12: Developing and Delivering Business Presentations
12–13
viewing.
It is also important to avoid getting lost in the technology, and instead focus on getting the
audience to receive, understand, and embrace your message.
The Future of Communication: Holograms
If you’ve ever wanted to be in two places at once, your wish could be coming true soon. Vastly
oversimplified, in this context holograms are created by scanning a person or an object with a
12: Developing and Delivering Business Presentations
12–14
OVERCOMING DIFFICULTIES STUDENTS OFTEN FACE
Some students will be quite nervous about delivering speeches and presentations. Explain that
effective planning can reduce their anxiety and that this chapter gives a lot of good advice for
making their presentations effective. Explain that giving a presentation is like many other skills:
the more you practice, the better you get.
Some class members may have completed a speech course as part of their curriculum; others
example, which allows three basic points for a 10-minute speech. Reinforce the need to limit the
scope of any presentation. Finally, discuss the value of preparing an outline for presentations.
Stress the importance of the introduction. Students often forget to introduce themselves, build
their own credibility, or provide an overview of their talk for the audience. Review the ways a
presenter can effectively get the audience’s attention. Emphasize that a strong, effective
and disadvantages with those of electronic slides. Provide examples to illustrate how electronic
slides are not always the best choice.
Students commonly have difficulty limiting the number of visuals. They often prepare 15 or
more slides for a 5-minute presentation. Suggest that presenters average 1 slide for every 90
seconds, with adaptations for title slides and certain graphics.
Copyright © 2019 Pearson Education, Inc.
students to list the pros and cons of distributing handouts at the beginning or at the end of the
presentation.
Be sure to discuss the three delivery options presented in the chapter, and help students
determine the value of speaking from notes without reading the presentation. Be sure to clarify
which type of delivery option you expect students to use for any presentations they make in
class.
SUGGESTED CLASSROOM EXERCISES
1. Interviewing a Businessperson Who Delivers Presentations. Assign students to interview
someone who develops and delivers presentations as a part of his or her job. Lead a class
2. Critiquing Speeches. Have students attend a presentation on campus or within the community
and critique the speaker’s content, visuals, and delivery. This activity can be done as a
3. Planning and Composing an Oral Presentation. Ask students to plan a short presentation on
a topic they are familiar with—perhaps an informative presentation about a student
4. Critiquing Visuals. Because students often face challenges in preparing effective visuals,
provide examples of both effective and ineffective visuals. Be sure to include a variety of
Copyright © 2019 Pearson Education, Inc.
5. Preparing Visuals. Students typically enjoy working with presentation software. If computers
are available in the classroom, have students design an effective set of slides to accompany a
6. Giving and Critiquing Presentations. Have students choose a topic and prepare a brief
presentation (5–10 minutes) to be delivered before your class. Require visual aids (a type
based on the facilities available in your classroom). Involve all class members in evaluating
the presentations. Distribute critique sheets and ask students to critique each presentation.
7. Connections Beyond the Classroom. It’s important to note that oral communication in all
settings—family, school, and in public—is critical to outcomes. You may have only a few
minutes to dissuade a family member from taking a certain action that has severe
TEST YOUR KNOWLEDGE
12-1. Answers to starred discussion items not provided.
12-2. Answers to starred discussion items not provided.
12-3. During an introduction, a speaker should arouse the audience’s interest in the topic,
12-4. Some techniques for getting the audience’s attention include:
• Uniting the audience around a common goal
Copyright © 2019 Pearson Education, Inc.
12-5. During the close of a presentation, a speaker should restate main ideas, describe next steps,
12-6. Presentation expert Cliff Atkinson defines the backchannel as “a line of communication
12-7. To deliver an effective online presentation, speakers should:
• Consider sending preview study materials ahead of time.
• Keep the presentation as simple as possible.
• Ask for feedback frequently.
APPLY YOUR KNOWLEDGE
12–8. Answers to starred discussion items not provided.
12–10. If you’re worried about forgetting your key message points, you should not write them
out and read them during your presentation. Reading is a poor choice because it limits your
12–11. Speaking from notes is usually the best choice because it gives you something to refer to
and still allows for plenty of eye contact, interaction with the audience, and improvisation
PRACTICE YOUR SKILLS
Activities
12-12. One of the more important aspects of this exercise is ensuring that students have a clear
understanding of their purpose throughout the planning, writing, and completing of their
12: Developing and Delivering Business Presentations
12–19
audience, the challenges of dealing with negative (or hostile) feedback, and similar
issues. (LO 12.5; AACSB Tag: Written and oral communication)
EXPAND YOUR SKILLS
Critique the Professionals: The presentations available on this website vary widely in terms of
style, content, and other aspects. Encourage students to be specific in their analyses, both in
terms of what they describe in the presentations and what guidelines and concepts they refer to in
the chapter. The exercise also provides a good opportunity to ask students to determine what
audiences the presenters had in mind based on the content and style of the presentations. (LO
12.1; AACSB Tag: Written and oral communication)
CASE SOLUTIONS
Planning task suggestions for this chapter’s cases appear below. Actual slide presentation
solutions are not included`.
12-19. Planning, Designing, and Creating Presentation Slides
Presentations should portray the compelling benefits of learning and playing a musical
instrument, geared to an audience of parents. When evaluating the content of students’ slides,
look for: one topic focus per slide; audience considerations such as readable fonts, good color
12-20. Planning, Designing, and Creating Presentation Slides
Presentations should explain how CSAs work, and the benefits they provide to both consumers
and farmers. When evaluating the content of students’ slides, look for: one topic focus per slide;
audience considerations such as readable fonts, good color contrast, and appropriate art; use of
12-21. Planning, Designing, and Creating Presentation Slides
12: Developing and Delivering Business Presentations
12–20
Presentations should present the different types and causes of insomnia, as well as the cures most
recommended by sleep specialists. When evaluating the content of students’ slides, look for: one
12-22. Planning, Designing, and Creating Presentation Slides
Screencasts are an effective tool to help demonstrate and teach the use of software features.
12-23. Planning, Designing, and Creating Presentation Slides
Presentations should be sure to include three quotations and fit a 10-minute delivery period.
When evaluating the content of students’ slides, look for: one topic focus per slide; audience
considerations such as readable fonts, good color contrast, and appropriate art; use of arrows and
12-24. Presentations: Designing Presentation Visuals
A key element to look for here is justification that each of the skills a student lists is necessary
12-25. Presentations: Designing Presentation Visuals; Mobile Media
Effective text slides are clear and simple and shouldn’t be cluttered with too much text. This is
12-26. Planning, Designing, and Creating Presentation Slides; Collaboration: Team
Projects
12: Developing and Delivering Business Presentations
12–21
With appropriate imagery, free-form designs can also create a more dynamic and engaging
experience for the audience. Given their ability to excite and engage, free-form designs are
particularly good for motivational, educational, and persuasive presentations.
Students should also keep in mind the disadvantages of free-form slides in order to avoid these
issues.
IMPROVE YOUR GRAMMAR, MECHANICS, AND USAGE
Level 1: Self-Assessment—Capitals and Abbreviations
12: Developing and Delivering Business Presentations
12–24
Level 3: Document Critique—Well-Written Solution
Date: Thu, 25 April 2019
From: Steve Pendergrass<spender@manchcc.com>
To: Gregory Hansford <gregory.hansford@manchcc.com>
CC:
BCC:
Attached:
Subject: Campus library schedule
Dear Mr. Hansford:
The favorite place for Manchester students to study is our campus library because of the quiet
atmosphere, excellent resources, and helpful staff. With an adjustment in library hours, more
students could take advantage of these assets.
Sincerely,
Steve Pendergrass
Student
(AACSB Tag: Written and oral communication)