Effective Presentation Skills

To make a good presentation, you need to

consider the 4Ps:

•A well defined purpose

•Thorough preparation
•A well structured presentation, with clear
delivery
•Careful post-evaluation of how well it was
understood.
A. PURPOSE
Clear objectives are invaluable. They will:
•Guide you in the planning and delivery of your
presentation
•Enable you to structure what you say
•Help you assess your performance.
Objectives also hold your audience. People have
short attention spans (about ten minutes at the
start of a lecture, for instance!), so it is very
important to be clear from the beginning about
what your purpose is, in order to plan a short,
clear and interesting input.
Before you start your preparation, a good tip is to write down what
you want to achieve – your objective – in a single sentence. Think
about what the audience should gain from the presentation: “At the
end of this presentation you will understand/be persuaded…” You
can then use these objectives to provide the basis for the structure
and evaluation of your performance.
Imagine that you have been asked to give a presentation regarding
the introduction of a new procedure for handling telephone
enquiries. Will you need to:
•Persuade staff to adopt it?
•Ask for their help?
•Outline how it works?
•Test understanding?
As you can see, the presentation may not be a one way process.
Questions or even practical role-plays or tests may need to be
included.
B. PREPARATION
Adequate time for preparation is vital to give
you time to think through what you need to say
and how best to put it over. There is a lot to
consider.
 TOP 10 PREPARATION POINTS
1. AUDIENCE
This is your starting point. You need to tailor what you say
to meet their needs:
•Prior knowledge – What do they know about the subject
already? How familiar are they with the technical language
of the subject? How can you relate to them?
•Responsibility and status – What are the areas of
responsibility and status of the individuals who make up
your audience?
•Learning styles – People learn in different ways: some
through the written word, some through pictures and some
by actually trying something out. If you have sufficient
knowledge of who will be there, you are able to incorporate
2. VENUE
You need to check - and preferably choose - the room:
•Size – How big does it need to be?
•Noise – Will you be undisturbed?
•Resources – Does it have the facilities that you need?
3. REFRESHMENTS
Do you need to offer refreshments, and can they be
provided?
4. TIMING
When is the most convenient time and/or the best time to
gain everyone’s attention? If the presentation is at work,
will the audience be able to take the time? How long will
they be able to pay attention for?
5. CONTENT
What are the key points that you want to make?
Get these clear in your head. What is the best
order for making these points? You can use the
method we described for structuring reports to
help you plan.
Make sure that you don’t overwhelm your
audience with material - keep to the main points.
What do you want to emphasise? What examples
could you quote? You may need to give the most
important facts in the early stages while everyone
is more alert.
6. STRUCTURE
A logical sequence will take your audience from where they
are (in a blissful state of ignorance) to where you want them
to be. When planning the structure you may wish to include
activities or questions for the audience to encourage
participation. When would this be appropriate? If we consider
again a presentation to introduce a new procedure for
handling telephone enquiries, an appropriate structure might
be:
•Why? The reason / need
•What? The new procedure
•How? An example and practice of the procedure.
A clear structure is vital for an effective presentation. An oral
presentation needs the same three sections as a written
communication:
Good preparation can take away many of the anxieties of
presenting. If thinking about presenting to prospective students
on a distance learning course it would be important to consider
how much they would already know. Would they all have received
a brochure about the course structure, costs etc? If you were a
student making the presentation, your purpose may just be to
inform. If running the course, your purpose may be to inform and
persuade. It may be appropriate to present for about 20 minutes
and then invite questions. The structure may be for such a talk as
a current student may be:
•Introduction
•Structure and requirements of the course
•Completing the modules and reading
•Undertaking assignments
•Benefits and limitation of the course
•Summary and questions.
The introduction should provide a route plan for the journey they are about
to take:
DO…
•Chose an interesting title
•Find a way of arousing interest or curiosity
•Advise if they need to take notes or if there are handouts
•Indicate the structure that you will follow.
DON’T…
•Make contentious statements at the beginning that will alienate your
audience.
The main body is where the details are. It should be carefully ordered and
appropriate for your audience, and include visual aids so that the audience
can see as well as hear what you are saying.
DO…
•Give examples, anecdotes, stories or anything that will show that you know
what you are talking about and that what you are saying makes sense
•Think of the subject from the point of view of the audience
•Sell your topic to them.
DON’T…
•Make it too complicated (perhaps use a handout
instead).
The conclusion needs to sum up the main points.
DO…
•State what action or response you want, now or in
the future
•Check that the conclusion matches with the
introduction.
DON’T…
•Be afraid to emphasise important points
7. VISUAL AIDS
Aids to illustrate your message can be very useful. They
are used to achieve something in your presentation that
you cannot manage as effectively via the spoken word. You
can select from various resources as available, e.g.
chalkboards, whiteboards, videos/films, demonstrations,
overhead projectors, flipcharts, slides, PowerPoint etc. To
ensure that what you choose is an integral part of the
presentation, think about this aspect from the earliest
stages of planning. Visual aids should give a clear message.
If you use pre-prepared slides or overhead transparencies,
they need to be bold and uncluttered; use a limited
number of key words. The possibilities for colours and
designs are now almost endless if you have access to the
right technology
8. HANDOUTS
Handouts can serve important purposes of providing
additional detail and summarising presentation
content for those people who were not there as well
as those who were. Use them as visual aids - i.e.
during your performance - with great care, however;
you want your audience to look up and listen rather
than read, while you are speaking.
9. NOTES
Most people find that notes act as a trigger, reminding you what
to say, are all that is required. There are two ways to handle notes:
using cards or visual-aid-based headings. CARDS
A series of cards that you can hold in your hand, and refer to as
you move about, is an effective way of organising your notes.
Remember to tie the cards together or number them prominently,
otherwise, according to Murphy’s Law, they will inevitably get
muddled.
HEADINGS
Headings written on paper to match OHP slides are a practical
solution. As you talk, you can reveal the next point on the slide,
while following your key words on paper. Find a way which suits
you and which will give you the confidence to know that you will
not dry up. Don’t read your words straight from a script; this is
guaranteed to sound like a bedtime story and send your audience
to sleep!
10. PRACTICE
Practice makes perfect. How many times have you
heard this saying? It is only by practising that you will
establish that you have the knowledge, skills and
facts to provide a convincing presentation. Check
through the following points:
• Have you the right skills to do a good presentation?
• If not, what do you need to do to prepare yourself?
• How can you give yourself sufficient confidence to
do yourself justice?
• What do you need to do to find out about your
audience?
•How much will you need to rehearse?
• Do you need to write it all out to help you practise?
Most people are not as fluent and articulate as they
think they are, and many have verbal mannerisms
that are better avoided. It is a good idea to record
yourself on a tape or video recorder so that you have
more of an idea of how you perform. Finally, put all
your material on one side for a couple of days, if you
have that time available, and then go through it again.
Does it make sense? What can you improve? Can you
deliver it fluently, without hesitations and distracting
mannerisms? It is also useful to anticipate what
questions you may be asked.
C. PRESENTATION THINK POINT
Think of presentations you have observed. What is
the key to delivering an effective presentation?
ROOM/EQUIPMENT
To alleviate last minute nerves, try to arrive early so that
you can prepare yourself. Are the seats as you would
like them, is the OHP working, are there pens for the
flipchart? There is nothing as unnerving as finding that
you can’t operate the video recorder, or that the
projector is faulty, when the equipment is a key support
to your performance. If you are using something like
PowerPoint, have you checked the slides are in the right
order? A presentation is a performance. No matter how
well you have prepared, if you perform badly you will
not have the attention of the audience, and you will not
be pleased with yourself.
THINK POINT
How does the presenter’s body language affect
reaction?
RELAX
You may find it helpful to deliberately slow down your
breathing, and to tighten then relax your muscles.
While you are waiting to begin, it might be a good idea
to talk to someone in the audience that you know,
rather than wait for the dreaded moment when you
have to open your mouth. Above all, smile and look as
if you are going to enjoy the session. Think about
something that went well in the past to put your mind
in a positive state, and be enthusiastic. Make yourself
think only positive thoughts.
AWARENESS
Look at each member of the audience in turn as
you talk. They will all appreciate being noticed
and will feel included. Keep an eye on them,
watch their body language and behaviour - it will
give you a clue as to what they are thinking and
how well you are putting your message over. If
they are looking bored you could change the
pace, ask a question, or get them to participate in
some way. Eye contact is very important and can
build a bridge between you and your audience.
Whether you stand or sit will depend on the message,
the situation, the audience and what is normally done
in your organisation. In either case, try not to be stiff
in posture. Move about, not too much but sufficient
to help you to be normal in your style.
VOICE
Try to use a conversational style of speaking and
modulate your voice, and vary your pitch to put life
into what you are saying. Try to talk as you would
normally. If you wish to emphasise a point, you may
need to speak a little more slowly. Also, be careful not
to speak whilst writing on a board or flipchart with
your back to the audience.
GESTURES AND MANNERISMS
Gestures and movement can reinforce what you are
saying. Too many gestures can be distracting, but to be
wooden with no gestures is not good. Be conscious of
your movements and use them to support what you are
saying. For example, an expansive gesture may help to
show the breadth of opportunity available if the audience
are prepared to commit to your ideas. Watch how
television personalities and politicians use gestures to
emphasise their points. Mannerisms if not controlled can
be distracting. Try not to fiddle with object such as keys,
coins or pens.
NOTES Keep your notes where you can see them without
having to strain our eyes or twist your body to read them.
TIMING
Don’t go on too long! If your audience is
tiring then cut some of the material if you
are able to. If the deleted information is
contained or summarised in a handout to
be issue at the end, direct them to this.
QUESTIONS
Decide beforehand whether you will take questions during the presentation, or
at the end. In either case, plan time for them. Questions can be very helpful in
building understanding, so encourage them. You know your material and if you
are unable to answer a question, then say so and add that you will get back to
them with an answer. Don’t flannel if you are unsure. Honesty is the best
policy. Don’t put someone down if they ask a question that shows they have
not been listening; treat them with respect. Be brief, but not abrupt. Do be
clear about what your opinion is and what is policy, and be careful how you
answer the question if there is a difference. Do check that the questioner is
satisfied with your response. If the point is not of interest to most people, then
suggest that you both discuss it afterwards.
VISUAL AIDS Visual Aids help to take the spotlight away from you a little, so
encourage the audience to look at those colourful slides and supporting
material that you have prepared.
VARIETY
If it is a long session, try to break it up every 20 minutes or so. You could use
questions or an activity, or other change of pace or topic - anything to let them
take a break from your voice.
D. POST-EVALUATION
What you need is constructive feedback so that
you can learn from each experience.
Alternatively, you could ask someone in the
audience that you trust to give you some
comments.
Reflect on what you hear about your performance,
then decide if what has been said is worth taking
notice of, or should be ignored.