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11.13: Parts of a Good Presentation

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Learning Outcomes

• Identify key features of a good presentation

Like reverse engineering a product, we can distill the key features of a good presentation by looking at presentation evaluation scorecards. Refer to Table 1 for a sample class presentation grading rubric.

At the macro level, the key elements of a good presentation are content, organization, and delivery. There are both substance and style aspects of content. Substance elements include the originality and significance of your idea, the quality of your research and analysis, clarity and potential impact of your recommendations. Style aspects of content include confidence and credibility, both of which have a significant impact on how you—and your message—are received.

Good organization starts with a strong opening and continues in a logical and well-supported manner throughout the presentation, leading to a close that serves as a resolution of the problem or a summary of the situation you’ve presented. The audience experiences good organization as a sense of flow—an inevitable forward movement to a satisfying close. This forward momentum also requires audiences to have a certain level of technical and information-management competency. To the latter point, good presentation requires a presenter to put thought into information design, from the structure and content of slides to the transitions between individual points, slides and topics.

Delivery entails a range of factors from body language and word choice to vocal variety. In this category, your audience is responding to your personality and professionalism. For perspective, one of the three evaluation categories on the official Toastmasters speaker evaluation form is “As I Saw You;” in parentheses: “approach, position, personal appearance, facial expression, gestures and detracting mannerisms.” A good presenter has a passion for the subject and an ability to convey and perhaps elicit that emotion in the audience. Audience engagement—through eye contact, facial expression, perhaps the use of gestures or movement—also contributes to an effective presentation. However, to the point in the Toastmasters evaluation, gestures, movement other mannerisms can be distracting (see Module 7: Public Speaking for more on this). What works: natural (not staged) movement that reinforces communication of your idea.

With those key features and presentation-evaluation criteria in mind, let’s add a disclaimer. The reality is that your features won’t matter if you don’t deliver one essential benefit: relevance.

Whether you think in Toastmasters terminology—”What’s in it for me? (WIIFM)” from the audience perspective—or put yourself in the audience’s position and ask “So what?,” it’s a question that you need to answer early. We’ll get into this more in the next section as we discuss presentation planning.

Practice Question

https://assessments.lumenlearning.co...sessments/8622

Contributors and Attributions

• Parts of a Good Presentation. Authored by : Nina Burokas. Provided by : Lumen Learning. License : CC BY: Attribution
• Modification of WIIFM. Authored by : Nathan Stephens. Located at : https://flic.kr/p/dEFKQS . License : CC BY-SA: Attribution-ShareAlike

How to make a book presentation

When it comes to promoting and selling your publication, book presentations play a major part. Are you interested in finding more about how to create a well-structured presentation ? Luckily, you landed on the right page. This article helps you understand the process behind making a successful presentation in Flipsnack. Just keep in mind the next steps we’re going to debate and enjoy the process. So, to cut a long story short here are 5 useful tips on how to make a book presentation:

• Select a book. Decide on what book you want to make a presentation .
• Collect information. Make a research about the author’s biography, reviews, and other books.
• Start designing the page layouts. Flipsnack offers a fantastic online editor.
• Add interactive elements. Integrate video, captions, hyperlinks, and other interactive elements in your design.
• Download or publish it online. Display your book presentation publicly or private.

I was recently asked to design a book promo in both Indesign and Flipsnack, to show publishers how well Flipsnack works for them. I chose one of my favorite authors, Donald Miller.

About Donald Miller

This book presentation is focused on the work of Donald Miller, who usually writes about his life experience and his struggles, in a friendly way. His stories inspire people to fall in love with life and to live it at the highest level. He is better known for the New York Times Best Sellers: “Blue like Jazz”, “Million Miles in a Thousand Years”, but he’s written many other great books. I encourage you to read them.

His most recent publication is Scary Close, and it is the main focus of my book presentation .

Below you can see what I designed.

Because I like how the project turned out, I thought I should give you some tips on how you can make similar book promos.

Using Flipsnack for a book presentation

Flipsnack is a complex tool for creating brochures, newspapers, magazines, and books. Whether you are a professional designer or a high schooler the process of ‘“ how to make a book presentation”  has never been easier. You just have to select a template or create the presentation from scratch, choose the page layouts, to arrange the text and images on the page, add the photos and make it a flipbook . Then publish it and share it on social media or via email with your wide audience. With the help of Flipsnack you’ll be an expert at designing fabulous academic presentations in no time.

What should a book presentation contain?

There is some important information that every book catalog or book promo should contain.  It should present some interesting info that will entice the reader to buy the book. The content shouldn’t be too long or too short. Here are some ideas of what could be included in a book promo:

• Book presentation
• Main characters description
• Other books
• Interview with the author

Conclude the presentation with a closing paragraph sharing the most important lessons learned from the book and what you consider the most important message that you drew out from it.

Nowadays visual marketing is very important, so try to turn your book presentation into something beautiful, fascinating, with a design that matches the writer’s style.

How to integrate interactive elements in your design

When you design a publication in Adobe InDesign, Photoshop, Illustrator, etc. reserve some white space for the interactive elements. Make interactivity a part of your design, and you’ll be surprised of what a big improvement it will bring to your project.

These text blurbs are great for highlighting quotes, for additional information, or for short descriptions. I used captions in the biography section to add some information about Donald Miller’s photos.

What is so great about captions is that you can use them to bring more color and contrast to your designs. Captions will also help you save space, by not revealing all text at once. This way, your design will have room to breathe.

Readers will love to click on captions to see what they reveal. The caption has that element of surprise, that we all love.     

For the book presentation I chose a video tag, through which readers can watch an interview with Miller about his new book “Scary Close”. Tags are a great tool for adding videos or images to a design, because they are small and you can place them anywhere on the page. Just like captions, you can use them to de-clutter a design, prevent visual noise, while keeping all the needed information on the page. To catch the readers’ eyes, tags use a subtle blinking effect.

“Buy This” Button

If you’re showcasing other books of the author you should make it easy for readers to buy them. You can do that by just adding some buy buttons . Insert the Amazon URL, (or any other URL for that matter) and with just one click the user will be able to buy it.

Buy buttons are very easy to use and they are very practical. They can help you sell, and that is the ultimate goal of any book catalog or book presentation.  

Video Widget

After you read some paragraphs of an interview you probably become curious about how the writer would say those things. You don’t have to search for videos on Youtube, because with the video widget you can have it play right there on your page. You just have to reserve some space in your design for this. You will not regret it.

This is how you can use Flipsnack to create a digital book or interactive experience for readers, which will make them interested in buying the book. Also if you are searching for a platform with a good reputation to sell your work, Flipsnack is the right place for you. Now you can sell and publish your publication in no time. The first step when setting your work for sale is to connect your Flipsnack account with Stripe. The second step is to set a price for the publication. Usually, the price of a digital magazine varies between $3 – $6, depending on the page number of the publication and then c hoose the right preview pages. Make sure the pages included in your preview edition share enough information, so your readers are attracted to purchase it.

After you set your publication for sale, you can find the statistics in the Stats section in your account. With the help of Flipsnack reaching readers from all over the globe has never been easier! Learn more about how to sell your digital magazines here!

All of my books are taken from Jewish sources. My writing is taken from the Sages who shapes the Jewish people in the past through today.

That was cool thing about a books

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Learning Objectives

• Identify key ideas and details to create a concise, engaging presentation.
• Identify the steps involved in planning a comprehensive presentation.
• Demonstrate the steps involved in planning a comprehensive presentation.

Until now, you have interacted with your audience of readers indirectly, on the page. You have tried to anticipate their reactions and questions as all good writers do. Anticipating the audience’s needs can be tough, especially when you are sitting alone in front of your computer.

When you give a presentation, you connect directly with your audience. For most people, making a presentation is both exciting and stressful. The excitement comes from engaging in a two-way interaction about your ideas. The stress comes from the pressure of presenting your ideas without having a delete button to undo mistakes. Outside the classroom, you may be asked to give a presentation, often at the last minute, and the show must go on. Presentations can be stressful, but planning and preparation, when the time and opportunity are available, can make all the difference.

This chapter covers how to plan and deliver an effective, engaging presentation. By planning carefully, applying some time-honored presentation strategies, and practicing, you can make sure that your presentation comes across as confident, knowledgeable, and interesting—and that your audience actually learns from it. The specific tasks involved in creating a presentation may vary slightly depending on your purpose and your assignment. However, these are the general steps.

Follow these steps to create a presentation based on your ideas:

• Determine your purpose and identify the key ideas to present.
• Organize your ideas in an outline.
• Identify opportunities to incorporate visual or audio media, and create or locate these media aids.
• Rehearse your presentation in advance.
• Deliver your presentation to your audience.

Getting Started: Identifying and Organizing Key Ideas

To deliver a successful presentation, you need to develop content suitable for an effective presentation. Your ideas make up your presentation, but to deliver them effectively, you will need to identify key ideas and organize them carefully. Read the following considerations, which will help you first identify and then organize key ideas:

• Be concise. You will include the most important ideas and leave out others. Some concepts may need to be simplified.
• Employ more than one medium of expression. You should incorporate other media, such as charts, graphs, photographs, video or audio recordings, or websites.
• Prepare for a face-to-face presentation. If you must deliver a face-to-face presentation, it is important to project yourself as a serious and well-informed speaker. You will often speak extemporaneously, or in a rehearsed but not memorized manner, which allows for flexibility given the context or audience. You will need to know your points and keep your audience engaged.

Determine Your Purpose

As with a writing assignment, determining the purpose of your presentation early on is crucial. You want to inform your readers about the topic, but think about what else you hope to achieve.

Are you presenting information intended to move your audience to adopt certain beliefs or take action on a particular issue? If so, you are speaking not only to inform but also to persuade your listeners. Do you want your audience to come away from your presentation knowing how to do something they that they did not know before? In that case, you are not only informing them but also explaining or teaching a process.

Writing at Work

Schoolteachers are trained to structure lessons around one or more lesson objectives. Usually the objective, the mission or purpose, states what students should know or be able to do after they complete the lesson. For example, an objective might state, “Students will understand the specific freedoms guaranteed by the First Amendment” or “Students will be able to add two three-digit numbers correctly.”

As a manager, mentor, or supervisor, you may sometimes be required to teach or train other employees as part of your job. Determining the desired outcome of a training session will help you plan effectively. Identify your teaching objectives. What, specifically, do you want your audience to know (for instance, details of a new workplace policy) or be able to do (for instance, use a new software program)? Plan your teaching or training session to meet your objectives.

Identify Key Ideas

To plan your presentation, think in terms of three or four key points you want to get across. In a paper, you have the space to develop ideas at length and delve into complex details. In a presentation, however, you must convey your ideas more concisely.

One strategy you might try is to create an outline. What is your main idea? Would your main idea work well as key points for a brief presentation? How would you condense topics that might be too lengthy, or should you eliminate topics that may be too complicated to address in your presentation?

1. Revisit your presentation assignment, or think of a topic for your presentation. On your own sheet of notebook paper, write a list of at least three to five key ideas. Keep the following questions in mind when listing your key ideas:

• What is your purpose?
• Who is your audience?
• How will you engage your audience?

2. On the same paper, identify the steps you must complete before you begin creating your presentation.

Use an Outline to Organize Ideas

After you determine which ideas are most appropriate for your presentation, you will create an outline of those ideas. Your presentation, like a written assignment, should include an introduction, body, and conclusion. These components serve much the same purpose as they do in a written assignment.

• The introduction engages the audience’s attention, introduces the topic, and sets the tone for what is to come.
• The body develops your point of view with supporting ideas, details, and examples presented in a logical order.
• The conclusion restates your point of view, sums up your main points, and leaves your audience with something to think about.

Jorge, who wrote the research paper featured in Chapter 11 “Writing from Research: What Will I Learn?”, developed the following outline. Jorge relied heavily on this outline to plan his presentation, but he adjusted it to suit the new format.

Planning Your Introduction

In Chapter 12 “Writing a Research Paper”, you learned techniques for writing an interesting introduction, such as beginning with a surprising fact or statistic, a thought-provoking question or quotation, a brief anecdote that illustrates a larger concept or connects your topic to your audience’s experiences. You can use these techniques effectively in presentations as well. You might also consider actively engaging your audience by having members respond to questions or complete a brief activity related to your topic. For example, you may have your audience respond to a survey or tell about an experience related to your topic.

Incorporating media can also be an effective way to get your audience’s attention. Visual images such as a photograph or a cartoon can invoke an immediate emotional response. A graph or chart can highlight startling findings in research data or statistical information. Brief video or audio clips that clearly reinforce your message and do not distract or overwhelm your audience can provide a sense of immediacy when you plan to discuss an event or a current issue. A PowerPoint presentation allows you to integrate many of these different media sources into one presentation.

With the accessibility provided by the Internet, you can find interesting and appropriate audio and video with little difficulty. However, the clip alone will not sustain the presentation. To keep the audience interested and engaged, you must frame the beginning and end of the clip with your own words.

Jorge completed the introduction part of his outline by listing the key points he would use to open his presentation. He also planned to show various web links early on to illustrate the popularity of the low-carbohydrate diet trend.

Planning the Body of Your Presentation

The next step is to work with the key ideas you identified earlier. Determine the order in which you want to present these ideas, and flesh them out with important details. Chapter 10 “Rhetorical Modes” discusses several organizational structures you might work with, such as chronological order, comparison-and-contrast structure, or cause-and-effect structure.

How much detail you include will depend on the time allotted for your presentation. Your instructor will most likely give you a specific time limit or a specific slide limit, such as eight to ten slides. If the time limit is very brief (two to three minutes, for instance), you will need to focus on communicating your point of view, main supporting points, and only the most relevant details. Three minutes can feel like an eternity if you are speaking before a group, but the time will pass very quickly. It is important to use it well.

If you have more time to work with—ten minutes or half an hour—you will be able to discuss your topic in greater detail. More time also means you must devote more thought into how you will hold your audience’s interest. If your presentation is longer than five minutes, introduce some variety so the audience is not bored. Incorporate multimedia, invite the audience to complete an activity, or set aside time for a question-and-answer session.

Jorge was required to limit his presentation to five to seven minutes. In his outline, he made a note about where he would need to condense some complicated material to stay within his time limit. He also decided to focus only on cholesterol and heart disease in his discussion of long-term health outcomes. The research on other issues was inconclusive, so Jorge decided to omit this material. Jorge’s notes on his outline show the revisions he has made to his presentation.

You are responsible for using your presentation time effectively to inform your audience. You show respect for your audience by following the expected time limit. However, that does not mean you must fill all of that time with talk if you are giving a face-to-face presentation. Involving your audience can take some of the pressure off you while also keeping them engaged. Have them respond to a few brief questions to get them thinking. Display a relevant photograph, document, or object and ask your classmates to comment. In some presentations, if time allows, you may choose to have your classmates complete an individual or group activity.

Planning Your Conclusion

The conclusion should briefly sum up your main idea and leave your audience with something to think about. As in a written paper, you are essentially revisiting your thesis. Depending on your topic, you may also ask the audience to reconsider their thinking about an issue, to take action, or to think about a related issue. If you presented an attention-getting fact or anecdote in your introduction, consider revisiting it in your conclusion. Just as you have learned about an essay’s conclusion, do not add new content to the presentation’s conclusion.

No matter how you choose to structure your conclusion, make sure it is well planned so that you are not tempted to wrap up your presentation too quickly. Inexperienced speakers, in a face-to-face presentation, sometimes rush through the end of a presentation to avoid exceeding the allotted time or to end the stressful experience of presenting in public. Unfortunately, a hurried conclusion makes the presentation as a whole less memorable.

Time management is the key to delivering an effective presentation whether it is face-to-face or in PowerPoint. As you develop your outline, think about the amount of time you will devote to each section. For instance, in a five-minute face-to-face presentation, you might plan to spend one minute on the introduction, three minutes on the body, and one minute on the conclusion. Later, when you rehearse, you can time yourself to determine whether you need to adjust your content or delivery.

In a PowerPoint presentation, it is important that your presentation is visually stimulating, avoids information overload by limiting the text per slide, uses speaker notes effectively, and uses a font that is visible on the background (e.g., avoid white letters on a light background or black letters on a dark background).

Work with the list you created in “Exercise 1” to develop a more complete outline for your presentation. Make sure your outline includes the following:

• An introduction that uses strategies to capture your audience’s attention
• A body section that summarizes your main points and supporting details
• A conclusion that will help you end on a memorable note
• Brief notes about how much time you plan to spend on each part of the presentation (you may adjust the timing later as needed)

Identifying Opportunities to Incorporate Visual and Audio Media

You may already have some ideas for how to incorporate visual and audio media in your presentation. If not, review your outline and begin thinking about where to include media. Presenting information in a variety of formats will help you keep your audience’s interest.

Use Presentation Software

Delivering your presentation as a slideshow is one way to use media to your advantage. As you speak, you use a computer and an attached projector to display a slideshow of text and graphics that complement the speech. Your audience will follow your ideas more easily, because you are communicating with them through more than one sense. The audience hears your words and also sees the corresponding visuals. A listener who momentarily loses track of what you are saying can rely on the slide to cue his or her memory.

To set up your presentation, you will need to work with the content of your outline to develop individual slides. Each slide should focus on just a few bullet points (or a similar amount of content presented in a graphic). Remember that your audience must be able to read the slides easily, whether the members sit in the front or the back of the room. Avoid overcrowding the slides with too much text.

Using presentation software, such as PowerPoint, allows you to incorporate graphics, sounds, and even web links directly into your slides. You can also work with available styles, color schemes, and fonts to give your presentation a polished, consistent appearance. Different slide templates make it easy to organize information to suit your purpose. Be sure your font is visible to you audience. Avoid using small font or colored font that is not visible against your background.

Use PowerPoint as a Visual Aid

PowerPoint and similar visual representation programs can be effective tools to help audiences remember your message, but they can also be an annoying distraction to your speech. How you prepare your slides and use the tool will determine your effectiveness.

PowerPoint is a slideware program that you have no doubt seen used in class, seen in a presentation at work, or perhaps used yourself to support a presentation. PowerPoint and similar slideware programs provide templates for creating electronic slides to present visual information to the audience, reinforcing the verbal message. You will be able to import or cut and paste words from text files, images, or video clips to create slides to represent your ideas. You can even incorporate web links. When using any software program, it is always a good idea to experiment with it long before you intend to use it; explore its many options and functions, and see how it can be an effective tool for you.

At first, you might be overwhelmed by the possibilities, and you might be tempted to use all the bells, whistles, and sound effects, not to mention the tumbling, flying, and animated graphics. If used wisely, a dissolve or key transition can be like a well-executed scene from a major motion picture and lead your audience to the next point. But if used indiscriminately, it can annoy the audience to the point where they cringe in anticipation of the sound effect at the start of each slide. This danger is inherent in the tool, but you are in charge of it and can make wise choices that enhance the understanding and retention of your information.

The first point to consider is which visual aid is the most important. The answer is you, the speaker. You will facilitate the discussion, give life to the information, and help the audience correlate the content to your goal or purpose. You do not want to be in a position where the PowerPoint presentation is the focus and you are on the side of the stage simply helping the audience follow along. Slides should support you in your presentation, rather than the other way around. Just as there is a number one rule for handouts (do not pass them out at the start of your presentation), there is also one for PowerPoint presentations: do not use PowerPoint slides as a read-aloud script for your speech. The PowerPoint slides should amplify and illustrate your main points, not reproduce everything you are going to say.

Your pictures are the second area of emphasis you will want to consider. The tool will allow you to show graphs, charts and illustrate relationships that words may only approach in terms of communication, but your verbal support of the visual images will make all the difference. Dense pictures or complicated graphics will confuse more than they clarify. Choose clear images that have an immediate connection to both your content and the audience, tailored to their specific needs. After the images, consider using only key words that can be easily read to accompany your pictures. The fewer words the better. Try to keep each slide to a total word count of less than ten words. Do not use full sentences. Using key words provides support for your verbal discussion, guiding you as well as your audience. The key words can serve as signposts or signal words related to key ideas.

A natural question at this point is, How do I communicate complex information simply? The answer comes with several options. The visual representation on the screen is for support and illustration. Should you need to communicate more technical, complex, or in-depth information in a visual way, consider preparing a handout to distribute at the conclusion of your speech. You may also consider using a printout of your slide show with a section for taking notes, but if you distribute it at the beginning of your speech, you run the risk of turning your presentation into a guided reading exercise and possibly distracting or losing members of the audience. Everyone reads at a different pace and takes notes in their own way. You do not want to be in the position of going back and forth between slides to help people follow along.

Another point to consider is how you want to use the tool to support your speech and how your audience will interpret its presentation. Most audiences wouldn’t want to read a page of text—as you might see in this book—on the big screen. They will be far more likely to glance at the screen and assess the information you present in relation to your discussion. Therefore, it is key to consider one main idea, relationship, or point per slide. The use of the tool should be guided with the idea that its presentation is for the audience’s benefit, not yours. People often understand pictures and images more quickly and easily than text, and you can use this to your advantage, using the knowledge that a picture is worth a thousand words.

Incorporate Visual Media

Even if you do not use a slideshow to complement your presentation, you can include visual media to support and enhance your content. Visual media are divided into two major categories: images and informational graphics.

Image-based media, such as photographs or videos, often have little or no accompanying text. Often these media are more powerful than words in getting a message across. Within the past decade, the images associated with major news stories, such as the Indian Ocean tsunami of 2004, the Abu Ghraib prison abuses from 2004 to 2006, and the 2010 earthquake in Haiti, have powerfully affected viewers’ emotions and drawn their attention to these news stories.

Figure 14.1

Even if your presentation addresses a less dramatic subject, you can still use images to draw in your audience. Consider how photographs, an illustration, or a video might help your audience connect with a particular person or place or bring a historical event to life. Use visual images to support descriptions of natural or man-made phenomena. What ideas lend themselves to being explained primarily through images?

In addition, consider how you might incorporate informational graphics in your presentation. Informational graphics include diagrams, tables, pie charts, bar and line graphs, and flow charts. Informational graphics usually include some text and often work well to present numerical information. Consider using them if you are presenting statistics, comparing facts or data about several different groups, describing changes over time, or presenting a process.

Incorporate Audio Media

Although audio media are not as versatile as visual media, you may wish to use them if they work well with your particular topic. If your presentation discusses trends in pop music or analyzes political speeches, playing an audio clip is an obvious and effective choice. Clips from historical speeches, radio talk shows, and interviews can also be used, but extended clips may be ineffective with modern audiences. Always assess your audience’s demographics and expectations before selecting and including audio media.

Review the outline you created in “Exercise 2”. Complete the following steps:

• Identify at least two to three places in your presentation where you might incorporate visual or audio media. Brainstorm ideas for what media would be effective, and create a list of ideas. (In Chapter 14 “Creating Presentations: Sharing Your Ideas”, Section 14.2 “Incorporating Effective Visuals into a Presentation”, you will explore different media options in greater depth. For now, focus on coming up with a few general ideas.)
• Determine whether you will use presentation software to deliver your presentation as a slideshow. If you plan to do so, begin using your outline to draft your slides.

Figure 14.2

Source: http://www.agenciabrasil.gov.br/media/imagens/2010/01/14/14.01.10RP5978.jpg/view (dead link)

Planning Ahead: Annotating Your Presentation

When you make a presentation, you are giving a performance of sorts. It may not be as dramatic as a play or a movie, but it requires smooth coordination of several elements—your words, your gestures, and any media you include. One way to ensure that the performance goes smoothly is to annotate your presentation ahead of time.

To annotate means to add comments or notes to a document. You can use this technique to plan how the different parts of your presentation will flow together. For instance, if you are working with slides, add notes to your outline indicating when you will show each slide. If you have other visual or audio media to include, make a note of that, too. Be as detailed as necessary. Jotting “Start video at 3:14” can spare you the awkwardness of searching for the right clip during your presentation.

In the workplace, employees are often asked to deliver presentations or conduct a meeting using standard office presentation software. If you are using presentation software, you can annotate your presentation easily as you create your slides. Use the notes feature at the bottom of the page to add notes for each slide. As you deliver your presentation, your notes will be visible to you on the computer screen but not to your audience on the projector screen.

In a face-to-face presentation, make sure your final annotated outline is easy to read. It will serve to cue you during your presentation, so it does not need to look polished, as long as it is clear to you. Double space the text. Use a larger-than-normal font size (14 or 16 points) if that will make it easier for you to read. Boldface or italics will set off text that should be emphasized or delivered with greater emotion. Write out main points, as well as your opening and closing remarks, in complete sentences, along with any material you want to quote verbatim. Use shorter phrases for supporting details. Using your speaker notes effectively will help you deliver an effective presentation. Highlighting, all capital letters, or different-colored font will help you easily distinguish notes from the text of your speech. Read Jorge’s annotated outline.

Some students prefer to write out the full text of their face-to-face presentation. This can be a useful strategy when you are practicing your delivery. However, keep in mind that reading your text aloud, word for word, will not help you capture and hold your audience’s attention. Write out and read your speech if that helps you rehearse. After a few practice sessions, when you are more comfortable with your material, switch to working from an outline. That will help you sound more natural when you speak to an audience.

In a PowerPoint presentation, remember to have your slides in logical sequential order. Annotating your presentation before submitting it to your audience or your instructor will help you check for order and logical transitions. Too much text or data may confuse your audience; strive for clarity and avoid unnecessary details. Let the pictures or graphics tell the story but do not overload your slideshow with visuals. Be sure your font is visible. Look for consistency in the time limit of your presentation to gauge your level of preparedness.

Begin to annotate your outline. (You will probably add more notes as you proceed, but including some annotations now will help you begin pulling your ideas together.) Mark your outline with the following information:

• Write notes in brackets to any sections where you definitely plan to incorporate visual or audio media.
• If you are presenting a slideshow, add notes in brackets indicating which slides go with each section of your outline.
• Identify and set off any text that should be emphasized.

Key Takeaways

• An effective presentation presents ideas more concisely than a written document and uses media to explain ideas and hold the audience’s interest.
• Like an essay, a presentation should have a clear beginning, middle, and end.
• Good writers structure their presentations on the thesis, or point of view; main ideas; and key supporting details and create a presentation outline to organize their ideas.
• Annotating a presentation outline is a useful way to coordinate different parts of the presentation and manage time effectively.

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The Presentation Book [Book Review]

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I read this book before doing a talk to the PMI Southern Ontario (Canada) Chapter about customer centric project management . It’s a very practical book and I found myself talking notes about how to improve my presentation instead of about the key points for this review.

One of the topics I found most useful was audience profiling, because I didn’t know anything about who would be attending my presentation, except that they were part of the Chapter and that they would be at the annual Development Day conference.

It was really too late to find out more about them, but I think spending some time considering your audience and even getting answers to a few questions from the organizers would be something I’d do in the future.

Practice, practice, practice

Writing your presentation is something that Ledden covers in detail, and then she goes on to talk about presentations as performances. Just as an actor would practice a performance, you have to as well. It takes, she says, 10 hours of preparation for every 1 hour presenting. Of course, some of that is preparing your materials, but some of that is practice time.

Ledden shares 7 rules for presentation success:

• Rehearse your presentations at least 3 times.
• Rehearse out loud, not in your head.
• Rehearse with all your slides or props.
• Try to do one rehearsal at the venue.
• Check that you can be seen and heard from the back of the room.
• Arrive at least 30 minutes before your attendees.
• Check all the equipment beforehand and have a Plan B in case it fails.

She also writes about dealing with nerves and there are a couple of pages on this but only one page on managing questions, which is always the bit I find hardest.

She does say that if you haven’t failed then you haven’t been trying hard enough – so at least I can say that I’ve tried hard with my presentations, notably when I fell off the stage and when I tried to explain to a room of business analysts about what project managers feel is important.

Getting it right

The chapter on moving forward is all about action planning and preparing concrete improvement activities, both on a short term basis and looking ahead over the next 12 months. If you want to improve your presentations, this section is the way to help you do it.

As Ledden explains, you can improve if you want to, but you have to put the work in. She defines this as a formula, as you can see in the graphic below.

Most of the book is about delivering individual presentations, which, as a project manager, you will most likely have to do from time to time. There is a small section on managing group presentations. Sometimes project teams will have to do this sort of thing, especially if you are bidding for work or delivering a presentation on a number of different areas and drawing on the specialist resource in the team to help.

This book will help point you in the right direction if you want to spend the time on improving your presentation skills. If you are looking for quick fixes and PowerPoint tips, it won’t be much use.

But then who wants to sit through death by PowerPoint anyway? Do your audience a favor and get better at presenting, not at clicking through slides.

Buy on Amazon.

Project manager, author, mentor

Elizabeth Harrin is a Fellow of the Association for Project Management in the UK. She holds degrees from the University of York and Roehampton University, and several project management certifications including APM PMQ. She first took her PRINCE2 Practitioner exam in 2004 and has worked extensively in project delivery for over 20 years. Elizabeth is also the founder of the Project Management Rebels community, a mentoring group for professionals. She's written several books for project managers including Managing Multiple Projects .

12.2 Self-presentation

Learning objectives.

• Describe social roles and how they influence behavior
• Explain what social norms are and how they influence behavior
• Define script
• Describe the findings of Zimbardo’s Stanford prison experiment

As you’ve learned, social psychology is the study of how people affect one another’s thoughts, feelings, and behaviors. We have discussed situational perspectives and social psychology’s emphasis on the ways in which a person’s environment, including culture and other social influences, affect behavior. In this section, we examine situational forces that have a strong influence on human behavior including social roles, social norms, and scripts. We discuss how humans use the social environment as a source of information, or cues, on how to behave. Situational influences on our behavior have important consequences, such as whether we will help a stranger in an emergency or how we would behave in an unfamiliar environment.

Social Roles

One major social determinant of human behavior is our social roles. A social role is a pattern of behavior that is expected of a person in a given setting or group (Hare, 2003). Each one of us has several social roles. You may be, at the same time, a student, a parent, an aspiring teacher, a son or daughter, a spouse, and a lifeguard. How do these social roles influence your behavior? Social roles are defined by culturally shared knowledge. That is, nearly everyone in a given culture knows what behavior is expected of a person in a given role. For example, what is the social role for a student? If you look around a college classroom you will likely see students engaging in studious behavior, taking notes, listening to the professor, reading the textbook, and sitting quietly at their desks ( Figure 12.8 ). Of course you may see students deviating from the expected studious behavior such as texting on their phones or using Facebook on their laptops, but in all cases, the students that you observe are attending class—a part of the social role of students.

Social roles, and our related behavior, can vary across different settings. How do you behave when you are engaging in the role of son or daughter and attending a family function? Now imagine how you behave when you are engaged in the role of employee at your workplace. It is very likely that your behavior will be different. Perhaps you are more relaxed and outgoing with your family, making jokes and doing silly things. But at your workplace you might speak more professionally, and although you may be friendly, you are also serious and focused on getting the work completed. These are examples of how our social roles influence and often dictate our behavior to the extent that identity and personality can vary with context (that is, in different social groups) (Malloy, Albright, Kenny, Agatstein & Winquist, 1997).

Social Norms

As discussed previously, social roles are defined by a culture’s shared knowledge of what is expected behavior of an individual in a specific role. This shared knowledge comes from social norms. A social norm is a group’s expectation of what is appropriate and acceptable behavior for its members—how they are supposed to behave and think (Deutsch & Gerard, 1955; Berkowitz, 2004). How are we expected to act? What are we expected to talk about? What are we expected to wear? In our discussion of social roles we noted that colleges have social norms for students’ behavior in the role of student and workplaces have social norms for employees’ behaviors in the role of employee. Social norms are everywhere including in families, gangs, and on social media outlets. What are some social norms on Facebook?

Connect the Concepts

Tweens, teens, and social norms.

My 11-year-old daughter, Jessica, recently told me she needed shorts and shirts for the summer, and that she wanted me to take her to a store at the mall that is popular with preteens and teens to buy them. I have noticed that many girls have clothes from that store, so I tried teasing her. I said, “All the shirts say ‘Aero’ on the front. If you are wearing a shirt like that and you have a substitute teacher, and the other girls are all wearing that type of shirt, won’t the substitute teacher think you are all named ‘Aero’?”

My daughter replied, in typical 11-year-old fashion, “Mom, you are not funny. Can we please go shopping?”

I tried a different tactic. I asked Jessica if having clothing from that particular store will make her popular. She replied, “No, it will not make me popular. It is what the popular kids wear. It will make me feel happier.” How can a label or name brand make someone feel happier? Think back to what you’ve learned about lifespan development . What is it about pre-teens and young teens that make them want to fit in ( Figure 12.9 )? Does this change over time? Think back to your high school experience, or look around your college campus. What is the main name brand clothing you see? What messages do we get from the media about how to fit in?

Because of social roles, people tend to know what behavior is expected of them in specific, familiar settings. A script is a person’s knowledge about the sequence of events expected in a specific setting (Schank & Abelson, 1977). How do you act on the first day of school, when you walk into an elevator, or are at a restaurant? For example, at a restaurant in the United States, if we want the server’s attention, we try to make eye contact. In Brazil, you would make the sound “psst” to get the server’s attention. You can see the cultural differences in scripts. To an American, saying “psst” to a server might seem rude, yet to a Brazilian, trying to make eye contact might not seem an effective strategy. Scripts are important sources of information to guide behavior in given situations. Can you imagine being in an unfamiliar situation and not having a script for how to behave? This could be uncomfortable and confusing. How could you find out about social norms in an unfamiliar culture?

Zimbardo’s Stanford Prison Experiment

The famous Stanford prison experiment , conducted by social psychologist Philip Zimbardo and his colleagues at Stanford University, demonstrated the power of social roles, social norms, and scripts. In the summer of 1971, an advertisement was placed in a California newspaper asking for male volunteers to participate in a study about the psychological effects of prison life. More than 70 men volunteered, and these volunteers then underwent psychological testing to eliminate candidates who had underlying psychiatric issues, medical issues, or a history of crime or drug abuse. The pool of volunteers was whittled down to 24 healthy male college students. Each student was paid $15 per day and was randomly assigned to play the role of either a prisoner or a guard in the study. Based on what you have learned about research methods, why is it important that participants were randomly assigned?

A mock prison was constructed in the basement of the psychology building at Stanford. Participants assigned to play the role of prisoners were “arrested” at their homes by Palo Alto police officers, booked at a police station, and subsequently taken to the mock prison. The experiment was scheduled to run for several weeks. To the surprise of the researchers, both the “prisoners” and “guards” assumed their roles with zeal. In fact, on day 2, some of the prisoners revolted, and the guards quelled the rebellion by threatening the prisoners with night sticks. In a relatively short time, the guards came to harass the prisoners in an increasingly sadistic manner, through a complete lack of privacy, lack of basic comforts such as mattresses to sleep on, and through degrading chores and late-night counts.

The prisoners, in turn, began to show signs of severe anxiety and hopelessness—they began tolerating the guards’ abuse. Even the Stanford professor who designed the study and was the head researcher, Philip Zimbardo, found himself acting as if the prison was real and his role, as prison supervisor, was real as well. After only six days, the experiment had to be ended due to the participants’ deteriorating behavior. Zimbardo explained,

At this point it became clear that we had to end the study. We had created an overwhelmingly powerful situation—a situation in which prisoners were withdrawing and behaving in pathological ways, and in which some of the guards were behaving sadistically. Even the “good” guards felt helpless to intervene, and none of the guards quit while the study was in progress. Indeed, it should be noted that no guard ever came late for his shift, called in sick, left early, or demanded extra pay for overtime work. (Zimbardo, 2013)

The Stanford prison experiment demonstrated the power of social roles, norms, and scripts in affecting human behavior. The guards and prisoners enacted their social roles by engaging in behaviors appropriate to the roles: The guards gave orders and the prisoners followed orders. Social norms require guards to be authoritarian and prisoners to be submissive. When prisoners rebelled, they violated these social norms, which led to upheaval. The specific acts engaged by the guards and the prisoners derived from scripts. For example, guards degraded the prisoners by forcing them do push-ups and by removing all privacy. Prisoners rebelled by throwing pillows and trashing their cells. Some prisoners became so immersed in their roles that they exhibited symptoms of mental breakdown; however, according to Zimbardo, none of the participants suffered long term harm (Alexander, 2001).

The Stanford Prison Experiment has some parallels with the abuse of prisoners of war by U.S. Army troops and CIA personnel at the Abu Ghraib prison in 2003 and 2004. The offenses at Abu Ghraib were documented by photographs of the abuse, some taken by the abusers themselves ( Figure 12.10 ).

Link to Learning

Visit this website to hear an NPR interview with Philip Zimbardo where he discusses the parallels between the Stanford prison experiment and the Abu Ghraib prison in Iraq.

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• Open Books – Opens Minds 2024 Student Conference
• News & Events

Support RIC students as they present their essays, poetry, film, dance and dramatic performances on Wednesday, April 10, in Alger 110 from 8:30 a.m.-4:30 p.m.

Rhode Island College’s Open Books – Open Minds (OBOM) Student Conference will be held on Wednesday, April 10, based on this year’s common book, “Seek You: A Journey through American Loneliness,” by Kristen Radtke.

Presentations will run from 8:30 a.m. through 4:30 p.m. in Alger 110. Dance and dramatic performances will take place from 12-1 p.m. in the Forman Center.

The common book is a book chosen each year by RIC students, staff and faculty to be read by the entire campus community. Roundtable discussions and other events are held throughout the academic year to bring the RIC community together to discuss the book. RIC’s annual OBOM Student Conference is a culminating event, where students from all academic disciplines as well as interdisciplinary studies present their research and creative projects inspired by the book.

Called “One of the Best Books of the Year” by TIME, NPR and the Boston Globe, “Seek You” explores loneliness in America through a number of different lenses – psychology, art, anthropology, cultural studies and gender politics.

Told in graphic format, topics discussed in “Seek You” include the rise of social media, Internet culture, loneliness and violence, gender and loneliness, mental illness and existentialism.

From the invention of the laugh-track to the rise of Instagram, Radtke investigates why we engage with each other, what we risk when we turn away from each other and how we might keep the spaces between us from splitting entirely.

The Rhode Island College campus community is invited to come out and support RIC students as they present their interpretive essays, poetry, dance and dramatic performances on the theme of loneliness. Professor Roz Sibielski’s film class will also screen their original Web series inspired by the book.

A box lunch will be provided from 1-2 p.m. for those who register. Please use the registration link .

Here is the full list of 2024 OBOM student presentations and times .

• Spotlight on Students
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Presentation Essentials: The Tools You Need to Captivate Your Audience, Deliver Your Story, and Make Your Message Memorable 1st Edition

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Must-know tips and tools for crafting and delivering powerful presentations―from the new Essentials Series for business professionals

From one-on-one meetings to pitching to a packed convention center, knowing how to craft and deliver engaging presentations is an essential skill in every line of business. Whether you’re just starting out or looking to update your understanding of best practices, you’ll find what you need here in three easy to digest parts:

• PART I: THE ESSENTIALS delivers a thorough explanation of presentation types, structure, openers, narrative (storytelling), closers, and more.
• PART II: THE ESSENTIALS APPLIED teaches you how to effectively use images, improve your online presentation skills, developing your signature style, and more.
• PART III: BEYOND THE ESSENTIALS delivers guidance if you want to become a professional presenter and takes you through the ongoing journey of presenting.
• PLUS Presentation Structure Guidelines, a Presentation Development Worksheet, a Post Presentation Evaluation, and more!
• ISBN-10 1264842511
• ISBN-13 978-1264842513
• Edition 1st
• Publisher McGraw Hill
• Publication date October 19, 2022
• Language English
• Dimensions 5 x 1 x 7.25 inches
• Print length 256 pages
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Anne Bruce coaches a diverse array of professionals on the essentials required to soar to the next level in their careers. Clients for her presentation skill-building talks have included Columbia Business School, GEICO, JetBlue, Sony, Coca Cola, and more.

Sardek Love teaches business professionals how to craft and deliver powerfully engaging presentations. He has worked in 32 countries with clients including Abbott, AstraZeneca, Audi, Burger King, Chevron, Orange Theory Fitness, Procter and Gamble, and more.

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• Publisher ‏ : ‎ McGraw Hill; 1st edition (October 19, 2022)
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• ISBN-10 ‏ : ‎ 1264842511
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• Item Weight ‏ : ‎ 7.1 ounces
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• #439 in Public Speaking Reference
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Anne Bruce dispenses humor, wisdom, wit, and practical insights from both the domestic and international speakers' platform. She's built a global reputation as an impactful human behaviorist, entertaining speaker on leadership motivation, advocate for branding talent, and bestselling author of 24 books.

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Her books and programs have been translated into more than 36 languages worldwide. Anne has appeared on the CBS Evening News, the Charlie Rose Show and has contributed interviews to NBC, MSNBC, FOX, CNN, USAToday, The Times (London), and The Wall Street Journal.

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