Chapter 6 – Leadership
Presentation in Person and Online
Teaching
Notes
Chapter 6 focuses on teaching students to deliver
different types of oral presentations. In
this chapter, students will learn to do the following:
·
Plan your presentation, including developing a
communication strategy.
·
Prepare a presentation to achieve the greatest
impact.
·
Present effectively and with greater confidence
in person and online.
One of the most effective methods to develop a
student’s presentation skills is to video the presentations and provide
frequent feedback. The applications in
this chapter are designed to provide opportunities for students to present and
obtain feedback. The instructor may want
to record all of the student presentations from the beginning of the semester
to the end to capture the student’s progress.
Having a video of the entire semester will allow students to track their
progress and use the information on how their presentation skills are
developing for their Communication Development Plans.
The PowerPoint lecture that accompanies Chapter 6
takes the students through each of the P’s of oral presentations, from
planning, to preparing, to presenting.
It begins by recalling the strategy framework to allow the instructor to
discuss the specifics of developing a communication strategy for oral
presentations and then goes through each of the P’s in detail. The slide lecture will probably consume a
good portion of the class time, particularly if the instructor wants to
demonstrate some of the body language and other typical delivery problems and
perhaps show some examples from TED Talks and You Tube.
Working on students’ presentation skills can be one of the
most enjoyable and rewarding components of Leadership Communication. It provides countless opportunities for
creativity and for just having fun. The
instructor will, of course, want to respect the sensitivities of individual
students and accommodate any special needs.
Application 6.1:
Oral Presentation Self Evaluation
The
self-evaluation of an early presentation (prior to or just after the semester
starts) is very important since it allows the students to establish a baseline
and very specific improvement goals. The
evaluation form provided here will help guide the students in evaluating their
own performances.
Approaches to Teaching
Students
should be asked to watch a video of themselves presenting and use this
self-evaluation form to determine their strengths and weaknesses. Following the instructions in the form, they
will watch the video twice and listen to it once, which will help them to
isolate exactly what they are doing when they present. After the students complete the
self-assessment, they should complete the second portion of the form, which
asks them to summarize their strengths and weaknesses and develop a plan to
address the weaknesses. The instructor
may want to collect the self-assessments or go over them with the student,
either as part of a CDP discussion or as an isolated application.
Instructors
may want to use a similar evaluation form to provide their feedback throughout
the semester. Additional evaluation
forms for presentations, both individual and team, are provided in the file
labeled “Rubrics” on the Instructor’s CD.
Application 6.2: Practicing Impromptu Presentations
An
approach to impromptu presentations is provided in the Introduction discussion
on the Instructor’s CD, so no approach to teaching is included here.
A
variation on this application would be to have the students work in groups,
providing feedback to each other. Also,
the topics could be used as a pre-semester assessment, as explained in the application
discussion in the Introduction to the text in the Instructor’s Manual, or as
topics at the beginning of class instead of using topics based on the chapter
readings, as suggested in the file called “Sample Syllabi” on the Instructor’s
CD.
Application 6.3: Developing a
Round-Table Presentation
The HugeCo Revisited
This application gives the students the opportunity to think about and
discuss the peculiar requirements of the round-table presentation format. The application provides practice in
selecting and organizing relevant information and employing the round-table
format to create an effective presentation.
Approaches to
Teaching
The application is designed to be
done in small groups or teams. The
students will have to review the information in Application 4.3 describing the
merger between Huge Co. and Computer Co.
To conserve class time, they should be asked to do that before the class
meeting at which Application 5.3 will be discussed.
Before breaking into smaller
groups, the instructor may want to ask the class to discuss the purpose of the
presentation and the needs of the audience.
It might also be appropriate to
review the advantages of the
round-table format that make it appropriate for this occasion, and particularly
its suitability for presenting detailed information and promoting discussion.
The students will need 30 to 40
minutes to create their ghost packs. The
instructor can ask several groups to present their packs to the class for
feedback and further discussion. The
presentations may be done in a role-playing simulation in which one group takes
the part of the engagement team and three other students act as the senior
partner and new consultants. If
possible, the ghost pack slides should be displayed during the role-playing so
that all class members can see them and provide feedback on the pack and the
performance.
Example Response to the Assignment
The following round-table presentation contains the same
content as the full-page version provided on the Instructor’s CD but is
provided here as well for the instructor to have as a guide to the content to
expect in the student’s created versions.
Student round-table ghost packs may vary significantly from the example,
however, particularly in the details included on various slides. They all should begin with title and agenda
slides and conclude with a next-steps slide.
The body of the presentation should exhibit a logical organization and
attention to detail.
Example
Round-Table Ghost Pack for HugeCo Assignment
Example Round-Table Ghost Pack for HugeCo Assignment (continued)
|
Round-Table Presentation Evaluation Form
Scale:
|
3= Outstanding
|
2 = Good
|
1 = Could have been better
|
How well did the
students do on each of the following?
|
Scale
|
Comments
|
1. Introducing
team members
|
1
2 3
|
|
2. Establishing
purpose and plan for the meeting
|
1
2 3
|
|
3. Previewing
agenda
|
1 2 3
|
|
4. Responding
effectively to questions
|
1
2 3
|
|
5. Directing
audience to the specific page
|
1
2 3
|
|
6. Providing
a transition before moving to the next page
|
1
2 3
|
|
7. Giving
audience time to skim pages
|
1
2 3
|
|
8. Stating
the “so what” (major message) of each page
|
1
2 3
|
|
1
2 3
|
||
10. Establishing
and maintaining eye contact with the audience
|
1
2 3
|
|
11. Adjusting
to audience’s body language
|
1
2 3
|
|
12. Remaining
flexible and responsive to the discussion
|
||
13. Summing
up and providing next steps
|
1
2 3
|
For the most part, this
application should follow much the same work as Application 5.3. An additional 15-20 minutes should provide
enough time for discussion on these key points, which you may wish to bring up
to the class or may wish to have the class discover in groups:
- What methods
of delivery and/or recording do we have available?
- Is my audience
familiar with this method of virtual delivery, or will I need to add
slides or notes to explain how to log in and use the system?
- Will we need
to make any changes to the graphics and/or slides for readability across
the web?
- How will we
want to gather feedback and facilitate discussion? Should we hold questions, provide
Q&A on the web, moderate questions, etc?
- How might we
approach follow-up differently?
Answers to this application will
vary widely based on the initial outcomes of Application 5.3. We expect, however, that students should:
- Consider
adding an additional slide with information on how to use the web-based
delivery system and how to interact during the meeting
- Discuss what
information and instructions for logging in that should be sent out ahead
of time
- Determine if a
recording should be made and, if so, who should receive it
- Address any
graphics or text issues, such as if the graphics are too fine for web
delivery or the text is too small.
Application guidance developed by
Sandra Elliott.
