effective legislative presentations€¦ · effective legislative presentations john turcotte 18...

September 08

Effective Legislative PresentationsJohn Turcotte

1

Effective LegislativePresentations


John TurcotteDirector

[email protected]

www.ncleg.net/PED/

22

OverviewFood Market Development Case: Briefing the Joint

Committee: What Can Go Wrong?

Adults Learn Differently

Killer Public Policy Environment

Assuaging Conflicting Listening Styles

Power Briefing ConceptsPower Briefing Concepts

Using the Briefing Preview Worksheet

To download slides and handouts:

http://www.ncleg.net/PED/Resources/nlpesdownloads.html

90 Minutes

33

Message

Accommodate legislator listening

preferences with a message delivered for

easy recall

Use Power BriefingUse Power Briefing Preview worksheet to

increase presentation efficiency and ease

your anxiety

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44

Briefing the Joint StudyCommittee: What Can Go

Wrong?

If you werethis legislator,what kind ofpresentationdo you want?

55

Take Care of Legislators

Empathy

66

Information

Distractions

Truth

Fiction

Your Presentation

Source: Dr. Max Arinder, Mississippi PEER CommitteeSource: Dr. Max Arinder, Mississippi PEER Committee

The Public Policy Environment

Legislators

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77

Behold the PresenterBehold the PresenterParadox!Paradox!

We tend to do unto our listeners as we would notwant done to ourselves!

Draw Me A Pictureand Just Tell Me in

English

Read a LongSpeech Filled

with AuditLingo

Mechanics

Unequivocal and atthe Beginning and

End

At End andCovered by

Caveats

Conclusions andRecommendations

20 Minutes60-90 MinutesLength

ListenersWant

OurTendencies

PresentationVariable

88

While 93% of Public Managers“Appreciate Speakers Who Get to the

Point” --

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

John Turcotte, Survey of Certified Public Manager candidates,John Turcotte, Survey of Certified Public Manager candidates,Mississippi State Personnel Board, April 1994 through December 1Mississippi State Personnel Board, April 1994 through December 1995995

N=99N=99

99

73% Also Believe “Speakers Should Describe Dataand Methodology in Detail Before Expressing Findings

and Recommendations”

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

John Turcotte, Survey of Certified Public Manager candidates,John Turcotte, Survey of Certified Public Manager candidates,Mississippi State Personnel Board, April 1994 through December 1Mississippi State Personnel Board, April 1994 through December 1995995

N=99N=99

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1010

Experiment Results: When Staff Role Play,

"Legislators" Overwhelmingly Prefer Power

Presentations But Presenter "Analysts" Are Far Less

Likely to Use Power Style

16%

49%

84%

51%

Want to Receive In "Legislators"

Role

Would Most Likely Deliver in

"Analysts" Role

Traditional Presentation

PowerBriefing

n=123Legislators Would Prefer Analysts Would Deliver

Source: Participantsurvey by John Turcotteadministered to foursessions: NCSL SkillsDevelopment Seminarand legislative staffs inArizona, Ohio, andWashington (1998).

Turcotte dividedparticipants randomlyinto two role assumptiongroups (1) Legislatorsabout to receive apresentation and (2)Analysts about to givethat presentation.

Both groups were givenan identical case butdifferent roles to assume.

1111

How Adults Listen andLearn

Need to Know

1212

Listener: Not Your Twin

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1313

Adults lose auditory and visualfacility with age

Adults must feel in control oflearning situations

Adults must see practical value ofbusiness information

Power and AuthorityPower and Authority

Ph

ys

ical

Fa

cili ty

Ph

ys

ical

Fa

cili ty

Chronological AgeChronological Age** ++3535--4545

1414

Adjust the Style and Content ofPresentations to Accommodate

Varying Listening Styles

1515

Personality Types As Listeners:Myers Briggs

Introvert/Extravert

INtuitive/Sensing

Thinking/Feeling

Perceiving/Judging

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1616

Introvert/ExtravertEnergy Preference

Extraverts draw energyfrom other people

Introverts lose energywhen interacting withothers

1717

Neurocognitive Psychophysiological Evidence of Dichotomies inBrain Activity Patterns of Introverts and Extraverts in 17 INTP

and 16 ENTP Subjects

1Scans generated by M.W. Alcock. Based on A Topographic Study ofDifferences in the P300 Between Introverts and Extraverts, M.A. Wilson andM.L. Languis, 1990. Reproduced by Turcotte with permission.

Introverts

Extraverts

• When performing the same audiotone discrimination task, introvertsdemonstrate significantly morecortical arousal than extraverts 1

• “…Introverts…may bethreatened by overarousal andseek out peaceful pursuits insolitude and tranquility.Extraverts seek excitement inorder to avoid underarousal.”2

1818

When Speaking to Introverts

Give I’s time to reflect

Don’t assume I’s are

disinterested when they are

quiet

Understand that I’s would

prefer a one-on-one briefing

Never interrupt an

introvert—this is offensive

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1919

When Speaking to Extraverts

Be enthusiastic about your topic—but controlled!

Don’t pause too long beforeresponding

Allow the Extravert to think outloud

Extraverts often interrupt becausethey support what is being said—accept this as a compliment

2020

Intuitive/SensingAttending Preference

Intuitives need the superordinate:

Why are we looking at this data?

Where are we headed here?

Sensing types need the parts. Let’s

not jump to conclusions. Let’s see the

detail first.

2121

When Speaking to Intuitives Present the global before

the microscopic

Intuitives are impatient,even mean when shownexcessive detail

Intuitives appreciatechallenges, possibilitiesand contrasts

Intuitives are pronetoward the sudden“AHA!” outburst

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2222

When Speaking to Sensors

Sensors accept the globalONLY after providedsufficient evidence

Sensors expectdocumentation

Assure sensors that “new”does not mean “radical.”Connect with the known

Be careful withterminology

Then

2323

Reconciling N/S Conflict:A Critical Task for Presenters

Tell the intuitive theconclusions up front

Intuitives needmetaphors, captions,summaries, “overviews,”etc.; THEN

2424

Reconciling N/S Conflict:A Critical Task for Presenters Immediately show the

sensing type why andshow the detail.

Sensing types needprops, exhibits, cases,maps, appendices,breakdowns, equations,algorithms.

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2525

Thinking/FeelingDecision Preference

Thinking types decide

logically.

Feelers use their

emotions.

2626

When Speaking to Thinkers

Brief, concise, logical

Intellectually critical

Balance pros and cons

Present emotions asfacts to be weighed

60%

30%

10%

"Hate It"

"LoveIt"

"Don'tCare"

2727

When Speaking toFeelers

Be personable andaffirming

Recognize that Feelers canbe mean or nice

Share impacts on people—tell “Little Timmy” stories

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2828

Reconciling T/F Conflict:A Critical Task for Presenters

Assuage thinking types withlogic, evidence, andprecision; THEN

Assuage feeling types withcases, stakeholder analysis,and sensitivity about whogains and loses

2929

Judging/PerceptiveType of Life Preference

Judging types form conclusions quickly.

Implication--Want early closure andbecome irritable if presentations runon. Prefer one best way. Prefer aplanned and organized life.

Perceptive types form conclusionsslowly.

Implication--Want to leave optionsopen until satisfied and will changetheir minds frequently. Prefer anunstructured life.

3030

Reconciling J/P Conflict:A Critical Task for Presenters

Assuage judging types. Stress thatyour presentation will end withan answer; THEN

Assuage perceptive types. Stressthat other options wereexplored and that there will betime for questions anddiscussion.

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3131

Predicting PresentationScenarios

Turcotte Adaptation ofStenerson Model

FactsFacts

StoriesStories

MessageMessage

ActionAction

Interest in DetailInterest in Detail

LowLow

Number of Issues FollowedNumber of Issues Followed

HighHigh


FactsFacts

StoriesStories

MessageMessage

ActionAction

LowLow


HighHigh

MostMost


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FactsFacts

StoriesStories

MessageMessage

ActionAction

LowLow


HighHigh

TechnoTechno



FactsFacts

StoriesStories

MessageMessage

ActionAction

LowLow


HighHigh


Single IssueSingle Issue


FactsFacts

StoriesStories

MessageMessage

ActionAction

LowLow


HighHigh

Bottom LinerBottom Liner


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3737

Types might changetemporarily due tocircumstances.

3838

The Power Briefing

WowWow!!

TruthTruth

PowerPower

3939

Have the Proper Attitude You are an expert!

They expect yourinformation oradvice

No time forsubtleties, shyness,or puzzles

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4040

Pin Down Time andKnow the Site

4141

Know the Audience Pronunciation of names of

officials (Ostalkiewicz,Eggletion?)

Know occupations, policypositions, and issue interests

4242

Prepare for Contingencies Schedule nothing before

the presentation andleave earlier for work

Prepare to summarize

Prepare to skip around bymaking each point free-standing

Backup “high” with“lower” tech

The PosterThe Poster

Big MessageBig MessagePoint 1Point 1

Point 2Point 2

EndEnd

The PosterThe Poster

Big MessageBig MessagePoint 1Point 1

Point 2Point 2

EndEnd

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4343

Know Current Events Discuss pending issues

with colleagues andstaff close to themembers—don’t besurprised

Review late breakingnews, email, voicemail,anything that relates toyour briefing

4444

Rehearse

Assemble a candidgroup

Simulate roles. Nota joking matter

Have no pride ofauthorship

4545

Tactics andDemeanor

Support authority ofChairperson

Make eye contact by“sweeping” eachofficial and anchoreyes on chairperson

Go through Chair firstbefore responding

2

3 4

51

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4646

BriefingContent

4747

The Power Briefing Establishes:

Ethos—Who you are?

Pathos—That you careabout legislatorsneeds and want toknow how much timethe briefing will take?

Logos—What you aregoing to tell them?

4848

Power Briefing Has Three Parts

1. Preview

Frame

Message

Quickly List

Summary Points

2. Sustain the Message

By Expanding Each

Summary Point

3. Answer Questions

FrameFrameFrameFramePower

BriefingPreview

Worksheet

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4949

Economically Unsound Food MarketDevelopment Program Cost $600,000

in State General Funds

Tab A Annual Cost $772,000 including $600,000from state general fund

Tab B Economically unsound. Benefits accrueexclusively to industry and “cancel out.”(Requested geographic breakdowns, page B-6)

Tab C Policy Options:

Terminate (staff recommendation); or

Limit state financing to catfish because mostproduction is sold out of state

John Turcotte, DirectorJohn Turcotte, Director

Bureau of Legislative ResearchBureau of Legislative Research

20 minutes, then20 minutes, thenquestionsquestions

5050

Power Briefing Preview Worksheet

5151

Greet the chair and show respect

Identify yourself by name and byorganization

State the duration of the presentation,excluding questions

Describe written materials and cross-referencing

PreviewFrame

FrameFrame

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5252

1. Frame your presentation.Write a brief greeting for panel that you are briefing,

Good morning, Mr. Chairman and membersState your name, position, and organization

I am John Turcotte, Director of the Bureau of LegislativeResearch.State the duration of your presentation

My presentation will take about twenty minutes.State when you will field questions in accordance with what is agreed toby the Chair of the committee,

I will need additional time to answer your questions and asthe chairman has directed, I will be taking your questions atthe conclusion of my remarks.

Describe any handouts and show them to the group

You have before you a copy of my slides, a summary of ourreport, and some supporting documents.

Write a bridging phrase to make a transition to your message,

Mr. Chairman and members:

5353

PreviewMessage

A powerful “verbal headline” thatcaptures the essence of thepresentation

Types of messages assertion

answer

closure--descriptive overview of dissimilar parts

5454

2. State the message of your presentation.

We found that the Food Market Development Program iseconomically unsound and cost the state General Fund$600,000. Eliminating or substantially restricting itscost and scope can be done with little to no risk to thestate economy.

3. Bridge to summary points,

The information packet before you contains our findings andrecommendations.

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5555

PreviewSummary Points

Encapsulate each key point ofthe presentation—don’tdigress

Move briskly and in tempo

Make each point meaningful“Bureau operates too many cars”

NOT “Finding 1. Vehicle Problems”

Avoid excessive modifiers,code, complex terminology,and acronyms

5656

4. Briefly state each supporting point.

TAB A details the cost of the programTAB B contains our reasoning for the conclusion thatthe program is economically unsound. Because of theinelasticity of demand for meat, the program’spromotions have a cancelling out effect, with theexception of catfish promotions.TAB C contains requested policy options including ourstaff recommendation for termination of the programA termination alternative would be limiting theprogram’s mission to marketing catfish only, becausethe state exports catfish to other states. Marketingcatfish out of state does not affect instate consumptionof meat.

5. Bridge to the full presentation.

Mr. Chairman and members, the remainder of mypresentation provides more detail about our findingsand recommendations.

5757

Remainder of the PresentationSustain the Message

Present each point bystating the pointemphatically, thenexplain

State the conclusion thenreasoning, not

reasoning thenconclusion

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5858

Remainder of the PresentationSustain the Message

Develop points with examplesand illustrations—don’t begquestions with summaryjudgments.

But limit and illustrations—don’t grind boulders into sand.

If legislators signal theirunderstanding, move on.

5959

Answer QuestionsDistinguish between questionsand commentaryReason -- Unless requested, there is no

need to respond to commentary.

Questions stem from:Need for affirmation of intuitive beliefs

Information gaps

Need for clarification

6060

Questions Legislators Ask

Side effects?

Are you sure?

Cost?

Funding?

Support and opposition?

Why do WE have to act?

What have other jurisdictions done?

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6161

More About Questions

If fearful of questions, consider a“question and answer” briefing format.

Allow member to finish before answering.A question may become a comment.

Answer “Yes” or “No.” Pause, thenexplain. Don’t think out loud beforeanswering.

Request opportunity to furnish facts later ifunable to furnish them duringpresentation.

6262

Bridging The PosterThe Poster

Point 2Point 2BIGBIG p. 19p. 19

HandoutHandout--77--

Big MessageBig MessagePoint 1Point 1Point 2Point 2

EndEnd

The DocumentationThe Documentation

The Big DocumentThe Big Document

HandoutsHandouts

IndexedIndexed

BIGBIG

BIGBIG

VIPSVIPS

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