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Technical Raconteur - What Listeners Want!

“If you can’t say it simply, you probably don’t have anything to say. And if you can’t say it simply, you don’t know the subject.” - A. Einstein

2008 IIE SolutionsGene Dixon

We take technical presentations for granted!We take technical presentations too lightly!We make technical presentations too long!

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Path

• Tech Presentations 3-6• Rhetoric 7-9• Organizations, Nuts & Bolts 10-25• Delivery 26• Summary 27• Seriously 28

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Technical Presentations?

• Why? • How?• Love? • Fear?

Why do we give technical presentations?How do we give technical presentations? What sets these presentations apart? What is it you love about technical presentations? What is it you fear about giving technical presentations?

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Principles

• Information• Attention• Presenting• Persuasion• Perception• Criteria

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Paradigm Source

• Scholarship (Gardner, 1995)

– generally conservative– hedged in qualification– deferential to precedent

• Truth overwhelms message (Bossily, 1992)

- eliminating social responsibility- eliminating personal judgment

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Patterns of Technical Presentations

• Scientific problem-solving• State it then prove it• Psychological progression

Scientific problem-solving – used when the problem is complicated and the audience is either hostile to , or unfamiliar with the facts involved. State it and prove it – starts with a straightforward development of a central thesis by presenting supporting elements each of which begins with a topic sentence followed by supporting material, i.e., tell ‘em what you’re going to tell ‘em, tell ‘em, then tell ‘em what you told ‘em. Psychological progression – a) arouse, b) dissatisfy, c) gratify, d) picture, and e) move on.

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Does it work?

Alternatives?

Do your technical presentations put people to sleep or achieve your purpose? Are your technical presentations capable of convincing hostile audiences? Can you, with your technical presentation, explain complex problems? Will your next technical presentation arouse your audience to the point where they will take action?

Technical presentation - Rhetoric directed towards helping an audience understand the importance and relevance of the subject material and get their agreement

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Rhetoric in America

Foundation?Why?

How?Who?

Who? PreachersLawyersMotivational speakers

Foundation – pulpitWhy – religious/political freedomHow – on stumpsWho – Preachers, Lawyers, Rhetoricians, Humorists, Raconteurs, Technical Presenters

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Rhetoric

• What is it?– Effective artistry of words to capture what is

in mind and have an audience experience it– Why is it important? – Fashion what exists into what is wanted

Aristotle You

2003~300 BC

Public speakers

Yesterday

Rhetoric – what is it? Why is rhetoric important? Rhetoric is the study of effective speaking and writing. And the art of persuasion. And many other things. In its long and vigorous history rhetoric has enjoyed many definitions, accommodated differing purposes, and varied widely in what it included. And yet, for most of its history it has maintained its fundamental character as a discipline for training students 1) to perceive how language is at work orally and in writing, and 2) to become proficient in applying the resources of language in their own speaking and writing. (See rhetorical pedagogy) Discerning how language is working in others' or one's own writing and speaking, one must (artificially) divide form and content, what is being said and how this is said (see Content/Form); an attentive examination of the how of language, and the methods and means of communication. As set forth from antiquity, rhetoric is a comprehensive art just as much concerned with what one could say as how one might say it. Indeed, a basic premise for rhetoric is the indivisibility of means from meaning; how one says something conveys meaning as much as what one says. Rhetoric studies the effectiveness of language comprehensively, including its emotional impact (see pathos), as much as its propositional content ( see logos). To see how language and thought worked together, however, it has first been necessary to artificially divide content and form.

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Canons of Rhetoric

• Invention – ethos, logos, pathos• Arrangement – intro, support, ending• Style – words, tones, attitudes• Memory – please, please, please• Delivery – project self, work, energy

Aly and Aly, 1973; Curak, 2000;http://humanities.byu.edu/rhetoric/

Invention concerns finding something to say. Certain common categories ofthought became conventional to use in order to brainstorm for material. These common places are called the "topics of invention." They include, for example, cause and effect, comparison, and various relationships. Invention is tied to the rhetorical appeal of logos, being oriented to what an author would say rather than how this might be said. Invention describes the argumentative, persuasive core of rhetoric. Aristotle, in fact, defines rhetoric primarily as invention, "discovering the best available means of persuasion." An important procedure that formed part of this finding process was stasis. Invention – planning what you are going to say and how you are going to say it. Make 3 appeals: ethos, logos, pathos

Ethos – your appeal based on character and credibility - extent to which a message transmits a well-informed position. Often based on the reputation of, or instant rapport developed by the speaker.

Logos – rationality – logic or reason supporting the argument/justification for acting.

Pathos – emotionality – refers to the affective content transmitted by the message. Emotional arguments attract attention and bring persuasion to the audience by making issues real and imminent. Arrangement concerns how one orders speech or writing. In ancient rhetorics, arrangement referred solely to the order to be observed in an oration, but the term has broadened to include all considerations of the ordering of discourse, especially on a large scale. Cicero aligned certain rhetorical appeals with specific parts of the oration. In the exordium or introduction, it is necessary for one to establish his or her own authority. Therefore, one employs ethical appeals. In the next parts of the oration (statement of facts, division, proof, and refutation), one chiefly employs

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Invention = Topic

• Selection• Purpose• Word choice• Phraseology• Illustrations• R&A

An iterative process: build it, review it, rebuild it, review it, rebuild it

Selection: Selection drives presenters to present and drives listeners to listen.You gotta love what you do. You obviously love what you say, that’s why

you say it. Why not mix the two and say what you love about what you’re working on. As you get practiced, expand your topics, branch out integrate new concepts.

Purpose: Start with a clear written purpose – what the presentation is to accomplish for you and for your audience.

Brainstorm – What purposes do you have in technical presentations? InformGather IdeasMake recommendationsEvaluate, interpret or clarifyInstruct – how toSellExercise: 1) Make a list of every purpose you can think of for any type of

presentation you may give. Each item in your list should begin with a verb: to persuade, to convince, to inform, to challenge, to illustrate, and so on. Are any of your purposes duplicates with others in your group.

2) Think of one situation where it might be difficult to determine the

Nuts

• Time allocation• Hard preparation

Bolts• The Close• The Body• The Intro• The Other Intro

Arrangement = Organization

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Bolts…the Close

Aristotle:• Favor• Reminder• Jolter• Summarizer

Planning begins with knowing how to end. End by:

Summarizing main ideas/objectivesReview purposeAppeal for action

During The Close, your audience will decide if they will act. Aritsotle’s outline of a good close

1) Put the audience in favor of the presenter’s position and against any opposing positions

2) Remind the audience of the main subject3) Give the audience and emotional jolt4) Summarize the actions required.

Remember that starting illustration? Now is a good time to teach the lesson by connecting the story with the main point of the message.

Key Ingredients of a close: Bridge that announces the close – a transitionRestatement/summarize key pointsList benefits concisely in a brief one sentence summaryBrief and memorable closing statement

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Bolts…the Body

• Chronological• Inductive• Deductive• Scientific

Chronological orderInductive reasoning – statements lead to conclusionDeductive reasoning – statements lead to generalizationScientific – problem, cause, solution

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Bolts…the Intro

• Dramatic• Idea directory• Benefits directory• Question• Anecdote• Build from bio-intro

Objectives here: Sell your audience on listeningIntroduce the subjectEstablish your credibility – ethos(?)

How:Dramatic, attention getting statementDirectory of main ideas you will coverList benefits by listeningQuestionAnecdoteAppropriate words and body language

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Bolts…the Other Intro

• Write your own• Insist it be read

Academicians have bios that are several pages long, volumes of minutia detailing their professional tendencies. Some have created a bio for intro purposes. When asked for information to build an introduction:

Always write your own intro, don’t supply bullets, write it out. That way you control what is said and you can make the transition into your topic in advance.

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Nuts…Time Allocation

• Manage the clock or stop• Clarifies purpose• Stage-time timeline

Starts with a clear purpose. Faithfully adhering to time limit helps clarify purpose. Create a stage-time timeline

Apportion allotted time for each goal/objective identified by the purpose. Add in time for intro and The Close.

Provides a preliminary draft of the presentation and therefore serves as an organization tool.

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Nuts…Hard Prep

Structure• Unified – logically relates to purpose• Coherent – parts cluster• Relevant – information efficacy• Concise – cover it once• Comprehensive – cover all relevant• Written – to speak/not read

Structure: Chronological orderPrioritySpatial arrangementTopical approachProblem and solution

Unified – evident when each main point relates logically to the central themeCoherent – refers to how the various parts of the message cluster togetherRelevant – only ideas and information clearly and directly related to the written purpose are (to be) presentedConcise – If organized then not repetitious. Each point/sub-point is dealt with in a comprehensive fashion and then not dealt with again except for emphasis/The Close. Comprehensive – covers all relevant, important topics relating to the purpose; a function of audience and occasionWritten - Write it to say it not to read it, not to be read – readers can reread, speakers do not respeak.

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Style…Audience Adaptation

• Harmonize, analogize– life, – taste, – intelligence

• Make it time critical• Conceptualize visuals • Contingency planning

Connect with the audience on their terms – language (simple, forthright, direct language), tastes, and IQ.

Spoken words are the key to controlling audience reaction to the purpose, goals, and objectives. Use of persuasive speech (egos, logos, pathos), consular language (converting wants to needs), experiential relevance through appropriate illustrations, stories or anecdotes, are used to bring relevant, critical information supported by

How soon can the information be used by the audience. If it is not captured through memory, notes or replay it is perishable. Churchill would spend hours on audience adaptation, mentally and vocally rehearsing every word and phrase into integrated sentences having poetic power that would ensure audience adaptation.

Conceptualize visuals those you wish to paint with words and those for media use. Consider what you would do if your speaking time was cut in half.

Exercise: 1) Write out a short paragraph about a topic with which you are very

familiar. Now, consider this topic with two different audiences in mind: an audience of middle-school children and an audience of college educated, mixed background adults. Make a list of the changes in language, approach, and content you would make for each audience.

2) Select a topic that you know well but that would be new, slightly difficult knowledge for a class of 6th graders. Make a list of possible analogies you could use to explain your topic to this audience. Your analogies should be suited for a 6th grade audience, so if you are not familiar with children of

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Style…Audience (re)Capture

• Begin with a punch• Connect your ideas + their issues• Ask relevant, penetrating question(s)• Compliment their…• Create suspense, dissonance• Share an epigram• Use triads – ethos, logos, pathos

Begin with a punch. Use a personal anecdote, the relatedness can be implied but don’t bust the punch now; save it for the end. Dramatic statement with a pause, a question, personal experienceConnect YOUR ideas with the AUDIENCES’ issues; something they care about. Ask relevant, compelling questions of your audience. Sometimes this will be interactive, sometimes for their contemplation. Illustrate with a personal story/anecdote. Compliment the audience. Create suspense or dissonanceShare an epigram – a short, poem tersely and wittily expressing a single thought or observation; a concise, cleverly worded and often paradoxical sayingTriads – connect groups of three, points, sub-points and descriptive phraseologies.

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Memorize

• Word choice• Embellishments• Transitions • Practice

Practice: Know your material. If you’re not familiar with your material or are

uncomfortable with it, your nervousness will increase. Practice your speech and revise it if necessary.

Preparation is at least 50% rehearsalRehearsals: Speak loudly and clearlyMemorize openings/closingsRehearse entire presentationRehearse with propsRehearse with mirrorRehearse with tape recorderRehearse with a childVisualize giving your speech – audiences what you to be interesting,

stimulating, informative, and entertaining. They don’t want you to fail.

Exercise:Pay attention to persuasive discourse in every day life-television

commercials political speeches, newspaper editorials, web pages,oral presentations, political speeches. Listen for the hidden major premise-what assumptions is the writer or speaker making about the audience’s values? Is the premise always appropriate for a given audience? Also, pay attention to any logical fallacies in the

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Delivery…mechanics

• Body language• Voice quality• Emotional tone• Interaction

Sincerity

To an audience the voice is the person. The larger the crowd the more the effect. Within the first 3 sentences the audience will form an opinion of the presenter. You can make that count or spend the rest of your presentation changing it. Sincerity and authenticity are the keys. Develop sincerity by knowing/believing your message and through the use of:

Body language - stand up straight, look people in the eye (invites a response); hold head up; be conscious of, or practice gestures.

Voice quality - proper breathing; eat light before presentation; no liquor or caffeine within 4-5 hours before.

Vary pace (speed), pitch (high/low) and volume (loud and soft) within the parameters of sound system (hand held mics are more accommodating than lapel/headset.

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Delivery…voice power

• Articulate• Pitch• Inflect• Resonance• Project

Winston Churchill could never have stirred the British public as he did were it not for the grave, serious, and controlled tone of voice that he employed in his radio speeches. His faith in the allied powers rang out in stentorian cadences that by their very vibrations instilled belief in the masses. His message was often cliché, but his delivery was never anything but spell-binding. Had he had a feeble voice, perhaps Germany would have fared better.

To an audience the voice is the person. The larger the crowd the more the effect. Articulate – reflects attitude, proper posture, practice reading aloud. Practice being understood with marbles in your mouth. Pitch – habit, imitation and self image, faster means higherInflect – upward (receiving info) and downward (giving info)Resonance – personality impression – flow freely thru throat gives relaxed impressionProject – open your mouth.

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Delivery

• Energy• Awareness• Strength• You, Inc.etc.

Linder

Energy – force that compels speaker to reach out & contact audience – involvement – depends on voice control – say everything as if you mean it; emotions must be appropriate.

Daily activity – physical expression, breathing exercises/techniqueNatural movement – not laxative inspired, exaggerate by slowingEnergetic silence – periodically pause, breathe,

Awareness – genuinely caring for audience – listen w/ eyes as you expect them to listen with their ears. Listening people participate with their face (smile, frown, nod, etc.). Dixon’s first law of reciprocity: listening if you want to be heard. Strength – self esteem to hold onto self (who and what you are) regardless of audience reception. Sensitivity to audience means caring enough to find out their ideas, feelings and reactions – not reinforcing but stimulating; what they need, not what they want.

Be strong enough to project your true self. Be open, You – time & effort to devote communication abilityEtc. - no time to worry about clothes – plan ahead; include pointers, remotes, microphones and their location as part of your clothes as necessary.

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Delivery…Logistics

• Mice• Transparencies• Toys• Handouts• Delivery room

Mice – don’t be mouse bound. Provide wireless slide advance or adequate length tether (cord/cable).Transparencies – practice handling them. Avoid empty projections. Toys – avoid passing them around during presentation. Handouts – available after the presentation. Have notepads available for thoughts, but not slides. Exception: if your going to read from an article, pass it out so they can read with you. Room – know the room; be familiar with the place in which you will speak. Arrive early, walk around the speaking area and practice using the microphone and visuals.

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Soft Prep - Visuals

• Layout – spacing, spaces, arrangement• Format – simple, titled, effective• Fonts - size, type, case• Content - 6:6:1• Accent – color, graphics, contrasts

Simple – minimal extraneous material. Minimal material; think 6 words/slideLayout:

Start body text at same height, every slideLandscape – don’t mix vertical and horizontalVisuals – one/slide – message is the message, not visuals; use visuals as accents not main carriers. Animations – keep simple, remember the hearing impaired do not react well to sound effects as slide transitions

FormatTitle each visual. Titles at same height, every slide; different than body text, size and colorFont – same relative height, type, every slide Avoid a preponderance of labels.Use high contrast; light letters on dark background – never a white background in a dark roomEmphasize with color. Simple graphs and charts. Minimal text or charts/graphs.

Effective – not too many, not too few. To err is probable so err with too many with too few words per. Manage each for 30-60 seconds of screen time. Font size – large size for more conceptual. Headings at least 2 points larger than body type. Minimum size is 16 pt. Rule is that projected font should increase ½”for every 10 feet between visual and farthest audience member. Font type – single (don’t mix types), readable that matches the mood fo the

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What else?

• Real beginning• Laughter• Applause lines• Hostility• Applause• Fear• Appearance

Remember that you are “on” before you start speaking; walk briskly to the platformLaughter: tow kinds – belly laugh or a smile. Applause lines: Kerry, Bob, “Hold the Applause”, Wall Street Journal, September

4, 2003. “Applause lines have a specific structure that consists of three short sentences delivered sequentially. The first sentence makes an observation: Something is happening in America. The second sentence is a judgment: That something is wrong or it is right. The third sentence is a promise: To pass a law eliminating the wrong or expanding the right. Usually the speaker knows the audience and plays to it.

Applause: Hostility: The true challenge comes when a speaker knows the audience is wrong

and needs to explain why we must do things differently. Sometimes that means explaining limitation to resources. Sometimes it means the audience must it admit it is wrong. Failure to win the audience may not be a loss.

Fear – you are your own worst critic. Build a captivating finale and you can relax. Exercise: 1) ID situation in the past where you were nervous about giving a

presentation. ID as many factors as you can as to why you were nervous. Next to each one, list steps you can take to overcome these anxiety producing items.

2) If you are not a particularly nervous speaker, ask yourself why this might be. What factors in your personality, speaking style, or organizational habits help you?

3) Stand up, balance your posture, and take a series of slow, deep breaths. Breathe in through your nose then exhale through your mouth Notice the

Sum it all up

• Invention• Arrangement• Style• Memorize• Delivery

MIDAS

Sum it all up

• Plan• Prepare• Practice• Present

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Take Training Seriously

11 of 35 college courses (Wills, 1994)

– Preaching problems– Public speaking– The minister’s use of radio– Conduct of church services– Preaching ministry of the church

Which, you or him, is selling ideas?

How much training have you had in giving presentations?