Docstoc

Train the Trainer Course FINAL MANUAL

Document Sample
Train the Trainer Course FINAL MANUAL Powered By Docstoc
					Aaron Cappotelli
Train the Trainer Manual
Created: May 2010

              How to Produce a Morning Drive Radio Show Course Guide


The purpose of this course is to enable the participants to develop their brand as a high quality morning
drive radio show that delivers organized, well-planned, on-target content in an effort to increase morning
show appeal, ratings, and revenue.

Course Objective:

At the completion of this 8-hour course, the Programmer or Executive Producer will be
able to effectively reproduce major-market-standard morning show planning and
execution practices using available resources. Mastery will be determined by increased
morning show productivity, enhanced execution, increased ratings, and strengthened
brand appeal.

Step-By-Step Objectives:

To reach the course objective, the Programmer or Executive Producer will be able to:

    1. Identify the target audience
          a. Identify the target audiences' interests
          b. Identify current listening habits
          c. Identify counter-programming opportunities
          d. Develop an action plan for attracting desired audience

    2. Design show basics for retaining and attracting audience
         a. Design a show clock that will increase the target audiences' listening
            habits
         b. Develop on-target benchmarks that will increase cume
         c. Schedule benchmarks that will increase time spent listening
         d. Coordinate show balance

    3. Conduct daily strategic planning meetings
         a. Design show content to meet the target audiences' interests
         b. Identify topical content that is appropriate for the audience
         c. Identify lifestyle content that is appropriate for the audience
         d. Contribute content and bit ideas
         e. Identify high-level content
         f. Identify immediate content
         g. Identify evergreen content
         h. Identify the best possible delivery channels for content
         i. Design phone topics that are appropriate for the audience
         j. Develop street bits
      k. Create work-flow charts
      l. Assemble a balanced show grid

4. Perform pre-show preparation tasks
      a. Develop content and bit writing ability
      b. Perform show research
      c. Perform guest research
      d. Perform guest booking skills
      e. Form agency relationships
      f. Book guests
      g. Practice interview skills
      h. Practice delivery skills
      i. Develop presentation appeal
      j. Produce high-level street bits
      k. Assemble street bits
      l. Identify production value
      m. Assemble production value
      n. Prepare materials for bits
      o. Follow the work-flow chart
      p. Satisfy needs of the show grid
      q. Manage time and tasks efficiently

5. Execute the planned show
     a. Follow the planned show grid
     b. Exhibit flexibility
     c. Apply creativity to performance
     d. Set-up callers
     e. Set-up guests
     f. Produce high-level delivery of the content
     g. Produce high-level delivery of the phone topics
     h. Produce high-level delivery of street bits
     i. Produce high-level delivery of interviews
     j. Synthesize production value with segments
     k. Display show timing
     l. Exhibit show direction
     m. Exhibit a targeted show
     n. Exhibit a balanced show

6. Perform post-show development tasks
      a. Identify content for re-purposing
      b. Assemble content for re-purposing
      c. Produce content for re-purposing
      d. Identify promotional opportunities
      e. Form promotional relationships
      f. Facilitate show promotion
Training Strategies and Methods for Step-By-Step Objectives:

INTRODUCTION
Training Strategy: Case study presenting sample audio from two different morning
radio shows. Participants are to react to what they like and/or dislike about what they’ve
heard. This is followed by presentation of the overall objectives of the training session
and further discussion as to how the case study examples could benefit from our
training objectives. The introduction is concluded by a discussion in which morning
show participants are asked about their show’s strengths and weaknesses, relative to
training objectives.

OBJECTIVE 1: Identify the target audience
        Identify the target audiences' interests
        Identify current listening habits
        Identify counter-programming opportunities
        Develop an action plan for attracting desired audience

Training Strategy: We begin with a discussion of who the target audience is, including
their interests and listening habits based on the pervious knowledge of the participants.
Case study presentation of research relating to a study of the interests and listening
habits of the target audience obtained by focus groups. That is followed by a discussion
comparing the participant’s initial opinions of the audience to that of the case study
research. For further comprehension, sample content topics are given on flash cards to
the participants and they are instructed to role-play predicting target audience response
to the topics. Objective 1 concludes with the presentation of a case study on competing
morning shows – their ratings, sample content, and clock – and a lab exercise in which
participants are asked to create an action plan sheet for attracting desired audience
based on what they know about the audience’s interests, listening habits, and daypart
competition.

OBJECTIVE 2: Design show basics for retaining and attracting audience
        Design a show clock that will increase the target audiences' listening
          habits
        Develop on-target benchmarks that will increase cume
        Schedule benchmarks that will increase time spent listening
        Coordinate show balance

Training Strategy: We begin with a brief lecture on the importance of the show clock.
That is followed by a cooperative learning exercise in which participants are asked to
individually create a morning show clock. The objective is to place content at specific
areas within the clock that will attract and retain audience, while counter-programming
the daypart competition. Participants will present their clocks to the class with an
explanation for their decisions and we will collaboratively discuss to create one final
show clock that the morning show will follow.
A lecture about developing and scheduling benchmarks will follow. Examples of popular
morning show benchmarks will be given. Examples of competitor’s benchmarks will be
given. The group will participate in a discussion of the benchmark presented. We will
conduct a group exercise called toss the salad where participants are asked to
individually generate ideas for benchmarks for the show on slips of paper. Once they
have completed the exercise, participants will place their slips of paper in a salad bowl
and mix it up. We will pull and read the slips of paper and discuss the benchmark ideas.
We will examine benchmark mechanics, audience appeal, and timing. The goal of the
discussion is to decide on benchmarks that will be incorporated into the show. This will
be concluded by a group lab exercise in which participants are to schedule the
benchmarks into their newly developed morning show clock.

OBJECTIVE 3: Conduct daily strategic planning meetings
        Design show content to meet the target audiences' interests
        Identify topical content that is appropriate for the audience
        Identify lifestyle content that is appropriate for the audience
        Contribute content and bit ideas
        Identify high-level content
        Identify immediate content
        Identify evergreen content
        Identify the best possible delivery channels for content
        Design phone topics that are appropriate for the audience
        Develop street bits
        Create work-flow charts
        Assemble a balanced show grid

Training Strategy: We begin with an illustrated lecture about the importance of
structured, creative, daily show prep meetings and the best practices for making them
productive. The lecture includes video of three types of morning show planning sessions
– one in which the show doesn’t prepare and decides they’ll “wing it,” one that is
haphazard and unproductive, and one that is structured, dynamic, and productive. A
discussion follows to explore what was good and bad about the three planning practices
and participants will be questioned to compare and contrast their planning styles to
those shown in the lecture. The lecture concludes with tips for how to conduct
productive planning meetings. We follow that up with a role-play in which we apply what
we’ve learned about prepping to a mock prep meeting.

Next, we will discuss prepping different types of content for filling up our morning show
clocks. Participants will be asked to present how they normally select content and
discuss what they like and dislike about the process of generating content. They will
also discuss how they normally schedule content. In a guided discussion, participants
will be shown different content topics on flash cards. The objective is to determine
whether or not the topics should be addressed by the show, why, how, and at what
time. In a lab exercise, participants will be given a section of the daily newspaper and
asked to identify possible content for the show. They will be instructed to write the
content topic(s) on flash cards and present them to the group with arguments for why
the show should use the content, how the show could use the content, and where the
content should be scheduled.

At the conclusion of the lab exercise, we will organize all the content flash cards from
the guided discussion and lab exercise into one group. A brief lecture will follow that
explains the differences between high level, immediate, and evergreen content, and the
best practices for scheduling said content. In a guided practice exercise, the participants
will be asked to categorize the content that was organized from the lab exercise and
guided discussion into high level, immediate, and evergreen content categories and
schedule the content accordingly.

Next, a brief lecture will introduce the concept of the “Content Superhighway” to the
participants. The lecture will include an illustration of the concept (content channels or
lanes), sample handout, and activity sheet. Participants will work with the instructor to
complete a lab exercise in which the content topics from the last section of instruction
are mapped on the “Content Superhighway” activity sheet.

At the conclusion of the “Content Superhighway” activity, participants will examine and
discuss a case study in which two of the “Superhighway Lanes” are explored in depth:
phones, and street bits. Participants will be presented with audio from sample phone
topics and street bits and asked to examine and discuss the different elements that
went into the segments, and if they worked or not. That will be followed by a lecture on
the best practices for effective phone topics and street bits.

Next, a brief lecture will stress the importance of a work flow chart. The lecture will
include a sample handout in which participants can see a completed work flow chart.
On the flip chart, we will discuss and design an appropriate work flow chart for the
content we selected and channeled on the “Content Superhighway” previously in the
objective. Participants will also receive a work flow chart activity sheet in which they can
map the workflow. We will conduct a brief role-play in which the participants are in a
show meeting assigning their workflow for the day.

We will finish with a case study of the morning show’s show grid from that morning. We
will examine the grid and discuss what works and what can be improved. A brief lecture
will illustrate the best practices for creating a show grid. The lecture will include with a
sample handout in which participants can see a good example of a completed show
grid. Then, we will discuss and design an effective show grid for the benchmarks, and
content we selected and channeled on the “Content Superhighway” previously in the
objective. Participants will receive a show grid activity sheet in which they can map the
show.

OBJECTIVE 4: Perform pre-show preparation tasks
         Develop content and bit writing ability
         Perform show research
         Perform guest research
         Perform guest booking skills
              Form agency relationships
              Book guests
              Practice interview skills
              Practice delivery skills
              Develop presentation appeal
              Produce high-level street bits
              Assemble street bits
              Identify production value
              Assemble production value
              Prepare materials for bits
              Follow the work-flow chart
              Satisfy needs of the show grid
              Manage time and tasks efficiently

Training Strategy: We begin with a discussion examining how the show executes pre-
show preparation tasks. We explore what they are currently doing, what works, what
doesn’t, and what will need to be added based on their new work flow chart. That is
followed by demonstrations for performing show research, guest research, and for
booking guests. The participants’ role-play how to handle a variety guest booking and
networking opportunities. That is followed by a lecture/demonstration on the best
practices for interviewing and delivery/presentation.

Next is an illustrated lecture about producing high-level street bits and added production
value. This includes example audio to illustrate under-produced presentations and
presentations that have a superb production value. That is followed by a discussion
about how to identify production value, assemble it, and prepare it for the bits. We
examine the content from our show grid and explore opportunities for production value
by playing pass the envelope. In this exercise, each participant is given slips of paper
and asked to individually brainstorm and write down suggestions for adding production
value to a topic. The slips of paper are placed in the envelope and given to the
instructor. At the end, the instructor opens the envelope and writes down the
suggestions for each of the content topics from the show grid on a flip chart. The
participants discuss the suggestions and examine applying them to the work flow chart
created in objective 3.

We finish with a reflection activity to see if our pre-show preparation tasks followed the
work flow chart, managed time effectively, and satisfied the show grid we created in
objective 3.

OBJECTIVE 5: Execute the planned show
         Follow the planned show grid
         Exhibit flexibility
         Apply creativity to performance
         Set-up callers
         Set-up guests
         Produce high-level delivery of the content
              Produce high-level delivery of the phone topics
              Produce high-level delivery of street bits
              Produce high-level delivery of interviews
              Synthesize production value with segments
              Display show timing
              Exhibit show direction
              Exhibit a targeted show
              Exhibit a balanced show

Training Strategy: We begin with a lecture about executing the planned show grid,
while leaving room for flexibility. The participants are presented a series of “breaking”
topics on flash cards as options for adding to their show grid. We discuss the merits and
implications of adding new topics “on the fly.” As a lab practice activity, participants are
first instructed to place new topics on the show grid, while omitting or moving old ones,
and then we discuss their reasoning behind the moves. That is followed up with a
discussion about filtering the new topics down lanes of the “Content Superhighway” and
adding production value “on the fly.”

Next is a demonstration for setting up callers and guests. That is followed by a role-play
for setting up callers and guests.

We finish with more illustrated lecture about show execution that examines the best
practices for producing on-target high-level content delivery, synthesization of
production value with segments, show timing, direction, and balance. Sample audio
from 6 morning shows is played for the participants, and they are asked to assess the
overall execution of the breaks given their new knowledge and planning and execution.
An on-air execution activity sheet is given to participants for their notes on each of the
breaks. A discussion of their findings concludes the objective.

OBJECTIVE 6: Perform post-show development tasks
         Identify content for re-purposing
         Assemble content for re-purposing
         Produce content for re-purposing
         Identify promotional opportunities
         Form promotional relationships
         Facilitate show promotion

Training Strategy: We begin with a brief illustrated lecture about re-purposing in which
participants are introduced to the idea and played sample re-purposing audio.
Participants discuss the audio.

We then conduct a case study discussion of that day’s show. We explore the show’s
completed show grid from objective 3 and talk about highlight moments from the show.
We discuss what will be re-purposed and the task and workflow needs for the re-
purposing.
That is followed by a demonstration on how to promote highlights or content from the
show. A role-play activity is conducted in which participants are asked to illustrate how
to network and promote the show.

We conclude with a recap discussion of objectives, flip chart notes, and questions.

Supporting Media & Training Aids for the Training Strategies:

NOTE: Participants and instructor will need to have heard that mornings show and need
a copy of that mornings show grid.

INTRODUCTION
    Lesson plan
    Notes
    Power Point
    Sample audio from two different morning radio shows
    Handouts with training objectives
    Paper for notes
    Flip Chart
    Pencils and Markers

OBJECTIVE 1: Identify the target audience
   Flash Cards
   Flip Chart
   Markers
   Power Point
   Case study documentation of target audience
   Case study documentation on competing shows
   Action plan sheets
   Pencils

OBJECTIVE 2: Design show basics for retaining and attracting audience
   Paper for Clocks
   Documentation of sample Benchmarks
   Documentation of competitor Benchmarks
   Slips of Paper for Benchmarks
   Salad Bowl
   Flip Chart
   Pencils and Markers
   Power Point

OBJECTIVE 3: Conduct daily strategic planning meetings
   Video of three show prep meetings
   Flash Cards
   Flip Chart
   Markers
       Pencils
       Newspaper
       Sample Handouts for “Content Superhighway”
       Activity sheets for “Concept Superhighway”
       Sample audio from two different phone topics, and two different street bits
       Sample Handouts of a work flow chart
       Activity sheets for a work flow chart
       A completed show grid from that morning’s show
       Sample Handouts for a show grid
       Activity sheet for a show grid
       Power Point

OBJECTIVE 4: Perform pre-show preparation tasks
   Sample audio from a well-produced street bit, and an under-produced street bit
   Sample audio from a show with great production value, and an under-produced
    show
   Slips of paper
   Envelope
   Pencils
   Flip Chart
   Markers
   Power Point

OBJECTIVE 5: Execute the planned show
   Flash Cards
   Completed show grids
   Pencils
   Sample audio from 6 mornings shows doing: (1) a benchmark; (2) a phone topic;
    (3) a street bit; (4) a topic; (5) an interview; and (6) a produced bit
   On-air execution activity sheet
   Power Point

OBJECTIVE 6: Perform post-show development tasks
   Sample audio from 3 re-purposed bits
   A completed show grid from that morning’s show
   Power Point

              How to Produce a Morning Drive Radio Show Course Guide


       TIME            OBJECTIVES/ACTIVITIES                 PRESENTATION/TRAINING             RESOUR
                                                                   METHODS
10-10:15           ACTIVITY: Welcome and                  Introduce myself and my              Power Po
                   Trainer/Participant Introductions      qualifications to the partcipants.   Flip Char
                                                          Go around the room and ask
                                                          participants to introduce
                                                     themselves. Review the schedule.        Markers
                                                     Establish meeting norms and post        Paper
                                                     on a flip chart page. Ask the
                                                     participants to share their             Pencils
                                                     expectations of the session. Post
                                                     the results on a flip chart page.
                                                     Hand out paper and pencils to
                                                     participants for notes.
10:15-10:30   ACTIVITY: Presentation of Course       Presentation of the overall             Power Po
              Objectives                             objectives of the training session.     Handouts
                                                     Compare to participants                 objective
                                                     expectations from introduction.
                                                     Discussion in which morning show        Flip Char
                                                     participants are asked about their      Paper for
                                                     show’s strengths and weaknesses,
                                                     relative to training objectives.        Pencils a


10:30-11:00   OBJECTIVE 1:                           A discussion of who the target          Flash Ca
                                                     audience is, including their
              Identify the target audience                                                   Flip Char
                                                     interests and listening habits
                 1. Identify the target audiences'   based on the pervious knowledge         Markers
                    interests                        of the participants. Case study         Power Po
                 2. Identify current listening       presentation of research relating to
                                                     a study of the interests and            Case stu
                    habits
                                                     listening habits of the target          of target
                                                     audience obtained by focus              Pencils a
                                                     groups. That is followed by a
                                                     discussion comparing the
                                                     participant’s initial opinions of the
                                                     audience to that of the case study
                                                     research. For further
                                                     comprehension, sample content
                                                     topics are given on flash cards to
                                                     the participants and they are
                                                     instructed to role-play predicting
                                                     target audience response to the
                                                     topics.
11:00-11:15   OBJECTIVE 1 Con’t:                     Case study on competing morning         Case stu
                                                     shows – their ratings, sample           on comp
                 3. Identify counter-
                                                     content, and clock.
                    programming opportunities                                                Power Po
                                                                                             Flip Char
                                                                                             Markers
                                                                                             Pencils a
11:15-11:45   OBJECTIVE 2:                          A brief lecture on the importance        Paper for
                                                    of the show clock. That is followed
              Design show basics for retaining                                               Flip Char
                                                    by a cooperative learning exercise
              and attracting audience
                                                    in which participants are asked to       Pencils a
                 1. Design a show clock that will   individually create a morning show       Power Po
                    increase the target             clock. The objective is to place
                    audiences' listening habits     content at specific areas within the
                                                    clock that will attract and retain
                                                    audience, while counter-
                                                    programming the daypart
                                                    competition. Participants will
                                                    present their clocks to the class
                                                    with an explanation for their
                                                    decisions and we will
                                                    collaboratively discuss to create
                                                    one final show clock that the
                                                    morning show will follow.
11:45-12:15   OBJECTIVE 2 con’t:                    A lecture about developing and           Documen
                                                    scheduling benchmarks. Examples          Benchma
                 2. Develop on-target
                                                    of popular morning show
                    benchmarks that will                                                     Documen
                                                    benchmarks will be given.
                    increase cume                                                            Benchma
                                                    Examples of competitor’s
                 3. Schedule benchmarks that        benchmarks will be given. The            Slips of P
                    will increase time spent        group will participate in a              Benchma
                    listening                       discussion of the benchmark              Salad Bo
                 4. Coordinate show balance         presented. We will conduct a
                                                    group exercise called toss the           Flip Char
                                                    salad where participants are asked       Pencils a
                                                    to individually generate ideas for
                                                    benchmarks for the show on slips         Power Po
                                                    of paper. Once they have
                                                    completed the exercise,
                                                    participants will place their slips of
                                                    paper in a salad bowl and mix it
                                                    up. We will pull and read the slips
                                                    of paper and discuss the
                                                    benchmark ideas. We will examine
                                                    benchmark mechanics, audience
                                                    appeal, and timing. The goal of the
                                                    discussion is to decide on
                                                    benchmarks that will be
                                                    incorporated into the show. This
                                                    will be concluded by a group lab
                                                    exercise in which participants are
                                                    to schedule the benchmarks into
                                                    their newly developed morning
                                                     show clock.
12:15-1:15   BREAK FOR LUNCH
1:15-1:20    ACTIVITY: Review Objectives 1 &         Reflection discussion on what we       Power Po
             2                                       have learned so far
1:20-1:25    ACTIVITY: Refresh Remaining             Review the schedule, meeting           Power Po
             Objectives                              norms and remaining objectives         Flip Char
1:25-2:00    OBJECTIVE 3:                     An illustrated lecture about the              Video of
                                              importance of structured, creative,           meetings
             Conduct daily strategic planning
                                              daily show prep meetings and the
             meetings                                                                       Power Po
                                              best practices for making them
               1. Design show content to meet productive. The lecture includes
                   the target audiences'      video of three types of morning
                   interests                  show planning sessions – one in
                                              which the show doesn’t prepare
                                              and decides they’ll “wing it,” one
                                              that is haphazard and
                                              unproductive, and one that is
                                              structured, dynamic, and
                                              productive. A discussion follows to
                                              explore what was good and bad
                                              about the three planning practices
                                              and participants will be questioned
                                              to compare and contrast their
                                              planning styles to those shown in
                                              the lecture. The lecture concludes
                                              with tips for how to conduct
                                              productive planning meetings. We
                                              follow that up with a role-play in
                                              which we apply what we’ve
                                              learned about prepping to a mock
                                              prep meeting.
2:00-2:45    OBJECTIVE 3 con’t:                       Discussion of prepping different      Power Po
                2.   Identify topical content that is types of content for filling up our   Flash Ca
                     appropriate for the audience morning show clocks. Participants
                                                      will be asked to present how they     Flip Char
                3.   Categorize content as            normally select content and           Markers
                     immediate or evergreen           discuss what they like and dislike
                                                      about the process of generating       Pencils
                4.   Identify lifestyle content that
                     is appropriate for the           content. They will also discuss       Newspap
                     audience                         how they normally schedule
                                                      content. A brief lecture that
                5.   Contribute content and bit       explains the differences between
                     ideas                            high level, immediate, and
                                                      evergreen content, and the best
                                                 practices for scheduling said
                                                 content. In a guided discussion,
                                                 participants will be shown different
                                                 content topics on flash cards. The
                                                 objective is to determine whether
                                                 or not the topics should be
                                                 addressed by the show, why, how,
                                                 and at what time. They will also be
                                                 asked to categorize the content as
                                                 immediate or evergreen. In a lab
                                                 exercise, participants will be given
                                                 a section of the daily newspaper
                                                 and asked to identify possible
                                                 content for the show. They will be
                                                 instructed to write the content
                                                 topic(s) on flash cards and present
                                                 them to the group with arguments
                                                 for why the show should use the
                                                 content, how the show could use
                                                 the content, and where the content
                                                 should be scheduled. Organize all
                                                 the content flash cards from the
                                                 guided discussion and lab
                                                 exercise into one group.
2:45-3:10   OBJECTIVE 3 con’t:                   A lecture will introduce the concept   Sample H
                                                 of the “Content Superhighway” to       “Content
              6. Identify the best possible
                                                 the participants. The lecture will
                 delivery channels for content                                          Activity s
                                                 include an illustration of the         Superhig
                                                 concept (content channels or
                                                 lanes), sample handout, and            Power Po
                                                 activity sheet. Participants will
                                                 work with the instructor to
                                                 complete a lab exercise in which
                                                 the content topics from the last
                                                 section of instruction are mapped
                                                 on the “Content Superhighway”
                                                 activity sheet.
3:10-3:30   OBJECTIVE 3 con’t:                   Discuss a case study in which two      Sample a
                                                 of the “Superhighway Lanes” are        different
              7. Design phone topics that are
                                                 explored in depth: phones, and         two differ
                 appropriate for the audience
                                                 street bits. Participants will be      Power Po
              8. Develop street bits             presented with audio from sample
                                                 phone topics and street bits and
                                                 asked to examine and discuss the
                                                 different elements that went into
                                                 the segments, and if they worked
                                             or not. That will be followed by a
                                             lecture on the best practices for
                                             effective phone topics and street
                                             bits.
3:30-3:50   OBJECTIVE 3 con’t:               A brief lecture will stress the          Sample H
                                             importance of a work flow chart.         flow char
              9. Create work-flow charts
                                             The lecture will include a sample        Activity s
                                             handout in which participants can        flow char
                                             see a completed work flow chart.
                                             On the flip chart, we will discuss       Power Po
                                             and design an appropriate work           Flip Char
                                             flow chart for the content we
                                             selected and channeled on the
                                             “Content Superhighway”
                                             previously in the objective.
                                             Participants will also receive a
                                             work flow chart activity sheet in
                                             which they can map the workflow.
                                             We will conduct a brief role-play in
                                             which the participants are in a
                                             show meeting assigning their
                                             workflow for the day.
3:50-4:30   OBJECTIVE 3 con’t:               A case study of the morning              A comple
                                             show’s show grid from that               that morn
              10. Assemble a balanced show
                                             morning. We will examine the grid
                  grid                                                                Sample H
                                             and discuss what works and what          show grid
                                             can be improved. A brief lecture
                                             will illustrate the best practices for   Activity s
                                             creating a show grid. The lecture        Power Po
                                             will include with a sample handout
                                             in which participants can see a          Flip Char
                                             good example of a completed
                                             show grid. Then, we will discuss
                                             and design an effective show grid
                                             for the benchmarks, and content
                                             we selected and channeled on the
                                             “Content Superhighway”
                                             previously in the objective.
                                             Participants will receive a show
                                             grid activity sheet in which they
                                             can map the show.
4:30-4:40   BREAK
4:40-5:20   OBJECTIVE 4: Perform pre-show    A discussion examining how the           Flip Char
            preparation tasks                show executes pre-show                   Markers
                                             preparation tasks. We explore
              1. Perform show research          what they are currently doing,        Power Po
                                                what works, what doesn’t, and
              2. Perform guest research
                                                what will need to be added based
              3. Perform guest booking skills   on their new work flow chart. That
              4. Form agency relationships      is followed by demonstrations for
                                                performing show research, guest
              5. Book guests                    research, and for booking guests.
                                                The participants’ role-play how to
                                                handle a variety guest booking
                                                and networking opportunities.
5:20-5:50   OBJECTIVE 4 con’t:                  An illustrated lecture about          Sample a
                                                production value. This includes       with grea
              6. Identify production value
                                                example audio to illustrate under-    and an u
              7. Assemble production value      produced presentations and            show
              8. Prepare materials for bits     presentations that have a superb      Slips of p
                                                production value. That is followed
                                                by a discussion about how to          Envelope
                                                identify production value,            Pencils
                                                assemble it, and prepare it for the
                                                bits. We examine the content from     Power Po
                                                our show grid and explore             Flip Char
                                                opportunities for production value
                                                by playing pass the envelope. In      Work Flo
                                                this exercise, each participant is
                                                given slips of paper and asked to
                                                individually brainstorm and write
                                                down suggestions for adding
                                                production value to a topic. The
                                                slips of paper are placed in the
                                                envelope and given to the
                                                instructor. At the end, the
                                                instructor opens the envelope and
                                                writes down the suggestions for
                                                each of the content topics from the
                                                show grid on a flip chart. The
                                                participants discuss the
                                                suggestions and examine applying
                                                them to the work flow chart
                                                created in objective 3.
5:50-5:55   OBJECTIVE 4 con’t:                  A reflection activity to see if our   Power Po
                                                pre-show preparation tasks
              9. Follow the work-flow chart                                           Flip Char
                                                followed the work flow chart,
              10. Satisfy needs of the show     managed time effectively, and         Work Flo
                  grid                          satisfied the show grid we created    Show Gr
              11. Manage time and tasks         in objective 3.
                 efficiently
5:55-6:15   OBJECTIVE 5: Execute the          A lecture about executing the             Flash Ca
            planned show                      planned show grid, while leaving          Complete
              1. Follow the planned show grid room for flexibility. The participants
                                              are presented a series of                 Pencils
              2. Exhibit flexibility          “breaking” topics on flash cards as       Power Po
              3. Apply creativity to          options for adding to their show
                 performance                  grid. We discuss the merits and
                                              implications of adding new topics
                                              “on the fly.” As a lab practice
                                              activity, participants are first
                                              instructed to place new topics on
                                              the show grid, while omitting or
                                              moving old ones, and then we
                                              discuss their reasoning behind the
                                              moves. That is followed up with a
                                              discussion about filtering the new
                                              topics down lanes of the “Content
                                              Superhighway” and adding
                                              production value “on the fly.”
6:15-6:25   OBJECTIVE 5 con’t:                  A demonstration for setting up          Power Po
                                                callers and guests. That is
              4. Set-up callers
                                                followed by a role-play for setting
              5. Set-up guests                  up callers and guests.


6:25-6:45   OBJECTIVE 6: Perform post-show      A brief illustrated lecture about re-   A comple
            development tasks                   purposing in which participants are     that morn
                                                introduced to the idea and played
              1. Identify content for re-                                               Power Po
                                                sample re-purposing audio.
                 purposing
                                                Participants discuss the audio. We      2 sample
              2. Assemble content for re-       then conduct a case study               re-purpos
                 purposing                      discussion of that day’s show. We
              3. Produce content for re-        explore the show’s completed
                 purposing                      show grid from objective 3 and talk
                                                about highlight moments from the
                                                show. We discuss what will be re-
                                                purposed and the task and
                                                workflow needs for the re-
                                                purposing.
6:45-7:00   ACTIVITY: Conclusion                We conclude with a recap                Power Po
                                                discussion of objectives and            Flip Char
                                                questions.
7:00   MEETING ADJURNED   Present Participants’ with a   Certificat
                          Certificate of Completion




 How to Produce a Morning
    Drive Radio Show
       Facilitation Guide
Table of Contents:

Page 2         Overview of Course and Materials
Pages 3-5      Welcome and Introductions
Pages 3-5      Presentation of Course Objectives
Pages 6-8      Objective 1 (Identifying the Target Audience)
Pages 9-12     Objective 2 (Designing Show Basics)
Page 13        Review Past Lessons
Page 14        Review Future Objectives
Pages 15-22    Objective 3 (Conduct Daily Strategic Planning Meetings)
Pages 23-28    Objective 4 (Perform Pre-Show Preparation Tasks)
Pages 29-30    Objective 5 (Execute the Planned Show)
Page 31        Objective 6 (Perform Post-Show Development Tasks)
Page 32        Conclusion

Course Schedule:

10-10:15:      Welcome and Introductions
10:15-10:30:   Presentation of Course Objectives
10:30-11:15:   Objective 1 (Identifying the Target Audience)
11:15-12:15:   Objective 2 (Designing Show Basics)
12:15-1:15:    Lunch
1:15-1:20:     Review Past Lessons
1:20-1:25:     Review Future Objectives
1:25-4:30:     Objective 3 (Conduct Daily Strategic Planning Meetings)
4:30-4:40:     Break
4:40-5:55:     Objective 4 (Perform Pre-Show Preparation Tasks)
5:55-6:25:     Objective 5 (Execute the Planned Show)
6:25-6:45:     Objective 6 (Perform Post-Show Development Tasks)
6:45-7:00:            Conclusion




SNAPSHOT
How to Produce a Morning Drive Radio Show
                        Total Training Time                                     8.00
Course Outline

             Facilitator Materials                    Participant Materials
      Power Point                               A completed show grid from that
      Flip Chart                                 morning’s show
      Markers                                   Paper
      Flash Cards                               Pencils
      Paper
   Salad Bowl
   Pencils
   Envelope
   Multi-Media Samples:
       o Video of three show prep
           meetings
       o Daily Newspaper
       o Sample audio from two
           different phone topics, and
           two different street bits
       o Sample audio from a show
           with great production value,
           and an under-produced show
       o 2 samples of audio from a re-
           purposed bit
   Handouts:
       o Training objectives and
           schedule
       o Case study documentation of
           target audience, and
           competition clocks,
           benchmarks, etc.
       o “Content Superhighway” Job
           Aid
       o Work flow chart sample
       o Activity sheets for a work
           flow chart
       o Show grid sample
       o Activity sheet for a show grid
       o Certificate of Completion
Lesson: Welcome and Introduction
Module Time: 30 minutes


               DISPLAY SLIDE: Welcome/About the Instructor




                     Introduce instructor and qualifications to participants.




                     Go around the room and ask participants to introduce
                         themselves.

                     SAY: Now that you know me, lets go around the room and
                        introduce everyone. Tell us your name, job title, how long
                        you’ve been doing mornings, and what you love about
                        doing morning radio.



               DISPLAY SLIDE: Schedule
      Review the schedule so participants know how long they’ll be
         working and when the breaks take place.

      Hand out paper and pencils to participants for notes if they
         haven’t brought those items.



GO TO FLIP CHART: Establish Meeting Norms


      SAY: Lets establish a few quick meeting rules to help us stay
         on track today.

      Some examples would be:
                    Raise you hand to speak
                    Don’t interrupt others
                    Exit only with permission.
      How do these sound? What are a few more we can add to our
         list?




ASK: What are you expectations for the session today?
Allow participants to respond and post the results on a flip chart page.
DISPLAY SLIDE: Objectives




      SAY: Let’s see how your expectations match our objectives.

      Presentation of the overall objectives of the training session.

      SAY: At the end of this session you will be able to:
         1. Identify the target audience

          2. Design show basics for retaining and attracting
             audience

          3. Conduct daily strategic planning meetings

          4. Perform pre-show preparation tasks

          5. Execute the planned show

          6. Perform post-show development tasks



SAY:
   Let’s talk about your show’s strengths and weaknesses, relative
  to training objectives. How effective are you currently at being able
  to:
                 Identify the target audience

                 Design show basics for retaining and attracting
                  audience

                 Conduct daily strategic planning meetings

                 Perform pre-show preparation tasks

                 Execute the planned show

                 Perform post-show development tasks

      Give participants and opportunity assess and list their strengths
   and weaknesses in these areas. Record responses on the flip
   chart. Post the flip cart on the wall.



NOTE: That concludes this section of training. Proceed to the next
lesson below.
Lesson: Identifying the Target Audience
Module Time: 45 minutes


               DISPLAY SLIDE: Knowing Your Target Audience




               ASK: Who is your target audience?
               ASK: What do you know about their interests and listening
               habits?
               Allow participants to respond and post the results on a flip chart page.
               Paste flip chart to the wall for access later.


               DISPLAY SLIDE: Target Audience Case Study




               ACTIVITY: TARGET AUDIENCE CASE STUDY
                     Give participants the case study handout.
                     Encourage them to make notes on the research relating to
                      audience interests and listening habits.
                     Explain to the participants the audience stats presented on the
                      slide/handout.
      Ask if there are any questions.


ASK: How is the information from the case study different from
what you listed on the flip chart a few minutes ago?
ASK: What have you learned from this research about your
audience?
Allow participants to review the previous flip chart page (on the wall)
and make an additional page of their new findings.


ACTIVITY: TARGET AUDIENCE CONTENT MATCH EXERCISE
      Give the participants sample content topics on flash cards and
       have them respond with an informal role-play predicting the
       target audience response to the topics.
      SAY: Here is topic #___.
      SAY: Do you think this is great content for the target audience?
       Let’s role-play that you’re a focus group of audience members
       … how do you respond to this piece of content being presented
       on the morning show you’re listening to?


DISPLAY SLIDE: Counter-Programming Opportunities
ACTIVITY: CASE STUDY ON COMPETING MORNING SHOWS
     Present the participants with case study handouts on competing
      morning shows.
     SAY: Read this case study individually and answer the
      questions at the bottom. When everyone has finished, we’ll
      discuss the case study and the answers that each show
      member developed.
     (NOTE: Give them 10 minutes to read the case study)
     SAY: Let’s go through the questions and see what you’ve come
      up with:
            1. What common denominators do these shows share in
                this case study?
            2. What denominators do you perceive lend to the
                success of these shows?
            3. What do you think KHKS is doing right?
            4. Where do you think KHKS is vulnerable?
            5. What do you think KVIL is doing right?
            6. Where do you think KVIL is vulnerable?
            7. What do you think KDMX is doing right?
            8. Where do you think KDMX is vulnerable?
            9. With regards to content, what are the biggest
                weaknesses you can counter-program against?
            10. What ideas from the data presented in the case study
                can your show develop on your own, or do better?
            11. With regards to clock, what are the biggest
                weaknesses you can counter-program against?
            12. Where do you recommend your show should break
                for spots, how frequently, and for how long?
      Based on their answers to the questions, develop a master list
       of counter-programming opportunities for the morning show on a
       flip cart and post on the wall.
      See if there are any questions.


NOTE: That concludes this section of training. Proceed to the next
lesson below.
Lesson: Design Show Basics for Attracting and Retaining Audience
Module Time: 1 hour


               DISPLAY SLIDE: The Show Clock




                     Introduce the importance of a well-planned show clock.
                          STRESS the clock’s effect on time spent listening.

                     HIGHLIGHT the tricks some shows use.
      Explain how content placement within the clock can help PPM.

      Ask if there are questions.



ACTIVITY: CREATE INDIVIDUAL SHOW CLOCKS
      Ask participants to individually create a morning show clock.
      SAY: The objective is to place content and spots at specific
       areas within the clock that will attract and retain audience, while
       counter-programming against your competition.
      SAY: Refer to your case study handouts on your competition to
       counter-program their clocks.
      Upon completion, participants will present their clocks to the
       group.
      (NOTE: Give them 10 minutes to create their clocks)



      SAY: Present your clock and show us what you drew up on
       your paper.
      SAY: Explain where you placed your content and spots, and
       why?
      SAY: Explain how your decision will help counter-program
       against the competition.
Allow participants to present their clocks. Post all clock drawings on
the wall next to one another.


ACTIVITY: CREATE A FINAL MORNING SHOW CLOCK
      Ask participants what they liked and disliked about the morning
       shows clocks that they created.
      SAY: What strategies should we take from each of these clocks
       and incorporate into our final show clock?
      Draw an empty show clock on a flip chart.
      Design a final clock based on the team’s findings and
       suggestions.
      Post the flip chart with the new show clock on the wall for
       viewing later.
      Encourage participants to draw their own copy of the clock on
       paper so they can use it later as a job aid.


DISPLAY SLIDE: The Importance of Benchmarks




      Introduce the importance of benchmarks and their effect on
           cume and time spent listening.

      Discuss the show’s current benchmarks, if any.
     SAY: What are your current benchmarks?
     SAY: Do you like them? What are their strengths and
        weaknesses?

     Explore the competitions benchmarks.

     SAY: Refer to the case study handouts on your competition.

     ASK: What benchmarks are they doing that you think are
        worth considering for your show?

     Discuss the suggestions with the participants.



ACTIVITY: TOSS THE SALAD AND DEVELOP NEW BENCHMARKS
     SAY: Who has an idea for a new benchmark for you show?

     The benchmark could be:
                  Something from the competition (see the last
                     list)
                  Something you know of another show having
                     success with in another market
                  A completely new idea.

     Distribute slips of paper for participants to write their ideas down
         on.

     (NOTE: Give them 5-10 minutes to write down their ideas)
     Pass around a salad bowl for the participants to put their slips of
         paper into.

     Pull out the slips of paper one-by-one and discuss the
         suggestions with the participants.


     SAY: When we hear the benchmark suggestions, lets be
        thinking about the mechanics, audience appeal, and timing.

     Develop a master list of new benchmark ideas on a flip chart as
      the discussion progresses.
     Decide on final benchmarks. Post the flip chart on the wall.


ACTIVITY: SCHEDULE THE NEW BENCHMARKS IN THE NEW
CLOCK
     Have participants schedule the final list of new benchmarks into
        their show new show clock.

     Refer to the new show clock flip chart on the wall.

     SAY: Lets schedule the new benchmarks in our new clock. Be
        thinking about:

                   Mechanics
                   Audience appeal
                   Timing
      Discuss and place the benchmarks in the new show clock flip
          chart already on the wall

      See if there are any questions.




NOTE: That concludes this section of training. Take a 1-hour break
for lunch. Instruct everyone to report back in 1-hour.
Lesson: Review Objectives 1 & 2.
Module Time: 5 minutes


               DISPLAY SLIDE: What We’ve Done So Far




               Make sure everyone is back … Welcome everyone back from lunch.
               ASK: What have we accomplished so far today?
      Allow participants to reflect and respond.
      Refer to their audience research, and their new show clocks
       and benchmarks on the flip charts.


SAY:
    So we’ve talked about your show’s strengths and weaknesses,
   and taken these steps to improve your product and strengthen your
   brand:
             Identify the target audience

                Design show basics for retaining and attracting
                 audience

      See if there are any questions.

      Now let’s continue and apply what we’ve learned to the
   show…



NOTE: That concludes this section of training. Proceed to the next
lesson below.
Lesson: Refresh Remaining Objectives.
Module Time: 5 minutes


               DISPLAY SLIDE: What’s Next




               SAY:
                     For the remainder of today, we will explore how to:

                               Conduct daily strategic planning meetings

                               Perform pre-show preparation tasks

                               Execute the planned show

                               Perform post-show development tasks

                     Let’s begin with looking at the daily show prep meeting…


               NOTE: That concludes this section of training. Proceed to the next
               lesson below.
Lesson: Conduct Daily Strategic Planning Meetings.
Module Time: 3 hours and 5 minutes


               DISPLAY SLIDE: The Show Prep Meeting




               ASK: Does your show meet daily?
ASK: How is that meeting run?
Encourage participants to informally role-play the typical daily show
meeting if needed.



   INTRODUCE THE IMPORTANCE OF A STRUCTURED DAILY
    SHOW MEETING.
SAY:
       A show meeting should occur every day following a show.
       The meeting should address the following:

                 A reflection of the days show

                 Tomorrow show preparation

                 Future show preparation

SAY:
     The show meeting is where ideas are presented, creativity is
    applied, and the show members assign tasks that will enable the
    success of future broadcasts.

   ASK: What can you show do differently when meeting to
    increase productivity?
 Encourage participants to discuss.
ACTIVITY: EXAMINING DIFFERENT TYPES OF SHOW MEETINGS
      Have participants watch 3 short videos of morning show
         planning sessions.
         1. One in which the show doesn’t prepare and decides
             they’ll “wing it.”
         2. One that is haphazard and unproductive.
         3. One that is structured, dynamic, and productive.

ASK: What was good about the meetings you saw?
ASK: What was bad about them?
ASK: What can you apply to your meetings?
      Encourage participants to discuss.

      Make a list of suggestions for ways to improve meeting
         productivity on a flip chart. Post on the wall.


DISPLAY SLIDE: Tips for a Productive Show Prep Meeting




ACTIVITY: SHOW PREP MEETING INFORMAL ROLE-PLAY
         Have participants do another short informal role-play in
          which they prep the show based on what they’ve learned
          about prepping.

         (NOTE: Make sure they reflect, address tomorrow, and
          future. Limit content prep to 1 hour of the show)
      Encourage participants to refer to the slide on productive show
          prep meetings and the flip chart of their suggestions.

      Ask if there are any questions.



SAY: Now that we have some guidelines for what we should be doing
when prepping, let’s talk about how to select content for the show.
ASK: How do you normally select content for the show?
ASK: What do you like or dislike about the process?
Encourage participants to respond to the group. Make notes on the
flip chart.


ASK: How do you normally decide on where to schedule your
content?
Encourage participants to respond to the group. Make notes on the
flip chart.



DISPLAY SLIDE: Types of Content
  Explain the differences between:
      High-level content as it relates to the target audience
      Immediate content as it relates to the target audience
      Evergreen content as it relates to the target audience

        (NOTE: Reference the target audience case study if
         needed)



ACTIVITY: CONTENT FLASH CARDS
        For a guided discussion, introduce the participants to the
         content flash cards.

        SAY: You will be shown different content topics on these
         flash cards. The objective is to determine whether or not the
         topics should be addressed by the show, why, how, and at
         what time. We also want to know if you would categorize the
         content as immediate or evergreen.

        Show participants the flash cards and introduce the content
         of each one-by-one

        ASK: Show the show address this content?

        ASK: Why?

        ASK: How?

        ASK: When?
       ASK: Should it be addressed right away or can it wait?



ACTIVITY: NEWSPAPER CONTENT SEARCH
       Give each participant a section of the daily newspaper with
        blank flash cards.

       SAY: I want you each to go through your section of the
        newspaper and identify possible content for the show. Then,
        write your topic idea down on a flash card.

       (NOTE: Give them 10 minutes to go through the newspaper)

       Instruct each participant to present their flash cards to the
        group

       ASK: Why should the show use the content?

       ASK: How?

       ASK: Where?

       Post flash cards that the group has approved for content on
        the wall.

       Ask if there are any questions.
DISPLAY SLIDE: The “Content Superhighway”




  Explain the concept and lanes of the “Concept Superhighway:”
          Street Bit
          Interview
          Parody Song
          Script
          Content or Promotion



ACTIVITY: “CONTENT SUPERHIGHWAY” EXERCISE
        Give participants the “Concept Superhighway” job aid
         handout.

        SAY: I want you each to look at the topics posted on the
         flash cards on the way. Then, I want you to look at the
         various lanes of the “Content Superhighway.” Now, let’s
         determine the best way to deliver our content.

        Lead the participants in a brainstorming activity to develop
         the best ways to deliver the chosen content.

        Reinforce that participants should take the job aid to their
         show meetings and perform this exercise daily when
         mapping their show.
          Ask if there are any questions.


ACTIVITY: A CLOSER LOOK AT TWO LANES ON THE “CONTENT
SUPERHIGHWAY:” PHONES AND STREET BITS
      Have participants listen to sample audio from other morning
         shows.
         1. A well-executed street bit
         2. A poorly-executed street bit

ASK: What street bit was better?
ASK: Why?
ASK: What elements made it “good?”
ASK: What could have been done to improve the “bad” street bit?
ASK: What elements made it “bad?”

           3. A well-executed phoner
           4. A poorly-executed phoner

ASK: What phoner was better?
ASK: Why?
ASK: What elements made it “good?”
ASK: What could have been done to improve the “bad” phoner?
ASK: What elements made it “bad?”
      Write all ideas on a flip chart. Post on the wall
DISPLAY SLIDE: The “Content Superhighway:” Street Bits




         Explain the elements that make a street bit strong.

         Ask participants to draw on their own ideas from the flip
          chart posted on the wall.



DISPLAY SLIDE: The “Content Superhighway:” Phoners




         Explain the elements that make a phoner strong.

         Ask participants to draw on their own ideas from the flip
          chart posted on the wall.

         Ask if there are any questions.


DISPLAY SLIDE: Workflow
ASK: How are necessary show tasks executed currently?
Encourage participants to respond to the group. Inquire about what
they like and dislike about their current workflow structure.



         Explain the importance of structured, accountable workflow
          in the execution of necessary daily show tasks.

         SAY: Let’s reflect on the process of developing the show so
          far. We:

                Search for relevant and, topical content

                Approve it for the show

                Map out the best way to deliver the content on the
                 “Content Superhighway”

         Now we need to create a workflow of assigned tasks to
          enable the show to execute the content.

         REMINDER: Explain how to take an idea and develop the
          necessary materials and resources to deliver that idea.

         Give participants a workflow chart activity sheet in which
          they can map workflow.
ACTIVITY: WORKFLOW ROLEPLAY
        Conduct a brief informal role-play in which the participants
         are in a show meeting assigning their workflow for the day.

        SAY: Let’s use our topics that we decided on and mapped
         on the “Content Superhighway,” and assign the tasks that
         will enable us to obtain the necessary materials and
         resources to deliver that content.

        Create a workflow list for each of the chosen topics on the
         flip chart. Post flip chart on the wall.

        Encourage participants to create their own workflow lists on
         their handout so they can use it as a job aid later.

        Ask if there are any questions.


DISPLAY SLIDE: The Show Grid




        Ask the show to see their show grid from today’s show.

        Review it with the show.
ASK: How do you feel about the show grid you are using?
ASK: What works?
ASK: What doesn’t?
ASK: What improvements can you suggest?
Encourage participants to respond to the group. Make notes on the
flip chart. Post on the wall.



         Explain the important elements of a show grid.

         Give participants the sample handout of a good example of
          a completed show grid.


ASK: What do you like about the sample show grid?
Encourage participants to respond to the group. Make notes on the
flip chart posted on the wall.




ACTIVITY: SHOW GRID CREATION EXERCISE
         On a flip chart, instruct participants to lead you through the
          development of a new show grid for their show.

         SAY: Lets design a new, effective show grid for the
          benchmarks, and content we selected and channeled on the
                         “Content Superhighway” earlier today.

                        Make sure participants use only the content generated
                         earlier in the session on the new show grid.

                        Encourage participants to map the new show grid on paper
                         so they can use it as a job aid later.

                        Post the final show grid flip chart on the wall.

                        Ask if there are any questions.


               NOTE: That concludes this section of training. Take a 10-minute
               break, then proceed to the next lesson below.




Lesson: Perform Pre-Show Preparation Tasks.
Module Time: 1 hour and 15 minutes
DISPLAY SLIDE: Pre-Show Prep




ASK: How does the show currently execute its pre-show prep
tasks, like guest booking, support audio, and research?
ASK: What do you feel is working?
ASK: What is not?
Encourage participants to respond to the group. Make notes on the
flip chart.


ASK: Based on your newly developed workflow chart, what
should we change in the way you’re currently booking guests,
finding support audio, and doing research?
Encourage participants to respond to the group. Make notes on the
flip chart.



DISPLAY SLIDE: Booking Guests




ASK: What resources do you currently use to find out about
guest and interview opportunities?
Encourage participants to respond to the group. Make notes on the
flip chart.




DISPLAY SLIDE: Building a Show Calendar of Guest Opps




       Explain the other resources for finding out about guests and
        interview opportunities … Add to flip chart of resources for
        research.
       Stress the importance of a show calendar. Show how to use the
        available resources to build a show calendar.


ASK: What resources do you currently use to pursue guests?
Encourage participants to respond to the group. Make notes on the
flip chart.




DISPLAY SLIDE: Pursuing and Booking Guests
     Explain all the available resources for pursuing and booking
      guests … Add to flip chart of resources for pursuing.
     Again stress the show calendar and illustrate how to tie the two
      together.



ACTIVITY: GUEST BOOKING ROLE-PLAY
         Have three participants in the group assume roles for this
          formal role-play:
             o One will be a show member who is trying to book a
                 guest for the show.
             o One will be an agent
             o One will be a publicist.

         Give each participant a handout explaining the role-play and
          roles. Active participants should take a few minutes to read
          the background information and prepare.

         (NOTE: Give them 2-5 minutes to prepare)

         The observers in the group should also read the background
          information so they can participate in the group discussion
          that will occur following the role-play.


         SAY: The primary focus of the role-play is to observe the
          steps that are often necessary in booking a guest. The show
          member will be challenged to make more than one call en
          route to booking the guest. The show member will have the
         task of handling questions from the agent and publicist about
         the show. The show member will be charged with the task of
         promoting the shows interest to the publicist while convincing
         them of the mutual benefit in having the guest booked on
         their show. In the end, success is gauged by whether or not
         the show member was able to take the appropriate steps to
         secure the booking.

        At the conclusion of the role-play, ASK:
         1. Was the show member prepared to start making the
             calls, and field questions about the show?
         2. Did the show member handle the initial hurdle of having
             to go through the agent properly?
         3. Did the show member handle the phone call with the
             publicist professionally? What could he/she have done
             differently?
         4. Did the show member do all he/she can to convince the
             publicist of booking the interview? What could he/she
             have done differently?
         5. What should the producer do next if the interview was
             successfully booked? What if it was not?

        Ask is there are any questions.



DISPLAY SLIDE: Show & Guest Research
ASK: What resources do you currently use for show and guest
research?
ASK: Who normally conducts the research?
     Encourage participants to respond to the group.



     Explain the other resources for research.
     Stress the importance of full show participation in research.

     Ask participants to reflect on the workflow sheet as it relates to
      this task.

     Ask if there are any questions.


DISPLAY SLIDE: Production Value




ASK: What is good production value?
ASK: How do you think your show does at production value?
ASK: What can you do better?
     Encourage participants to respond to the group.
ACTIVITY: PRODUCTION VALUE CASE STUDY
     Have participants listen to sample audio from other morning
        shows.
        1. A show with superb production value
        2. A show lacking production value

ASK: What show has better production value?
ASK: What elements made it “good?”
ASK: What was the “bad” show lacking?
ASK: What could have been done to improve the “bad” shows
production value?

     Write all ideas on a flip chart. Post on the wall



     Explain how to:
         o Identify production value
         o Assemble production value
         o Prepare production value for the bits
     Explain all the available resources for assembling production
      value.
     Ask participants to reflect on the workflow sheet as it relates to
      this task.

     Ask if there are any questions.
ACTIVITY: PRODUCTION VALUE PASS THE ENVELOPE GAME
      Give participants a slip of paper and ask them to individually
       brainstorm and write down suggestions for adding production
       value to a topic.

      SAY: I’m going to go through each content topic that was
       posted on the wall and the new show grid in earlier
       exercises, and we’re going to figure out what we can add to
       these bits to give them superb production value.

      Instruct participants to write down the topic and their
       suggestions for production value on the slips of paper, and
       then put the slips of paper in an envelope that you’ll pass
       around the room.

      (NOTE: Give them a minute or two to generate ideas for
       each topic).

      Do this for each content topic.

      At the end, pass the envelope and collect all the slips of
       paper.

      Open the envelope and write down the suggestions for each
       of the content topics from the show grid on a flip chart.

      SAY: Let’s figure out which of the production value
       suggestions we should add to the bits, then lets apply them
       to the work flow chart created we created earlier.
         Encourage them to do this daily as a part of their prep
          meeting and instruct them to write down these ideas on their
          workflow paper so they can reference it later as a job aid.

         Ask if there are any questions.



ASK: Taking a look at your workflow chart now, have we covered
all of our necessary tasks to pull of our prepped show?
ASK: Have these steps allowed us to manage time effectively?
ASK: Is there any thing we’ve missed?
ASK: Are there any questions about prepping the show?
      Encourage participants to respond to the group.
      Ask if there are any questions.


NOTE: That concludes this section of training. Proceed to the next
lesson below.
Lesson: Executing the Planned Show.
Module Time: 30 minutes
DISPLAY SLIDE: Executing the Planned Show, Flexibly!




ASK: We’ve prepped the show the day before. We’ve all
completed our tasks to pull-off an amazing show. But, what do
you do if you walk in the studio the next morning and there is
breaking news or a new topic that has come up?
Encourage participants to respond to the group.


ACTIVITY: BREAKING TOPIC FLASH CARD EXERCISE
         Give the participants a series of “breaking” topics on flash
          cards as options for adding to their show grid.

         SAY: Once I’ve presented the “breaking” topic, lets discuss
          the merits and implications of adding new topics “on the fly.”

         Have participants place new topics on the show grid, while
          omitting or moving old ones, and discuss their reasoning
          behind the moves.

         ASK: Now that you’ve decided on adding your “breaking”
          topics, what can we do to filter the new topics down lanes of
          the “Content Superhighway” and add production value “on
          the fly?”
         Encourage participants to respond to the group.

         Ask if there are any questions.


DISPLAY SLIDE: Setting Up Callers and Guests




ASK: What steps are you currently taking to set up callers and
guests?
Encourage participants to respond to the group.



      Explain how to properly set up a caller and/or guest.




ACTIVITY: SETTING UP CALLERS/GUESTS INFORMAL ROLE-
PLAY
      Have participants do a short informal role-play in which one
       person is the guest and one person “sets them up” for the show.

      Have participants do another short informal role-play in which
       one person is the caller and one person “sets them up” for the
       show.
                Repeat either or both role-plays if necessary.

                Ask if there are any questions.



          NOTE: That concludes this section of training. Proceed to the next
          lesson below.




Lesson: Performing Post-Show Development Tasks
Module Time: 20 minutes


               DISPLAY SLIDE: Repurposing




               ASK: Who knows what repurposing is?
               ASK: Why repurpose?
                     Encourage participants to respond to the group.
                     If necessary, explain repurposing and the theory behind it.


               ACTIVITY: REPURPOSE SAMPLING
                     Play sample re-purposing audio for the participants:
                         o Recycler Daily Promo
                         o Post Promo

                     SAY: Lets talk about your show from today…

                     ASK: What highlight moments from the show could we
                      repurpose?

                     ASK: In what form should we repurpose them?

                     ASK: How should that daily task be handled?

                     Encourage participants to add repurposing tasks to their daily
                      workflow sheet for reference as a job aid.

                     Ask if there are any questions.


               NOTE: That concludes this section of training. Proceed to the final
               lesson below.




Lesson: Conclusion
Module Time: 15 minutes


               DISPLAY SLIDE: Objectives




                     Reflection of the overall objectives of the training session.
                     SAY: You should now be able to effectively:
                         1. Identify the target audience

                          2. Design show basics for retaining and attracting
                             audience

                          3. Conduct daily strategic planning meetings
                            4. Perform pre-show preparation tasks

                            5. Execute the planned show

                            6. Perform post-show development tasks

                      Encourage participants to use their job aids.

                      Ask if there are any further questions.

                      Present Participants’ with a Certificate of Completion.

                      Adjourn session



                 NOTE: That concludes training.




                              Objective 4: Perform Guest Booking Skills Formal Role Play

Directions: Three participants in the group will assume roles. One will be a show member who is trying to book a guest
for the show, the second will be an agent, and the third member will be a publicist. Each participant assuming a part in the
role-play should take a few minutes to read the background information and prepare. The observers in the group should
also read the background information so they can participate in the group discussion that will occur following the role-play.

Participant Roles:
Show Member: The show member has just found out that Harrison Ford has a new movie coming out in 3 weeks. In a
prep meeting, the show has decided that this show member will be responsible for booking an interview with Harrison
Ford on the show. The show member has been directed to look on IMDBPro and find Harrison Ford’s agents phone
number and make the call.

Agent: The agent is a busy Hollywood agent who hardly has time to field calls from radio morning show producers. This
character is short and direct. They are an agent, which is different from a publicist, so they are not able to set up
interviews for their client. However, they can be of assistance if asked the proper questions. They can direct a producer to
the publicist.

Publicist: The publicist is a busy Hollywood publicist with lots of clients on their roster. Harrison Ford is a premier client
and a lot of press outlets would like access to him for interviews in support of the new movie. The publicist has interview
time available for Harrison Ford, but wants to ensure that he/she is booking his/her client on the best possible shows.
He/she likes to trust radio producers and build relationships for their roster of other clients. It’s not out of the question that
they may book an A-list star only after the show takes a C-list star from his/her roster. They are armed with questions
about the show and need convincing.

Situation: Upon completing the IMDBPro research, the show member is ready to make some phone calls and follow the
appropriate channels to see if he/she can book an interview with Harrison Ford for the show. The show member is faced
with the challenge of having to place two different phone calls en route to the goal, and positioning the show in the most
favorable light possible to enable the interview. They will be hit with questions about their show and expected to answer
them on the spot. They are also expected to cultivate the beginnings of a mutually beneficial relationship with the publicist.

Focus of the Role Play: The primary focus of the role-play is to observe the steps that are often necessary in booking a
guest. The show member will be challenged to make more than one call en route to booking the guest. The show member
will have the task of handling questions from the agent and publicist about the show. The show member will be charged
with the task of promoting the shows interest to the publicist while convincing them of the mutual benefit in having the
guest booked on their show. In the end, success is gauged by whether or not the show member was able to take the
appropriate steps to secure the booking.

Observer Discussion Questions:
  1. Was the show member prepared to start making the calls, and field questions about the show?
   2. Did the show member handle the initial hurdle of having to go through the agent properly?
   3. Did the show member handle the phone call with the publicist professionally? What could he/she have done
      differently?
   4. Did the show member do all he/she can to convince the publicist of booking the interview? What could he/she have
      done differently?
   5. What should the producer do next if the interview was successfully booked? What if it was not?




                                      Objective 3: Content Superhighway Job Aid




Background: The “Content Superhighway” is a tool to help the morning show creatively develop content for on-air
presentation. This tool will help lend balance to presentation ensuring that content isn’t repeatedly presented in the same
fashion. Additionally, it will challenge show members to examine the different ways content can be presented in an effort
to develop content in the most compelling way possible. Once a topic has been approved as content for the show, the
show members must decide how to best present the content on the air. Look at the different presentation “lanes” on the
“Content Superhighway” and develop ideas for presentation in each of the lines. Once show members have completed
this step, they can decide on the “lane” with the strongest presentation idea(s) and develop the content from there.
Additionally, secondary delivery methods from the “Content Superhighway” can be pursued on the air.

                                     WHAT LANE WILL YOUR CONTENT TAKE?

      Phoner Ideas:   Street Bit Ideas:     Interview Ideas:   Song Ideas:      Script Ideas: Contest/Promo Ideas:
      1. ____________ 1. ___________        1. ___________     1. ____________ 1. ___________ 1._____________
      2. ____________ 2. ___________        2. ___________     2. ____________ 2. ___________ 2._____________
      3. ____________ 3. ___________        3. ___________     3. ____________ 3. ___________ 3._____________
                            Topic: _______________________________________
                            Chosen Lane of Delivery: _______________________
                                                EXAMPLE:

Phoner Ideas:           Street Bit Ideas:   Interview Ideas:    Song Ideas:     Script Ideas: Contest/Promo Ideas:
1. Good trade?           1. Talk to fans    1. Terrell Owens   1. ____________ 1. Fake T.O on Phone1.Give away tickets
2. Will he improve team? 2. ___________     2. Cowboys coach   2. ____________ 2. ___________ 2._____________
3. ____________ 3. ___________              3. Philly fans     3. ____________ 3. ___________ 3._____________
                Topic: __Dallas Cowboys Acquire Terrell Owens in a Trade__
Chosen Lane of Delivery: Interview T.O. As a secondary bit, talk to fans on the street about trade
                       Objective 1: Identify Counter-Programming Opportunities Case Study

Directions: Read and study this case study individually and answer the questions. When everyone has finished, discuss
the case study and the answers that each show member developed. Develop a master list of counter-programming
opportunities for the morning show.

Case Study:
The following is a case study of competing pop music morning shows in the Dallas/Fort Worth market, Monday-Friday,
between 6a-10a, targeting an audience of Females 25-54. Detailed are the stations, shows, talent, ratings, sample
content, show strengths and weaknesses, and show clock pertaining to stop set breaks for spots, as observed for this
case study.

Shows:
Station:                  Talent:
KHKS                      Kidd Kraddick in the Morning:
                          Kidd Kraddick, Kellie Rasberry, Al Mack, JC
KVIL                      Gene and Julie:
                          Gene and Julie Gates
KDMX                      The Morning Mix
                          Rick O’Brien, Victoria Snee, and Josh

Ratings:
Station:                   Cume Audience:              Ratings Share:
KHKS                       1,566,400                   6.0
KVIL                       1,311,300                   4.6
KDMX                       1,275,100                   3.1

Sample Content:
Station:  Sample Content:
KHKS      Big Al at the Bar Street Audio. JC Job Interview Street Bit. Celebrity
            Interviews. Prom Dress giveaway. $1000 Thursday cash giveaway.
            Celebrity Gossip. Lots of topical, pop culture, and celebrity content.
KVIL        Local topics. Long lost loves. Relationship advice topics. Sassy
            style guru. Big Fat Liar Contest. Celebrity Gossip. Interviews with
            some celebs and some health and lifestyle experts. Lots of love,
            relationship, and parenting content.
KDMX        Beauty Buzz. Fashion Friday. Pet of the Week. Josh on the street
            working odd jobs. Star Style. Health, fitness, and beauty tips.
            Celebrity Gossip. Lots of pop culture, and fashion content. Lots of
            benchmarks.

Show Strengths:
Station:  Show strengths:
KHKS      Friendly. Wide variety of opinions from large cast. Very limited
          music. Frequent use of scripted bits and role-play. Great production
          value. Well imaged with promos, returns and bumps. Heritage show
          and strong brand! Big contests. Big interviews. Billboard marketing.
          Limited benchmarks. Highly focused on pop-culture, esp. young-
          leaning. Spontaneity. Lots of personal talk and stories. Good story
          telling. Great ability to make a topic into something bigger.
KVIL      Local. Friendly. Well packaged. Quick breaks. Focused. Great
          listener involvement on the phones, but quick! Music intensive.
          Personal talk targeted around parenting and relationships. Tuned in
          to pop culture in small doses.
KDMX      Local. In touch with pop culture and Hollywood gossip. In touch with
          fashion. Music intensive. Lots of focus on the music brand and
          artists. Have a voice on the street.

Show Weaknesses:
Station: Show weaknesses:
KHKS       National. Limited listener involvement on phones. Very limited
           music. Long, sometimes unfocused content breaks. Long
           commercial breaks. Limited benchmarks for appointment listening.
           Too many voices and opinions at times. Frequently talk young pop
           culture that is not pinpointed to Females 25-54 (but is that
           appealing because it makes the audience feel hip?).
KVIL       Too packaged and polished leaving little room for spontaneity.
           Limited to 2 married co-hosts with similar opinions. They only
           scratch the surface of topics. Rarely take content to the next level.
           No one on the streets. Overly benchmarked.
KDMX       Limited to just two main voices. Not as friendly and likeable. Limited
           personal talk. Not very strong street bits. Lack of big celebrity
           interviews. Fashion topic overload. Overly benchmarked. Not a lot
           of relationship or parenting content. Relatively new show.

Clock:
Station:   Show clock:
KHKS       Three 9 minute stops
           21 min. total
                                  Spots


                                                  Spots




                          Spots
KVIL   Three 6 minute stops
       18 min total
                              Spots




                                              Spots




                                      Spots




KDMX   One 4 Minute Stop
            Two 7 Minute Stops
                               Spots
            18 min total




                                                        Spots



                                 Spots



Questions:
  1. What common denominators do these shows share in this case study?
  2. What denominators do you perceive lend to the success of these shows?
  3. What do you think KHKS is doing right?
  4. Where do you think KHKS is vulnerable?
  5. What do you think KVIL is doing right?
  6. Where do you think KVIL is vulnerable?
  7. What do you think KDMX is doing right?
  8. Where do you think KDMX is vulnerable?
  9. With regards to content, what are the biggest weaknesses you can counter-program against?
  10. What ideas from the data presented in the case study can your show develop on your own, or do better?
  11. With regards to clock, what are the biggest weaknesses you can counter-program against?
  12. Where do you recommend your show should break for spots, how frequently, and for how long?
                           How to Produce a Morning Drive Radio Show Course Schedule

     TIME                 AGENDA ITEM                           MATERIALS REQUIRED
10-10:15      Welcome and Trainer/Participant               Paper
              Introductions                                 Pencils
                                                            Power Point
                                                            Flip Chart
                                                            Markers
10:15-10:30   Overview of Lessons via presentation          Handouts
              of session objectives                         Paper
                                                            Pencils
                                                            Power Point
10:30-11:15   LESSON 1:                                     Handouts
              Identifying the target audience:              Paper
                  4. Identifying the target audiences'      Pencils
                      interests                             Flash Cards
                  5. Identifying current listening habits   Power Point
                  6. Identifying counter-programming        Flip Chart
                      opportunities                         Markers
11:15-12:15   LESSON 2:                                     Handouts
              Designing show basics for retaining           Paper
              and attracting audience:                      Pencils
                  5. Designing a show clock that will       Power Point
                      increase the target audiences'        Flip Chart
                      listening habits                      Markers
                  6. Developing on-target benchmarks        Slips of Paper
                      that will increase cume               Salad Bowl
                  7. Scheduling benchmarks that will
                      increase time spent listening
                  8. Coordinating show balance
12:15-1:15    1-HOUR LUNCH BREAK
1:15-1:25     Review Lessons 1 & 2                          Power Point
              Refresh Remaining Lessons
1:25-4:30     LESSON 3:                                     A completed show grid from that
              Conducting daily strategic planning           morning’s show
            meetings:                                       Handouts
                11. Designing show content to meet          Paper
                    the target audiences' interests         Pencils
                12. Identifying topical content that is     Power Point
                    appropriate for the audience            Flash Cards
                13. Categorizing content as immediate       Flip Chart
                    or evergreen                            Markers
                14. Identifying lifestyle content that is   Newspaper
                    appropriate for the audience            Sample audio from two different
                15. Contributing content and bit ideas      phone topics, and two different
                16. Identifying the best possible           street bits
                    delivery channels for content
                17. Designing phone topics that are
                    appropriate for the audience
                18. Developing street bits
                19. Creating work-flow charts
                20. Assembling a balanced show grid
4:30-4:40   10-MINUTE BREAK
4:40-5:55   LESSON 4:                                       Paper
            Performing pre-show preparation                 Pencils
            tasks:                                          Video of three show prep
                12. Performing show research                meetings
                13. Performing guest research               Power Point
                14. Guest booking                           Flip Chart
                15. Forming agency relationships            Markers
                16. Identifying production value            Sample audio from a show with
                17. Assembling production value             great production value, and an
                18. Preparing materials for bits            under-produced show
                19. The work-flow chart                     Slips of paper
                20. Satisfying needs of the show grid       Envelope
                21. Managing time and tasks
                    efficiently
5:55-6:25   LESSON 5:                                       Handouts
            Executing the planned show:                     Paper
                6. Following the planned show grid          Pencils
                7. Flexibility                              Power Point
                8. Applying creativity to performance       Flip Chart
                       9. Setting-up callers                      Markers
                       10. Setting-up guests
6:25-6:45          LESSON 6:                                      A completed show grid from that
                   Performing post-show development               morning’s show
                   tasks:                                         Paper
                       4. Identifying content for re-             Pencils
                           purposing                              Power Point
                       5. Assembling content for re-              2 samples of audio from a re-
                           purposing                              purposed bit
                       6. Producing content for re-purposing
6:45-7:00          Conclusion                                     Power Point
7:00               Session Adjourned                              Certificate of Completion

                                 HOW TO PRODUCE A MORNING DRIVE RADIO SHOW
                                                 SYLLABUS
                                  "I never worked a day in my life. It's not work when you love what you're doing."
                                                                                  - David Shakarian

                                                              Welcome
Welcome to “How to Produce a Morning Drive Radio Show.” My name is Aaron Cappotelli and I am your instructor. I love what I do and I am
excited that you’re joining my team for today’s session!

I am an award-winning 15-year veteran of morning radio. I have produced and hosted major-market morning radio shows, and I have worked as,
and with premier local, and nationally syndicated talent.

My goal for today’s session is to work with you, the morning show personnel, programmer, and producer, to explore and improve the inner-
workings of your show. We will examine what you’re currently doing, what your competition is doing, and what some other winning morning shows
around the country are doing. We will develop a plan to take your show to the next level!

                                                               Statement of Purpose
The purpose of this course is to enable the participants to develop their brand as a high quality morning drive radio show that delivers organized,
well-planned, on-target content in an effort to increase morning show appeal, ratings, and revenue.

                                                         Course Objective and Lessons
At the completion of this 8-hour course, the Programmer or Executive Producer will be able to effectively reproduce major-market-standard
morning show planning and execution practices using available resources. Mastery will be determined by increased morning show productivity,
enhanced execution, increased ratings, and strengthened brand appeal. To reach the course objective, the Programmer or Executive Producer
will examine the following lessons and will be able to:

    7.    Identify the target audience
    8.    Design show basics for retaining and attracting audience
    9.    Conduct daily strategic planning meetings
    10.   Perform pre-show preparation tasks
    11.   Execute the planned show
    12.   Perform post-show development tasks

                                                               Learning Environment
This session will run from 10am-7pm, with a 1-hour lunch break, and one 10-minute break. You will be in conference room A for the entire duration
of the lessons. Dress for the session is casual. We will begin the session by looking at our objectives for the day, then examining your show, and
the competition. We will conclude the day by developing our knowledge and skill set in the preparation and execution of your show by examining
several of the best practices for producing a high-level morning drive radio show. It is expected that you will leave the session with a certificate of
completion, notes, case studies, and job aids to assist in your on-the-job implementation of the lessons.

                                                             Materials Needed
    1. Paper for notes
    2. Pencil(s)
    3. A copy of the completed show grid from the show that morning of the session

                                                          Materials You Will Be Receiving
    1.    Handouts with training objectives
    2.    Flash Cards
    3.    Case study documentation of target audience
    4.    Case study documentation on competing shows
    5.    Paper for Clocks
    6.    Documentation of sample Benchmarks
    7.    Documentation of competitor Benchmarks
    8.    Slips of Paper for Benchmarks
    9.    Newspaper
    10.   “Content Superhighway” Job Aid Handouts
    11.   Workflow Chart Job Aid Handouts
    12.   Show Grid Handouts
    13. Slips of paper
    14. Envelope
    15. Certificate of Completion

                                                            Media That Will Be Used
    1.   Power Point
    2.   Newspaper
    3.   Video of three show prep meetings
    4.   Sample audio from two different phone topics, and two different street bits
    5.   Sample audio from a show with great production value, and an under-produced show
    6.   2 samples of audio from a re-purposed bit

                                                                Session Expectations
You will be expected to adhere to all company rules as listed in your employee handbook. Any infractions of said rules will result in the disciplinary
action described in the handbook. In addition, it is expected that your will:

    1.   Be punctual and observe all meeting and break times.
    2.   Be prepared and come to the meeting ready.
    3.   Be respectful of other people and their ideas.
    4.   Refrain from making or receiving cell phone calls or texts while in session.
    5.   Refrain from crosstalk or other distracting activities while in session.

                                                                     Evaluation
Evaluation will be conducted informally through observation of participation and role-play. Evaluation will be conducted formally through
development of such tasks as show clock, benchmarks, “Content Superhighway,” and workflow, and testing. Further evaluation will be conducted
through future show ratings and enhanced brand appeal.



                                              How to Produce a Morning Drive Radio Show
                                                                Tests

Instructions: Each of the incomplete statements listed below is followed by word(s) or phrases. From these, you are to
choose the one choice that completes the statement correctly. Circle your answer.

    1. The best resource for finding out what celebrities have movies coming out is:
      a.   Variety.
      b.   Billboard.
      c.   a television ad.
      d.   IMDB.

2. The best resource(s) for finding out about events in your town that have celebrity involvement are:
      a. word of mouth and friends.
      b. newspapers and weekly’s.
      c. publicists and PR firms.
      d. agents and managers.

3. At the beginning of each quarter, morning show producers should always create:
       a. a guest-booking calendar.
       b. a PR piece on the show.
       c. a promo.
       d. a website.

4. The most important thing to stress when booking a guest is:
      a. how badly you want the guest on your show.
      b. shared promotional interest.
      c. how much you respect the publicist.
      d. how much you like the celebrity.

5. In booking a guest, you should be prepared to talk about:
       a. how much you like your job.
       b. the resume of the host(s).
       c. how much you like the celebrity.
       d. the scope of your show and your audience.

6. When possible, guests should always be scheduled:
     a. between 7-8:30a.
          b. whenever.
          c. between 6-7a.
          d. after 10a for taping.

   7. Once a guest has been booked, you should:
        a. celebrate.
        b. notify other stations.
        c. perform background research.
        d. thank the publicist.

   8. An important step is guest booking preparation is to:
         a. watch old movies.
         b. identify production value and support audio for the guest.
         c. create a promo.
         d. alert other media outlets.

   9. To save time in guest booking, create a:
         a. ”bible” or master list of all publicists, their clients, and contact info.
         b. relationship with all publicists.
         c. website.
         d. power point.

   10. To strengthen your relationship with publicists, you should:
         a. move to Los Angeles.
         b. email them everyday.
         c. call them periodically to check on projects they have and update them on your show.
         d. send them money.

Instructions: Each of the questions listed below is followed by several possible answers. Choose the answer that best
answers the question. Circle your answer.
11. Who represents a celebrity, and can assist you, but will not likely book any actual interviews?
      a. Publicist
      b. Handler
      c. Agent
      d. Manager

12. Who is the person you need to speak with to book a celebrity interview?
      a. Publicist
      b. Handler
      c. Agent
      d. PR Firm

13. Which of the following is not a resource for finding out information about a celebrity’s representation?
      a. IMDBPro
      b. Who Represents.com
      c. Newspaper
      d. Screen Actors Guild

14. Before hanging up with a publicist, what should you always request?
      a. An updated bio for the celebrity
      b. Another interview
      c. Another guest on the publicist’s roster
      d. A thank you for booking their guest

15. At the conclusion of your celebrity interview, what should you be prepared to offer to the publicist?
        a. Feedback
        b. Nothing
        c. An aircheck for their recap
        d. Flowers

16. If there is a celebrity-related event coming to your town, what is one of the first calls you should make?
       a.   A call to the celebrity’s publicist
       b.   A call to the celebrity’s agent
       c.   A call to the PR person for the venue or event
       d.   A call to your host(s)

17. If there is a concert coming to you town, what is one of the first calls you should make?
         a. A call to the artist’s record rep
         b. A call to the artist’s fan club
         c. A call to the venue
         d. A call to your program director

18. How long is the typical celebrity interview slot?
      a. 30 minutes
      b. 10-20 minutes
      c. 2-3 minutes
      d. 7-10 minutes

19. What should you tell a publicist if they instruct you that certain topics are off limits during the interview?
      a. Forget it, you’re not interested in the interview
      b. You can’t guarantee anything
      c. You’ll pass along the information to the hosts and do your best to monitor
      d. Our show does what it wants

20. What should you do if you go over your allotted interview time or if “off-limit topics” are brought up during the
    interview?
        a. Ask the publicists’ forgiveness and offer to make it up to them by booking one of the other “lesser-known”
            celebrities on their roster
        b. Tell the publicist “oh well”
        c. Ignore the publicist and risk burning a bridge
        d. Argue why your show did what they did with the publicist
                                              How to Produce a Morning Drive Radio Show
                                                       Vocabulary Matching Test

Instructions: Match terms with the correct definition. Read the definition in the left column and select the correct term from the right column. Place
the corresponding letter in the blank provided. Note that each answer may be used only once and that there is one extra response. Two points will
be earned for each correct response.

Definition                                                                 Term
__ 1. Content that is not timely in nature.                                A. Agent

__ 2. A branded bit that occurs at the same time daily or weekly.          B. Show grid

__ 3. The amount of people listening.                                      C. Production Value

__ 4. The amount of time people spend listening.                           D. Evergreen

__ 5. This enables you to decide on how best to deliver content.           E. Workflow Chart

__ 6. The act of using or highlighting prime content multiple times.       F. TSL

__ 7. A person you should contact to book celebrity interviews.            G. Benchmark

__ 8. Enables show members to manage multiple tasks in prep.               H. Repurposing

__ 9. The daily run-down of what will happen on the show.                  I. Publicist

__ 10. The use of support audio to enhance a bit.                          J. Content Superhighway

                                                                           K. Cume

Answer Key:
1. D    6. H
2. G    7. I
3. K    8. E
4. F    9. B
5. J    10. C
                                     How to Produce a Morning Drive Radio Show
                                      Programming & Planning Completion Test

Instructions: Each of the blank spaces in the following statements indicates the place of an omitted word or phrase.
Complete the meaning of each statement by writing the correct word or phrase in the corresponding numbered blank at
the left.

_________ 1. Exhibiting ___ in content delivery is always better than “just talking” about a subject.

_________ 2. When setting up a phone call, a producer should always tell the caller to omit ___.

_________ 3. Sound bites, actualities, music beds, TV/movie clips, and audience reaction, are all forms of ___.

_________ 4. Counter-programming is an effort to raise ___ by attracting more audience while the competitor is in
commercials.

_________ 5. A daily promo, recap promo, or replays are all good forms of ___ a good bit.

_________ 6. You should create and keep a ___ of bits so content doesn’t get lost when moved, and so ideas can be
saved for future development.

_________ 7. As a rule of thumb, if late breaking content leads you to replace a bit on the show, ___ content should be
bumped to another day.

_________ 8. In designing your show clock, ___ should never be placed in the 1st quarter hour.

_________ 9. The 3 topic areas of a prep meeting are: ___, ___, and ___.
_________
_________
_________ 10. Spacing out phoners and similar types of content will give the show ___.


Answer Key:
1. Creativity         6. Log
2. The small talk     7. Evergreen
3. Production value   8. Spots
4. Cume               9. Today’s show, Tomorrow’s show, and Future Shows.
5. Repurposing        10. Balance

                                     How to Produce a Morning Drive Radio Show
                                          Guest Booking Performance Test

Objective: Given a specific week, the leaner will be able to research movie openings, compile a list of desirable
celebrities, track down agent and publicist information, make availability inquiries, execute follow up tasks, and book a
celebrity phone interview for the morning show.

Instructions to the Learner: One of the tasks that must be performed by the morning show personnel is celebrity guest
booking. You have learned the best practices for accomplishing this task, role-played, and practiced this in your session.
Now you are ready to have your performance ability evaluated by actually booking a celebrity guest for the morning show.
Please follow these steps:

1. There are 4 movies opening April 7, 2010. Gather information on the 4 movie openings for that week. Make sure and
include movie titles, information on who is starring in the movies, and what companies are distributing them.
2. Conduct research to find out how to reach the celebrities.
3. Make availability inquires.
4. Pitch interviews.
5. Book a celebrity phone interview promoting a movie opening April 7, 2010.
6. Conduct appropriate follow up tasks.
7. Your instructor will observe your steps, technique, and evaluate the final
outcome.
Instructions to the Evaluator:
Determine this learner's ability to perform the task as specified. Be sure to check each of the following steps and make an
overall assessment of the learner's ability.
Use this rating scale:
5 = Skilled, can perform task with no supervision
4 = Skilled, but requires some supervision
3 = Semi- skilled, but requires close supervision
2 = Unable to perform this task
1 = No exposure to this task
Circle the rating point given below the task.



Process Evaluation
Task
Rating

Part I
A. Compile a guest booking list that includes the movie openings, names of the movie stars, and names of the distribution
companies.
1      2      3     4     5

B. Use web resources or SAG Hotline to find agent information for the celebrities. 1     2      3      4      5

C. Call agents to obtain publicist information.
1      2      3      4      5

D. Prepare show information and pitch for contacting publicist.
1     2      3      4     5
E. Call publicists and make availability inquires.
1      2       3      4     5

F. Effectively pitch publicists to book the interview.
1      2        3      4       5

G. Book the interview.
1     2       3      4        5

H. Request a current bio.
1     2      3      4         5

I. Prep the morning show hosts on the booking.
1      2      3      4     5

J. Initiate follow-up contact with the publicist to confirm details.
1        2       3     4      5


Comments:




Product Evaluation

Part II
A celebrity guest is booked:

No                   Yes
0                    50



Total Points: __________________



Overall Assessment:
This learner's overall ability to book a celebrity guest:

Not Completed         Poor          Fair           Good     Excellent
     1                 2             3              4          5



______________________              __________________
Evaluator                           Date
                                     How to Produce a Morning Drive Radio Show
                                        Guest Booking Multiple Choice Test


Answer Key:
1. D
2. B
3. A
4. B
5. D
6. A
7. C
8. B
9. A
10. C
11. C
12. A
13. C
14. A
15. C
16. C
17. A
18. D
19. C
20. A


                                     How to Produce a Morning Drive Radio Show
                                          Content Planning True/False Test

Instructions: Some of the following statements are true and some are false. If the
statement is true, draw a circle around the “T” at the left of the statement. If the
statement is false, draw a circle around the “F”.

T       F       1. Show content has to meet the needs and interests of the audience.

T       F       2. Evergreen content should be scheduled immediately.

T       F       3. A street bit is one of the content lanes on the “Content Superhighway.”

T       F       4. A good show grid should be loaded with the best content between 6a-7:30a.

T       F       5. A discussion about raising children is not good lifestyle content for the F 25-54 audience.

T       F       6. Talking about the Academy Awards the morning after the show is an example of evergreen content.

T       F       7. Developing a script is an option for content on the “Content Superhighway”

T      F     8. A phoner about how well the Texas Rangers will play this season is an example of appropriate content for
the F 25-54 audience.

T       F       9. Workflow charts are not important in organizing necessary tasks for content development.

T     F    10. Writing a parody song around a topic is an example of applying creativity on the “Content
Superhighway.”

Answer Key:
1. T    6. F
2. F    7. T
3. T    8. F
4. T    9. F
5. F    10. T

				
DOCUMENT INFO