Exploiting listening and reading texts

Exploiting listening and reading texts

When you are going to use an extended listening or reading text rather than a few individual words, there is a basic procedure which it can be helpful to refer to and follow if appropriate. This is a model procedure which can obviously be adapted if necessary but it does provide a generally sensible starting point.

Establish context

In real life, whenever we listen or read anything, we know what the context is, we are aware of the situation, the location, the kind of conversation, for example. These factors affect our ability to understand and make sense of what we hear and read. In class, it’s necessary to introduce the students to the context before they listen or read. The context can be elicited
or prompted from earlier work, the course book, pictures, discussions and so on. Without ‘setting the scene’ like this, the tasks can become unnecessarily difficult.

Pre-teach vocabulary

It is useful to teach certain key items of vocabulary before students begin a listening or reading activity. For example, if they are going to listen to a conversation about people smoking, it may be necessary to pre-teach ‘to smoke’, ‘a cigarette’, ‘to give up’ and so on.
When pre-teaching language it is important to establish the meaning clearly. the new word from
students via prompts such as mime, pictures, definitions or whatever seems most appropriate. If no students are able to provide the new word then, of course, you will need to supply it. Having supplied it, write it on the blackboard for students to make a note of.
However, be careful not to swamp the students with new vocabulary. There may be many words the students don’t know, but focus only on those that they will need to complete the task you are going to give them. Seven or eight new vocabulary items is probably more than enough for a pre-teach stage.

Set gist questions

We need to give students a reason to listen or read. There is little point in asking the students just to read a text, for example. When native speakers read, they know what they are reading and why. There are different kinds of reading. For example, the way you find a number in a telephone book is very different from the way you read a newspaper. So the students need to be given some purpose for their reading or listening.

This can simply be done through the setting of gist questions. Gist questions are general questions that refer to the overall meaning of the text. They are usually not too difficult. The students listen or read only for that information.

If you don’t set gist questions, students may try and read all of the text in detail, focussing on trying to understand every word. It is worth letting the students know that they do not need to understand everything because:
• That is not how we listen/read in real life.
• It is extremely difficult to do and can, consequently, be quite demotivating.

NEGOTIATION

                                        NEGOTIATION

Negotiation may be defined as a process of conferring, discussing or bargaining among two or more parties with different needs and wants to reach an agreement in business or diplomacy. It is intended to settle and conclude a deal that enables people to succeed, surmount difficulties and accomplishing objectives.

Negotiations have become important and integral part of any business / diplomacy. It is the core process for selling any product, service or an idea; it is the heart of clinching orders for purchasing and procurement work and it is resorted to by management team to either jointly solve disputes, disagreements or to bargain new wage and salary structure with the representative union.
Although conducting negotiations among business partners is fairly regular, always remember the famous advice of John F Kennedy, the late President of USA:
„Do not ever fear to negotiate but never negotiate out of fear‟.

ROLE OF LANGUAGE / GRAMMAR IN COMMUNICATION-1

ROLE OF LANGUAGE / GRAMMAR IN COMMUNICATION-1

Communicators must understand the role and importance of language and use of proper grammar in enhancing their written communication skills:

(1) Importance of language

A Chinese sage of distant past was once asked by his disciples what he would do first if he was given the power to set right the affairs of the country. He answered, “I would certainly see that the language is used correctly”. “Surely”, said the disciples, “This is a trivial matter. Why should you deem it so important?” The Master replied, “If language is not used correctly, then what is said is not what is meant, then what ought to be done remains undone. If this remains undone, morals and art will be corrupted, justice will go astray. If justice goes astray, the people would stand about in helpless confusion”.
 “You can have brilliant ideas but if you can‟t get them across, your ideas won‟t go anywhere”. It must be remembered that knowledge is nothing but messaging of information and communication; it is the only factor of production that is not subject to the law of diminishing returns.

(2) Importance of grammar in a language

Grammar is a branch of linguistics dealing with the form and structure of words (Morphology) and their interaction in a sentence (Syntax). The study of grammar reveals how the language works. By mastering the rules of grammar, one can become a better „wordsmith‟ – an essential ingredient for becoming a good communicator.

WORDS AS BUILDING BLOCKS OF LANGUAGE

Word is a fundamental building block of any language. These are used in different parts of a sentence. Word‟s part in a sentence or speech is not inherent in the word itself – it comes from the way the word is used in the sentence. It is thus an important part of the skill set of the communicators.
Words can be placed in any part of the sentence or speech. It is decided by the way it is going to be used i.e., whether as a noun, a verb, an adjective etc.
contd...............

ONE IS AS GOOD AS ONE THINKS

ONE IS AS GOOD AS ONE THINKS

Shakespeare had said, „Nothing is good or bad; only thinking makes it so‟. Ones‟ thoughts mould ones‟ personality. In general, two types of thought processes are:
(1) Positive thought
These are:
 Positive self-recognition
 Identifying relationships with self and others
 Self-confidence
(2) Negative thoughts
These include:
 Negative self-recognition
 Crisis of relationship with self and others
 Non-assertive (submissive or aggressive) behaviour

Communication skills when measured along the dimension of negative thought, can become non-assertive in nature. Negative behaviours lead to low morale and lower inputs of employees on the one hand and low work output and low efficiency on the other.
It is thus of critical value to budding managers / leaders to ascertain their style of communication behaviour and to adapt more positive style.

 ASSERTIVE RIGHTS OF INDIVIDUALES

Every citizen of the world has two types of rights:
(1) Fundamental rights
These are guaranteed by the constitutions of the respective countries. They have the legal back up of the country to which the persons belong.
(2) Assertive rights
These are not guaranteed by legal framework but in the emerging world, these are being recognized as „Everyone‟s Bill of Rights‟. These rights stand for freedom from bondage and represent the spirit of individuals as they wish to be treated by society. These are:
(i) Right of self respect and respect for others
It signifies confidence in self‟s abilities and also respecting others as a reciprocal behaviour.
(ii) Right to have and express own feelings and opinions
It represents the innate desire in each one of us for being recognized as a useful member of the society.
(iii) Right to be listened to and taken seriously
It implies the innate urge to have self-esteem as it promotes positive attitude.
(iv) Right to set own priorities
It represents individualistic approach and highlights the freedom to change own ideas and opinions without having to explain to anyone.
(v) Right to say „no‟ without feeling guilty
It means unwillingness to accept ideas of others if they do not match with own understanding or perception.
(vi) Right to ask for what one wants
It again talks of the individualistic needs, wants and desires.
(vii) Right to get what one pays for
It upholds the right of consumers that has now become well-established norm in society.
(viii) Right to ask for information from professionals
With the right to information from Government and other agencies becoming a law in India, this right to be informed by professionals is not far away.
(ix) Right to make mistakes
It stands for accepting responsibility for errors and omissions by individuals. It reinforces the age-old concept that „To err is human‟. At the same time, it implies that making mistakes is an essential part of learning and growing.
(x) Right to choose not to assert oneself
It recognizes individuals‟ need to renounce, resign and abdicate

POWERPOINT PRESENTATION SKILLS

POWERPOINT PRESENTATION SKILLS

„Power-point‟ software, created by Microsoft, is a very useful tool and is being used extensively as an essential aid to oral presentation. „Power-point‟ can be used inconjunction with Over Head Projector (OHP) or Liquid Crystal Display (LCD) or as a vehicle for multi-media presentation.
Multi-media presentation is becoming popular very fast. It uses a compact disc that contains the entire subject in suitably prepared MS „Power-point‟ slides.

A few important guiding principles are:

(1)Know the subject material
Speakers must have authentic material on the subject of their presentation. Ideally, it should be audience-tested and modified taking in to account the feedback. To the audience, they are the experts.
(2) Know the audience
To customize the presentation for the audience, speakers must know them and their learning objectives. Speakers need to check out if the material available is adequate for meeting the learning objectives.
(3) Understand time constraints of presentation
Presentations are made in the limited time frame available. The challenge before the speakers is to complete the presentation within the time slot available and still make it very effective.
(4) Keep presentation simple
Three important rules are:
 Use as few words as possible
 Assume your audience can read
 Don‟t let words run-off the page
Many a times, speakers read all the words and lines in the presentation – it is almost „insulting‟ to the audience! This can be achieved better when speakers use „speaker notes‟ and audience does not have to go through the entire matter on the screen.
(5) Use speaker notes
For each power-point slide, speakers must create own dialogue. It is a detailed script of what they are going to say when the slide is projected on the screen. The entire presentation is prepared and printed before making the presentation. Once it is ready, it becomes easier for the speakers as they can make the presentation by working from the speaker notes.

BODY LANGUAGE - NONVERBAL COMMUNICATION

BODY LANGUAGE - NONVERBAL COMMUNICATION

Non-verbal communication comprises of all forms of communications other than the verbal one. Although world has become more aware of it in the last 50 years, its role and relevance is increasing at a higher rate than the requisite knowledge about it. Human body movements, postures, gestures including appearances etc are guided by inner thoughts, emotions and feelings. Just as any language uses a set of symbols to represent letters and words to convey the meanings, body language, mostly unconsciously, carries messages, attitudes, status, mood etc of the person. Although dress, accessories, perfumes and cosmetics are used to convey own feelings consciously but most persons doing so are unaware of their importance in interpersonal communications.
Body language has emerged as the richest language known and researches are adding more and newer dimensions to the concept and scope of non-verbal language.

Researches have confirmed that verbal communication, both oral and written, primarily helps in conveying information and non-verbal communication assists in negotiating inter-personal attitudes and behavior. In some cases, non-verbal communication even substitutes oral communication - a woman can give a man a „look to kill‟ without speaking a word.
In respect of body language and the rules it follows, human beings are at the same stage of development as other animals and are governed by the biological rules that control their actions in the form of gestures, expressions and sounds. It is rather interesting to know that human beings are rarely aware of their postures, expressions and sounds that accompany their oral messaging.
Persons

Body does not lie although human beings can easily be swayed in to telling things that are not true. A perceptive and trained speaker can easily find out if he is speaking above, below or in line with the level of understanding of the audience and change / modify the message and his style to suit.

Sensitive observers of body language can capture cues from non-verbal communication and compare it with the verbal communication and if they do not match, they get the uncanny feeling that the speaker is not telling the truth. There is a famous maxim, „Words may lie but the body seldom does‟. Body language has been described as the language all speak but very few understand it.

ROLE OF IDIOMS, MAXIMS AND PROVERBS

ROLE OF IDIOMS, MAXIMS AND PROVERBS

Use of idioms, maxims and proverbs helps in embellishing style of communication. However, we have to learn to use them judiciously and with deep understanding;
(1) Idiom
It is an accepted phrase, construction or expression in a language. However, it may be contrary to the usual pattern of a language and has meanings that are different from the literal ones. It can often be a peculiar phraseology, a dialect or a language.
(2) Maxim
It is a concisely expressed principle or rule of conduct and is a statement of general truth or precept.
(3) Proverb
It is a short saying in common use that strikingly expresses a maxim. It is an enigmatical saying in which a profound truth is cloaked or hidden.

 IMPORTANCE OF IDIOMS, MAXIMS AND PROVERBS

Idioms, maxims and proverbs are specimens of language in its crystalline form. These are often compared to the glittering diamonds in a gold necklace.
These are used to express feelings, thoughts and ideas in a succinct, effective and attractive way. Normally a matter that requires several sentences or a whole paragraph may be expressed in 2 or 3 words. The combination of these words has meanings that are far removed from its literal meanings. For example, when it is said, „In a nutshell‟, it means saying in a few words. When someone feels that the Government machinery moves at „a snail‟s pace‟, he means that there are usual bureaucratic delays that send people „from pillar to post‟. One can „cut the long story short‟ and simply say „red tape‟.
If a person can build up a good repertory of idioms, maxims, proverbs and quotations and then recollect them to suit the occasion, he is already well on his way to becoming a good writer and / or a good speaker.

MEANINGS OF IDIOMS, MAXIMS AND PROVERBS

Words contained in these idioms etc may not convey any sense by themselves but, with reference to the context, they lend themselves much meanings and thoughts. These also add a touch of beauty and style to ones‟ communication.
For instance, consider the words, „eating one‟s own words‟. On the face of it, these words sound absurd for how can one eat one‟s words. Using these words suitably as an idiom in a sentence, it can be said that the new manager was „talking tall‟, threatening to pull up the employees who have failed to turn up for a cultural event on a holiday. However, when union leaders accosted him, he had „to eat his own words‟.

 PICKLE EFFECT OF IDOMS, MAXIMS AND PROVERBS

Drawing a parallel from the world of food, it can be said that idioms, maxim and proverbs are like a pickle which is rarely eaten by itself. But when used judiciously with the meals, it adds aroma, flavour and taste to the food.
(1) Idiomatic expressions, maxims and proverbs are not bound by the usual rules of grammar. For example, it may be recalled that, „Many a ship have floundered on these strong seas‟.
(2) When people are hungry and famished, they can just boil some rice and gulp it down. It may kill their hunger but this is not what they usually do. They cook different types of food, add spices / flavourings and then eat them with relish. They not only fill their stomach but also do it royally.
In the same way, while writing or speaking, people do not merely use some words that somehow carry meanings across to readers; they try their best to add beauty and

style to the diction to make it attractive so that it has the requisite impact. For example, consider a friend who is always vague in his expressions, rambling and dilly-dallying – he is never able „to come to the point‟. His manner of speaking can be expressed effectively in a few words that he is fond of „beating about the bush‟.
Another colleague is always clear, specific and to the point – „no hemming and hawing‟, no faltering and „no beating about the bush‟. The same could be stated more powerfully that he always „hits the nail on the head‟.

Understanding Time Management

Understanding Time Management

Every individual on earth has the same amount of time - 60 seconds in a minute; 60
minutes in an hour; 1,440 minutes in a day; and 525,600 minutes in a year. While a
vast majority of people confesses faltering to come to grips with it, extremely few can
claim to have made the most of it. How is it that they have got it all done? It’s because
they have managed a way to figure out how to manage their time effectively.
Time Management is more than just managing time. It is about controlling the use of
the most valuable - and undervalued - resource. It is managing oneself in relation to
time. It is setting priorities and taking charge of the situation and time utilization. It
means changing those habits or activities that cause waste of time. It is being willing
to adopt habits and methods to make maximum use of time.
With good time management skills one is in control of one’s time, stress and energy
levels. One can maintain balance between one’s work and personal life. One finds
enough flexibility to respond to surprises or new opportunities. It is not how much time
one has, but rather the way one uses it. The bottom line is how well one manages time.
Internationally known authority on time management Dr. Alec Mackenzie in his book
The Time Trap argues that the very idea of time management is a misnomer because
one really cannot manage time in the way other resources can be managed: financial
capital, physical capital, human capital, information and time. While each of the first
four can be augmented, reduced, transferred or otherwise controlled, Time cannot be
manipulated. Dr. Mackenzie contends that when it comes to time, one can only manage
oneself in relation to it. One cannot control time as one can control other resources –
one can only control how one uses it. In the world in which we live, time cannot be
replaced or re-created. It is therefore not for us to choose whether we spend or save
time but to choose only how we spend it.

Methods of Communication

Methods of Communication

Communication occurs in an organization in the context of people trying to fulfill one or
several of the following six needs:
• To feel respected
• To give or get information
• To be empathically understood and respected
• To cause change of action
• To create excitement and reduce boredom
• To avoid something unpleasant, like silence or confrontation
The methods used by them to fulfill those needs include listening, speaking, reading and
writing.

 Listening 

Various studies stress the importance of listening as a communication skill.
They point out that many of us spend 70 to 80 percent of our waking hours in some form of
communication. Of that time, we spend about 9 percent writing, 16 percent reading, 30
percent speaking, and 45 percent listening. Studies also confirm that most of us are poor
and inefficient listeners. Most people listen at an efficiency level of less than about 25
percent. Studies also show that, immediately after listening to a 10-minute oral presentation,
the average listener has heard, understood, properly evaluated, and retained only
half of what was said.

People generally remember

• 10 % of what they read
• 20 % of what they hear
• 30 % of what they see
• 50 % of what they hear and see
• 70 % of what they say and write
• 90 % of what they say as they do something ..............to be contd..

Types of Communication

Types of Communication

People in managerial roles have many opportunities to communicate with others.
Communication can be classified in the following different ways.

• Intrapersonal Communication: When people talk to themselves, communication
takes place within the brain. It embraces their thoughts, experiences and perceptions
during a communication event. Behavior responses on all other levels of communication essentially begin on intrapersonal level. On this level, the individual forms personal rules and patterns of communication. Intrapersonal communication encompasses:
• Sense-making e.g. interpreting maps, texts, signs, and symbols
• Interpreting non-verbal communication e.g. gestures, eye contact
• Communication between body parts; e.g. “My stomach is telling me it’s time
for lunch.”
• Day-dreaming
• Nocturnal dreaming and
• Many others...
• Interpersonal Communication: Interpersonal communication is also referred to
as dyadic communication, or communication between two individuals. This type
of communication can occur in both a one-on-one and a group setting. This also
means being able to handle different people in different situations and making people
feel at ease. Gestures such as eye contact, body movement, and hand gestures
are also part of interpersonal communication. The most common functions of
interpersonal communication are listening, talking and conflict resolution. Types of
interpersonal communication vary from verbal to non-verbal and from situation to
situation. Interpersonal communication involves face-to-face communication in a
way that accomplishes the purpose and is appropriate.

• Small Group Communication: Small group communication is an interaction process that occurs among three or more people interacting in an attempt to achieve commonly recognized goals either face-to-face or through mediated forms. This is sometimes included in the interpersonal level — the most obvious difference is the number of persons involved in the process. The small group may be a family of three talking at supper, or a meeting of an organization with just a few members.

• Public Communication or Public Speaking: The speaker sends messages to an audience, which is not identified as individuals. Unlike the previous levels, the speaker is doing most, if not all, of the talking.

• Mass Communication: 

Mass communication occurs when a small number of people send messages to a large anonymous and usually heterogeneous audience using specialized communication media. It represents the creation and sending of homogeneous message to a large heterogeneous audience through the media.

• Non-Verbal Communication: In non-verbal communication, people send
messages to each other without talking. They communicate through facial
expressions, head positions, arm and hand movements, body posture, and
positioning of legs and feet. How people use “space” also transmits a message.
By being aware of non-verbal communication, one can interpret the signals of others,
or send signals to others.

Awareness of non-verbal communication helps people:
• Project an image of confidence and knowledge.
• Demonstrate power or influence
• Express sincerity, interest and cooperativeness.
• Create trust.
• Recognize personal tension in self and others.
• Identify discrepancies between what people are saying and what they are
actually thinking.
• Change behavior and environment to encourage productive discussion.

Three Myths about Communication

• Myth One: Communication is the magical cure for all our woes - a Panacea
• Myth Two: Communication Can Break Down (here can be a difference of opinion
• but communication cannot break down, machines break down)
• Myth Three: Communication is Merely Skill Building. Communication is a complex
process that must be taken and understood as a whole

Some DOs of Effective Communication

Some DOs of Effective Communication

1. Analyze the issue at hand thoroughly before developing a plan: Find answers
to the following questions (within constraints of planning & budget):
• What is the character and extent of the issue?
• What are the causes of the issue? Try to distinguish technical from human
factors.
• What are the targets of the policy?
• What are the possible solutions?
2. Identify the role of communication in an early stage: In many cases this role is
regarded after plans are made, thereby, reducing the potential benefits of
communication greatly. Even though often communication alone cannot solve the
problem, it can be a supporting instrument in most situations when integrated in the
strategy during initial planning.
3. Know the target groups and stakeholders: Effective communication requires
knowledge of the parties involved. Find out the target groups and stakeholders and
study their knowledge, attitude, behavior and interests in the issue at hand. Experience
shows that if you don’t know the ones you want to reach, chances are high that
communication will fail to have the desired effects.
4. Define communication targets: Targets should make clear which results one wants
to achieve. It is essential that communication targets are SMART: Specific, Measurable,
Acceptable, Realistic and Time related. Communication targets can range from
involvement in problem-solving, to attention, knowledge, awareness, motivation,
behavior and skills. In most cases, communication will be used in combination with
other instruments to achieve the desired results.
5. Identify partners and intermediaries: In many cases it is costly, complex and
time consuming to communicate directly with the target group, especially when a large
audience has to be reached and when many different target groups are involved.

Communication in co-operation with partner organizations and through intermediaries
can have the following advantages:
• It can be more economical.
• Intermediaries/ partners can have databases with addresses and figures
of the target group so they can be reached effectively.
• Intermediaries can have support from a large audience or can have grass
root support.
• Intermediaries can have a reliable, solid image for the target group and
authority based on expertise.
6. Always pre-test: Ensure that the target group understands the messages and detect
unexpected interpretations of your message by pre-testing it. If there is no time,
personnel or budget available for a pre-test, conduct at least a ‘disaster-check’:
confronting a small number of people who were not involved in the development of the
communication plan.
7. Evaluate results: Evaluation is aimed at assessing the effects of your
communication efforts. Furthermore, evaluation can also be aimed at judging the
processes during the preparation and execution phase. After evaluation it becomes
clear which methods are most effective and most efficient. Furthermore, you learn how
you can organize and manage the communication process more effectively in the future.
Justification of communication efforts for the leaders of your organization and its’
stakeholders is another reason to evaluate. The results of an evaluation will point out
which future steps are necessary to be initiated.
8. Define the medium for the message: Since each medium has its own advantages
and disadvantages, one should define which medium can most effectively relay
messages. For example, the Internet may reach a worldwide audience and therefore
may seem to be the perfect medium to reach audience around the world, but the Internet
penetration in some countries is low. People who do not have access to the Internet

will not be able to receive the message. TV has a higher degree of household
penetration, but most TV broadcasts are local; in this case, TV may be a good medium
to reach a wide range of audience within a country, but not worldwide.
9. Establish a budget: Almost everything takes money or staff or support resources.
10. Think creatively: It is a sad truth that while conservation is important, it isn’t always
interesting. Communicators need to add sparkle dust to bring issues alive.

Use of Images in presentation for projection and display

Use of Images in presentation for projection and display

·  Film and video
·  Slides 35mm
·  Overhead transparencies or
acetates
·  Flip charts
·  Computers

For this job aid we will only discuss presenting using computers.
Testing legibility of projected materials

1. Make a sample visual using the kind of lettering and or images
that you will use in your presentation.
2. Project this sample visual on a screen, stand in the back of a
room or at a similar distance as in the room you will be
speaking in.
3. Determine if the visual can be seen and read without strain.

Computers

Using computers can enable presenters to use multimedia and
graphics to get their message across.
Some considerations when presenting with computers
If you are demonstrating with a computer, the size of your
audience will have a profound effect on how you can present.

Presenting to a small group

With a small group it may be possible to present software using
only a monitor. Your main consideration is that all members of
your audience can see the screen. Be aware that lights can reflect
off a screen making it difficult to see the image; always check for
this.

Presenting to a large group

Demonstrating a computer application to a large group requires an
image, which is much larger than a monitor screen. To do this, you
will need to be able to project the computer image onto a larger
screen.

Creating visual aids
(overheads)

The purpose of a visual aid (overhead) is to
supply impact and enhance what you are
saying.
Determining what visuals to use is effected by...
The content of your presentation
·  Will a visual add to your presentation and enhance what you
are saying?
·  Will a visual make the purpose and objectives of your
presentation easier to understand?
·  Will a visual make what your are saying easier for the audience
to follow?
·  Will a visual convey to your audience what you want them to
learn?

Resources

·  The equipment you have access to.
·  The facilities that are available to you.
·  How much time you have to put together your visuals.

Other considerations

·  Can the point and or concept you are trying to make be put
into a visual form?
·  Will a visual fit into your presentation and complement the
other visuals?

Visual aid design considerations

Visuals should only include words, images, graphs, and charts that
directly relate to what you are talking about.
·  Overall design of a visual should not be crowded. Too much
visual or verbal information will result in your audience losing
interest.
·  Visual aids should be clear and simple without unnecessary
details. Complicated visuals with too much information can be
confusing for an audience.
·  It is essential that every bit of information on the visual aid is
large enough for all of the audience to see (i.e., make all details
large, put lines in bold, and use contrasting colours).
·  Only use simple lettering, unambiguous terms and symbols that
the audience can easily understand.

·  Keep in mind that you want your visuals to focus the audience's
attention where and when you want it.
·  It is not necessary to have a visual for everything you say.
Having too many visuals can result in information overload for
your audience.

Using images

The objective of visual aids is to be visual. Using visuals with only
text can become boring so when ever possible use images (i.e.,
pictures, charts, and graphs) to illustrate what
you mean. Images are more interesting than
text and can be remembered by an audience
long after your presentation is finished.
Be conscious of good design
Make sure the elements within a visual
complement and work together to bring your
message across. This applies to text as well as images.
Use emphasis to draw attention to important aspects of a visual
through arrows, colour, font size, and or object/image size.

Arrangement

It is important that the arrangement of the images and/or text is
designed in such a way that it will effectively grab the audience's
attention.
Arranging things in geometric shapes (i.e. oval, rectangle triangle)
or letters of the alphabet can be used as an underlying pattern to
display images on a visual. These are common shapes and will help
make your images look organized within the visual.

Colour

Colour can accent essential information for the audience by
creating a mood or emotional response towards your material.
·  Consistency with colour can help make things more clear, for
example, the same background colour can be used for each
section of your presentation (i.e. blue for statistical information
and green for research).
·  Letter colouring should contrast with the background. This helps
with legibility and draws attention to written words.
Too many colours can make an image confusing to look at.
Tips Text on visuals

No matter what visual aid you decide to create, if
you are going to use text, there are a number of
things that need to be thought about and planned.
Some considerations when using text...

Limit the amount of text

·  Having too much text on a visual will make it difficult to read.
·  If you want verbal information on a visual, it is generally best
to use a maximum of 36 words with 6 lines and only 6 words
per line.
·  Text should be brief in order to get your main points across and
help your audience to remember the information. This also
applies to text with images (i.e. pictures, charts, or graphs).
However, a projected visual with only one or a few words is
too brief and is a waste of time.

Format and organize text

·  It is best to put text in point form. Keeping your points brief
will make it easier for your audience to read the information. A
speaker can always elaborate on the text information that is
presented on the screen.
·  If you are listing things on your visual, using numbers can make
the information better organized and easier to follow.
·  Headings on each visual can help organize the material and give
the audience something to associate with your points.

Typeface

Do not use lettering that is too detailed to read easily. It is pointless
to use something that may be beautiful to look at, but difficult to
read. Instead try to use simple lettering styles.

Font size

Do not use a font size that is too small. It is pointless to have text
that your audience cannot read. It is best to experiment will
different font sizes to determine which is easier for the audience to
read.

Presenting with visual aids

·  Rehearse your presentation with the
visual aids you are going to use.
Running your presentation through
from beginning to end will give you an
idea on how long your presentation is
and give you the opportunity to make
any necessary changes. Whenever
possible, rehearse in the room you are
going to speak using the same technology.

·  When presenting make sure your entire audience can
When presenting make sure your entire audience can see the
visual aid.
·  When speaking always face your audience not the visuals.
·  If possible, once you have finished with a visual, remove it to
maintain the audience's attention on what you are saying.
·  Do not present a visual aid before you are ready to talk about
it. Seeing a visual before it is discussed can be distracting to an
audience.

Visual aids are only there to aid and enhance your speech. A visual
aid does not have to be self-explanatory. You, as the speaker, can
always verbally add information increasing the value of the visual as a means to communicate. The objective is to have something that will help you to get your point across.

Creating effective presentations

Creating effective presentations

Presentation purpose and objectives

Determining the purpose and objectives of your presentation will
help you to focus on the kind of presentation you want to
develop.
What are the objectives of your presentation?
·  Why are you giving this presentation?
·  What do you want to accomplish?
·  What does the audience expect?
·  What do you what the audience to understand?
·  What do you want the audience to remember?

Types of presentations

The type of presentation that you develop is based on the content
of your material, the target audience, and your objectives. Different
types of presentations can include training or teaching a skill or
topic and sharing information.
Training or teaching a skill or topic
This form of presentation is designed to train or teach a new
ability, skill and or trade.

Presentation strategy

·  Introduce the skill or topic you will be teaching/training.
·  Establish the importance of what will be taught.
·  Explain the skill or topic through examples, elaboration, and/or
·  Conclude or review the information presented.
·  Suggest ways that your audience can obtain further information
to learn more.

Sharing information

This type of presentation is used to narrow an information gap
between you and your audience.

Presentation strategy

·  Introduce the information you are going to share with your
audience.
·  Explain how it relates to other information.
·  Establish why it is important to share this information.
·  Suggest where this information could possibly lead.

Presentation issues

No matter what strategy you use, there are some issues you should
address to make sure you are supplying your audience with the
information they need.
·  If there are certain aspects of your topic you will not cover, but
could be viewed by your audience as important, you might
want to address these things briefly and explain why you are
not covering them.
·  Determine if you will have to establish the history of your topic
in order to clarify things for your audience.
·  Decide if you will need to establish how the information you
are presenting will benefit your audience.
·  If there is an order to what you are discussing, make sure you
establish that in the beginning; it will make everything clearer
for your audience.
·  Always make sure you have proof to support what you are
talking about. This will establish your credibility as a speaker.

The audience

Knowing your audience is critical when designing your
presentation.
·  How much does the audience already know about your topic? This will determine
how much information you will have to give the audience at the beginning of your
presentation.

·  Is your audience willing to accept new ideas?
·  To how many people will you be speaking? With a small group it might be possible to
have a more thorough analysis of your topic. However, a large group often requires a presentation to be more general.

Remember the basic objectives of your presentation must meet the
needs and objectives of your audience.

Speech/Presentation development

·  Do not assume the audience knows what you mean; always
define words or phrases for purpose of clarity. How detailed
your definitions are will depend on your audience.
·  Consider limitations imposed by time. Many subjects cannot be
explained or fully developed in the available speaking time.
Under these conditions speeches/presentations must be
narrowed and focused.
·  Pay attention to the amount of time allotted to each portion of
the speech in order to ensure that more weight is given to the
more important aspects of your presentation.
Studying other presentations can give you ideas for your own.

Speech/Presentation writing

It is important to say more about less by focusing a speech instead
of trying to cover too much. Covering too much will make a
speech too sketchy to be effective. It is better to focus your
presentation on certain aspects of your topic. Your objective is to
organize your ideas and materials into a cohesive presentation,
which will make a positive impression on your audience.

Speech writing strategy

·  Develop an outline. Outlining your speech will give you a
better idea on coordinating a series of points, which have
elements in common. Each section of your outline should have
only one idea or statement.
·  Sequence your presentation outline. This will help give you a
structure on which to build.
Review the main ideas to make sure you are in line with the
objectives and purpose of your presentation.
Do not give an audience too much information, which will rresult in
them remembering less.
A speech is generally composed of 3 parts:
·  Introduction
·  Body or main part
·  Conclusion.
The purpose of an introduction is to:
·  Introduce yourself (why are you qualified to speak on this
subject and who you are)
·  Inform your audience what your speech/presentation is about
·  Gain the audience's attention
·  And give the audience some background information on your
subject.

Make the organization of your speech clear to your audience from
the beginning by providing an overview of the presentation format.
This format can entail presenting the main points you will be
discussing via an outline. A presentation outline will keep things in
order, put things in a time frame, and help the audience to recall
information.

Body or main part
The body of your speech is the elaboration of the main topic areas
presented in your introduction.
Conclusion
The conclusion refers back to the introduction and is your
opportunity to review what you have told your audience.
·  Wrap up the main points you have presented.
·  Answer any questions your audience may have.