The next-chapter keynote
A practical talk about the life behind the numbers, everyday habits and taking one useful next step.
- Planning range: 30–45 minutes
- Optional audience questions
- For conferences, teams and community events
Speaking · Formats & Planning
Financial Literacy Week Programs
Explore how several learning touchpoints can connect across a week without repeating the same introduction or promising unconfirmed programming.
How booking worksThree simple steps.
Three simple steps.
No pressure.
Planning an assembly, staff training or community night? Start with a few details and Eric will take it from there.
- Tell Eric about your people
Who’s coming, roughly how many, date ideas and what you hope they take away.
- Talk it through
Eric follows up to discuss fit, format and the details of your event.
- No commitment yet
A request starts the conversation. It doesn’t confirm a booking or a fee.
Turn it up. Take the next step.Make the room
Make the room
count.
Schools, teams and community groups. Bring Eric’s practical money and life conversation to the people you want to encourage.
Promotional slideshow with illustrative scenes. The song is performed by a separate singer, not Eric.
Download the vertical video ↓Read the words
Give your people a reason to move.
From the classroom floor to the working crew,
Everybody needs a next step they can use.
Talk about money, talk about life,
Turn a good intention into something you write.
Bring Eric in, get the whole room thinking,
Less drifting, more doing, start building.
Book Eric to speak, make the next move count.
Put a plan in their hands, turn the volume up loud.
Schools, teams, communities too,
A practical conversation made for your crew.
Bring Eric in, let the next chapter begin!
Hire Eric to speak.
Tell him about your event.
Choose a starting formatThe right conversation.
The right conversation.
For your room.
Three ways to begin planning. Eric confirms the topic, length, delivery and fit for your audience.
The practical workshop
Examples, reflection and selected exercises that help participants connect a lesson to their own questions.
- Planning range: 60–90 minutes
- Private writing and guided discussion
- For classes, employee groups and learning programs
Book to conversation
A facilitated conversation around selected themes from The Life Manual, with room to reflect and ask questions.
- Planning range: 45–60 minutes
- Flexible discussion prompts
- For book clubs, libraries, teams and smaller groups
Something you can forward
Download the planner kit ↓Make the planning conversation easier.
Eric’s bio, format ideas, a planning brief and a practical room checklist—in one event-planner kit.
Give the week a learning sequence
A financial-literacy week can become a collection of separate events that share a title but little else. The planning task is to identify how the learning should develop across the available touchpoints. One activity might introduce language, another might examine a fictional example, and a later discussion might return to an unanswered question. The sequence should serve a purpose that can be described plainly. Filling every day with content is not the same as giving participants a useful path through related ideas.
This guide supports an inquiry about a possible contribution from Eric Guillory within an organizer's proposed week. It does not establish that a multi-session program is available or that Eric will deliver every activity. He is an author, entrepreneur, and financial educator. Explain the larger context, the part you are considering, and the intended learning outcome. Then confirm fit, timing, scope, materials, and any engagement details directly. An event plan should distinguish proposed activities from confirmed arrangements before promotional language implies that a complete program already exists.
Identify what participants should carry between touchpoints
The connection across a week can be a question, a fictional case, or a small set of terms. Choose something participants can recognize again without needing extensive preparation each time. If the opening introduces a distinction between a goal and the life it is meant to support, a later activity could examine that distinction in an invented situation. The exact content needs discussion. The principle is continuity: each touchpoint should have a reason to follow the previous one rather than merely repeat its title in a different room.
Write the intended progression in ordinary language. Participants might move from recognizing a question, to practicing how to investigate it, to deciding what remains unclear. Avoid promising a comprehensive personal financial transformation over a few days. People may attend unevenly and have different levels of familiarity. A useful sequence can support those differences while keeping the educational claim specific. It should be possible to explain what a person gains from one activity and what additional opportunity a later activity provides.
Plan for people who attend only part of the week
An organizer should not assume that every participant will attend every touchpoint. Work schedules, care responsibilities, access conditions, and interest may affect attendance. Decide which activities stand alone and which depend on prior material. State those expectations before registration or attendance is assumed. A later session that relies on an earlier explanation may need a brief shared starting point. That is different from repeating the entire opening and using up the time intended for a new task.
Describe actual attendance conditions in the inquiry to Eric. If people will join different sessions across shifts or locations, explain that rather than presenting the week as one continuous group. Any repeat delivery, recording, summary, or additional material needs confirmation. The planning goal is to avoid hidden prerequisites and unverified promises. A participant who attends one activity should be able to understand its purpose and limits, even if the week also offers a larger optional progression for people who encounter more than one touchpoint.
Assign a distinct role to each proposed activity
A talk, workshop, reading conversation, and private reflection can support different kinds of learning. Give each proposed activity a task that justifies its place. A talk might establish a common idea. A workshop might let people attempt a method. A reading conversation might examine an interpretation. A closing reflection might identify a next inquiry. These are examples for comparison, not a confirmed program menu. The organizer can then discuss which part could appropriately involve Eric and which parts belong to the host or another suitable resource.
Avoid duplicating the same exercise under several labels. Repetition can be useful when it revisits an idea with a new condition or greater understanding, but duplication without a new task can feel like filler. Use a simple planning grid with the activity, its purpose, the starting information, and the evidence of learning. The grid is an organizer tool, not authored participant content. It helps reveal whether the sequence has a clear educational reason or is being built mainly to fill a calendar.
Keep promotional claims aligned with confirmation
A week may involve several people, materials, and arrangements at different stages of planning. Identify what is confirmed and what remains a request. Do not announce Eric's participation, a particular topic, a set of included books, or a follow-up service before the relevant details are agreed. A proposed session title can be useful internally without being treated as a public promise. Clear status language helps the host manage expectations and reduces the risk of designing the rest of the week around an unconfirmed assumption.
The same care applies to outcomes and credentials. Describe educational aims rather than guaranteed changes in money habits, account balances, or well-being. Eric's role here is author, entrepreneur, and financial educator; historical securities licensing is not verified current adviser status. A financial-literacy week does not automatically establish individualized professional services. If specialist resources are part of the host's plan, identify and verify their actual roles separately. The sequence can include a clear boundary between general learning and personal questions that need an appropriate private setting.
Preserve privacy across repeated participation
Several touchpoints can create more opportunities to collect information than one event. Decide what is truly needed at each stage and avoid combining private reflections into a participant profile. Fictional examples can connect activities without tracking actual financial circumstances. People should know whether a response is optional, who will see it, and how it relates to the stated learning task. Attendance at one session should not silently become permission for personal reporting or unrelated follow-up during the rest of the week.
Organizers can evaluate the educational sequence without asking for debts, savings, account access, or household histories. A participant might respond to a fictional case or identify a general question that remains unclear. Keep event feedback separate from any private action note. If the host proposes reminders or later contact, describe that arrangement explicitly and confirm what has actually been authorized. A supportive week can offer continuity while leaving each participant in control of disclosure and the personal choices that general educational examples cannot determine.
Review the sequence as well as individual sessions
An event review should ask whether the proposed progression was understandable. Did later activities connect to earlier ideas? Could people enter at the stated points? Were there unnecessary repetitions or missing explanations? Those questions help assess the week as an educational sequence. Individual feedback about a speaker or activity remains useful, but it does not by itself show that the overall plan worked. Choose a small number of learning checks connected to the actual tasks rather than treating attendance totals as proof of financial improvement.
The review can also identify a sensible stopping point. A successful week need not create an immediate demand for more events or a large continuing program. Participants may leave with clearer questions and a resource they can revisit. If another arrangement is considered, use the evidence to define its purpose. Do not present an optional future idea as already included. Group books, further facilitation, recordings, or separate course and workbook assets each require confirmation before they become part of an announced follow-up.
Describe the proposed contribution clearly
An inquiry to Eric should explain the week's audience, larger purpose, proposed sequence, and the specific role being considered. Include dates, usable time, setting, approximate numbers, access needs, and what has already been confirmed. If the role is still open, identify the decision you need help assessing. This gives the conversation a practical starting point without assuming that a weeklong package exists or that one speaker can responsibly cover every personal financial question participants may bring.
The Life Manual can provide a common reading point across activities when that fits the host's plan. Ask about group copies and the timing of any intended reading separately from the speaking inquiry. A coherent week connects a few distinct tasks through a recognizable idea, makes entry points clear, and describes its claims honestly. Those decisions give an organizer a useful basis for exploring Eric's possible participation while preserving realistic scope, participant privacy, and the need to confirm the actual arrangement before it is promoted.
Explore the format comparison guide, compare the audience planning guide, or describe your format question to Eric. You can also ask about group book copies.
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What makes a financial-literacy week coherent?
Distinct activities connect through a recognizable learning sequence rather than sharing only a title.
Does this page offer a confirmed weeklong program?
No. It supports an inquiry about a possible contribution, with availability and scope to be confirmed.
What can carry across the week?
A question, fictional case, or small vocabulary that later activities revisit for a new task.
Must every participant attend every activity?
Not necessarily. Organizers should identify standalone entry points and any genuine prerequisites.
Should each day repeat the opening session?
Only purposeful review is useful; each activity needs a distinct role or new condition to examine.
How can roles be assigned?
State each activity's task, starting information, and learning check, then identify who is actually confirmed to deliver it.
When should Eric's participation be promoted?
After the relevant engagement details have been confirmed directly.
Can the week promise improved personal finances?
The proposed planning approach uses specific educational aims and does not promise personal financial results.
How can privacy be preserved across sessions?
Use connected fictional examples and avoid assembling private reflections into participant profiles.
What should the overall review examine?
Progression, entry points, repetition, missing explanations, and evidence tied to the actual learning tasks.
Are future sessions or workbook assets included automatically?
No. Any additional arrangement or material requires separate confirmation.
What should the inquiry to Eric describe?
The larger purpose, audience, proposed sequence, specific role, dates, time, setting, access needs, and confirmed elements.
Keep the momentum
Your next useful step.
Format selection
Choose a useful learning format
Compare delivery arrangements in relation to the task, audience, timing and participation needs.
Explore formatsA related format
Hands-On Money Workshop Planning
Explore a practice-centered format with a defined exercise, enough time to attempt it, and a review that uses fictional information.
Explore the formatBook discussion
A shared starting point for learning
Ask Eric about group copies of The Life Manual.
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