The Role of Speaking Before a Public and Creating Presentations - Research Paper Example

Introduction It cannot be denied that many people fear making presentations and speaking before a public. However, making presentations is an integral part of life. Rizvi (2005, p.196) writes that although not everyone become professional public speakers, everyone makes a presentation at some point in their lives—whether it is a business proposal or an educational research finding or a scientific breakthrough or the announcement of new company policies or even just a term paper for a class. This is because people will always have to communicate their ideas to other people—colleagues, peers, clients, subordinates, teachers, or classmates—in a variety of settings—meetings, interviews, classes. So, people not only have to overcome their fear of public speaking, they must overcome impulses of mediocrity because they must create presentations that will effectively transmit their ideas across to their target audience. Importance of Presentations The concept of effective communication through oral presentation dates back to the Grecian times. The Harvard Business Essentials (2003, pp.80-81) states that the Greeks were the first to make great presentations when they began to develop democracy as a new form of governance. In place of edicts from kings, public presentations were held in order to impart persuasive speeches to and get feedback from the populace. Levenburg (1996, pp.47-52) observed that effective business professionals must exhibit important management skills and abilities such as both oral and written communication skills, capabilities in creating and showing multimedia presentations, ability to work as part of a team, respect and appreciation of the diverse and highly multicultural environment of workplaces, skills in examining problems in analytical and statistical ways, capability to use modern technological equipment such as computers, skills in making sound decisions, leadership qualities, initiative, showing an honest and honourable disposition, ability to be reliable and responsible, ability to handle projects, skills in doing research, and an awareness of global trends. Among these many skills and abilities, skills in oral presentation are considered key features of success, especially in the business world. In a way, delivering presentations can be seen as a necessary training in the art of persuasion (Jay & Jay, 1996). Professionals constantly need to present their ideas to a variety of people—clients, bosses, colleagues, staff, suppliers—and make these people change their minds about an issue (Armstrong, 2008, p.100). Rizvi (2005, p.196) adds that an effective presentation could result in getting a good business deal or achieving a promotion. A poor presentation can lead to a poor image and business or personal losses (i.e. a poor grade for students or the rejection of a proposal). It is therefore essential that people hone presentation skills and create effective presentations. Stages and Tips of Creating Presentations The general stages of a presentation are Planning and Preparation, Practice, and Performance (Rizvi, 2005, p.196; Armstrong, 2008, pp.102-104). For the initial stage, asking the questions who, what, why, when, how will help set the scope and limitations of the presentation. This stage can identify the target audience and the other people who will have some connection with the presentation like the staff who will help create the presentation. It is in this stage where the content and purpose or aim of the presentation is defined. Plotting out the when concerns the timeframe of creation of the presentation, when the actual presentation will be held, and the timeline of the project or idea being proposed. Levy (2000) adds asking questions such as what do the audience already know in order to gauge how much information should be given; how large will the audience be; will the presentation be held in a classroom or a big hall; and how long will the presentation be. The first stage is where majority of the work is done. The presenter must identify how the message can be implemented and in what way will it be presented. Will the presentation need to use technological techniques or illustrations? Levy (2000) points out that visual aids can help enliven a dry monologue and turn it into a stimulating presentation. There are quite a number of media that can be used: illustrations and flipcharts, transparencies or 35mm. slides projected through overhead or slide projectors, or video and PowerPoint presentations. The best visual aid should be determined by the purpose of the presentation. For example, to showcase a line of clothes that a presenter would like a customer to buy, having illustrations would be beneficial. If the purpose is to engage the audience to donate to a charity, a video presentation showcasing the end results or the beneficiaries could be used. Producing the findings of a statistical study would probably need a PowerPoint presentation where graphs and charts could be easily created and projected even for an audience of a hundred people. However, Levy (2000) emphasises that these technological media are only props that enhance the presentation. Presenters should not rely heavily on these props. There will be times when technology will fail so presenters should also anticipate plans that will let them get on with the presentation. Jay (1999, pp.83-85) states that visual aids are made to support what the presenter is saying. Each visual aid must therefore have a specific purpose. It can add some impact such as an eye-catching picture or clarify a point through a simple definition projected boldly on a screen or make a lasting and memorable impression or even give the presenter more authority over the topic being discussed. The visual aid must force the audience to remember an important point or message that the presenter wants to communicate. A visual aid that doesn’t have a purpose will only hinder the presenter and distract the audience. Rosania (2003, p.9) wrote that it is a basic rule that presenters should have a clear purpose in mind and they should understand the precise aims of the presentations, specifically what they would want the audience to do after they have listened and seen the presentation whether it would be to accept a proposal, agree on an issue or a change in policies, or even to have the teacher give a high grade. The next stage is advisable to everyone—practice. Rosania (2003, p.9,23) wrote that presenters should “practice, practice, and then practice some more” in order to polish the flow of the presentation. As the age-old saying goes, practice makes perfect. This stage can help minimise nervousness because knowing that everything has been properly planned and prepared beforehand can boost self-confidence. Jay (1999, p.75) states that the only remedy to the fear of public speaking is to make sure that the presentation will be delivered in a polished and effective way. To be assured of this, the presenter must thoroughly organise and practice everything until the presenter is confident that there will be no chances of being nervous during the presentation. This stage also implies anticipating the questions that may be asked and determining and practising the answers to these questions. The is to achieve a level where the presenter would be comfortable with the flow and the medium or visual aids, if there are any, of the whole presentation. In addition, this stage connotes practising not just the verbal but the more important non-verbal aspects of the presentation. Maintaining eye contact, gestures of the hands, tone of the voice, and the general body language that is projected must be practised in order to assure that these non-verbal aspects will help and not hinder the whole presentation. Jay (1999, p.65) suggests that body language should be relaxed, open, and should match the tone and impression of the voice and words of the presenter. Levy (2000, p.145) further recommends that during this stage presenters should also get some form of feedback from a test audience in order to find out what parts of the presentations should be changed or enhanced. Case Study of Practice Makes Perfect I once had to make a presentation on the qualities of effective leaders. Because it was for a class, I chose to create a PowerPoint presentation. First I researched on the various types of leadership and what experts define as effective leaders. Then I organized my research into an essay. From this essay I picked out important points, which I turned into bullet points for the PowerPoint presentation. I kept the PowerPoint simple, with only minimal graphics, because I wanted to make it business-like and I wanted people to focus more on the definitions and bullet points. Then I asked two friends who had already taken the subject to listen to me as I presented to them. After the initial practice they gave me some feedback on what to change and what to add like they told me that it might be a good idea to start with pictures of people who are considered effective leaders. I changed my presentation accordingly and then I asked them back to listen to me again. I also allowed them to ask questions so that I could anticipate some of the questions that would be asked. I noted these down on a sheet of paper so that I could find the questions in advance. When they could no longer find anything to improve I gave a final practice in front of them to practice my non-verbal communication. This allowed me to really have some confidence in my presentation. The final stage involves the actual act of doing the presentation where the skills of the person will truly shine. Usually an oral presentation is preceded by a written report. However, bosses may not have enough time to read through a 40-page paper. The oral presentation, therefore, is a tool to bring across an idea in a concise and straightforward manner. Armstrong (2008, p.103) states, however, that the presentation should not be just a repetition of the written report. The presentation must add something more in order achieve the goal of the presenter. Regarding the structure, most presentations are divided into three main sections: Introduction or Beginning, Body or Middle, and Conclusion or Closing (Storz, 2002; Rosania, 2003). Storz (2002) writes that the Introduction is where the people presenting can introduce themselves and establish a rapport with the audience. A short backgrounder on the title, content, and outline of the presentation could also be given here. The Body contains all of the information that will support the purpose and main point of the presentation. This is where the idea should clearly be seen, discussed, and presented. Meanwhile the Conclusion could contain a short reminder or summary of the main points of the presentation, a commentary on the issue that was discussed, lessons that the presenter had learned while working on the presentation or lessons that the presenter would like the audience to know, recommendations or suggestions for further action or for the next steps, or a call for the audience to action (Storz, 2002). Rosania (2003, p.8) adds that the beginning of the presentation should instantly grab the attention of the audience; the middle must contain all the main and necessary ideas or skills that the audience should ponder or act upon; and the conclusion should enable the audience to think or act in a way that is different from their previous thoughts or behaviours. Levy (2000) suggests ending the presentation with a strong finish. End in a memorable note with a strong visual or a strong last paragraph that will stir the audience into action. Storz (2002) writes that the presentation could follow a variety of sequences. It could keep to a certain logical structure. It could be chronological, from old to new or from new to old. It could go from a general idea to a specific one. It could discuss first an idea that is generally known or at least known to the audience and then showcase a new, unknown finding. It could discuss first an accepted issue and then move on to a controversial subject. It could feature the cause and then show the effect. It could even start with a problem and then list down a series of recommended solutions. The Conclusion is the last hurrah so to speak and it is the last chance to emphasise or sell the salient points of the presentation, especially if no time is given for the audience to ask questions after the presentation. Of course, given the chance, Storz (2002) recommends that the presenter encourage the audience to ask questions or to engage in a discussion that could allow the presenter to clarify or even defend some points. When it comes to the actual content the best tip is to keep everything simple. Keep the outline simple (Storz, 2002; Rosania, 2003). Presenters do not need to try to improve on a formula that has been tested and proven to be quite effective and successful. Rizvi (2005, p.25) adds that organizing the content into simple, manageable parts will not only allow the message to be clearly and logically presented. Simplifying an especially difficult subject will allow the audience to follow the flow of the presentation. Some books (Harvard Business Essentials, 2003, p.9; Rizvi, 2005, p.37) suggest to use simple, concise sentences by using an “economy of words” that are simple and familiar. Exact, concrete words and phrases be used, especially when attempting to communicate a difficult subject. Presenters should avoid words that are vague or too abstract or difficult to understand. Words that are generally not familiar or clichés or technical jargons should also be avoided. Below is an excerpt of a table of what words are considered difficult and the simple words that could be used in their stead (Rizvi, 2005, p.38): Difficult Simple abandon give up accumulate collect abashed embarrassed accustomed used to ablaze on fire The Harvard Business Essentials (2003, p.9) states that using simple words will benefit the presentation in two ways. First, it will allow the key messages to stand out since the audience will not be bombarded with unnecessary information, but only the bare facts delivered in an easy manner. Second, because using simple words will allow the message to be effectively communicated and understood immediately, they will save valuable time for the audience, a commodity that many people, especially those in high positions, rarely have. If the audience understand perfectly what is being presented they may no longer need to spend time on asking questions. To consider a presentation as effective, Jay and Jay (1996) point out that it must give new information, influence the thinking of the audience, and impress them enough that they will act upon the information that they have received. Presentations are powerful tools of communication if they are done effectively. Based on its meaning, the word communication entails a two-way sharing of ideas and thoughts (Jay, 1999, pp.2-3) that could be seen as: Presenter Audience Although generally presentations are one-sided because the presenter does the bulk of the talking (Jay, 1999, pp.57-58), these can truly be considered as tools for communication when the presenter doesn’t stop with just giving out information. The audience must be able to reply, comment, or give new information or input through positive feedback or action or questions or even debate. In this way, the audience are given a chance to listen while the presenter talks and, afterwards, the roles can be reversed with the audience speaking and the presenter listening. Conclusion In conclusion, an effective presentation must be able to satisfy the criteria: Attention grabbing, Meaningful, Memorable, and Activating (Arredondo, 1990). The presentation must get and retain the attention of the audience. It is common knowledge that the attention span of people is short so presenters must come up with ways to keep the audience focused on the presentation. The presentation must also have some meaning for the audience. This is where identifying the target audience and what they know is critical. If the presentation matches the interest of the audience then it has already taken a big step towards getting the attention of the listeners. The presentation not only has to be memorable in general, but each word and visual aid must stick to the mind of the audience. A memorable presentation will appeal more when the audience have to deliberate on it. Finally, the challenge is not only to motivate but to activate the audience. Being able to arouse the audience enough to make them act is the true measure of an effective presentation. References Armstrong, M. (2008) How to Be an Even Better Manager: A Complete A-Z of Proven Techniques and Essential Skills. 7th Ed. London: Kogan Page Publishers. Arredondo, L. (1990) How to present like a pro!: getting people to see things your way. New York: McGraw-Hill Professional. Harvard Business Essentials Staff (2003) Harvard Business Essentials: Business Communication. Massachusetts: Harvard Business Press. Jay, R. (1999) The seven deadly skills of communicating. London: Cengage Learning EMEA. Jay, A. & Jay, R. (1996) Effective Presentation. London: Pitman Publishing. Levenburg, N.M. (1996) General Management Skills: Do Practitioners and Academics Faculty Agree on Their Importance? Journal of Education for Business. 72 (1) pp. 47-52. Levy, M. (2000) Presentations made easy. London: Lawpack Publishing Ltd. Rosania, R.J. (2003) Presentation Basics. Virginia: American Society for Training and Development. Rizvi, M.A. (2005) Effective Technical Communication. India: Tata McGraw-Hill. Storz, C. (2002) Oral Presentation Skills: A Practical Guide. Retrieved from http://people.engr.ncsu.edu/txie/publications/oral_presentation_skills.pdf. 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