Part 10: SPEAKER’S REFERENCE

• Online presentations require the same elements of planning and delivery as in-person speeches.

• Review the equipment you will use, and become comfortable with using it.
• Focus on vocal variety to hold audience interest and a conversational style to convey naturalness.
• Provide superior presentation aids to give the audience a compelling visual experience.

• Use real-time, synchronous presentations for immediate interactivity with your online audience.
• Recorded, or asynchronous, presentations provide the advantage of long-term availability to your audience—who can access them on their time.

• Video is one of the most common ways people get their message out.
• Podcasts and vodcasts are digital audio recordings (with or without video) stored in a Web-accessible form.
• Webinars connect presenters and audiences from their desktops regardless of where they are.

• Many of your speaking experiences will occur in group settings.
• Create and follow an agenda.

• Adopt a constructive task role to accomplish concrete needs of the group.
• Adopt a constructive interpersonal role to facilitate group interaction.
• Avoid antigroup roles that hinder group efforts.

• Productive conflict is issues-based rather than personal-based.

• Resist groupthink.
• Engage in devil’s advocacy and dialectical inquiry.

• Set a performance goal.
• Identify the resources necessary to achieving the goal.
• Recognize contingencies that may arise.
• Obtain feedback.

• Directly ask members to contribute.
• Set a positive tone.

• Identify the problem.
• Conduct research and analysis.
• Establish guidelines and criteria.
• Generate solutions.
• Select the best solution.
• Evaluate solutions.

• Analyze your audience and set goals for the presentation.
• Assign roles and tasks to team members.
• Decide on the transitions to be used between speakers.
• Carefully control team nonverbal behavior during the presentation.
• Consider team member strengths to construct a better presentation.
• Figure out how presentation aids will be handled.
• As always, rehearse the presentation before giving it.

• Presentations are less formal than public speeches.
• Presentations tend to be more interactive than speeches.
• Presentations generally do not presume special speaker expertise.

• Report on major issues and problems in case studies.
• Identify alternatives and recommend solutions.

• Organize the presentation as a persuasive speech, selecting among the problem-solution, comparative advantage pattern, or, as follows, Monroe’s motivated sequence: (also called the basic sales technique).
• Draw the potential buyer’s attention to the product.
• Isolate and clarify the buyer’s need for the product.
• Describe how the product will satisfy the buyer’s need.
• Invite the buyer to purchase the product.

• Proposals can be informative or persuasive in nature.
• All proposals will outline the problem and give recommendations.

• A staff report will state the problem, describe how it was addressed, analyze major issues, and offer recommendations.

• A progress report is similar to a staff report, but its audience can include people from outside the organization.
• Be prepared to answer questions at the end of a progress report.

• This type of presentation is generally transmitted via media such as television or radio.
• Generally crisis-response presentations have either problem-solution or refutation organizational patterns.

• You will be asked to prepare reviews of academic articles.
• You may engage in debates.
• You may prepare poster presentations.
• You may give a service learning presentation.

• Expert or insider audience.
• Colleagues within the field.
• Lay audience.
• Mixed audience.

• The research presentation describes original research you have done, either alone or as part of a team.
• The methods/procedure presentation describes and sometimes demonstrates an experimental or mathematical process, including the conditions under which the report can be applied.
• The research overview presentation provides context and background for a research question or hypothesis that will form the basis of an impending undertaking.
• The field study presentation describes research conducted in naturalistic surroundings.

• Provide detailed information about the methods used in gathering and analyzing data.
• Be prepared to use observations, proofs, and experiments as support for the presentation.
• Be selective in your choice of details.
• Use analogies to build on prior knowledge.
• Use presentation aids.

• Engineering and architecture design reviews report on the results of a design project.
• The request for funding presentation provides evidence that a project is worth funding.
• Incorporate diagrams, prototypes, and other aids into the technical presentation.

• Be prepared to describe experiments, observations, and other forms of research.
• Expect to explain social or psychological phenomena by answering what, how, and why questions.

• The review of the literature presentation examines the body of research related to a given topic or issue and offers conclusions about the topic based on this research.
• The theoretical research presentation critically examines theories that explain a phenomenon, such as teen alcohol abuse or infant neglect.
• The program evaluation presentation examines the effectiveness of programs developed to address various issues.
• The policy recommendation report offers recommendations to solve a problem or address an issue.

• Explain in an informative speech the relevance of a historical or contemporary person or event; a school of philosophical thought; or a piece of literature, music, or art.
• Compare and contrast events, stories, artifacts, or people in order to highlight the similarities or differences between them.
• Research a topic and then lead a classroom discussion on it.

• Pay careful attention to organizing presentations in education courses.
• Demonstrate how material in the lecture relates to the overall course content.
• Use student-friendly examples as evidence and support.

• You may be assigned an evidence-based practice (EBP) presentation, in which you review the scientific literature on a clinical problem and suggest best practices.
• You may be assigned a clinical case study, in which you offer an analysis of a case.
• You may prepare a quality improvement proposal, in which you recommend adoption of new practices or policies.
• You may prepare one of several treatment plan reports, in which you report on a patient’s condition and outline plans of treatment.
• The case conference describes the patient’s status, outlines steps for treatment, reviews goals and financial needs, and assesses resources.
• The shift report provides the oncoming caregiver a concise report of the patient’s status and needs.