Speaking and Presenting with Confidence Workbook V3.pdf · Speaking and Presenting with Confidence Course Author: Phil McKew Version: PS1-ENUK-120917

Speaking and

Presenting with

Confidence

Course Author: Phil McKew

Version: PS1-ENUK-120917

PS1-ENUK-120917

© Hemsley Fraser Group Ltd 2

Contents

Outcomes ...................................................................................................................................... 3

Course Outline............................................................................................................................... 4

Introduction Exercise – Notes ....................................................................................................... 5

Using Your Training Room to Best Effect… .................................................................................. 6

Here are Some More Possibilities… ............................................................................................. 7

Benefits of Presenting (vs other methods of communication) ....................................................... 8

Planning – 6-Stage Checklist ........................................................................................................ 9

Structure – Notes......................................................................................................................... 12

Structure – I.N.T.R.O, Middle and C.L.O.S.E .............................................................................. 13

6-Stage Linear Planner – Checklist ............................................................................................. 15

Example Horizontal Planner ........................................................................................................ 17

Horizontal Feedback Planner ...................................................................................................... 18

Ways to Stimulate and Retain Audience Interest ........................................................................ 19

Helping Audience Recall ............................................................................................................. 20

R.S.V.P – have they got your message? How to use your voice effectively .............................. 21

Reading Exercise ........................................................................................................................ 22

Are You Flatlining? ...................................................................................................................... 24

Mix Visual, Auditory and Kinaesthetic ......................................................................................... 25

Why Use Visual Aids? ................................................................................................................. 26

Practical Points for using Flipcharts ............................................................................................ 27

Body Language ........................................................................................................................... 30

Using PowerPoint® Slides ........................................................................................................... 31

PowerPoint® – Tips and Hints ..................................................................................................... 32

Voice, Body Language and Visuals – Notepad ........................................................................... 33

Giving and Receiving Feedback.................................................................................................. 34

How to Remember What to Say .................................................................................................. 35

Effect of Room Layouts ............................................................................................................... 36

Handling Questions – The Magnificent Seven ............................................................................ 39

Building Confidence – Some Ideas and Approaches .................................................................. 40

Managing the Audience ............................................................................................................... 41

Multicultural Audiences ............................................................................................................... 41

Senior Audiences ........................................................................................................................ 42

Additional Courses and Resources ............................................................................................. 43

PS1-ENUK-120917


Outcomes

By the end of this course you will be able to…

• Plan and prepare your presentations more effectively

• Build in several techniques for keeping audience interest

• Use voice, body language and room layout to best effect

• Look and feel more confident when presenting

• Use a variety of visuals aids including recent technology

• Prepare and deliver to multicultural audiences

• Interact with your audience, taking questions and feedback

• Handle challenging questions and audience behaviours

PS1-ENUK-120917


Course Outline

Day 1

• Introductions

• Planning and structure

• Voice and Body Language

• Visual Aids/Using Technology

• Preparation and feedback tips

• Presentations (5 minutes) including feedback

Day 2

• Review day 1

• Room layouts

• Building Confidence

• Handling Questions

• Managing the audience (inc multicultural)

• Preparation

• Presentations (10 minutes) inc feedback

• Action planning

PS1-ENUK-120917


Introduction Exercise – Notes

PS1-ENUK-120917


Using Your Training Room to Best Effect…

Moving Moments

• Depending on your room, you may be able to occasionally have the furniture moved into different layouts

• be aware of course of any health and safety rules and considerations

• You may consider changing layouts occasionally during your training event (e.g. for your presentations)

• See how it affects messages and moods… • There is an optional exercise or discussion on this during the course

Zones in and outside the Room

• Again depending on your room, you and your facilitator may also set parts of the space aside for different activities to change energy

PS1-ENUK-120917


Here are Some More Possibilities…

Reflection Zone

• Take time to recap, review, give feedback in open circle

Creativity Zone

• Think outside the box with brain teasers, thinking hats etc

Empathy Zone

• Swaps seats to take someone else’s perspective e.g. when preparing see from audiences point of view

PS1-ENUK-120917


Benefits of Presenting (vs other methods of communication)

Audience involvement:

• Generates atmosphere of warmth and goodwill

• Audience hear discussions they may not have considered on their own

Personalities, interest and recall

• Brings individuality – YOU are the most unique visual aid!

• Subtleties of voice, tone, body language of presenter and audience

• May be a more vivid experience to help educate, inform or entertain

Decision-making and influencing:

• immediacy and flexibility which no other method of communication possesses

• understand the feelings, views and attitudes of people we are seeking to influence

Feedback and learning:

• interaction of views and attitudes stimulated by presenter(s) and questions

PS1-ENUK-120917


Planning – 6-Stage Checklist

WHO AND WHY

• Audience Attitude, Skill, Knowledge

• Roles e.g. decision makers?

• Key objective and messages (OATS)

• Objective, Audience, Title/time, Style

WHEN AND WHERE

• Impact of Timing and Place

News at 10. Elevator Pitch.

Emotional, Novel and Memorable

PS1-ENUK-120917



WHAT 1

• Brainstorm main content/messages/ sections (3-6)

• Using I.N.T.R.O, middle structure and C,L,O,S,E

WHAT 2

• Edit content using OATS (musts, shoulds and coulds)

PS1-ENUK-120917



HOW 1

• Visuals, interest and recall, likely questions /answers

HOW 2

• Rehearse/revise (timing, links, body language, voice)

PS1-ENUK-120917


Structure – Notes

PS1-ENUK-120917


Structure – I.N.T.R.O, Middle and C.L.O.S.E

OVERALL News at 10;

• Tell them what you’re going to tell them,

• Tell Them,

• Tell them what you told them

INTRO Interest, Need, Title/time, Range, Objectives (‘Range’ agenda, set expectations, question policy)

MIDDLE Choose your own structure or one of these;

• Past, Present, Future (e.g. of Project) or Story

• By region, product etc.

• Problem, solution, action

• Report (Findings, Recommendations).

• FAQs, Q and As

• Metaphor (journey, news, set menu/a la carte)

CLOSE Cue, Lasting impression (message), Over to You, Summarise session and End (clearly!)

PS1-ENUK-120917


Notes

PS1-ENUK-120917


6-Stage Linear Planner – Checklist

Stage Your ideas

1 Who and Why

• Attitude, Skill, Knowledge

• Roles e.g. decision makers?

• Objective, Audience, Title, Style

2 When and Where

• Impact of Timing/Place

• Duration, frequency

• Relevant events in/outside

3 What 1 - Big Picture

• I.N.T.R.O.

• Middle structure (main messages/sections)

• C.L.O.S.E

PS1-ENUK-120917


Stage Your ideas

4 What 2 - Details

• Edit using OATS (musts, shoulds and coulds)

5 How 1 - Big Picture

• Visuals

• Interest and recall

• Likely questions

6 How 2 - Details

• Rehearse and revise

• Timing, links

• Body language

• Voice/language)

PS

1-E

NU

K-1

20

917

© H

em

sle

y F

rase

r Gro

up

Ltd

1

7

Example Horizontal Planner

WHY Title: Aim of this presentation

WHO Audience: Who and what their interests are…

What will audience know, think, feel and do?(during /after)

WHAT Close

INTEREST (inc your role)

Cue

NEED (benefits) * Lasting Impression

TITLE/TIMING

* Over to You

RANGE Summarise session

* OBJECTIVES

* End (clearly)

HOW Visuals/Interest/Rehearse and Revise Questions (and Answers)

PS

1-E

NU

K-1

20

917

© H

em

sle

y F

rase

r Gro

up

Ltd

1

8

Horizontal Feedback Planner

Stage Main messages and content Visual aids, ways to keep interest

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Stage 6

PS1-ENUK-120917


Ways to Stimulate and Retain Audience Interest

• Quotes and sound bites

• Topicality and/or locality

• Pictures and photos

• Refer to audience members

• Questions, puzzles, quizzes

• Use of venue/technology

• Surprising/controversial facts

• Strong structure (e.g. story)

• Unusual statistics

• Activity and challenges

• Breaks and change of media

• Using taste, touch or smell

• Graphs and diagrams

• Anecdotes and stories

• Humour and conversation

• Metaphors and analogies

• Variety of props and visual aids

PS1-ENUK-120917


Helping Audience Recall

• Repetition and relevance

• Links (e.g. in an anecdote/story)

• Rhythm and Rhyme (e.g. ‘i before e)

• Mnemonics (e.g. SMART)

• Alliteration (e.g. 5Ps of…)

• Emphasis and pauses

• Visual, auditory, kinaesthetic

• Strong structure (logical flowing)

• Imagery, Analogy, metaphor

• Signposting (e.g. the key point is…)

• Surprises, build ups, reveals

• Humour (relevant and natural)

• Evoke emotions (e.g. scare)

• Breaks, keeping it short

• Strong images/pictures

• Tests, benefits, consequences

PS1-ENUK-120917


R.S.V.P – have they got your message? How to use your voice effectively

Rhythm – like a musical instrument

• Variety/emphasis is vital for clarity and interest.

• Exercises – ‘I think you took my pen’; read out the whole sentence while stressing one key word to change the meaning. Oscilloscope – imagine your voice like an oscilloscope try to leave gaps for pauses and use a wide range of highs and lows -avoid slurring words and mumbling i.e. ‘flatlining’.

Speed

• Use pauses.

• Exercise – tongue twisters.

Volume - Vary & Project

• Exercise /test – can you hear me at the back ? Feedback.

Projection – Needs Air

• Chin up, shoulders back. Don’t read from notes.

• Exercise – look down, look up, look around at audience.

PS1-ENUK-120917


Reading Exercise

‘She noticed that the lizard left three toed tracks that looked exactly like bird tracks. The lizard came closer to her. She kept her body still, not wanting to frighten the little animal. She was amazed that it would come so close but she remembered this was a national park. All the animals in the park would know they were protected. This lizard was probably tame. Maybe it expected her to give it some food. Unfortunately she didn’t have any. Slowly, Tina extended her palm open, to show she didn’t have any food. The lizard paused, cocked his head and chirped. “Sorry” Tina said, “I just don’t have anything.” And then, without warning the lizard jumped onto her outstretched hand. She could feel its little toes pinching the skin of her palm and she felt the surprising weight of the animal’s body pressing her arm down. And then the lizard scrambled up her arm, toward her face.’

Jurassic Park by Michael Crichton

PS1-ENUK-120917


Notes

PS1-ENUK-120917


Are You Flatlining?

PS1-ENUK-120917


Mix Visual, Auditory and Kinaesthetic

“Let me show you how the situation appears to me, we need to focus on the future and watch the horizons for new opportunities, it’s that clear to me.”

“That sounds fine but I am not sure I have tuned into what you are saying, I need to ask a few questions before things click into place.”

“I’m not sure I’ve grasped it, I have a hunch we have got nothing tangible to act on, it leaves me very lukewarm and I cannot support it.”

Use Active not Passive sentence construction – (e.g. ‘I need you to’ rather than ‘it is necessary for the organisation’)

• Pause for effect– like verbal punctuation – short pause = long pause = v long pause = change of subject

� Before and After key messages, soundbites and quotes

� Signpost – by questions (e.g. Why this project? Why now? What is your role?

� Tee up phrases – e.g. David Cameron let me be clear…

PS1-ENUK-120917


Why Use Visual Aids?

Remember we can use visual aids for many different purposes. Let’s not forget though that they also need careful planning, not to detract from our messages.

Some uses;

• To explain a point and to help memory, i.e. pictures are easier to remember than facts or charts

• To create interest and to change the pace

• To recap or summarise and to spark off ideas

• To aid our memory as presenters (instead, or as well as, notes).

Tips for using visual aids:

• Normally, keep them hidden until you are ready to use them

• Make sure they can be seen from all parts of the room

• Always speak to the audience, not the visual aid

• Keep them simple and use them sparingly.

PS1-ENUK-120917


• Make sure the flipchart is positioned so that everyone can see it

• Make sure that there will be enough paper

• Stand to the right of the flipchart, if right-handed

• Make sure that the pens work

• It is easier to write with short pens that fit the palm of the hand

• Avoid writing everything in capitals: lower case is easier to read

• Form each letter separately, if possible

• Make writing large and clear

• Practice writing on the flipchart

• Plan beforehand what kind of drawings you will need to make

• Trace more complicated plans beforehand in pencil on the flipchart

• When the audience has absorbed the message turn the page over so that their attention will return to the speaker

• If the message has to be kept visible, the speaker can capture audience attention by stepping in front of the flipchart; then step to the side when attention needs to be focused back on the flipchart – practice drawing on the flipchart

• Do not hold on to the flipchart – it makes the speaker look helpless

• Refer back openly to previous pages to ensure that you have covered all points raised.

Practical Points for

using Flipcharts

PS1-ENUK-120917


Flipcharts

• More informal, interactive and personal, record around the room

• Turn them over once message is absorbed

• Flipcharts are your friends but don’t ‘talk to them’ or hold on to them!

Slides

• Pause (to absorb) Pose (subject) Point (key areas) or Pounce (ask question)

• 1 slide a minute as a guesstimate (assuming 8 words x 6 lines)

• Text/Text/photo, text/text/graph OR graph/graph/text, graph/graph/video

• Graphs – title, axes, key, messages. Leave white space on all visuals.

Handouts, tablets and video

• Handouts – reference, detail during or support afterwards

• Tablets – watch and lead audience e.g. literally on same page?

• Video clips – careful intro/outro, active involvement, 10 min max

• Props/models, products, etc. engage by touch

Webex and Webinars

• If briefing – objectives, agenda and slides clear; Trial, monitor and record!

• Interactive – 60 mins, activity every 3 mins, 12 people max

• Interactive 2 – count audience contributions, mute policy, open questions, use names

• Both – Instruct on interactive tools, polling, surveying and Q & A to increase contributions

• Fill dead air – visual and verbal reminders of what’s happening

PS1-ENUK-120917


Audio conference

• Prep – plan B, follow up, clarify agenda/outcome/roles/rules, pre calls!

• During - note contributions, use names/depts, socialising, post calls

• If voice – pace, pause and emphasise. navigate and repeat. Questions after each section, describe locations/reactions, RSVP/interest

• If interactive - limit to 60 mins, activity every 3 mins, 12 people max

• All - collective responsibility, count contributions, mute policy, open Qs

Video conference

• Prep – as audios plus IT support, allow for time delays (+10%)

• Allow for frame and perspective and ask more on thoughts/feelings

• Have chatback channel, session moderator and questions by person

PS1-ENUK-120917


Body Language

Eye contact

• Aim to look around at audience 70 - 80% of the time.

• Don’t talk to flipchart.

• Scan, scan, address sentence to a person…

Hands

• …and arms to be open, use for matched messages for emphasis

• Beware mixed messages (e.g. saying you are open with folded arms or ‘you can trust me’ while circling the audience!)

• Avoid swords (e.g. pointing) and shields (e.g. downturn palms)

Face

• Expression, posture and movement all affect tone.

• Don’t block the portrait (head, neck and shoulders).

• Smile, change posture occasionally)

Dress

• Pitch to level of audience formality. Or go one level up.

• Avoid distracting styles, patterns, jewellery etc

Torso

• Stand or sit for conscious effect. Stable base (feet shoulder width).

• Standing=authority. Sitting = approachable. Don’t fidget

• Stillness – use pauses for key points. More movement for energy

PS1-ENUK-120917


Using PowerPoint® Slides

DO

• Talk to your audience not your slide/laptop

• Make your images as clear, bold and simple as possible

• Use colour to make an impact

• Use for charts, diagrams and graphs

• Use for SIMPLE messages and phrases

• Make sure BEFORE your presentation that the projector and laptop work

• Blank the screen when you want to speak to your audience

DON’T

• Copy complex diagrams and pictures

• Have too many words on screen or too many slides

• Use ‘humorous’ cartoons without testing!

• Use pointers too often

• Depend on slides to make your points

• Trip over the flex!

PS1-ENUK-120917


PowerPoint® – Tips and Hints

Screen shows

• F5 /Shift F5. W = whiteout B = blackout

• Transition slides “professionally”

• Make live notes and highlights

Visuals

• Design ideas and principles

• Impact on the audience

• Using what is already there

• “Brain friendly” layouts

Animations and

Distractions

• When would you?

• The power of sequencing

• Animation as a way to give flow

Using Notes Presentation

Mode

• “Script” or notes are for you

• A Document for them

• Presentation mode – try it

PowerPoint® used

fully & comfortably

- Did you know?

PS1-ENUK-120917


Voice, Body Language and Visuals – Notepad

PS1-ENUK-120917


Giving and Receiving Feedback

• You’re an Audience member most of the afternoon!

• Vital to hear from everyone – not just facilitator

• Example – what presenter said/did (or didn’t say/do)

• Effect – impact on you and rest of audience

• Expectation – ideas on what could be done instead

• Keep a balance of positives and alternatives

• Don’t make facilitator bad cop – or good cop!

PS1-ENUK-120917


How to Remember What to Say

What Comes Next?

One difficulty which troubles many presenters is the problem of remembering all the things they have to say to the audience.

How do we try to overcome this problem? There are the following options:

• MEMORISE the speech

• Speak IMPROMPTU

• Speak EXTEMPORANEOUSLY

• READ the speech

• Use SPEAKREADING techniques

They DON’T KNOW WHAT THEY DON’T KNOW!

Audiences rarely know or care about the exact wording as long as the big messages are clear

AND IF YOU DRY UP…

The audience don’t mind as long as it’s not frequent! It’s how you recover that matters more (e.g. saying ‘bear with me’ and not looking flustered)

PS1-ENUK-120917


Effect of Room Layouts

• Gives authority. Good for top/down briefings.

• One way traffic. Discourages questions.

• Audience like soldiers. See backs/sides of heads.

• Presenter can walk into the U

• May turn power to audience (panel interview)

• Audience see and react to each other

• Consultative. More meeting like feeling

• Power positions at head or middle of table

• Position carefully in relation to decision makers

PS1-ENUK-120917


• Fuses and bonds groups. Give a rep per table?

• Can lead to silos if no movement between groups

• Semi-formal atmosphere. Careful with sight lines

• Very equal and informal. Good for team meets

• Creative and more fluid e.g. for brainstorming

• Smaller square table has similar effect

• No tables. Can be relaxed, barriers down with right group, subject and culture

• Can backfire if people defensive and exposed. No territory or barriers

• Can be done standing for immediacy and focus (e.g. daily huddles or briefings)

PS1-ENUK-120917


Room Layouts – Notes

PS1-ENUK-120917


Handling Questions – The Magnificent Seven

Select which are right when handling questions

1 Repeat So that a larger audience can hear the question

2 Rephrase If a loaded question to take sting out

3 Reply Answer the question as you understand it

4 Rebound See if the audience know the answer

5 Refer Use issues chart/take offline. Say when/how you’ll reply

6 Reflect Take time to consider answer if very important/tough

7 Review Check if questioners thoughts on reply if appropriate

If you don’t know the answer, don’t guess. Offer to find out if necessary!

PS1-ENUK-120917


Building Confidence – Some Ideas and Approaches

• Expectations – check and set realistic expectations in prep and introduction

• Benchmarks – measure against appropriate people/goals not perfection!

• Perspective – how much will it matter in a few weeks/months years? Also remember you often look more confident than you may feel

• Adrenaline – some nerves are useful. Harness those butterflies!

• Consequences – if you dry up, miss out things, audience often are less concerned or aware than you. They want you to do well

• Reframing – less ‘it’s a disaster’ more a chance to learn and grow. Audience reactions or distractions may be more about them

• Levelling – think of senior people as people first and senior second.

• Rehearsal – preparation of key what (content) and how (style)

PS1-ENUK-120917


Managing the Audience

• Side conversations; let them go, ask if you can help, could be a good point they can share, could go quiet, could tackle later/off line

• Disagreements (with you or one another); loaded question, rephrase, refer to range/scope of presentation, take offline, let rest of audience manage or bring them in, let them agree to disagree

• Different levels (of skill or knowledge) Acknowledge, set as recap/review; separate levels, give choices

• Have to attend (i.e. mandatory) As above, stress need for consistency, need to update (e.g. law)

• Too many contributions (i.e. a few v talkative questioners) Take some off line, use issues chart, accept, ask rest of audience views

• Too few (i.e. v quiet audience) Relax, offer 1 to 1, ask them questions

Multicultural Audiences

• Most tips and hints same as any audience!

• possible differences ; but don’t stereotype

• If English is second language – simple structure, stick to bullets, pause/repeat more

• Consider – may go a little slower, more handouts, follow ups, more time for questions

• Multinational in another country – research/respect local laws (relate to policies)

• Body language – e.g. matched messages, passionate vs restrained, unintended offence

• Research values – e.g. education/qualifications, age, service, seniority, group vs individual, timekeeping, feedback, question policy, degree of interactivity

• Use simple international analogies, v careful with humour, test everything locally!

PS1-ENUK-120917


Senior Audiences

• See them as people first, senior second

• They want you there for a reason!

• Focus on what you CAN do and be flexible

• Reactions reflect relations with one another

• Have a scalable presentation (i.e. shorter version!)

• Think and talk big picture : cost to organisation,

• Impact on organisation, what do you want from them?

• Have elevator pitch ready (use at start and end)

• Research and lobby – network those who know them

• They want you to succeed – and may go easier if junior

• Most seniors are friendly – and often inspiring too

PS1-ENUK-120917


Additional Courses and Resources

Workshops and books

• Positive Presenting for Professionals – intermediate course

• Presentation Clinic – intermediate and targeted to specific skills

• Speaking in Public with Authority – advanced course

• Talk like TED – Carmine Gallo

Digital Resources

• Managing Virtual Teams – fluid book (90 minutes)

• Building Multicultural Relationships – infographic (5 minutes)

• Building Multicultural Relationships – fluid book (90 minutes)

• Collection; Presentation Skills – infographic, animations x2, fluidbook (2 hours)

• Internet – TED talks and You tube – google by subject or speaker

Documents

Speaking and Presenting with Confidence Workbook V3.pdf · Speaking and Presenting with Confidence Course Author: Phil McKew Version: PS1-ENUK-120917