice in conditions as close as

possible to the actual conditions where the presentation will be made. Read the presentation out

loud and time the presentations length. During the practice sessions, the presenter should be

looking for instances where the audience may have questions and should be prepared to deal withthe questions should they arise during the course of the briefing. Likewise, the briefer should also

be looking for opportunities to ask questions of the audience. This is a good technique to draw the

audience into the subject material.

8. DEVELOP: (5 minutes).

Which briefing format will you use for your country brief?

Based on your answer above, why did you choose that particular briefing format?

Will you have an opportunity to use these briefing techniques in your Army?

f. Apply: This is a delayed apply and will be conducted by each student over the course of one

week. During IMSPC, each student is required to develop and present a 20 minute briefing about their

country in accordance with the example shown on the International Military Student Division (IMSD)

webpage, the Information Briefing formant shown in Annex C of this lesson and Appendix D of

Student Text 22-2 dated March 2005. Students and instructors will evaluate each briefing for

substance, organization, and style.

Instructor Note.The first country briefs will be presented on day 21 in the morning and afternoon. At

the conclusion of the briefing techniques lesson, the instructor should hand out Appendix F, Country

Brief Requirements. Once the instructor has handed out the requirements, he or she should go over the

requirements with the students to answer any questions. Once this is completed, the instructor should

select students to present the morning and afternoon country briefs for day 2. Selection should be limited

to students from English speaking countries such as Canada, England, Australia, and New Zealand.

g. Assessment Plan: (See Appendix A).

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9. ENVIRONMENTAL IMPACT STATEMENT:None.

10. RISK ASSESSMENT/RISK CONTROL MEASURES:None.

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Lesson Plan for Lesson P910

Briefing Techniques

Appendix AAssessment Plan

1. Part of your performance for the completion of the International Military Student Preparatory Course

is assessed in this lesson through the following:

Country Brief 100%

Daily AAR & Journal P/F

2. The Country Brief is worth 25% of your overall grade for the International Military Student

Preparatory Course.

3. Your performance for this lesson is evaluated through the following: A graded 20 minute briefingon your home country. Additionally your PowerPoint presentations will be graded on a Pass/Fail

basis.

4. You will be assessed in accordance with the standards defined in ST 22-2: Writing andSpeaking Skills for Senior Leaders. Regardless of the nature of the specific requirement, your

demonstration of achieving an objective or competency is assessed against the following performance

criteria:

A Exceeded Standard. Represents the complete integration of critical reasoning, creative

thinking, and evaluative skills as you achieve course-learning objectives. You are fluent in the logic

of course content. There is abundant evidence of this integration in your briefing. Furthermore,

you demonstrate a high level of proficiency in the use of briefing techniques, in the use of USmilitary briefing styles, in the use of electronic media, and in the creation of computer generated

audio visual support, i.e., PowerPoint slides.

B Meets Standard. Represents the consistent application of critical reasoning skills as

you achieve course learning objectives. You are competent in the application of course content.

There is frequent evidence of this application in your briefing. Furthermore, you are competent inthe use of briefing techniques, in the use of US military briefing styles, in the use of electronic

media, and in the creation of computer generated audio visual support, i.e., PowerPoint slides.

C Below Standard. Represents comprehension of course content, but you are inconsistentin application. You achieve most, but not all, course learning objectives as evidenced in your

briefing. Furthermore, you are not fully competent in the use of briefing techniques, in the use ofUS military briefing styles, in the use of electronic media, and in the creation of computer

generated audio visual support, i.e., PowerPoint slides.

U Unsatisfactory. Represents a consistent failure to achieve course learning objectives.

You rarely, or minimally, demonstrates comprehension of course content and are not competent in

applying it to your briefing. Furthermore, you are not competent in the use of briefing techniques,

in the use of US military briefing styles, in the use of electronic media, and in the creation of

computer generated audio visual support, i.e., PowerPoint slides as is evidenced in your briefing.

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See CGSC Form 1009S.

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ASSESSING SPEAKING and PRESENTATIONS

SPEAKER: DATE:

ASSIGNMENT/COURSE TITLE:

INSTRUCTOR/DEPARTMENT:

ARMY STANDARD:Transmits a clear, concise, organized message that communicates the speakers intent.

GRADE: (CGSOC) GRADE:(CAS3)

A O

B E

C S

U NI

NMI

INSTRUCTOR COMMENTS:

Leader Behaviors:

2.2.1 Analyzing and synthesizing information.

P910-BT-AA-3

COGNITIVE LEVEL

ATTAINED

(Higher levels include

characteristics of lower levels.)

EVALUATION

(Judging or weighing by

building and using

criteria and standards.)

SYNTHESIS

(Integrating parts into a

new whole.)

ANALYSIS (Breaking

material down into

component parts to

determine structures and

relationships.)

APPLICATION (Use ofknowledge to solve

problems.)

COMPREHENSION

(Understanding of the

material.)KNOWLEDGE (Recall

of specific information.)

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5.1.1Assesses environment (people, events and systems) then tailors the message to convince others to follow

ideas and make a commitment.

STUDENT COMMENTS:

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Assignment for Speaking/Presenting

ELO C. 01

Action: Give brief.

Condition: Individually or within a group; as an officer working on preparation of a country and government

briefings; given concrete experiences; class discussions; reading assignments; timed requirements; references; and

computer assisted instruction and research.

Standard: Development includes:5. Proficiency in briefing techniques.

6. US military briefing style.

7. Electronic media8. Computer generated audio visual support (i.e. PowerPoint slides)



Performance Level

2 3 4 5

Assessment

Introduction

No attention step.Attention step vague or not tied to

briefing.

Attention step grabs audiences

attention.

No clear thesis. Thesis is not focused or relevant to

the purpose.

Thesis is clearly stated and

focused.

No introduction of major points.Vague introduction of major

points.

Clearly introduces major points

that are relevant to the thesis.

DEVELOPMENT

Major points do not support thesis. Major points partially support

thesis.Major points fully support thesis.

Fails to consider multipleviewpoints.

Presents multiple viewpoints butdoes not reason through them.

Clearly and fairly discussesmultiple viewpoints.

Fails to show how evidencesupports main points/thesis.

Weak analysis of evidence to

show how it supports main

points/thesis.

Clear reasoning that shows how

evidence supports main

points/thesis.

Presentation fails to consider

audiences prior knowledge.

Presentation generally considers

the audiences prior knowledge of

the topic.

Presentation considers the

audiences prior knowledge,

biases, and agendas.

Does not address

implications/consequences of the

assertion or recommendation.

Partially addresses



Fully develops



Fallacies abound within thepresentation.

Some fallacies exist within thepresentation.

Presentation is free of fallacies.

No transitions.Transitions are not always clear or

smooth.

Transitions are smooth and

effectively connect major/minor

points.

Graphics distract from the

speakers main points/assertion or

overload the audience.

Graphics partially support thespeakers main points/assertion.

Graphics effectively support thespeakers main points/assertion.

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CONCLUSION

No conclusion or one that does not

support the thesis.

Conclusion partially supports

thesis.

Conclusion is clear and reinforces

thesis and major parts.

Conclusion is disconnected fromthe evidence and reasoning, or it

introduces new ideas.

Conclusion is not strongly linkedto the evidence and reasoning, or it

is not concise.

Conclusion is fully justified by theevidence and the reasoning, and it

is concise.

STYLEAND MECHANICS

Speakers words/tone are notappropriate to audience and/or

purpose.

The speakers words/tone aregenerally appropriate to audience

and/or purpose.

Speakers words/tone draw the

audience into the presentation.

Body language is inappropriate.Body language does not always

enhance the presentation.

Body language enhances the

presentation.

Does not anticipate or respond to

questions.

Does not fully answer questions.

Does not answer the questions that

were asked.

Anticipates questions. Answers

questions with clarity, accuracy,

and precision.

Speaker has some difficulty using

equipment/setting.

Speakers use of equipment/setting

is not effective or smooth.

Speaker effectively uses

equipment/setting.

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Lesson Plan

Briefing Techniques

Appendix B

Slides

Slide Number Description/Title

Slide 1 Learning Objectives to be covered in class/Learning ObjectivesSlide 2 Identifies what will be presented/Lesson Outline

Slide 3 Introduction /Briefing Techniques

Slide 4 4 types of Briefings/ Types of Briefings

Slide 5 Describe Purpose of an Information Briefing/Purpose of an

Information Briefing

Slide 6 Discuss format for an Information Briefing/Format of an

Information Briefing

Slide 7 Describe the parts of an Introduction/ The Introduction

Slide 8 Describe the parts of the Main Body/ The Main Body

Slide 9 Criteria for Selecting Main Points/ Determining Main Points

Slide 10 Criteria for Collecting Information/Key Considerations for

Collecting InformationSlide 11 How to Structure a Presentation/Structuring a Presentation

Slide 12 Criteria for developing Visual Aids/Visual Aids

Slide 13 Steps to Writing the Presentation/Create the Presentation

Slide 14 Elements of the Closing/ The Closing

Slide 15 Steps to Reading Through the Draft/ Reading Through the Draft

Slide 16 What to do When Practicing the Brief/Practice Makes Perfect

Slide 17 Emphasize Watching Time/Watch Your Time

Slide 18 Describe Purpose of a Decision Briefing/Purpose of a Decision

Briefing

Slide 19 Discuss format for a Decision Briefing/Format of a DecisionBriefing

Slide 20 Describe the parts of an Introduction/ The Introduction

Slide 21 Describe the parts of the Main Body/ The Main Body

Slide 22 How to Evaluate a COA/Evaluation Criteria

Slide 23 Elements of the Closing/ The Closing

Slide 24 Summarize Key Points/Summary

P910-BT-AB-1

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Documents