“In sports, you don't play a game with just one part of you, for example, your arm in tennis or hands in basketball. You play the game with your whole physical being. The same is true in presenting.”
—Anne Miller
Ramesh is a first-year management student. He has to give a presentation before his class tomorrow. He is nervous. He has, until now, neither attended nor given a presentation. He has no idea whatsoever about the way a presentation is made or given. Is it like a convocation address or director’s annual report at the college annual function—an oral essay to be read out? How long should it be? Is it some sort of a lecture based on questions and answers? What exactly should the presentation be given on? Ramesh’s mind was full of unanswered questions. Moreover, he was unable to find a book on presentation skills. Then to make matters worse, he realized that he had to give the presentation in English. That thought made him very nervous, as he believed he was not very fluent in English. Would he be able to speak in English before the whole class and that too for about 10 minutes? He was up against two challenges: one, to prepare the presentation; the other, to give it in English. But as he had never allowed himself to be swayed by the feeling of helplessness, he finally decided to sit down and act.
He decided to write a long essay titled “What is modern management all about?” in English and read it out before the whole class He thought doing this would be better than doing nothing or telling the faculty that he did not know anything about presentations.
The next day, Ramesh went to his communications class, where he was asked to give the presentation. He walked to the dais, addressed the class, opened his essay, and read his essay clearly, loudly, and confidently. When he finished, the class applauded; however, the faculty did not say anything. Because of this, Ramesh was left wondering if he deserved all that applause!
Upon completion of this chapter, you should be able to:
Know what a presentation is and how it differs from a lecture or a written report.
Learn how to design a presentation.
Select the proper medium of presentation and visual aids.
Understand the chief principles of delivering an effective presentation.
Know how to handle questions and give answers.
Today, it is necessary for students, researchers, job-seekers, and managers to know how to develop and make a presentation on a specific subject to a select audience. For instance, students may be required to deliver a presentation to gain admission to a postgraduate programme, to defend their research findings before examiners, to be shortlisted for a job opening, or to advocate a proposal. The ability to deliver a presentation effectively helps students in two ways. First, it helps in communicating information clearly and vividly. Second, it creates a good impression about the student as a speaker, scholar, or manager. The impact of a presenter is immediate. A presenter’s confidence, fluency, and readiness of mind in conducting discussions and debate stand out as attributes of his or her personality.
A presentation is a live mode of sharing information with a select audience. It is a form of oral communication in which a person shares factual information with a particular audience. To get a clear idea of presenting as a distinct communicative activity—different from lecturing or training—it is possible to define a presentation as an oral activity that uses a visual medium (such as LCD projectors or PowerPoint slides) to discuss new ideas and information with a specific audience in a persuasive and convincing manner.
A presentation is an oral activity that uses a visual medium (such as LCD projectors or PowerPoint slides) to discuss new ideas and information with a specific audience in a persuasive and convincing manner.
A good presentation has the following characteristics:
A presentation is not a lecture. Classroom lectures have well-defined educational objectives. The outcome and excellence of a lecture is measured in terms of its interactive and participative character. Effective lecturers generally encourage students to ask questions and continually put forth questions for the students to consider. The Socratic mode of teaching (the question-and-answer method) is considered highly effective. Thus, a classroom lecture is ideally a two-way communication process. But presentations are one-way, at least initially, when the audience listens, watches, and takes notes.
Know what a presentation is and how it differs from a lecture or a written report.
A classroom lecture is ideally a two-way communication process. But presentations are one-way, at least initially, when the audience listens, watches, and takes notes.
A presentation has a well-defined format. As a normal practice, the audience sits through the delivery without interrupting the presenter. It is only when the presenter completes his or her part that the audience is invited to ask questions or seek clarifications.
Another significant distinguishing feature of presentations is that the presenter acts as an advocate of the information shared with the audience. The focus is on persuading the listeners to buy the ideas that are shared. A teacher, on the other hand, is basically interested in imparting information as correctly as possible. The focus is on a clear understanding of the ideas by the students.
A presentation is often made on the basis of a written report. However, it is not simply an oral rendering of a written report, which usually uses formal language and has long explanations and several examples. Such features can be presented to a reader, but not a listener. In accordance with the nature of the spoken form, a presentation is delivered in everyday language, covers select information, and only gives a few examples. A presentation should use simple, concise, and clear language and be free of jargon and passive words and phrases. It should be delivered in a natural manner and be as close as possible to the rhythm and syntax of a conversation.
Presentations have three major elements:
A trained presenter approaches a presentation with an awareness of all its elements and a fully planned strategy. He or she knows that just standing up and speaking to an audience for a given amount of time to show how much he or she knows on the topic does not imply that the presentation is good. A presentation is a particular mode of communicating with a group of people and conveying a message. It involves prior preparation and planning.
A trained presenter approaches a presentation with an awareness of all its elements and a fully planned strategy. A good presentation involves prior preparation and planning.
A presenter should undertake the following steps to prepare for the presentation:
The presenter should ask himself or herself: Why am I giving this presentation? He or she may be giving the presentation to:
After identifying his or her objective, the presenter should outline it in a single sentence. For example, assume the dean of the BITS Distance Learning Programme (DLP) has to put forward a proposal to the board of governors to expand the institute’s Distance Learning Programme by creating off-campus centres in Gulf cities such as Dubai or Muscat. He is required to make a presentation before the board members to justify the proposal. He knows exactly why he is giving the presentation; the purpose can be written in a single sentence that outlines the structure of his ideas: “To convince the board members of the viability and desirability of creating overseas (off-campus) learning centres in Gulf countries, in view of the growing demand for BITS courses abroad”. This precise formulation of the objective will help him organize his ideas in a logical manner that will convince the board.
Before making a presentation, the presenter must know the audience he or she is going to address. The presenter should have an idea of the number, nature, needs, level of knowledge, and likely attitude of those who are going to receive the message. These factors will determine the language of delivery and selection of inputs. Understanding the audience’s needs will help the presenter focus the presentation on issues that would be of interest to his or her listeners. In addition, knowing about the likely attitude of the audience in advance would make the presenter feel more confident. All members of a group will not have a similar attitude and as individuals they are bound to respond differently. Also, presenters should keep in mind that different persons attending the presentation may be looking for different information based on their own interests or needs. Therefore, the presenter must define the focus and scope of the presentation at the very outset. Most importantly, the speaker must never consider the audience to be a hostile group. They may be opposed to one’s ideas or message, but they are not the speaker’s enemies.
Before making a presentation, the presenter must know the audience he or she is going to address. The presenter should have an idea of the number, nature, needs, level of knowledge, and likely attitude of those who are going to receive the message.
Guidelines for analysing an audience include finding answers for the following questions:
The last question is the most important and needs to be clearly understood and answered. The answer to it will clarify and define the speaker’s purpose. It will help the presenter understand the audience’s expectations. For instance, in the presentation on creating overseas BITS DLP centres in the Gulf, the expected outcome will be: “After listening to the presentation, the board members will agree to approve, in principle, initiating overseas DLP centres and setting up a committee to work out the feasibility of opening two centres, one each in Dubai and Muscat”. The presenter can visualize the audience’s response as if the presentation has already happened. Positive expectations will give the speaker added confidence. In addition, if the speaker has too many ideas or too much information on the topic at hand, knowing the audience’s needs and expectations will help him or her determine what information is most relevant and interesting.
The needs of the audience vary from category to category. For example, a student’s content will change depending on whether he or she is making a presentation before fellow students, professors, local business people, or friends. In some cases, one would expect that the audience already has a high level of information, while in other cases, there will be little information known. The speaker should consider the audience’s needs and tell them what they need to know without talking about everything.
By this point, the speaker has done two essential things to give shape to the presentation: he or she is aware of the purpose of the presentation and the audience’s needs. These will guide him or her in gathering and systematically arranging the information to be presented. The speaker should structure and design the delivery to be effective, with the goal that the audience will ultimately accept his or her ideas.
Learn how to design a presentation.
The normal order of any exposition is to first list the main ideas and then elaborate on each of them.
Considerable thought should be given to how to start the presentation. What should be said first? This does not refer to how to greet the audience but, rather, to what main point the speaker should begin with. The normal order of any exposition is to first list the main ideas and then elaborate on each of them. This is the pattern that all written reports follow too. The sequence and timing of each part in a 30-minute presentation should be:
The presentation should be designed in such a way that it is logical, clear, and complete in the 30 minutes allotted to it. Let’s use the BITS DLP proposal example to see how this can be done.
The introduction indicates the main idea of the presentation. It does only that, without giving details of what is to follow. This helps the audience know the subject and focus of the presentation. For instance, the objective in this situation is: “We propose that BITS should open Distance Learning Centres in two Gulf cities, Dubai and Muscat”. Next, the presentation should explain why it is proposing overseas BITS centres by speaking about how popular BITS’ educational programmes are nationally and internationally. This background provides the launching pad for more detailed information, which is covered in the main body of the presentation.
The main part of the presentation is devoted to informing the audience about the advantages of the proposal, both for BITS and the concerned countries in the Gulf (see Exhibit 11.1). This section would include findings of a survey and analysis of the data. This section of the presentation should generally be divided into sub-sections. As a general rule, the speaker should avoid having more than three sub-sections under the main point.
Benefits to BITS
Will help the faculty develop new teaching strategies to promote BITS’ academic rigour and excellence in a different climate where there is economic affluence but limited opportunities for higher education, specially in technology, science, and management.
Will support BITS programmes in general and add opportunities for summer training and placements.
Will increase financial benefits and foreign exchange earnings.
Benefits to DLP-associated Countries
Will create good opportunities for Arab and non-resident Indian students to study engineering, science, or management at an international level.
Will help Gulf countries use the research capabilities of BITS’ faculty and postgraduate students to promote their technical know-how in the areas of construction, plant management, and human relations development.
Will enable developing countries to learn new ways of social and intellectual growth through interaction and contact with India.
Viability: How Will BITS Centres Abroad Work?
An MOU can be signed between BITS and the partner countries. The BITS centre will be recognized as a centre for higher learning and education, duly approved by the Sultanate of Oman and the Emirate of Dubai.
All physical facilities such as land, building, furniture, laboratories, and library are to be provided by the host country free of rent and cost for five years. Subsequently, rent and costs will be fixed through mutual agreement.
Faculty provision: The teaching faculty and administration will be provided by BITS, Pilani (India).
Syllabus and exams: The courses and evaluation systems used abroad will be the same as those used in BITS Pilani, India.
Admissions system and fees: Admissions will be made on the basis of merit and will be determined through normalization of the marks of applicants (mostly NRIs).
Generally, a presentation is delivered in an analytical and logical manner: the introduction leads to the main content, which in turn leads to the conclusions and recommendations. To integrate these parts into a continuous whole, there should be proper transitions from one section to the next and from one stage to another. The speaker should summarize what has been said in the previous section or stage before explaining how the next point is related. An example is: “So, you have seen how BITS overseas centres are feasible and viable. Now let’s discuss some of the potential problems that we may face”.
The conclusion (see Exhibit 11.2) summarizes the speaker’s main arguments and connects them to the objectives stated in the introduction and the larger picture.
BITS’ experience of running three DLP centres in India has built confidence and expertise regarding its abilities to do so abroad, negating distance as a factor for excellence in education.
The faculty is committed and ready to take advantage of this opportunity.
There is a lot of faith in the promised support from the Gulf nations.
To end the presentation, the speaker should do the following:
This is an important opportunity for audience interaction. The speaker should encourage questions and answer each question seriously and with honesty. The speaker should not try to bluff; if he or she does not know the answer to a question, it is best to be frank and admit this.
A presentation can be made more vivid by the use of statistical data, figures, diagrams, and so on, which can be displayed via transparencies or PowerPoint slides. Through visual display of ideas, the presenter can make the audience see what they hear. Graphics tend to garner and hold attention more easily than spoken words, so they also help keep the audience fully absorbed. Having visual projection of the message also enables the speaker to keep to the structure of the presentation. Moreover, often a greater amount of information can be communicated with a visual than lengthy verbal explanations. This saves time.
Select the proper medium of presentation and visual aids.
A presentation can be made more vivid by the use of statistical data charts, figures, diagrams, and so on, which can be displayed via transparencies or PowerPoint slides.
Visual aids should be used to:
Often, a greater amount of information can be communicated with a visual than lengthy verbal explanations. This saves time.
Here are some guidelines regarding how to use visual aids:
One should not use too many images as this will lessen their impact. The speaker should plan the graphics according to the main points.
Some common mediums of presentation are boards (black or white), flip charts, overhead projectors and transparencies, and Microsoft PowerPoint slides.
Boards A board is a primary aid used in classrooms and can be black or white. The use of a board helps listeners concentrate, as it is used to note important words and concepts, or to do calculations. It is better to divide the board into different parts for noting down points, doing calculations, and drawing figures. Bold, clear letters should be used so that words are visible at a distance.
Flip charts A flip chart is a large pad of paper set on a stand. It is used for presenting information to a small group of 15 to 20 persons. The advantage of using flip charts is that they can be readily generated and added to during the talk. They can also be prepared in advance for presenting complex diagrams, bar charts, and graphs. The speaker can sketch outlines of a diagram in the presence of the audience. He or she can also use them for prompting and for creating and presenting the audience’s feedback, suggestions, comments, or any other observations at the end of the talk. Flip charts that can be written over in water-soluble ink can be reused.
Overhead projectors and transparencies A frequently used medium of presentation is an overhead projector (OHP). Overhead projectors allow the presenter to speak while looking at the audience and also have a prepared transparency projected on the screen. An OHP can have typed or handwritten matter, but the best impact is made when the content is neatly and clearly typed. Tips on preparing transparencies and using OHPs are given in Exhibit 11.4.
Make your transparencies/slides clear and visible to everyone in the audience.
Put only one main point on each transparency/slide.
Do not crowd the transparency/slide with too much information. Place information at the centre, and do not crowd the margins.
Avoid having more than eight lines on each transparency/slide, and use about six words in each line. Thus, try to limit each transparency to about 48 words.
Mark sections and sub-sections with clarity to make the organization of information clear.
Check before the presentation that the projector is working. In the case of PowerPoint presentations, ensure that the laptop is not low on battery and that it is connected to the projector.
Clean the projector lens and surface if needed.
Adjust the focus and projector position to obtain the brightest and largest image possible.
Switch off the machine between visuals. In the case of OHPs, run the fan inside the projector when showing visuals.
The projection screen should be clean. If the projection is made on a whiteboard or wall, ensure that there is nothing written or marked on the board/wall.
Use a pointer to point to parts of the transparency and emphasize specific points.
Show the points one by one. In the case of an OHP, one may hide the matter that has not yet been discussed with tracing paper. In the case of PowerPoint slides, this can be done by clicking on Slide Show on the tool bar, selecting Animation, and selecting the required effect (fade in one by one, appear and dim, etc.) from the right-hand side panel, as follows:
Finally, one should remember that slides and transparencies are aids in presentations, and not a substitute for one’s own words and explanations. So, it is important to face the audience while speaking and to make eye contact with them.
PowerPoint presentations Computer-based Microsoft PowerPoint presentations have now become more widespread than transparencies and slides. These are projected with the help of multimedia projectors. Usually, a computer screen displays the information to a large audience. Pictures and photographs are all displayed as part of the presentation. The entire presentation is saved on a laptop (with a backup on CD, if possible). The laptop is then connected to the projection equipment so that the laptop screen is cloned on the projector. The whole operation is automatic and simple. The visual impact is impressive and absorbing.
The total presentation, including the question—answer session at the end, should be covered within the time allotted to it. In actual practice, while speaking, many people tend to ignore the fact that the audience’s interest and attention are affected by the time factor. An effective presentation is one that has a smart beginning and logically arrives at a conclusion without wandering off-topic or rambling, while providing sufficient explanation for tricky or controversial points. The speaker should not repeat his or her points excessively. In addition, he or should learn to change the pacing of the presentation in response to the non-verbal cues received from the audience’s body language.
The total presentation, including the question-answer session at the end, should be covered within the time allotted to it.
Before presenting, the speaker should check the size, ventilation, and seating arrangement of the room. This helps position the screen according to the number of persons and the size of the room, ensuring it will be visible to everyone. The presenter should keep enough space between himself or herself and the screen so that he or she can refer to points on the screen with a pointer.
Regardless of how interesting or well drafted a presentation is, its delivery must be effective in order for the presentation to achieve its goals. Here are some guidelines on delivering presentations:
Understand the chief principles of delivering an effective presentation.
Reading out notes or slides aloud does not foster discussion of ideas. This is a common mistake: it does not hold the audience’s attention as they can read the slide themselves.
To give a good presentation, the speaker should rehearse his or her full performance ahead of time. This helps to:
It is best to rehearse before a discerning listener and in conditions as close to the actual presentation conditions as possible. The listener should be able to evaluate the material in terms of its technical accuracy. He or she should also be able to provide objective criticism.
It is best to rehearse before a discerning listener and in conditions as close to the actual presentation conditions as possible.
Some tips for rehearsing a presentation are:
Since a presentation is a live performance, the speaker’s non-verbal cues will influence the audience and vice versa. We have already discussed the power of non-verbal body movements, gestures, and facial expressions in positively or negatively modifying the meaning of the message in Chapter 7. For presentations, the following aspects of non-verbal behaviour are particularly relevant:
Since a presentation is a live performance, the speaker’s non-verbal cues will influence the audience and vice versa.
A good speaker treats questions as an important and necessary part of his or her presentation. Questions are an opportunity for the speaker to further explain his or her point. He or she can go back to the slides to further explain a point, or he or she can also add new evidence or examples to support the point. If a presentation is followed by a series of questions, it shows that the presentation was able to involve the audience and hold their interest. A genuine question reveals that the speaker’s content was relevant to the audience.
Know how to handle questions and give answers.
If a presentation is followed by a series of questions, it shows that the presentation was able to involve the audience and hold their interest. A genuine question reveals that the speaker’s content was relevant to the audience.
Questions help the speaker to:
Questions can be motivated by different reasons, ranging from rivalry or jealousy to genuine curiosity. They can be classified as:
In all situations, the speaker should exhibit a sense of honesty in answering questions. If he or she does not know the answer, it is best to admit this—nobody is expected to know everything. Everybody is, however, expected to be honest enough to acknowledge what he or she does not know.
Stage fright is a natural experience for all presenters. Some tips to deal with it include:
Mr Jon Hauser, President of A&E Education in Germany, visited a management institute in Chennai. After an informal meeting with the principal director, they moved to a large seminar hall equipped with a multimedia projection system. Jon proposed to give a presentation on his Learning Management System model. He spoke for about 40 minutes, covering the worldwide processes of educational administration and e-management. His presentation used PowerPoint and was visually supported by graphic data—charts, graphs, and diagrams. At places, he was difficult to follow because of the unusual accent in which English is spoken by a German. However, the elaborate visual aids helped him put his point across successfully. The PowerPoint slides were in the form of bullet points outlining the structure of the presentation.
During the discussion at the end of Jon’s presentation, the principal director opined that the international model discussed would need to be customized with specific local content, and went on to share his own software model of Learning Management System. Jon appreciated the new insight, and they agreed to collaborate and integrate the models for marketing the software to educational institutions across India.
Questions to Answer
It is the audience that acts as the main factor in determining what your presentation contains and what it does not. Choose a topic for a presentation and briefly indicate how you would change the content of your presentation to suit the following audiences:
From among the given options, choose the most appropriate answer:*