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Marketing and AI that work in the real world.

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Training & speaking

Training & speaking

I deliver lectures, practical masterclasses, workshops, corporate programmes and talks on marketing, artificial intelligence, sales, content, digital communications and analytics.

I work with students, lecturers, professionals, executives and project teams.

For me, learning is not the transfer of a slide deck from a speaker to an audience. A strong session helps people understand a subject, test a tool, recognise its limitations and see how the new knowledge can be used in their own work.

That is why every programme and talk is adapted to its context: the participants, their starting level, professional challenges, available time and the result the organisers need.

Discuss training or a talkView areas of expertise

Formats

Learning formats

The format is chosen around the challenge, the participants, the available time and the result that should remain after the session — not around a familiar label.

Format 01

Lecture

Purpose

An introduction to a new subject, a shared professional framework and a discussion of changes taking place in a profession or industry.

How it works

A lecture can work as a standalone talk or as the opening part of a longer programme. It combines theory with practical examples, common mistakes and questions that help participants connect the subject with their own work.

Suitable challenges

  • introduce a new subject
  • build a shared professional context
  • discuss changes in a profession or industry
  • prepare participants for a more in-depth programme

Expected result

Participants gain a clear overview, understand the key changes, see practical examples and can relate the material to their own work.

Format 02

Practical masterclass

Purpose

A hands-on introduction to an approach or tool in which participants complete tasks, test instruments and discuss the results.

How it works

Participants do not only listen: they work through assignments, compare possible solutions, examine mistakes and produce an initial practical result during the session.

Suitable challenges

  • introduce a team to a new working approach
  • demonstrate what a tool can and cannot do
  • learn how to formulate tasks
  • analyse mistakes
  • compare different solution options
  • produce a first practical result during the session

Expected result

Participants gain practical experience, an initial working result and an understanding of how to continue using the approach or tool.

Format 03

Workshop

Purpose

A working session built around a specific team or project challenge.

How it works

Participants can work with their own materials: products, communications, advertising campaigns, content, sales processes, educational programmes or analytical reports.

Suitable challenges

  • examine a team or project challenge
  • apply the subject to participants’ own materials
  • build a structure, model, scenario, measurement system, action plan or set of solutions
  • combine learning with practical project work

Expected result

The outcome is not only a better understanding of the subject, but also a working draft that can be developed after the workshop.

Format 04

Intensive programme

Purpose

A compact programme for rapid immersion through several connected topics and practical blocks.

How it works

An intensive combines theory and practice within a limited timeframe and helps participants quickly acquire the essential approaches.

Suitable challenges

  • immerse participants in a subject quickly
  • connect several topics into one coherent logic
  • learn the essential approaches
  • test those approaches in practice

Expected result

Participants gain a concentrated understanding of the field, essential working approaches and practical experience applying them.

Format 05

Series of sessions

Purpose

A step-by-step journey from foundational concepts to more complex professional challenges.

How it works

The format allows participants to practise between sessions, return to their results and receive feedback and corrections.

Suitable challenges

  • build a staged learning journey
  • give participants time for independent practice
  • review results between sessions
  • move from foundations to more complex professional challenges

Expected result

Participants develop their understanding progressively, reinforce it through practice and receive feedback on their work.

Format 06

Corporate programme

Purpose

A programme designed around the needs of a particular organisation or team.

How it works

It may include initial diagnostics, adapted topics and examples, lecture and practice blocks, work with internal materials, assignments between sessions, reviews, methodological materials and a final practical project.

Suitable challenges

  • adapt learning to the organisation’s context
  • connect learning with internal materials and working processes
  • guide a team through several connected topics
  • produce a practical result by the end of the programme

Expected result

The organisation receives a programme designed around its challenge, while participants gain structured learning, practical materials and results connected with their real work.

Format 07

Conference or professional-event talk

Purpose

A public talk on a focused subject, professional trend, practical experience or the changes technology brings to marketing, education, sales and communications.

How it works

A serious subject is explained clearly and engagingly, without suggesting that the latest tool will make every profession disappear tomorrow.

Suitable challenges

  • explain a professional subject to a broad or specialist audience
  • discuss a trend or change in a profession
  • offer a practical perspective on technology
  • support the programme of a conference or professional event

Expected result

The audience gains a clear, lively and professionally accurate understanding of the subject without panic, noise or exaggerated promises.

Format 08

Training for lecturers and learning designers

Purpose

A separate direction for people who design and deliver learning themselves.

How it works

The work goes beyond demonstrating a tool. It addresses how to integrate it into the learning process, which assignments genuinely develop skills, how to assess work, how to distinguish meaningful AI support from formal copying, how to update methodology without losing substance, how to work with errors and hallucinations, and how to preserve participants’ independent thinking.

Suitable challenges

  • help lecturers and learning designers integrate AI into education
  • review assignments and assessment approaches
  • discuss methodological limitations and risks
  • preserve substance and independent thinking when tools are used

Expected result

Lecturers and learning designers gain a methodological framework, practical scenarios and criteria for working with AI in education.

Topics

Core topics

These directions can become a standalone talk, a practical masterclass, a workshop, an intensive or a longer programme.

Topic 01

Artificial intelligence in marketing

  • AI use cases in day-to-day marketing work
  • research and information analysis
  • idea and hypothesis development
  • audience work
  • marketing-material preparation
  • competitor analysis
  • communication planning
  • evaluation and verification of AI outputs
  • organising workflows with AI tools

Topic 02

Artificial intelligence in sales

  • AI across different stages of the sales process
  • preparing for client communication
  • developing and improving scripts
  • personalising messages
  • working with objections
  • analysing conversations
  • preparing commercial proposals
  • supporting a sales manager’s work
  • automation limits and quality control

Topic 03

Large language models

  • how modern language models work
  • task formulation
  • prompt development
  • context management
  • refining and improving outputs
  • fact-checking
  • hallucinations
  • model comparison
  • building personal working scenarios
  • developing GPT agents and knowledge bases

Topic 04

AI for content and communications

  • developing content ideas
  • drafting texts
  • editing and adapting materials
  • building content systems
  • working with images and video
  • developing advertising concepts
  • preserving an author’s voice
  • recognising formulaic AI language
  • ethical and legal limitations

Topic 05

AI in education

  • designing educational programmes
  • preparing learning materials
  • creating practical assignments
  • working with cases
  • AI use by students and lecturers
  • reviewing and assessing work
  • designing educational GPT agents
  • the changing role of the lecturer
  • preserving independent thinking

Topic 06

Marketing and digital communications

  • marketing strategy
  • positioning
  • target audiences
  • digital channels
  • advertising-campaign planning
  • content strategy
  • social media
  • media planning
  • packaging products and projects
  • integrating communication channels

Topic 07

Marketing communications analytics

  • setting objectives
  • choosing performance indicators
  • evaluating advertising channels
  • digital analytics
  • CRM communications
  • media advertising
  • sales promotion
  • special projects
  • interpreting data
  • checking calculations
  • connecting analytics with management decisions

Topic 08

Content strategy and expert communications

  • positioning an expert or project
  • content directions
  • editorial categories and formats
  • editorial logic
  • packaging professional experience
  • expert websites, channels and blogs
  • clear and human professional language
  • using AI without losing an individual voice

Topic 09

Educational programme design

  • learning outcomes
  • programme structure
  • module logic
  • connecting theory and practice
  • assignment design
  • formative assessment
  • final assessment
  • audience adaptation
  • methodological coherence

Audiences

Who the work is for

The same subject needs a different level of detail, examples and conversation logic for different audiences.

I deliver learning for:

  • business teams
  • marketers
  • sales professionals
  • managers and executives
  • project teams
  • lecturers
  • learning designers
  • employees of educational organisations
  • corporate universities
  • university students
  • participants in continuing professional education
  • experts and project authors
  • professional communities
  • conference and industry-event audiences

Executives

A conversation about AI with executives focuses on processes, risks, resources and management decisions.

Marketers

For marketers, practical scenarios, content quality, analytics and workflow organisation matter most.

Lecturers

For lecturers, the focus is methodology, assignments, assessment and changes in the learning process.

That is why I do not use one universal presentation for every audience.

Preparation

How I prepare a learning experience

First comes the real challenge. Content, examples, practice and the way the result will be assessed are then built around it.

  1. Clarify the real challenge first

    The starting point is understanding why the organisation or participants need the subject.

    A request may sound like “tell us about AI”, while the actual need may be to:

    • reduce anxiety within a team
    • show practical use cases
    • learn specific tools
    • change a working process
    • prepare lecturers
    • improve content quality
    • learn how to verify outputs
    • create an internal methodology

    That underlying need determines the programme content.

  2. Account for participants’ level

    Beginners need clear foundations and a safe entry point.

    Experienced professionals need complex challenges, limitations, comparisons and work with their own materials.

    A mixed group needs a structure in which nobody is lost and nobody is bored.

  3. Adapt the examples

    Where possible, examples are connected with participants’ work, industry, products and professional situations.

    A polished demonstration can look convincing, but real understanding develops when someone applies an approach to a familiar challenge.

  4. Build in practice

    Practical work can be individual, in pairs or in small groups.

    Participants:

    • formulate requests
    • develop materials
    • analyse responses
    • compare outputs
    • identify mistakes
    • improve solutions
    • discuss what can be used in real work

  5. Examine unsuccessful outputs

    The most useful moments often come when a tool makes a mistake, ignores an instruction, invents facts or produces something formally correct but practically meaningless.

    A perfect demonstration can make technology look capable of everything.

    A real mistake teaches people how to work.

  6. Connect tools with a system

    The goal is not to memorise service names.

    Tools change quickly. It is far more important to understand:

    • how to formulate a task
    • how to choose an approach
    • how to assess a result
    • how to integrate a tool into a process
    • where human involvement is required
    • which risks need to be considered

Results

What participants and organisers receive

The exact materials and outcomes depend on the format, but before the work begins both sides understand who the programme is for and what should change after it.

What participants receive

Depending on the format, this may include:

  • a structured understanding of the subject
  • practical experience
  • working scenarios
  • ready-to-use templates
  • prompts
  • instructions
  • process diagrams
  • methodological materials
  • a set of performance indicators
  • a project structure
  • a further-action plan
  • recommendations for independent work

The central outcome is the ability not only to repeat what was shown during the session, but to apply the approach to a real challenge of their own.

What organisers receive

Before the work begins, we agree on:

  • the audience
  • objectives
  • format
  • duration
  • participants’ starting level
  • key topics
  • the balance of theory and practice
  • technical conditions
  • the format of materials
  • the expected result

After the initial discussion, I can propose a session or programme structure and explain why it is built that way.

When the subject is broad, it is better to divide it honestly across several sessions than to squeeze an entire profession, a strategy and twelve services into one energetic hour.

Corporate format

Learning built around an organisation’s challenge

A corporate programme can be designed around a specific situation.

  1. a team is beginning to use AI
  2. tools are already used, but without a coherent system
  3. internal guidelines need to be developed
  4. marketers want to accelerate content work
  5. a sales team is learning new scenarios
  6. lecturers are redesigning assignments
  7. an organisation is launching an educational programme
  8. executives need to understand the opportunities and risks of technology
  9. analytics exists, but does not support decisions

In these cases, learning can be combined with diagnostics, consulting, material development and a later review of participants’ practice.

Discuss the challenge

Discuss training or a talk

You can contact me even when the exact topic and format have not yet been defined.

It is enough to describe:

  • who will participate
  • what challenge the organisation is facing
  • what participants already know
  • what should change after the learning experience

From there, we can build a programme that fits the real challenge rather than merely looking impressive in the announcement.

Discuss training or a talk