Wed, 8 Dec 2010|
-- If you're watching this. You're likely going to be speaking at one -- ten miles fifty conferences around the world. This video presentation is designed for speakers with years of experience as Willis first timers. This tutorial will provide you with valuable skills to become a better public speaker feel free to take some notes or watch it more than once. Better speakers will mean better results for the speaker the audience and the over all event we thank you for your time and efforts in speaking in our events. A little background on our instructor mr. Goldberg has been involved with -- militants for twenty years preparing specific exhibitors and events. Now we're pleased to bring him -- all of our speakers around the world. I hear my name is mark -- -- -- market active today what we're gonna do is talk about delivering powerful presentations. For panel conference's. I'm sure you don't know this but it delivering presentations is the most feared elements in an adult life more so than in six -- and snakes and we're so the death. So what we're gonna do today is talk about hints tips techniques and at best practices. In creating powerful presentations. One of the things we have to think about when we think about planting. Our presentations is really that they. People in the audience are more than attendees at -- -- conference -- adult learners in adult learners are very different. So one of the things we have to do is first understand the audience and create if you will attend. So we need to know as much about the possible audience as we can't it -- specifics are the -- -- -- experience. What elements and the industry are -- -- and we're here. Because adults learn differently when we have to do is look at generic attendee and -- -- -- presentations around them so that in fact. We yet -- interest levels. They do learn differently because the number one thing that we have to understand is they column with the hidden agenda. They called win a reason for being there other then our title or what we're trying to communicate. And we tend to be both emotionally and physically sensitive to the learning environment as adults. We react. Emotionally whether we're interested. Any topic. Whether we believe in the topic whether we disagree with the topic before the presentation begins. We also are very physically sensitive to learning. And -- environment is critical we're gonna talk about as we go through Tuesday because we have to make sure that it some positive learning environment for them because of it's too cold. If it's to war if this sort of comfortable. They will they have learned differently. We also have to understand that adults are experiential learners. They'd learn by doing so anything that we can do in our presentations to get into experience what we're trying to communicate. Will maximize. Their precinct in your presentation. And will maximize their ability to internalize -- are trying to communicate. Adults also listen. And they think -- directly. So every single thing that you say they're gonna bounce all there autobiography. Because they're history they're experience is what will determine whether they accept what you do. And say -- not. We also have to understand that they tend to evaluate learning based on -- ability. You make your presentation. Everything that you say they will determine whether they accept it or not. As to whether they can apply what you're seeing in your presentation. -- -- because they're experiential learners learn by doing. Feeling watching thinking and doing. One of the most important and most dominant learning characteristics. Is experiential learning. But. Everyone learns differently. Some people learn by listening some people learn by rating down -- taking notes so people learn. By actually physically experiencing what you're talking about so what you have to do -- think about it you create your presentation. You have to appeal to all types of learners. I don't think it'll work for the adult learner we have don't involve them from the -- beginning. Of your session. So my suggestion is within the first two minutes get involved and it's raising their hands. Whether it's -- to each other about the element -- talking about but get them involved. Secondly. There at the pace and technique we're gonna talk about this in detail because what you need to do is make sure they -- -- DN. To what you're talking about the average adult can only keep -- -- one subject for every thirty seconds. So what you have to do is very is the theory that the technique that -- utilizing to keep him to India. And use examples. Because we learn by applicability. They wanna hear Howell. Which are talking about can be applied so use examples. And then provide them ample opportunity for discussion they wanna get involved so provide opportunities and ask questions for them to talk about what you're you're communicating. So that they can get involved in your process. So let's start at the beginning your presentation style one of the things I think about it's not just what you say. It's how you say it you're not verbal in fact studies have shown that 70%. Of your presentation is what you say. 28% is how you say the emotion. The drive. That passion that you give your presentation at 65% of -- -- number double it all the verbal communications that you emit as you're presenting. So we have to think about these -- elements -- you begin to think about your presentation. Now what we think about preparing your material to think about three things. Knowledge gained. What -- lower. From your presentation. That they didn't know before secondly. Have you been able to change any of their attitudes. -- you cause a reevaluation of how big thing about your subject. Or are we able to plant new -- -- for change. And lastly skills increased. Where you provide them with new skills new methods new approaches that they're not used before. So that they walk well with the what I call the hot factor. And that's a new skill that they -- utilized when they go back to their workplace. -- we prepare our presentation. I would like to think about creating a roadmap. And that roadmap starts for you preparing -- gripped. Or maybe -- -- outlined some -- -- like scripts because the right now what is we're gonna say. Some of us can just do -- use an outline and ability and because we're familiar enough with the -- Whichever works for you you should decide upfront are -- going -- approach secondly. Kind of visuals when -- -- your presentation. Can you use the -- can you use. Our can you whose presentation materials that are images from the -- And then make notes on copies of your visuals so that you can comment on those visuals. Now when you think about your notes this is what you practice for -- you practice -- -- you know -- immaterial when it's time to present. You're seven -- Now we are planning your presentation. To think about some things that we star what does that teach you can say hey that will grab your attention. You've gotten the -- fifteen to thirty seconds to grab their attention so they say this is something I want to spend my time -- You also want to tell them what you're gonna talk about so that they understand what your objective is in the course of the presentation. Give us ideas of what they might be interested in in the subject matter that -- going to present. Give them two or three key points that you want to -- the -- member upfront beaten before UBB yet. And then sum up what you told members that tell what you're gonna tell them -- -- tell what you told them. That's exactly the theory that I what you think about because you need to position yourself so that fact. They remember. What it is you're going to communicate the average adult -- remember seven items of information. In the short term memory so you want to tell them at a time give them some key points for that could become -- for them. And then remind him what you told him. The end you also want to tell them what you think the action is that you can they can take as a result of the information that you presented. Now which want to think about making it work for the audience. The one thing you think about this presentation that you're gonna deliver is not about -- -- about -- You also want to think about conducting a dialogue with the audience it's a conversation between you -- and down. -- therefore what you want to do is make sure that they are included in your presentation. You also want to speak. About the fact that there's a certain amount of entertainment. In presenting. And that means that your voice your movement your visuals are exciting to them. It is entertainment. Just not entertainment. We also want to think about. Creating this -- idea of you are communicating. An idea I thought something that you want them to hang on to double motivate them to do something different. Now I don't prepare we know -- material. You don't wanna stand up in front eager audience and read your notes you wanna know that material. You wanna think about using supporting material as reference points. So if you have a main message point. You wanna have Warner to supporting pieces of mr. that -- get whatever reason for believing what is -- trying to communicate. When you think all but surely you don't ever want to breaking up some chunks that are easy for people digest. And -- objective each one of those chunks or modules of information. Now one thing -- think about it's not every. Module has the same depth of cut -- the same amount of information. Because some modules are more important than others who want to think about what are the most important modules. And give them the depth of cut that's necessary for people to believe. What is your trying to communicate. As you begin thinking about developing your presentation. I want to -- three keys number what you have to know the audience we talked a little bit about that. Number -- you have to know -- focus of your presentation. In number three to decide. On the approach that you're going to take. We do this well the first thing we do is set the stage but creating a preamble. To your presentation. I think that we define the topic what is it that -- -- talking about. The finder for the audience lay and agendas -- -- -- what you're gonna talk about in the time period you have to present and -- the ground rules. Do you take questions during the course of your presentation or -- questions -- at the end. One of the ground rules if you want -- to stop you during the course of the presentation. -- at the beginning. We now think about the message. It's what you want the listener to no -- or do. And that's I have to think about what you're gonna -- What do you want to know. What -- you want to think about or you're -- take action when it's all over. In the beginning this preamble is that statement. Asking the listener to either act on something you want them to do or believe something you're trying to communicate. We do this by creed either fact. That supports -- statement. Or are we -- a problem and how you're going to deal with that problem. Solutions. You're gonna used in order to create -- solution. We also pick up close now we talked about the beginning to talk about the clothes. Because this is how we get people to remember what it is we communicate. We want to. -- close at summarizes. What -- -- wanted to do what action that you want to -- Now we do this also by creating -- anecdote or short story. Why story because that's the beginning a middle and it it's easy to remember it's logical and its construction. When you do that. It leaves them with that -- thought that you want them to remember and then ended. If you just ended it leaves and high note. Of what it is you want them to do they were act upon. We decide how to start -- presentation. We step on the podium and we sit in the listeners here. We asked questions why should I listen to you. What you need to do as a result although listening to you. And how we do that will cost isn't time -- resources. When we decide to do this what we have to think about is essential concepts or ideas and when you want to put him -- just a few points. What core elements of your central concept what makes it different because different education that's how people remember. The idea or concept to what is it will get them to buy into what you're trying to communicate. We use anecdotes we use comparison similarities and stories. To make our points clear -- -- the contest alive. So once we understand what the differentiator. We can decide how it is we're gonna -- it'll -- Now we want to make our most important points early in our presentation. That we want -- -- the details and you explanations and minor points leader. We wanna break up the session into numerical -- point eight point B point C and -- the subject matter later. And you want to leave time for questions. Some of us like to answer questions as we go some of us like to -- to the end. If you feel comfortable having your presentation interrupted by questions -- actually works best because they're being asked as people think of them. -- make sure that isn't someone's hand goes up we acknowledged. We -- her head we go this is this -- be with you in a moment especially if you're an analyst sentence when they -- there yet. We acknowledge them -- complementing them first you know that's a really good question or. I'm certainly -- just ask that question because I'm sure everybody else in the audience is thinking about as well. Did answer the question briefly. The big track we have questions in the middle of the presentation. Is that we get bogged down in question so it's up to -- to make sure you answer it in and move on. We want to set the emotional tone for the session. How we do that number one. We want arrive early. We have 1520 minutes between sessions -- Wait outside so as soon as the present -- done before you you're -- it set yourself up and then walk around introduce yourself to everybody as they come in. That -- you get to news there. You can understand their first names are you can find out some other hidden agenda is and also you can find out what brought them. To this presentation. You wanna dress appropriately for the meeting. I happen to believe even though corporate -- -- in the vote today that your numbers better you should dress appropriately at the present there. You should establish the rules of your presentation. Get -- We get ready by rehearsing. -- -- too much so what do you think about rehearsing. Use your notes using your script. And rehearsed to hear from here we have the material. There's two ways you can do this one. Get an associate to listen to you why you rehearse second -- -- premiere. -- rehearsing in front of premier does a couple things of what you can see yourself you can see yourself gesture you can see your facial expressions you can -- -- non verbal communications. But rehearsing. It you comfortable with the -- second. You -- get ready by using deep breathing exercises. What does that -- the columns you. It could do this while the audience is getting settled. You also talked to the audience it's are -- so because that -- -- column down you get you into the conversation vote remember this conversation between you and damp. You also want to think about what to do -- -- you get. To your session. It's best not to eat. Because anything after huge is it issues that you might face -- interrupt your presentation. And therefore you'll find yourself comfortable. What you wanna think about is getting ready through self talk. If you're at the beginning that presentation -- -- -- one appeared element among adults so. -- some self talk. As you get ready -- preparation has been well. I practice my delivery I know this material. And you know no 1 knows but I am going to say -- -- it. Now like doing that you get -- with yourself -- with the audience. And you know the audience doesn't expect you to be perfect. I'm confident in my ability I'm confident -- material. Confident be able to present this session. We would be quickly but don't rush. Because adults to process. Faster than you can speak. But you don't want to rush and the two words you do not want to use in a presentation is briefly and quickly. Because that diminishes what you're communicating. You wanna look -- the -- of the attendees. You when he has -- 32 rule three seconds to each person in the audience so that you're communicating to them that dialogue which you went down. But right at them. You also wanna think about hearing your voice to the back of the room now most of us -- use some kind of voice continuation. But you wanna make sure that every single person in -- room can hear you is that they can't -- -- -- now they're gonna think about what sort of thing about the next session they're going to. -- also dehumanize your talk and the best way to humanize -- talk is violating. The average adult you know only -- 59 times today when we were kids we -- 300 times -- -- So that's smile because that -- I'm comfortable and confident. Let's talk. When you have a presentation that's being projected onto a screen remember. -- will not relate to your back so always have. The presentation basing you so you don't have to turn your back and to the audience because that's -- I'm communicating directly with you. If time -- -- -- -- your watch often put it on the podium. So you can look at it. Avoid looking at your watch because that's as the people you're not sure where you are. Lot of people are concerned about -- -- tell jokes to be funny. If people start to presentations. With jokes. My advice is be genuine yourself. Let your natural humor float through presentation. But I with the audience that you've been -- you've done it you are part of them and what you're doing is leading this dialogue with them. Because -- hole is less than 10% of your communication your non verbal communication the -- you gesture is critical good -- show they show your passion. They show how energetic you -- they show -- enthusiasm for the topic and a more enthusiastic you are the more tuned in they're going to be. We also want to think about being professionals -- presentation. It's well it is remembering. What's your objective what are you try to get accomplished in a very short period of time you need to present. -- bought an idea and action and -- your objective. So. -- -- we talked about that. Body language we talk a little bit about that gestures. Showing energy and passion compliments complementing that it's a great thought and thought about that you don't. Interesting idea. I would conclude that next time we also think about that identification. So that they know that you are part of -- So what their body which we talking about we're talking plating both feet on the floor. We weren't sure there are -- is balanced on both ways. We also want intentionally move across the space so the fact we -- moving back and forth rather they head forward and back. Lot of -- -- will go forward and back and that makes the audience feel very disquiet. We -- -- distributor of both legs so we're balance. And we want to open their presentation. From the center hope the presentation. Area -- -- it brings everybody together and it moved to a podium reviews of podium. Or you're gonna present from the central where you just there or well to one side. Now there are -- what -- think about moving into the audience. If you home and notes and -- -- that we can move it move into them especially when there's questions -- right to act questioner. So that they see that the are tuned -- to damp but. You need to answer to the entire. Audience eye contact three seconds is very important so that everybody see that you are tuned it out. Now we -- and -- look at people throughout the -- so it's not. From left to right right to left we look at somebody -- backs and -- in the center so that we bring this entire audience together. And then we make eye contact. So that YouTube and -- and you talk to them. -- answer a question answer to the entire audience. We also want to think about paying attention to cultural orientation because. Just like personal space is -- cultural how we answer questions is also very cultural how -- -- communicate with people is very cultural. In some cultures it's very important to use people's titles you can look at parody and use their title. You know our voice is very important we needed there that pitch and the case sometimes -- -- slowing down. We get to an important point liked reading from that I have for him so that you were rich -- home. We want to slow it down and we can -- and we talk about adjusting your voice. -- -- your enthusiasm because if you're really enthusiastic about something that pitch and the pace will increase. We also want. To use pauses the power applause. Is very very important we're gonna talk about that because what does that do. -- people time to think. What are the elements we want to think about our vocal attributes is great. How many words per minute are we speaking. We slow it down for important element as we speak -- for emphasis. We also want to think about. Our pace in moving from topic to topic some of our pace is after for those topics are not quite as important as those are more work. We also want to articulate. Want to make sure that we -- very careful interpretation. And that's what practice comes art collection. How we create emphasis we created by a reflection of -- points. Our intimidation are pitch modulation also keeps the audience interested -- are communicating. If we just use a monotone voice people are gonna go to sleep on -- because we have no inflection and her voice and -- -- -- -- Sometimes we want -- -- so those who house after -- -- this helps the audience stay tuned in your presentation. In presenting we want to think about the power of applause. It fails. It's often said that sales people hate silence. And if you're a buyer and you create silence. You're going to get -- your. Silence is a very powerful tool. For present her. Because. -- creates confidence. It projects greater confidence in what you're communicating. It also gives the audience time to think about what you just present it. If you presented your most important element. Stop. For 34 seconds. Give them time to internalize it. Give them time. To think about what you communicated. -- then they're prepared for when you go to the next step. We don't want you some humor natural humor. Depends on the audience -- in your topic. We talked to the audience and that dialogue. And think about eight -- that we have as your support is not your audience. And one thing that most -- -- -- that's very. Disheartening for the audience when you say -- fly fish is or -- expertise -- presents the following information. It is the support. Because what happens is if they can't hear you don't remember 10%. If they can hear you can see what's on -- screen. They had. -- remember 25%. Now they can hear you. They can see it in that you get an act in some way -- remember 65% of what you've communicated. I'm sure that of course your presentation. That you're going to get an objection. To. They are not obstacles. They're just another way to ask a question. So don't argue don't attack. This is a normal expected part of presentations because. What they want to know is. Another way of thinking about another way of looking at it -- normally. An objection starts with the word but. But you know -- had this experience but you know I was thinking about it this way. So what you need to do -- think about getting that person to explain their objection. And to clarify make sure that you understand it. And dad and asked them questions about it so that they end -- answering it themselves when you do that everybody in the audience. We'll see what it is. That they were concerned about and that -- -- to the answer. Presentations work. They work when you three very important example what. You need your audience understand who is -- an audience. What are hidden agenda is what brought them there. Number -- -- your focus. What is -- you're trying to do -- your presentation. Are you trying to get them to think about something are trying to get them to believe something. Or trying to get them to act -- something. And lastly know your approach. Know how you're going to create the strategic direction. Of your presentation. I want to wish you well what you'd expect -- conference. That you appreciate your time.