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12 Designing and Delivering Business
Presentations
IN THIS CHAPTER YOU WILL FIND:
LEARNING OBJECTIVES
KEY CONCEPTS
KEY TERMS
CHAPTER OUTLINE
TEACHING SUGGESTIONS
CLASSROOM ACTIVITIES
REVIEW QUESTIONS & SUGGESTED ANSWERS
FEATURED ASSIGNMENTS
ADDITIONAL ASSIGNMENTS
CASE ASSIGNMENT
LEARNING OBJECTIVES
1Plan a business presentation that accomplishes the speaker’s goals and meets the audience’s
needs.
2Organize and develop the three parts of an effective presentation.
3Select, design, and use presentation visuals effectively.
4Deliver speeches with increasing confidence.
5Discuss strategies for presenting in alternate delivery situations such as culturally diverse
audiences, teams, and distance presentations.
KEY CONCEPTS
In today’s environment, delivering a successful business report involves not only making an
effective spoken presentation but incorporating appropriate visuals as well. The chapter
emphasizes timeless techniques of spoken delivery as well as visual and graphic design
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
1
principles. Because the ability to give presentations using alternate delivery situations is
important in today’s workplace, the chapter covers strategies for responding to a culturally
diverse audience and effective team and distance presentations.
KEY TERMS
TERM PAGE TERM PAGE
Articulation 214 Memorized presentation 211
Extemporaneous presentation 212 Oral briefings 203
Impromptu presentation 212 Phonation 212
Internet conferencing 221 Pronunciation 214
Manuscript presentation 212
CHAPTER OUTLINE
12-1 Planning an Effective Business Presentation 203
12-1a Identify Your Purpose 203
12-1b Know Your Audience and Consider the Context 204
12-2 Organizing the Content 205
12-2a Introduction 205
12-2b Body 207
12-2c Closing 208
12-3 Designing Compelling Presentation Visuals 208
12-3a Design of Presentation Visuals 211
12-3b Design Tips for Audience Handouts and Notes Pages 211
12-4 Refining Your Delivery 211
12-4a Delivery Method 211
12-4b Vocal Qualities 212
12-4c Delivery Style 214
12-5 Adapting to Alternate Delivery Situation 217
12-5a Culturally Diverse Audiences 217
12-5b Team Presentations 219
12-5c Distance Presentations 221
12-5d Crisis Communication 223
TEACHING SUGGESTIONS
LEARNING OBJECTIVE 1
Plan a business presentation that accomplishes the speaker’s goals and meets the audience’s
needs.
Planning an Eective Business Presentation
Ask students to relate their experiences with hearing ineffective presentations, whether in
a classroom, student organization, or business environment.
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publicly accessible website, in whole or in part.
2
Ask them what made the presentation ineffective.
Discuss the importance of getting the audience’s attention. Remind students of the quote,
“You never get a second chance to make a first impression.”
Create a class blog where students can post their ideas for improving speeches and
business presentations in an organization.
Know Your Audience
Lead a discussion of important considerations when planning an effective presentation.
Ask students whether the opening or the closing is the most critical portion of a
presentation and to provide justification for their opinion.
LEARNING OBJECTIVE 2
Organize and develop the three parts of an effective presentation.
Organizing the Content
Preview the three-part structure of an effective presentation.
Ask students how long each part should be in relation to the total presentation time. What
happens if the introduction or conclusion is missing? Too long?
Introduction
Discuss important elements of an effective introduction.
Capture attention and involve the audience.
Establish rapport with the audience. Stress that students should take the time in the
introduction to establish credibility and expertise on the topic and to create a
connection with the audience.
Present the purpose statement. Make sure the audience knows why they should listen
and why the information is beneficial to them.
Preview the points that will be developed. Reveal the points of the outline to help the
audience move through your presentation more easily.
Discuss techniques for gaining audience attention and holding interest.
Emphasize that a quotation provides the following benefits: (1) expresses thoughts
more clearly, (2) adds a spark to your speech, (3) gets points across (4) adds
authoritativeness, and (5) commands attention and respect.
Emphasize that presenters should avoid (a) unoriginal or overused statements such as
“My name is . . .” or “It is a pleasure . . .” (b) apologies for lack of preparation, late
arrival, and so on, and (c) potentially offensive jokes and gimmicks.
Ask students to share examples of speeches they recall vividly. What techniques did the
presenter use to accomplish the goals of an effective introduction?
Body
Discuss techniques for making the body of a presentation effective.
Provide an overview of the various ways to organize the body of a presentation.
Discuss techniques for making the presentation easy for the audience to understand.
Discuss tips for collecting stories, stats, quotes, and the like. Suggest students begin
accumulating a file.
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publicly accessible website, in whole or in part.
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Close
Discuss the elements of an effective summary.
Remind students to practice the introduction and the close until they can deliver it
without stumbling. This extra practice is necessary because the introduction and summary
are critical to the overall effectiveness of the presentation.
LEARNING OBJECTIVE 3
Select, design, and use presentation visuals effectively.
Designing Compelling Presentation Visuals
Discuss the benefits of using presentation visuals.
Ask students the advantages of using class visuals. How are students impacted in classes
where visuals are not used? How do their experiences relate to other audiences?
Types of Presentation Visuals
Discusses the choices available in visuals. What are the benefits and drawbacks of each
type?
Ask students to organize and research a topic for a presentation and prepare visuals to fit
the topic. When students prepare their visuals, have them prepare at least one type other
than the common electronic presentation slides.
Design of Presentation Visuals
Discuss principles of effective design of presentation visuals. Stress that each of these
components is important to slide design. Design principles are illustrated in the
ineffective/effective slides are shown in the textbook.
Eective Slide Content
Discuss what kind of information to provide on a slide to make the most effective use of
its strengths.
Remind students again that a flashy slide will not make up for a lack of content.
Refer to examples of effective and ineffective slide content, contrasting the effective and
ineffective examples.
The importance of writing titles that accurately describe the exact nature of the
information contained on the slides and using titles that engage the audience to keep
his/her attention focused on the speaker and the visual.
The value of using parallel structure in bulleted lists. Also, emphasize that each item
in the list should have a common element that is described accurately by the title. For
example, each item in the visual is a value of using humor in a presentation.
Ask students how a good visual illustrates the statement: “Use powerful visual
communication for quick and effective conveyance of information.” Tell students the
good example works because it uses appropriate pictures to make the point, whereas the
poor example is simply a statistic pulled from the speaker’s notes. Discuss why the
second visual is better.
Discuss the benefits of the one-minute slide.
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publicly accessible website, in whole or in part.
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Emphasize that the one-minute rule is a useful rule of thumb. Presenters will find a
few exceptions to this rule such as slides containing transitions introducing major
sections, graphics illustrating ideas, etc.
Encourage students to use electronic presentations software to set rehearsal timings.
Review the timing for each slide and consider revisions to slides that require more
than one minute (e.g., slide may contain too much information; presenter may need to
identify a logical, concise presentation of the information, etc.).
Space Design and Typography
Discuss slide layout and design guidelines.
Refer students to example in the text and other sources that illustrates these guidelines.
Eective Use of Color
Emphasize the appropriate color scheme and slide orientation for electronic slide shows
and overhead transparencies.
Reinforce slide design guidelines related to (a) content, (b) template and graphics, (c)
space use and layout, and (d) typography.
Review the design principles by having students groups evaluating inadequacies in slides
and suggested improvements.
Requires students to critique an electronic presentation they find online based on the
guidelines found in the chapter. To supplement the discussion of slide design guidelines,
ask students to sketch a new design for the ineffective slides. Have them share their
sketches with the class and present the major principles violated and their strategy for
correcting. Stress that the slide includes a large mass of information, one of the most
common errors made in slide development.
Copyright Use—or Abuse
Lead a discussion of what can be legally used in a presentation. Remind students that
information from internal presentations might end up with an external audience.
Have students write a presenter’s pledge, committing to not use material illegally.
Design Tips for Audience Handouts
Emphasize that audience handouts should reflect the same degree of professionalism as
the slide show and the speaker’s delivery.
Discuss selecting a handout format that supports the presentation purpose.
Discuss speaking situations when various formats would be appropriate.
LEARNING OBJECTIVE 4
Deliver speeches with increasing confidence.
Re*ning Your Delivery
Ask the class which of the four presentation delivery methods they think is used most
often by professionals in their field. Use their input to lead naturally to a discussion of
memorized, manuscript (scripted), impromptu, and extemporaneous presentations.
Assign students a change to present impromptu speeches. Allow class time for students to
critique their speaking ability after presenting an impromptu speech.
Discuss the qualities of an effective voice.
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publicly accessible website, in whole or in part.
5
Requires students to read about making their voices better, to make a voice recording of
themselves, and to critique that recording honestly.
Consider having students complete an “elevator speech,” a short pitch about their job
qualifications. Remind students that vocal pitch, resonance, tone, volume, and delivery
will have an impact on how their elevators speeches are perceived.
Discuss specific vocal qualities. Use the animation to ask students the meaning of each
section and then fill in the blank after some discussion.
Delivery Style
Lead a discussion of techniques for practicing effectively.
Discuss public speaking anxiety and ways to alleviate that anxiety, including
PRACTICE!
To help alleviate fear:
Emphasize that fear of public speaking can be overcome with time and practice.
Present the following baseball analogy that Bert Decker cites in You’ve Got to Be
Believed to be Heard. Major league baseball players are considered successful if they
bat above .300—if they hit the ball 30 percent of the time. Your chances of delivering
an effective speech are much better. Why jeopardize your career by not even
attempting public speaking?
Ask students to work in a small group to list their fears related to public speaking.
Through discussion, compile one master list. Point out to students that their fears are
common to virtually everyone.
LEARNING OBJECTIVE 5
Discuss strategies for presenting in alternate delivery situations such as culturally diverse
audiences, and team and distance presentations.
Adapting to Alternative Delivery Situations
Discuss situations business presenter’s face where they have to adapt quickly and easily
to a different situation. Remind students that audience consideration should be a major
factor in planning a presentation. Using these considerations, presenters should be able to
respond to the special needs of a culturally diverse audience, deliver a presentation as a
team, and deliver in a distance format, such as through web interface or
videoconferencing
Culturally Diverse Audiences
Discuss guidelines for speaking to an intercultural audience.
You may want to review guidelines for writing to an intercultural audience as you cover
this section. Discuss the similarities between adaptation for writing and for speaking.
In Japanese and Chinese cultures, business cards are extremely important and must be
handled with care because damage to the card represents damage to the individual.
Remind students to keep these cultural differences in mind when presenting to a
culturally diverse audience.
Team Presentations
Discuss why it is not advisable to “wing it” in a team presentation.
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publicly accessible website, in whole or in part.
6
Ask students to comment on how a news broadcast team (made up of one or more
newscasters, a sportscaster, and a meteorologist) presents a seamless delivery in a
30-minute news program.
Lead a discussion as to whether an individual presentation or a team presentation presents
more challenges.
Distance Presentations
Lead a discussion as to why distance presentations are growing in popularity. Remind
students that delivering for a distance audience and local audience at the same time can
be challenging. Many presentations are now made available over the Internet, so
presenters must be aware of how the presentation will be used or distributed in the future.
Discuss how travel policies for companies have changed in the last five years.
Discuss some of the communication challenges posed by distance presentations.
Review guidelines for adapting a presentation for distance delivery.
Discuss the podcast as a new option for distance delivery of information. Remind
students that a podcast may include visuals and voice or voice only. Emphasize the need
for a conversational style in podcasts that make the listener “see” the subject. Much of
podcasting appeals to the imagination in the way that radio broadcasts did in its heyday.
Summary
If facilities to create visual presentations are available, schedule team presentations so
that other teams constitute the audience. Presentations should be made available for
student review (feedback). Refer students to the Check Your Communication checklist
(on Chapter in Review Card) as a guide for planning as well as evaluation of their
presentations.
Team presentations are usually less threatening than individual ones. Three- and
four-person teams can be assigned to prepare and make presentations.
Additional business topics that might be used for individual or team reports include the
following:
Officers’ reports to corporate shareholders’ annual meeting. Each team may select its
own corporation from any available annual reports. Students play roles as officers
making financial, marketing, social responsibility, production, or long-range planning
reports.
Introduction of a new consumer product to the press. Individual team members will
represent the manufacturer, the advertising or promotion agency, and the research and
development arm of the manufacturer. Teams will “invest” in a product.
Roundtable discussion of a current news topic. One person serves as moderator, and
the other three, as panel participants.
Presentation of the advantages and disadvantages of financial investments. Team
members should plan the discussion around common stocks, corporate bonds,
tax-exempt instruments, bank deposits, and federal obligations such as Treasury bills.
Additional topics that will expand student exploration and understanding of the strategic
forces impacting communication include the following:
Report on an interview of an international student, professor, or businessperson
returning from an overseas assignment. Provide management with specific guidelines
for integrating successfully into another culture.
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publicly accessible website, in whole or in part.
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Group presentations of new technologies that are impacting communication (e.g.
wikis, holography, fiber optics, voice synthesis). Team members will discuss the cost,
availability, business applications, and guidelines for use of a particular technology.
Debate presentations of legal/ethical dilemmas discussed from polar perspectives
(e.g., software piracy vs. price gouging by computer software developers, employee
right to privacy vs. employer right to monitor electronically). The team will divide
into halves that will represent the positions of the opposing interests.
Ask students to complete selected activities at the end of the chapter. Remind students to
study the suggestions in the “Check Your Communication” checklist (on the Chapter in
Review card) when planning and delivering a speech or oral report and designing visuals.
CLASSROOM ACTIVITIES
1Preparing a Top Ten List for Effective Business Presentations: Generate a list of the top ten
mistakes speakers make based on your experience as a speaker and listener. In small groups
assigned by your instructor, discuss the points listed by each student and compile your ideas
into a comprehensive top ten list that reflects the consensus of the group. Next, discuss
strategies team members have used to avoid each of the mistakes you’ve listed. Be prepared
to share your valuable advice with the class in an informal presentation.
Mistake Tip
Talking too fast Slow down
Making nervous gestures Be conscious of nonverbal communication
Straying off topic Make organized outline and notes and use them
Going over the allotted time Prepare speech to be shorter than allotted time
Reading from visuals Prepare good notes and use them
Not knowing the audience Research the audience beforehand
Not being prepared for computer
failure
Know your subject well enough to be able to deliver
presentation without electronic presentation
Using humor inappropriate for
audience
Know your audience and be careful with humor
(When in doubt, leave it out.)
Not making eye contact Make eye contact with audience members from one
side of the room to the other and from the front to the
back
1. Focusing on an Effective Introduction and Close: In a small group, develop a
captivating introduction and memorable close for the topic your instructor provides. Be
prepared to discuss the techniques you used in the introduction to capture the audience’s
attention, to involve yourself with the audience, to present your purpose, and to preview the
major points and the unity and closure achieved through the close.
Sample Introduction: After three days of participating in mentally and physically challenging
activities with your employees, you will know them better than ever; they will know and trust
each other better, and they will trust you more. As a COPE leader, I have seen our program work,
and I will show you the three ways our program can bring your company managers and
employees closer together: (1) by promoting trust through group and paired activities, (2) by
providing social times to get to know each other better, and (3) by minimizing the outside
distractions of the normal workday.
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publicly accessible website, in whole or in part.
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Sample Closing: As a manager, you need to book a COPE program for your company today. We
can help you trust one another more and know one another more through programs that minimize
outside distractions
2. Presenting an Impromptu Presentation for Self-Critique: In groups of four assigned by
your instructor, select four topics from the following list of questions provided by your
instructor. A group leader may randomly assign a topic to each member or allow the
members to select a topic. Following a brief preparation time, each member will give a one-
to two-minute presentation to the group. After all presentations are given, the group will
briefly discuss the strengths and weaknesses of each presentation and strive to provide each
member with a few specific suggestions for improvement.
a. Choose one of the following thought-provoking questions from The Conversation Piece
by Nicholaus and Lowrie:
What is one of the simple pleasures of life you truly enjoy?
What is something you forgot once that you will never forget again?
What thought or sentiment would you like to put in one million fortune cookies?
Almost everyone has something that he/she considers a sure thing. What is your
“ace in the hole”?
Most people have a story or experience they love to share. What’s your story?
b. The coolest digital gadget that I wish some company would invent (e.g., standard
chargers for cells/PDAs, laptops, cameras, and so on).
c. Discuss the top three goofs made by [new hires, student interns, job applicants, speakers,
or other].
d. Why are communication skills a key ingredient in your career (specify a career)?
e. What would business be like if legality were a company’s only ethical benchmark or
criterion?
f. Why are effective intercultural communication skills important in an increasingly
competitive global economy?
g. Which technology has had the most effect on your day-to-day life? Which do you expect
to have the most impact on your work life?
h. Why is being a team player an important element of success in today’s economy?
i. What do you consider to be the distinction between management and leadership?
j. How has downsizing affected the need for communication skills?
These exercises provide a way to get the entire class involved in group work, speaking roles, and
the development of meaningful content. You may encourage each team to develop a critique form
for use in evaluating each presentation and providing feedback for improvement.
3. Improving Presentation Visuals: Evaluate the effectiveness of each of the following slides
and offer suggestions for improvement. Classify your changes in these areas: (a) slide
content, (b) template and graphics, (c) space design and typography, and (d) color choices.
Be prepared to present your analysis to the class. Your instructor may ask you to revise these
slides incorporating your suggestions.
a. Revise the slide content and select an appropriate template and graphics to support the
topic.
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publicly accessible website, in whole or in part.
9
b. Select an appropriate template and graphics to designate links to other slides related to
the four writing traps. Read more about these writing traps from the source listed on the
slide.
c. Use powerful visual communication techniques and minimal text to create the appealing
image of an interviewee committing interview mistakes made during actual interviews.
Use interview mistakes based on your own experience or your own research of an online
database or popular career websites. (Creative teaser: Build on the analogy of interview
mistakes and the “uncut” portions of a movie.)
Examples:
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publicly accessible website, in whole or in part.
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Use the guidelines provided in the chapter and the resource slides for examples of creating
effective presentations.
© 2015 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a
publicly accessible website, in whole or in part.
11
