# Presentation: 154990

## Developing & Delivering Effective Presentations

**Instructor:  ****Karen Ramorino Ed.D.**
**Manager, Berkeley Lab Institute**

**Notes:**
Developed by two scientists

Originally for scientific presentations, but concepts apply to all presentations.

My back ground

Need:
Planning Sheet
Chu DVD

## What is most difficult about  developing and delivering presentations?

**What is most difficult about being in the audience?**

**Introduction:**** ****What is so challenging about presentations...**

**Notes:**
How many scientists in audience vs others

## Introduction: This course has three primary learning objectives...

- To identify what makes an effective** presentation **
- To improve understanding of **how to** **develop and prepare for a presentation**
- Tips for** presentation delivery**

## Introduction: What’s needed for participation...

**Idea or draft of your next presentation**
**Course Material: **Presentation Planning Worksheet

**This presentation can be downloaded at**
- _[www.lbl.gov/BLI](http://www.lbl.gov/BLI)__ so don’t worry about writing down details_

## Introduction: What is the purpose of presentations...

**Why do we give presentations?**
**What is the purpose?**

## Introduction:Types of presentations

- University scientific colloquium
- Scientific conference presentation
- Talk to funding agency (asking for funding)
- Job talk
**Non-scientific**
- Division / program review talk
- Interviews
- Outreach presentation (e.g. association meetings or conferences, after dinner speech)
- Presentation to management, discussion with staff

**Scientific**

**Notes:**
What are purposes of these presentations. 

What are audience differences.
What are time differences?

 Conference presentation may be up to 20 minutes.  Seminar may be an hour.  Program review may be longer and is part of a more structured presentation to reviewers

What they want to hear is different.  Funding agency will want to hear something different than people at community outreach event

My training is different kind of presentation, different from classroom.

## Introduction: Poor presentationscan have serious consequences... 

**  **
**1986 explosion of the** **Challenger spacecraft**
- shortly after takeoff.
- Morton Thiokol engineers made a weak and unsuccessful presentation to convince NASA to delay the launch.
- The explosion killed all seven crew members on board.

**Notes:**
One of the missing links in the chain of events leading to the explosion shortly after the 1986 takeoff of the Challenger spacecraft was an ineffective oral presentation by Morton Thiokol engineers to NASA administrators on the preceding night.  The engineers knew that the lower the launch temperature, the more likely that explosive gases from the solid booster rockets would escape.  Engineers succeeded in convincing Morton Thiokol’s management to request a delay, but they met a lot of resistance when they tried to convince NASA.     

Investigations into the actions leading up to the explosion identified a teleconference between Morton Thiokol engineers and NASA administrators on the preceding night of takeoff failed in part because the engineers didn’t target the audience and didn’t understand the strong bias that NASA had against delaying the launch. It was easier to convince their own management because the bias against delay was not as strong. 

They also didn’t create visuals that were clear and succinct in their message and didn’t consider carefully the occasion of the presentation.

## Introduction: Some consequences are only embarrassing...

**J. Robert Oppenheimer**
- in his first semester teaching at UC Berkeley (1929):
- By mid-semester all but one student had dropped out.  Students couldn’t understand what he was saying.

**Notes:**
“Father of the atomic bomb”, first director of Los Alamos National Lab, and head of the Manhattan Project – the development of the first nuclear weapon.

In his early lectures given at UCB in 1929 during his first semester of teaching, he was already well known for this work on quantum theory.  Halfway through the semester the number of students registered for his course had dropped to one.   One of his former student said of him:  “Since we couldn’t understand what he was saying we watched his cigarette.  We were always expecting him to write on the board with it and smoke the chalk, but I don’t think he ever did.”

Principal reason was that he did not target his speech to students.  His pace was too fast for them; he felt it was too slow.  He made seemingly obscure references to the classics of literature and philosophy, students didn’t understand it.  Students complained to the head of the department.   He didn’t match what he said to the audience, purpose and occasion.

##  Agenda: Four considerations shape the presentation... 

**Audience**

**Structure**

**Visual Aids**

**Delivery**

**Notes:**
Speech – what is the message we want to say to the particular audience we are speaking to?

Structure – how will it be organized, how will it flow for the audience, the message you want to convey?

Visual aids – how will you make visual examples that support your key points?

Deliver – how will you help the audience to understand my key message?  They don’t have to agree with you, but at least they walk away informed and understand the key points you wanted to get across.

## Audience:  What is effective about this presentation start?

**Speech on Energy Crisis:  **
**Director Steve Chu**
**At Lab’s 2005 Summer Lecture Series**

**How does he engage the mixed audience?**
**Do we know what he plans on talking about?**
**What kind of delivery style does he use?**

**Notes:**
Focus on his start.  He has about 20 minute presentation, so by 5 minutes we should know where he’s going and we will have already made up our mind about his presentation.

Focus on mixed audience?  Uses analogy of horses that everyone can understand

Structure:  know his topic but not sure where he’s going

Style: casual for lab employees, but perhaps too casual as the leader of the lab, not commanding enough, particularly not for the topic.

## Audience: Essential for success... 

**Target your speech **
**to your audience **
**Why is this so important?**

## Audience:Know your audience...

**What are their roles in relation to your topic?**
- Scientific expert in sub-field	- Laboratory executives
- Senior scientists			- Division management
- Decision-maker			- Division / group peers
- Collaborators			- Staff
- Competitor			- Committee
**What do they expect from your presentation / do with your information?**
**What do Division or Laboratory management, or funding sources care about? **

**Notes:**
Management:  what were the findings, what are you going to do about it, how will this connect with strategic goals

## Audience:  When presentingto management...

**What were the findings**
**What are you going to do about it**
**How will this support or contribute to progress on strategic goals**

**Notes:**
What would your peers be interested in hearing or knowing?

What would Director Chu be interested in hearing or knowing in Division review?

What would funders be interested in hearing or knowing in program review?

## Audience: Conveying purpose to multiple audiences...

- Intro

- First
- Major
- Topic

- Second
- Major
- Topic

- Ending

- Management/
- Non-technical /
- Funding sources

- Middle Management /
- General Technical

- Line staff /
- Technical Specialist

- time

- depth

**Notes:**
Question:  when might you have multiple audiences....

## Audience: Summary of Considerations...

**Know your audience**
**Know your message for the audience**
**Know how you will deliver the presentation given the situation**

**Notes:**
Know the audience:
Who are they?
What do they expect? Do they have a formal charge?
Is it a target audience or multiple audience?

Know your message:
For reviews, answer the charge point-by-point
Identify your supporting arguments 
Identify supporting stories, analogies, and examples

##  Audience: Developing the presentation...

-   **Practice:**
- Complete Section I - Audience Considerations
- In Presentation Planning Worksheet

**Notes:**
Review Speech Considerations section in Planning Sheet.  Is there anything you would change in your recent presentation based on what we just learned?
Complete the Presentation Planning Worksheet to start planning for new presentation.

## Structure: The importance of structure...

-   **The success of a presentation **
**hinges on its structure.  **

## Structure: The importance of structure...

-   **What is presentation structure?**

**Notes:**
QUESTION:  What is the structure of a presentation?

## Structure: Make it clear...

**Beginning** – shows the big picture
- focus audience attention on the topic (the why)
**introduction:  **Summarize key facts and conclusions
- “sound bite” - answers what you want people to know or do
**Middle** – discusses the topic in a logical fashion
- subcategories or supporting points

**Notes:**
Don’t leave people hanging – make sure they have the answer they need and the one you want them to have

## Structure: Make it clear...

**End**** – **analyzes work from an overall perspective
- summarizes most important details
- offers recommendations
- Explains how work affects big picture
**Conclusion:  1 slide on conclusion, 1 slide on future actions or scientific work**

## Structure: Themes unify the presentation...

**Principal theme is your main message:**
- If we solve this, then we should be able to...
- It is urgent that we....
**Highlight themes **at the beginning to shape audience expectations
- Create audience interest in the main theme
-  Highlight what distinguishes your work

## Structure: Visualize your transitions...

- Beginning

- Middle

- End

- Point 1

- Point 2

- Point 3

**1st level transition**

**1****st**** level transition**

**2****nd**** level transitions**

**Notes:**
Transitions facilitate your delivery.  Not like publication where have headings, etc to signal transitions, so need to find words and gestures

Level One transitions:  
between the beginning and the middle 
lets audience assign details to the major divisions of the presentation
between the middle and the ending 
signals the ending is near, gets audience attention

Level Two transitions:  
between each segment of the middle
middle is typically divided into two, three or four divisions
speaker must make these middle transitions clear

## Structure: Avoid too much content...

**Select details that allow the audience to understand the work. **
**     ****Leave out unnecessary or overly complex details**
- Give a hierarchy of details so the audience knows which details to hang onto and which to let go of in case they are overwhelmed
**Audiences remember lists of two, threes and fours**
- To have more is overwhelming for listeners
- For longer lists, break into smaller lists with two or three overarching topics
**Create a hierarchy of details**
- At the beginning, show summary of essentials points
- Repetition indicates essential points
- Place key results/images onto slides, leave less important details to speech
- Pause before an important point, raise/lower the voice, step closer to audience

**Notes:**
This slide is a good example of too much content....

QUESTION:  how could I convey this information differently? 

## Structure: Summary of Considerations

**Organization of Presentation**
- Beginning, middle and end
- Identify single main point or message
- Define some distinguishing aspect of your work
**Planning the Content**
- Develop outline, transitions, graphic locations
**Are you drowning the audience with details?**

## Structure: Summary of Considerations...

**Practice:**
- Section II – Structure Considerations
- On Presentation Planning Worksheet

**Notes:**
Review Structure Considerations section in Planning Sheet.  Is there anything you would change in your recent presentation based on what we just learned?
Complete the Presentation Planning Worksheet to start planning for new presentation.

## Visual Aids: Visual supportto main messages and themes... 

**Visual aids help make key points, but emphasis should remain on speaker **

**Notes:**
Most audiences expect this now days, even in class lectures.  

When would emphasis not be on presenter:  Powerpoints are often emailed around so need to stand alone.

Powerpoint needs to reinforce the message

What will makes a memorable speech is the speaker not the powerpoint presentation. 

## Visual Aids: Consider using other visual aids...

| Powerpoint | + reinforces key messages
+ shows images well
 too much information / text too dense |  |
| --- | --- | --- |
| Models / Demonstrations | + engages the audience
+ incorporates sounds and smells
- can fail  |  |
| Films | + can show dramatic changes
 + conveys sounds effectively
 - cause the audience to focus solely on screen |  |
| Handouts | + ensure that audience leaves with message
- distracting if distributed too early  |  |

**Types                          Advantages (+) and Disadvantages (-)**

**Notes:**
People like to see things.

## Visual Aids:  Powerpoint has advantages & pitfalls...

**What are some of the pitfalls **
**you’ve seen with Powerpoint?**

## Visual Aids:  Powerpoint has some pitfalls...

-   **-**  Can be boring with no images
**  ****-**  Becomes overwhelming with too many details
-   **-**  **Speaker can become irrelevant if doesn’t add   **
**     ****value**

## Visual Aids: Slides must be readable and clear...

**Type**
-  Use a **sans serif typeface** such as Arial
-  Use boldface for emphasis
-  Use type sizes **at least 18 points**
-  Avoid all capital letters
-  Don’t use too many typefaces on one slide

**Color**
-  Use **contrasting background and type color**
-  Light type on dark background projects well, but reproduces poorly
-  Use consistent in colors in all slides
-  Avoid red-green combinations

**Notes:**
Red- green: (many people can’t distinguish and often 
  doesn’t project well)

Why sans serif typeface?

Why avoid all caps?

No hard and fast rule, know what its going to be used for:  black backgroud with white type often doesn’t reproduce well, ok it not sending powerpoint around  

## Visual Aids: Make slides readable and clear...

**Layout:**
** **Slide answers **one** question...makes **one** point,
-  Limit lists to four items; make listed items parallel; avoid sub-lists
-  Be generous with the white space, minimize number of words
-  Don’t overuse “special effects”

**Style:**
-  Include images wherever possible, helps audience listen v. read
-  Make the mapping memorable; example, use icon to couple section
-  Limit the number of slides - **dedicate at least one minute to each**

**Title:** Makes the key point of slide; the set of titles tells your story

**Notes:**
Title slide: make sure has your name and affiliation.  That was a problem with Challenger slide.  Give its authority

What is mapping?

## Visual Aids: Memorable slides contain key information...

**Show key plots / equations / numbers / financials**
-  title slide & ending slide are more memorable with a **key image**
-  show integration and relationships verses words

**Show key results or solutions**
-  Include only **most important results **– increases recall from audience
-  Avoid too many numerical results
-  Make audience feel like they understand

**Notes:**
the brain processes visual information more quickly than text
audiences remember key plot or image longer 

You may be smarter than the audience but don’t make them feel that way

## Visual Aid:  Does this communicate the right message?

**Visual Aid:  ****Does this communicate the right message?**

***Temperature ***
***Concern on SRM Joints***
***27 Jan 1986***

**Notes:**
This is first of thirteen slides from Morton Thiokol that were faxed to NASA in their failed attempt to postpone the launch of the space shuttle Challenger on January 28, 1986. 
QUESTIONS:  What’s wrong with this slide?

All they needed to do was a demonstration – put an o ring in nitrogen and watch it blow up.

## Visual Aid: Does this communicate the right message?

**Visual Aid:**** ****Does this communicate the right message?**

***Temperature ***
***Concern on SRM Joints***
***27 Jan 1986***

- Does not convey
- main message...
- delay the launch
- of the Challenger
- Does not identify
- sending entity
- and therefore
- the authority
- of the message

**Notes:**
 It did not reflect the ultimate purpose of the presetation:  to delay the shuttle launch.  

Slide also did not include Morton Thiokol’s logo, or any reference to who sent it, so it didn’t carry the authority that it should have.  

## Visual Aid:  Is this a strong or weak slide?

-  Electrical feed-through pin
-  Copper base
-  Elastomeric thermal pad
-  Kovar optical bench
-  LD Submount
-  AWG
-  Kovar lid

**Visual Aid:  ****Is this a strong or weak slide?**

**New prototype for high powered laser module**

**Uninteresting way to**
**present information**
**No message in the title**

**Notes:**
This is an uninteresting way to present this information.  These are the parts for a new prototype for a high powered laser module.  

## Visual Aid: Is this a strong or weak visual aid?

**CAD drawing**
**provides more**
**interesting visual**
**BUT, part labels**
**need to be**
**larger **
**Slide lacks title that makes a point**

**Notes:**
A graphic explains it much better.  These are the parts for a new prototype for a high powered laser module.  

What’s better about it?

What could be improved.

## Visual Aids: Graphic plots can convey complex points.. 

**Make graphs clear:**
-  make all type readable
-  label the axes on graphs
-  label the curves
-  no more than ~3  curves/plot
-  define your symbols
-  use colors that display well (avoid green)

## Visual Aids: Numbers convey quantitative relationships...

**Most compact way to show data**
- 1 or 2 numbers can be used to make a point
**However, they must be understandable**
- Keep them simple
- - Maximum of 1 line
- Clearly define all of the variables
- For complex equations, consider using a graph

## Slide 39

## AFRD – 26

- ALS – 103
- OCFO – 175
- CHEM SCI – 32
- COMP RES – 28
- EARTH SCI – 74
- EETD – 116
- EH&S – 74
- ENG – 76
- FAC – 262
- GENOMICS – 102
- HR – 200
- INFO TECH – 62
- LAB DIR – 60
- LIFE SCI – 84
- MATERIAL SCI-113
- NERSC – 47
- OPERATIONS – 9
- PHY BIO – 58
- PHYSICS - 53

## Slide 41

## Visual Aid:  Is this a strong or weak slide?

**We generalized GLV Opacity Series  (****NPB594(01)****)**** to **
** ****M****Q ****and m****g****  > 0** (**DG, Nucl.Phys.A 733, 265 (04)****)**

**Hard, Gunion-Bertsch, and Cascade ampl. in GLV generalized to finite M**

**Visual Aid:****  ****Is this a strong or weak slide?**

**Notes:**
Too many equations for one page...too much to digest in one slide

## Visual Aid:  Is this a strong or weak slide?

## Visual Aid:  Is this a strong or weak slide?

-     Points and labels are small
-     What looks good in a publication may not look on screen
-     This probably
-     can be fixed

**Notes:**
If you copy a plot from a paper, the labels will usually be too small. 

If needed, relabel in powerpoint, as with the axis here

## Visual Aid:  Is this a strong or weak visual aid?

**Notes:**
Nuclear phase diagram

## Visual Aid:  Is this a strong or weak visual aid?

- Clearly conveys
- information
- Visually
- appealing
- Overly
- complex graphics
- may detract from
- the physics message

**Notes:**
Nuclear phase diagram

## Na+ alumino-silicate, J (Current Density) vs. V (Extraction Voltage)

**Na****+**** alumino-silicate, J (Current Density) vs. V (Extraction Voltage)**

**Li****+**** alumino-silicate, J (Current Density) vs. V (Extraction Voltage), d =1.088cm ****(extraction gap)**** **

**K****+**** alumino-silicate, J (Current Density) vs. V (Extraction Voltage), d= 1.087cm (extraction gap)**

**Experimental data showing results of space-charge-limited emission for Cs****+****,** **K****+**** , Na****+****, and Li****+**

**Cs****+**** alumino-silicate, J (Current Density) vs. V (Extraction Voltage), **
**d = 1.011cm (extraction gap)**

**Notes:**
Slide provided by David Baca

## Nucleotide Excision Repair

- RNA polymerase stalls

- damage is recognized

**Global excision repair**

**Transcription-coupled  repair**

- XPA, RPA, XPG, and TFIIH bind

- TFIIH unwinds DNA helix

- XPG and XPF/ERCC1 cut,
- lesion excised

- DNA polymerase fills gap,
- ligase seals nick

- normal nucleotide sequence restored

- DNA is damaged

**RPA**

**TFIIH**
**(with TTDA)**

**XPA**

**XPG**

**XPG**

**CSB**

**XPF/ERCC1**

**XPC/hHR23B**

**XPE/DDB2**

- XPC/hHR23B
- (+/- DDB) binds

**Nucleotide Excision Repair**

**clean template for transcription**

**clean template for replication**

**DNA pol**

- 5’

- 3’

- 5’

- 3’

- 5’

- 3’

- 3’

- 5’

**DNA**

**RNA**

- Fuss and Cooper (2006) PLoS Biology

**Notes:**
Jill Fuss

## Visual Aids: Summary... 

** ****Create a powerpoint presentation** that enhances your  speech and your message
- 	 - Craft visual aspects of slides carefully
- 	 - Have a clear purpose for other types of visual aids
-  **Create slides that the audience remembers**
** ****Simplify graph plots, numbers, financials, and diagrams**

**Notes:**
Types of visual aids:  projected slides, posters, films, demonstrations, models, handouts, passed object, writing boards 

Visual aspects of slides:  color, size and type of type, headlines, layout and style

Slides that audience remembers:  show key images that audience will remember;  show key results on important results

NOTE:  article in packet on “A Case for Sentence Headlines and Visual Evidence.”  Gives good examples of old paradigm of thinking on powerpoint slides verses more visual presentation.
Review Visual Aids section in Planning Sheet.  Is there anything you would change in your recent presentation based on what we just learned?
Complete the Presentation Planning Worksheet to start planning for new presentation.

## Delivery:  Your interaction with audience ... 

**Voice, gestures, eye contact, stance, movement – **
**all contribute to your delivery**

## Delivery: Be enthusiastic about your subject...

- Content without some style may go unnoticed
-  Style with no content has no meaning

**If you are *****not***** enthusiastic, **
**how can you expect anyone else to be...**

**Notes:**
QUESTION:  can you be objective and enthusiastic?  What are some techniques you could do to show enthusiasm within being objective?

## Delivery: Preparation is critical...

**Rehearse, rehearse, rehearse**** **
- Anticipate potential pitfalls
- Practice demonstrations or using equipment
**Arrive early**
- If something doesn’t work, you have time to fix it
- Audiences get irritated if presenter is late
- Test computer with projector before the talk
**Always prepare for the worst**
- Imagine the nightmare scenario and what you would do
- If the projector fails, can you give presentation from notes, can audience follow with handouts
- If a failure occurs, turn it into an advantage

## Delivery: Ways to prepare...

**Continual self critique and revision**
- Ask for feedback
- Have a colleague critique your presentation
**Don’t become too orchestrated**
- Don’t fix every aspect of delivery
- Will be too stiff and self-conscious
**Study the delivery of others**
- Observe classroom techniques verses conference lectures
- Visualize an ideal delivery of your presentation

**Notes:**
Don’t become too orchestrated:  what happens?
posture, stance, hand gestures, body movements, facial expressions, eye contact, loudness of voice 

Watch out for -  can happen if give the same talk too many times

## Delivery: Adequate preparation takes time... 

**Take sufficient time to**
- Understand & organize the content for easy comprehension by your audience
- Gather the important images
- Rehearse
**Make it worth the audience’s time**

**Notes:**
Richard Feynman, after his work at Los Alamos and when he began teaching at Cornell, he was depressed because of the time it took to prepare for his two lectures a week.  He didn’t have much time for his research.  He worked from 8 to 16 hours per day each day of the week for these two weekly lectures thinking through his own outline and planning how each lecture fit with the other parts. 

Marie Curie required the entire afternoon to prepare herself for her 5:00pm lecture to her graduate students. 

## Delivery: Take charge where you can...

**Be aware of the presentation set-up**
- Are you set up on the wrong side of projector?
- Are you blocking the view of a critical member of the audience –
- Do you have a direct view of a critical expert?
**Check for issues with the room set-up**
- Is your movement boxed in by furniture
- Does an open door let in distracting noises?
- If you don’t have control, come early enough so you are aware of the constraints

**Notes:**
You want to keep an eye on how the expert is responding, or you may want to gesture or comment toward him or her when making a particular point, particularly if its in a area that the expert is known for

## Delivery: Take charge of yourself...

**Wear appropriate attire**** **
- People hear what they see
- Show that you take your work and the audience seriously
**Use voice for emphasis**
- Project voice to be clear and heard throughout room evenly
- Changing speed and loudness helps to emphasize key points
**Use eye contact to connect with the audience**
- Make direct eye contact with individuals for up to five seconds
- Make direct eye contact with individuals throughout the room

**Notes:**
Attire.   Einstein was known for showing up to his first teaching assignment “in shabby attire, wearing pants that were too short.”

James Watson, 1962 nobel prize winner for RNA involvement in synthesis of proteins, once wore clothes purchased at an army surplus to give a presentation at a conference in France, his clothes had been stolen on a train in Italy.

Voice:  Feynman and Linus Pauling were known for dramatically changing loudness and speed throughout presentation.

First impressions are made within initial few minutes 

Particularly important for Division reviews & presentations for funding

## Delivery: Take charge of yourself...

**Move with confidence and purpose**** **
- Best presenters move around with purpose
- Find a stance that conveys confidence
- Hand relaxed at your side or in hip range
- If at podium, placing hands lightly on podium is ok, clinching it isn’t
- Hand in the pocket is ok - but don’t move it around
**Avoid awkward hand placements**
- Both hands in pockets
- Hands folded across the chest
- Fig-leaf or reverse fig-leaf position – hands locked in front or back
- Leaning against the podium

**Notes:**
Why is hands folded across the chest ackward?

## Delivery: Take charge of yourself...

**Everyone gets nervous**** **
- Is sometimes a sign of not enough preparation
- Often occurs when important people are in the audience
**Tips to overcome nervousness**
- Often subsides once presentation focus is on content
- Do a dry run
- Remember, audience does not hold speaker accountable for distractions

## Delivery: Take charge of yourself...

**Don’t overreact**
- Control reactions to distractions
- If people walk out during presentation
- If bulb burns out in projector

**When audience can interrupt with questions**
-   Exercise your authority to keep things moving
-  Ok to say you will address that point later
-  Read the situation: you might let a critical expert continue
-   questions

## Delivery: Pay attention to questions...

**If you don’t understand the question, ask for clarification**
- If don’t know the answer, don’t bluff it; your credibility will diminish
**If a questioner challenges you**
- Answer confidently, counter with credible sources and data
**Ok to counter the attack** with points mentioned in the presentation, or suggest a further discussion at a later date
**If you realize you are wrong, admit it**

**Notes:**
If it is out of the scope of presentation, say so.

If its something you should know but have forgotten at the moment, offer to get back to the questioner after the presentation.

Lowering your voice can be effective as long as stay confident and avoid um’s and uh’s

Einstein was once fielding a question from a young, unknown Russaon whose broken German conveyed something along the lines that Eistein had said was not so stupid.  The Russian turned out to be Lev Landau, who become one of the Soviet Union’s greatest theoretical physicists.  In the question, Landau pointed out an error in one of Einstein’s equations.  

Einstein studied the blackboard and turned back to the audience and quietly said that the point the young man had raised was correct and that what had been presented today beyond a certain step was incorrect. 

Such character earns admiration and is a good sign of one’s security.

## Delivery: Pay attention to time...

**   ****If allowed to speak without interruption of questions**
- Meet the deadline
- For example, don’t show 20 slides in a 15 minute speech
- Complex slides require more time to tell the story
- Be prepared to redefine scope, avoid talking faster
- What you can you eliminate?
- Answer succinctly; choose words wisely
- Too much talk can imply lack understanding or lack of candor

**Notes:**
In 1841, William Henry Harrison gave a two hour presidential inaugural address in a freezing rainstorm.  Shortly after the address, he caught a cold and developed pneumonia.  Two moths later he died.

## Delivery: Summary of tips...

**To improve delivery:**
**Rehearse, rehearse, rehearse**, arrive early, plan for the worst
- Self critique and revision
- Study the delivery of others
**To prepare for delivery **
- Take time to prepare, control room set-up
- Pay attention to yourself and the audience

**Notes:**
Is a delivery portion on planning worksheet.

## Delivery: Summary of tips...

**   ****Critique my presentation delivery**...
**    ****What about:**
- Eye contact
- Movement with purpose and confidence
- Voice projection
- Clear messages

**Notes:**
What does speaker want to work on from delivery perspective

## Concluding Remarks

-   **Summary of audience considerations...**

**Audience: **know your
- audience and purpose

**Structure: **organize
- and plan the content

**Visual Aids:  **create visual
- aids and slides that the
- audience remembers

**Delivery:  **rehearse,
- pay attention to audience,
- room and yourself

## Final thought: Aim high...

** **
**Craft a presentation that is **
**worthy of your audience’s time and **
**one they will not forget.**

**Notes:**
Aim high.  Don’t be content to present in the staid fashion that many presenters resign themselves.  If you discovered some things you would do differently in your recent presentation now that you have reflected on it, then make sure you make those changed in your next presentation.

Do you know professors who delivery exciting and interesting lectures....do you know some who don’t deliver lectures in organized fashion?   Have you ever seen a compelling speaker or one who is so dull you don’t care what their message is....Which one do you want to be like?   Make your presentation truly worthy of your audience’s time and one they will not forget.

## 
Presentation can be downloaded at

www.lbl.gov/BLI
BLI Resources (left margin)
BLI courses on powerpoint

- Presentation can be downloaded at
- _[www.lbl.gov/BLI](http://www.lbl.gov/BLI)_
- BLI Resources (left margin)
- BLI courses on powerpoint

**Resources**

## 
Back up slides

- Back up slides

## Sources

**Primary Source**
- Alley, Michael
-          2003.  *The Craft of Scientific Presentations: Critical Steps to Succeed and Critical Errors to Avoid in Technical Communication*.  New York: Springer
-          Science+Business Media Inc.
**Secondary Sources**
- Alley, Michael and Kathryn A. Neeley
- 	 2005. “Rethinking the Design of Presentation Slides: A Case for Sentence Headlines and Visual Evidence” in *Technical Communication*.
- 	Volume 52, Number 4.  November 2005.  417-426.
- Zwickel, Steven B. and William Sanborn Pfeiffer
-  2006.  *Pocket Guide to Technical Presentations and Professional *
* **Speaking.*  Columbus, Ohio: Pearson Prentice Hall.

**Sources used for course development...**

## Introduction: Why do we give  presentations...

**Convey an idea**
**Transfer information**
**Communicate your contribution**

## Introduction: What’s the purpose...

- Poorly organized presentations or poor visuals
**can result in misunderstandings**
- about the significance of the research or findings.

- Speaker can** **
**	****1) provide in depth information** on a topic
-  	**2) answer questions** for the audience

**Notes:**
Advantages:  can have interaction with audience.  More options with presentations than with document:  more visuals, more audience interaction, and information is current to date. 

Disadvantage:  no chance for audience to look up background information;  success dependent on speaker’s ability to deliver speech

## Introduction: Why are presentations important...

- Colleagues and managers &
- other key public officials often
**do not have in-depth training in sciences**
**but make critical decisions **
**about funding research and **
**determining national priorities.**

**Notes:**
Presentation can make a different in funding support or not.

## Audience: Conveying purpose to multiple audiences...

**Speak to the different audiences at different times**
- Begin at a shallow depth to orient everyone to the subject, show the importance of the subject
- Then dive deeper into scientific information
- Start shallow again when beginning next sections
**If the audience includes a subject matter expert**
- Mention the expert by name.
- Offer to explain in greater depth during discussion period.
- Gain respect of expert

**Notes:**
Usually there is an expert in the audience.

For Division or program reviews, often a multiple audience.  1 expert to give expert opinion and the rest are decision makers with only general knowledge, but have a lot of influence over report.

## Speech Considerations

-   **Convey your purpose to a **
**specific audience...**
**Continually ask two questions:**
- 	- Will the audience understand these points?
- 	- Will the audience be interested in these points?
**Depending on the audience, you may need to tailor:**
- 	- the examples
- 	- the depth
- 	- the background information

**Notes:**
Know want they want to hear, your work verses an overview of the field.

Ok to ask the inviter to ensure you are very clear and deliver what they want to hear.

Dan Hartley, a former VP of Sandia National Laboratories was adept at targeting audiences.  He was continually giving tours of Combustion Research Facility in Livermore to DOE officials, visiting scientists from abroad, to politicians, and other visitors.  

Author of the book saw him give three tours in one day, all different because audiences were different.

As he spoke, Hartley constantly watched the expressions of the audiences to gather whether what he was saying registered with them.

## Speech Considerations

-   **How to deliver – in situations...**

|  |  |  |
| --- | --- | --- |
| Memorizing | First few words of presentation
Short introduction of a speaker |  |
| Reading | Press conference
Quotation within a presentation
Complex wording within presentation |  |
| Speaking off the cuff | Answering a question
Asking a question |  |

**Sources                             Situation**

- Speaking from points

- Conference presentation
- Presentation at scientific meeting
- University colloquium lecture

## Speech Considerations

-   **How the words are delivered is important...**

|  | Credibility earned |  |
| --- | --- | --- |
| Memorizing | Precision
Smooth delivery
Credibility earned, eye contact | Potential for disaster
Unnatural pace
Inability to adjust, long prep time |
| Reading | Precision
Smooth delivery | Credibility undercut
Lack of eye contact
Inability to adjust speech |
| Speaking off the cuff | No prep time
Eye contact
Natural pace | Potential for disaster
Difficulty in organizing
Lack of visual aids |

**Sources                             Advantages                       Disadvantages**

- Speaking from points

- Credibility earned
- Ease of adjusting speech
- Eye contact
- Natural pace

- Wording not exact
- Long preparation time

**Notes:**
The most common and accepted way is to speak from points that you have memorized or have placed onto slides or written down on notes.  

QUESTION:  What is most appropriate for class room instruction or lecture?

Richard Feynman, 1965 Nobel prize winner for quantum electrodynamics, brought to each class only one sheet of notes for his famous freshman lectures on physics.

Einstein used this strategy for his lectures as well, bringing to class only one note card.  

Ludwig Boltzmann used this technique as well for his series of lectures that spanned four years and included such varied topics as classical mechanics, hydrodynamics, elasticity theory, electrodynamics, and the kinetic theory of gases.
The presenter is producing most of the words from within himself or herself, so the audience perceives that the speaker owns this information as opposed to having been given this information.

## Structure: Plan your presentation...

**Outline the structure:  **beginning, middle and end** **
- Start with an **audience hook** (e.g. a question, an anecdote, a dilemma, a statistic)
**Plan** where **graphics** should go
**Plan transitions** from one theme to another
- Audience should be able to follow the story

## Structure Considerations

-   **A presentation needs a **
**message or theme...**
**Identify a problem**, show how it might be tackled through your research
- Review the significance of what has been done in your research
**Define some distinguishing aspect of your work, **such as a system, device or process, and describe its fundamental purpose
- Helps to locate technical details within an appropriate frame of reference
**Make sure reference is understood by the audience**
**Highlight cause-effect relationships**
- Point to some effect or action that may affect the work or lives of the audience

**Notes:**
My Jamaica research.  Women talked about the significance of their work to the development of their country, and their findings to improving living conditions to the elderly, ghetto youth, youth in classrooms and for educators.

Sylvia called fort public and private institutions to collaborate to realize the new industry from medicinal plants.  She made the link to economic development.

## Structure Considerations

**A presentation needs transitions...**
**In speech:  **
- In the middle section, moving from first point to the second point,
- “...That concludes what I wanted to say about building stages of volcanoes.  Now I will consider the declining stages...”
- In moving from the middle section to the end,
- “...in summary” or “to conclude this presentation....”

## Visual Aids

**Visual aids convey images, sounds, textures, tastes and smells much more effectively than spoken words can.**

## Delivery

**Building credibility is a technique ...**
**Be objective**, open-minded and fair, and **present evidence and arguments in an unbiased manner**
- Use **carefully documented evidence**, **cite prestigious and the most relevant sources, and cite accurately**
**Present both sides** of the problem or issue, avoid false reasoning
**Acknowledge** the status and knowledge of **audience**
- Have a highly credible person introduce you

**Notes:**
Important if audience doesn’t know you

## Speech: Know your purpose

**Inform:****  **with facts, findings, opinions
**Persuade:****  **change understanding about your findings or area of expertise; recommend a particular course of action
**Occasional:****  **entertain on general topic, inspire others to your project
**Instructive:**** **explain a process or problem solution, or teach a skill, or define terms

**Notes:**
QUESTIONS:  When would you want to inform, persuade, occasional, and instruct.

Morton Thiokol – what should they have done to NASA?

Oppenheimer – what should he have done for his student lecture?

## Speech: Convey your purpose

**Analogies:****  **Convey size or likelihood
- 	- Einstein -  “shooting sparrows in the dark”
**Examples:****  **Create an image or physical process to follow.
- 	Most people can’t learn from purely mathematical perspective
**Stories:****  **Personalize the audience experience, give audience a break and help them remember points of the presentation
**Personal Connections:**** **Include a personal experience
- 	- Ludwig Boltzmann – developer of the statistical treatment of atoms

**Notes:**
Analogies:  Einstein used the analogy of “shooting sparrows in the dark” to describe the liklihood of producing nuclear energy with alpha particles striking nitrogen nuclei

Examples:  Imagine listening to the solution of a second order differential equation verses listening to it represented as the flight of a paratropper dropped from a plane.  The second example gives something physical to which you can anchor the mathematics.

Stories:  Einstein and Linus Pauling (1954 Nobel Prize winner in chemistry in chemical bonding for elucidation of the structure of complex substances)  were noted for incorporating stories in their presentations.

Personal Connections;  Ludwig Boltzmann was describing his kinetic theory of gasses and he told how much difficulty and opposition he had encountered because he had been convinced of the real existence of atoms.  He told them about how he was attacked from the philosophical side without always understanding what the philosophers had against him 

## Speech: Support your arguments

**Two types of supporting evidence for assertions:**
- Appeals to logic
- Appeals to audience interests
**Know when to use which type:**
- 	- Most scientists & engineers claim appeals to logic influence their   decisions
- 	- But many political or management decisions about science are made by non- scientists. They are swayed by appeals to interests.

**Notes:**
Appeals to logic:  Most powerful are deductive and inductive reasoning; analogies are the weakest
Example of deductive:  Given A and given B, then C follows.  Decision by the US Congress on where to place the superconducting supercollider, a huge particle accelerator.  Ellis County, Texas used deductive reasoning in its arguments.  Their reasoning consisted in the premise that the collider site had to meet several criteria, including relatively flat terrain, few freezing days, little seismic activity and low rainfall.  The presenters used referenced facts and the opinions of experts to assign a cut-off value.  They established these as A.  They used overlays on a map to shade those parts of the county that did not meet the stated criteria.  That established B. With overlays in place, one small portion remained without shading, their county.  That was the C.  

Interest appeal:  very effective when audience is not technical.  For example, in 1980’s the political decision to stop building nuclear power plants was the appeal to the emotion of fear made by antinuclear groups.  Although nuclear plant industry countered with logical evidence that coal plants emit far more radiation than the typical nuclear power plant, the appeal to fear by the antinuclear groups had the larger influence.  Other examples exist in which appeals to emotion significantly influenced decisions.  Protecting endangered wildlife, protecting forests and rivers, and increasing the research funds to fight a disease.

## Structure:Transitions facilitate your delivery

**Mapping slide at the beginning :****  **
- includes key images for each topic in the middle.
- At transitions, show that image from the mapping slide
- Or show mapping slide again with new topic highlighted
**In transition delivery**:
- A pause allows for sorting, synthesis, and analysis to occur
- Hand gesture - one, two or three or raise or lower voice
- Return to the podium, pause and glance at notes
**Check audience – are they connecting with you**

**Notes:**
QUESTION:  what was my mapping slide for this course?  Slide 10

## Visual Aids: Make slides memorable...

**Title slide: what you want people to talk about**
-  descriptive title
-  speaker’s name and affiliation
-  key image from the work
-  sound-bites of key messages

**Slides indicating structure**
-  **mapping slide** – outlining structure facilitates following presentation
-  **first slide for parts in middle section** - establish transitions
-  **concluding slide** – summarizes key points, place for repetition

**Notes:**
If is something you don’t want repeated, don’t give them the sound bite or story that they will remember...that’s what they will remember and repeat

For Division and review talks, lead reviewers to conclusion that you want them to recommend

What do you want people to talk about.